IndoorIndoor AirAir QualityQuality ToolsTools forfor SchoolsSchools REFERENCE GUIDE

Indoor Air Quality (IAQ)

RefGuideCoverFIN3.indd 1 8/31/08 2:35:48 PM U.S. Environmental Protection Agency Indoor Environments Division, 6609J 1200 Pennsylvania Avenue, NW Washington, DC 20460 (202) 564-9370 www.epa.gov/iaq

American Federation of Teachers 555 New Jersey Avenue, NW Washington, DC 20001 (202) 879-4400 www.aft.org

Association of School Business Officials 11401 North Shore Drive Reston, VA 22090 (703) 478-0405 www.asbointl.org

National Education Association 1201 16th Steet, NW Washington, DC 20036-3290 (202) 833-4000 www.nea.org

National Parent Teachers Association 330 North Wabash Avenue, Suite 2100 Chicago, IL 60611-3690 (312) 670-6782 www.pta.org

American Lung Association 1740 Broadway New York, NY 10019 (212) 315-8700 www.lungusa.org

EPA 402/K-07/008 I January 2009 I www.epa.gov/iaq/schools

RefGuideCoverFIN3.indd 2 8/31/08 2:35:49 PM Introduction

Understanding the importance of good investigating or resolving IAQ problems indoor air quality (IAQ) in schools is the may want to refer to appendices on basic backbone of developing an effective IAQ measurement equipment, hiring program. Poor IAQ can lead to a large professional assistance, and codes and variety of health problems and potentially regulations. There are numerous resources affect comfort, concentration, and staff/ available to schools through EPA and student performance. In recognition of other organizations, many of which are tight school budgets, this guidance is listed in Appendix L. Use the information designed to present practical and often in this Guide to create the best possible low-cost actions you can take to identify learning environment for students and and address existing or potential air maintain a comfortable, healthy building quality problems. You can accomplish this for school occupants. using current school staff to perform a This common- limited and well-defined set of basic sense guidance is operations and maintenance activities. designed to help However, some actions may require you prevent and specialized expertise. solve the Sections 1 and 2 of this Guide help majority of indoor schools understand how IAQ problems develop, the importance of good IAQ, and air problems with its impact on students, staff, and building minimal cost and occupants. Communicating this important involvement. information with students, staff, parents, and the community is the next step, which is outlined in Section 3. Schools dealing with an IAQ crisis will find the section on communication particularly helpful. Sections 4 to 6 contain valuable information for schools that need assistance diagnosing and responding to IAQ problems with inexpensive, practical solutions. Refer to the appendices of this Guide for detailed information on IAQ-related topics including mold, radon, secondhand smoke, asthma, and portable classrooms. Schools may find the explanations of integrated pest management programs, typical indoor air pollutants, and pollutants from motor vehicles and equipment helpful while developing school policies or pinpointing sources of poor IAQ. In addition, schools

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80897 EPA D REV.pmd 2 8/31/08, 3:54 PM Contents

Introduction i Acknowledgments v

BASICS Section 1 Why IAQ Is Important to Your School 1 Why IAQ Is Important 1 Unique Aspects of Schools 2 Section 2 Understanding IAQ Problems 3 Sources of Indoor Air Pollutants 3 Interaction of Sources, HVAC Systems, Note: Separate Pathways, and Occupants 3 pieces in this Kit include: HVAC System Design and Operation 4 Description of HVAC Systems 5 • IAQ Coordinator’s Guide; Thermal Comfort 5 Ventilation For Occupant Needs 6 • IAQ Road Map; Pollutant Pathways and Driving Forces 6 • IAQ Backgrounder; Building Occupants 7 • IAQ Checklists; Section 3 Effective Communication 9 • Fact Sheet on Proactive Communication 9 District-wide Responsive Communication 10 Implementation; Communication Principles 11 • Awards Program; Section 4 Resolving IAQ Problems 13 • Managing Asthma Is This an Emergency? 13 in the School Who Will Solve the Problem? 14 Environment; Section 5 Diagnosing IAQ Problems 15 • Two Videos; and How to Diagnose Problems 15 • IAQ Problem Spatial and Timing Patterns 15 Solving Wheel. Section 6 Solving IAQ Problems 17 Developing Solutions 17 Solutions for Other Complaints 18 Evaluating Solutions 18 Evaluating the Effectiveness of Your Solution 19 Persistent Problems 20

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80897 EPA D REV.pmd 3 8/31/08, 3:54 PM APPENDICES Appendix A Hiring Professional Assistance 21 Appendix B Basic Measurement Equipment 25 Appendix C Codes and Regulations 27 Appendix D Asthma 29 Appendix E Typical Indoor Air Pollutants 33 Appendix F Secondhand Smoke 39 Appendix G Radon 43 Appendix H Mold and Moisture 45 Appendix I Emissions from Motor Vehicles and Equipment 49 Appendix J Portable Classrooms 53 Appendix K Integrated Pest Management 57 Appendix L Resources 59 Appendix M Glossary and Acronyms 79

INDEX 85

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80897 EPA D REV.pmd 4 8/31/08, 3:54 PM DISCLAIMER REPRODUCTION Any information gathered using this Kit is This Kit contains public information that for the benefit and use of schools and may be reproduced or modified in whole school districts. EPA does not require or in part without permission. If it is retention or submission of any reproduced or modified, EPA would information gathered, and EPA has no appreciate knowing how it is used. Please regulatory or enforcement authority write: regarding general indoor air quality in IAQ Tools for Schools schools. This Kit has been reviewed in Indoor Environments Division, #6609J accordance with EPA’s policies. U.S. Environmental Protection Agency Information provides the current scientific 1200 Pennsylvania Avenue, NW and technical understanding of the issues Washington, DC 20460 presented. Following the advice given will not necessarily provide complete For more information, see EPA’s Web site: protection in all situations or against all www.epa.gov/iaq. health hazards that may be caused by indoor air pollution. Mention of any trade names or commercial products does not constitute endorsement or recommendation for use.

WARNING Please note the following as you prepare to use this Kit: • This Kit is not intended as a substitute for appropriate emergency action in a hazardous situation that may be immediately threatening to life or safety. • Modification of building functions, equipment, or structure to remedy air quality complaints may create other indoor air quality problems and may impact life-safety systems and energy use. A thorough understanding of all the factors that interact to create indoor air quality problems can help avoid this undesirable outcome. Consult with professionals as necessary. • In the event that medical records are used while evaluating an IAQ problem, maintain confidentiality.

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Section 1 – Why IAQ Is Important to Your School

M ost people are aware that outdoor air Failure to prevent or respond promptly to pollution can impact their health, but IAQ problems can: 1 indoor air pollution can also have • Increase long- and short-term health significant and harmful health effects. The problems for students and staff (such as U.S. Environmental Protection Agency cough, eye irritation, headache, allergic (EPA) studies of human exposure to air reactions, and, in rarer cases, life- pollutants indicate that indoor levels of threatening conditions such as pollutants may be two to five times—and Legionnaire’s disease, or carbon occasionally more than 100 times—higher monoxide poisoning). than outdoor levels. These levels of indoor air pollutants are of particular concern • Aggravate asthma and other respiratory because most people spend about 90 illnesses. Nearly 1 in 13 children of percent of their time indoors. For the school-age has asthma, the leading purposes of this guidance, the definition cause of school absenteeism due to of good indoor air quality (IAQ) chronic illness. There is substantial Good IAQ management includes: evidence that indoor environmental contributes to a exposure to allergens, such as dust • Control of airborne pollutants; favorable mites, pests, and molds, plays a role in environment for • Introduction and distribution of triggering asthma symptoms. These adequate outdoor air; and allergens are common in schools. There students, is also evidence that exposure to diesel performance of • Maintenance of acceptable temperature exhaust from school buses and other and relative humidity. teachers and staff, vehicles exacerbates asthma and and a sense of Temperature and humidity cannot be allergies. These problems can: overlooked because thermal comfort comfort, health, and • Impact student attendance, comfort, concerns underlie many complaints about well-being. These and performance. “poor air quality.” Furthermore, elements combine temperature and humidity are among the • Reduce teacher and staff to assist a school in many factors that affect indoor performance. contaminant levels. its core mission— • Accelerate the deterioration and educating children. Outdoor sources should also be reduce the efficiency of the school’s considered since outdoor air enters school physical plant and equipment. buildings through windows, doors, and • Increase potential for school closings ventilation systems. Thus, transportation or relocation of occupants. and grounds maintenance activities become factors that affect indoor • Strain relationships among school pollutant levels as well as outdoor air administration, parents, and staff. quality on school grounds. • Create negative publicity. WHY IS IAQ IMPORTANT? • Impact community trust. In recent years, comparative risk studies • Create liability problems. performed by EPA and its Science Advisory Board (SAB) have consistently Indoor air problems can be subtle and do ranked indoor air pollution among the top not always produce easily recognized five environmental risks to public health. impacts on health, well-being, or the Good IAQ is an important component of a physical plant. Symptoms, such as healthy indoor environment, and can help headache, fatigue, shortness of breath, schools reach their primary goal of sinus congestion, coughing, sneezing, educating children. dizziness, nausea, and irritation of the eye, nose, throat and skin, are not necessarily

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80897 EPA E REV.pmd 1 8/31/08, 4:33 PM due to air quality deficiencies, but may UNIQUE ASPECTS OF SCHOOLS also be caused by other factors—poor Unlike other buildings, managing schools lighting, stress, noise, and more. Due to involves the combined responsibility for varying sensitivities among school public funds and child safety issues. These occupants, IAQ problems may affect a can instigate strong reactions from group of people or just one individual. In concerned parents and the general addition, IAQ problems may affect people community. Many other aspects are unique in different ways. to schools: Individuals that may be particularly • Occupants are close together, with the susceptible to effects of indoor air typical school having approximately contaminants include, but are not limited four times as many occupants as office to, people with: buildings for the same amount of floor • Asthma, allergies, or chemical space. sensitivities; • Budgets are tight, with maintenance • Respiratory diseases; often receiving the largest cut during budget reductions. • Suppressed immune systems (due to radiation, chemotherapy, or disease); • The presence of a variety of pollutant and sources, including art and science supplies, industrial and vocational arts, • Contact lenses. home economic classes, and gyms. Certain groups of people may be • A large number of heating, ventilating, particularly vulnerable to exposures of and air-conditioning equipment place certain pollutants or pollutant mixtures. an added strain on maintenance staff. For example: • Concentrated diesel exhaust exposure • People with heart disease may be due to school buses. (Students, staff, more adversely affected by exposure and vehicles congregate at the same to carbon monoxide than healthy places at the same time of day, individuals. increasing exposure to vehicle • People exposed to significant levels of emissions.) Long, daily school bus nitrogen dioxide are at higher risk for rides may contribute to elevated respiratory infections. exposure to diesel exhaust for many students. In addition, the developing bodies of children might be more susceptible to • As schools add space, the operation and environmental exposures than those of maintenance of each addition are often adults. Children breathe more air, eat different. more food, and drink more liquid in • Schools sometimes use rooms, portable proportion to their body weight than classrooms, or buildings that were not adults. Therefore, air quality in schools is originally designed to service the of particular concern. Proper maintenance unique requirements of schools. of indoor air is more than a “quality” issue; it encompasses safety and stewardship of your investment in students, staff, and facilities.

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80897 EPA E REV.pmd 2 8/31/08, 4:33 PM Section 2 – Understanding IAQ Problems

Over the past several decades, exposure Indoor Air Pollutants” contains a list of to indoor air pollutants has increased due specific air pollutants with descriptions, 2 to a variety of factors. These include the sources, and control measures. construction of more tightly sealed buildings; reduced ventilation rates to save In addition to the number of potential energy; the use of synthetic building pollutants, another complicating factor is materials and furnishings; the use of that indoor air pollutant concentration personal care products, pesticides, and levels can vary by time and location housekeeping supplies; and the increased within the school building, or even a use of vehicles and power equipment. In single classroom. Pollutants can be emitted from a variety of sources addition, activities and decisions, such as Interaction of deferring maintenance to “save” money, including: can lead to problems from sources and • Point sources (such as from science Sources, ventilation. storerooms); HVAC Systems, The indoor environment in any building is • Area sources (such as newly painted Pathways, and a result of the interactions among the site, surfaces); and Occupants climate, building structure, mechanical systems (as originally designed and later • Mobile sources (such as cars, buses, If independently modified), construction techniques, and power equipment). evaluated, a minor roof leak and a dirty contaminant sources, building occupants, Pollutants can also vary with time since and outdoor mobile sources (cars, buses, classroom carpet some activities take place over a short might not cause trucks, and grounds maintenance period of time (such as stripping floors) or equipment). This section contains a much concern. But occur continuously (such as mold growing if the water from discussion on how these elements can in the HVAC system). cause IAQ problems, and Section 6: the roof leak “Solving IAQ Problems” provides Indoor air often contains a variety of reaches the carpet, solutions. These elements are grouped into contaminants at concentrations that are the water can wet four categories: well below the published occupational the dirt in the standards. Given our present knowledge, it carpet and the • Sources is often difficult to relate specific health mold that has been dormant in the • Heating, Ventilation, and Air- effects to exposures to specific pollutant carpet. The mold Conditioning (HVAC) Systems concentrations, especially since the significant exposures may be due to low can grow and • Pathways levels of pollutant mixtures. become a pollutant source that releases • Occupants INTERACTION OF SOURCES, spores into the classroom air. The SOURCES OF INDOOR AIR HVAC SYSTEMS, PATHWAYS, AND HVAC system acts POLLUTANTS OCCUPANTS as a pathway that Indoor air pollutants can originate within If independently evaluated, a minor roof disperses the the building or be drawn in from outdoors. leak and a dirty classroom carpet might spores to other Air contaminants consist of numerous not cause much concern. But if the water parts of the school, particulates, fibers, mists, bioaerosols, and from the roof leak reaches the carpet, the where occupants gases. It is important to control air water can wet the dirt in the carpet and the may experience pollutant sources, or IAQ problems can mold that has been dormant in the carpet. allergic reactions. arise—even if the HVAC system is The mold can grow and become a properly operating. It may be helpful to pollutant source that releases spores into think of air pollutant sources as fitting into the classroom air. The HVAC system may one of the categories in the table on the act as a pathway that disperses the spores following page, “Typical Sources of Indoor to other parts of the school, where Air Pollutants.” The examples given for occupants may experience allergic each category are not intended to be an reactions. exhaustive list. Appendix E: “Typical

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80897 EPA E REV.pmd 3 8/31/08, 4:33 PM TYPICAL SOURCES OF INDOOR AIR POLLUTANTS

OUTDOOR SOURCES BUILDING COMPONENTS/ OTHER POTENTIAL EQUIPMENT FURNISHINGS INDOOR SOURCES Polluted Outdoor Air HVAC Equipment Components • Science laboratory supplies • Pollen, dust, mold • Mold growth in drip • Mold growth on or in spores pans, ductwork, coils, soiled or water- • Vocational art supplies • Industrial emissions and humidifiers damaged materials • Copy/print areas • Vehicle and nonroad • Improper venting of • Dry drain traps that • Food prep areas engine emissions (cars, combustion products allow the passage of sewer gas • Smoking lounges buses, trucks, lawn and • Dust or debris in duct- garden equipment) work • Materials containing • Cleaning materials VOCs, inorganic • Emissions from trash Nearby Sources Other Equipment compounds, or • Pesticides • Loading docks • Emissions from office damaged asbestos • Odors from dumpsters equipment (volatile • Materials that produce • Odors and VOCs from organic compounds particles (dust) paint, caulk, adhesives • Unsanitary debris or (VOCs), ozone) • Occupants with building exhausts near Furnishings outdoor air intakes • Emissions from shop, communicable diseases lab, and cleaning • Emissions from new • Dry-erase markers and equipment furnishings and Underground similar pens Sources floorings • Insects and other pests • Radon • Mold growth on or in soiled or water- • Personal care products • Pesticides damaged furnishings • Stored gasoline and • Leakage from lawn and garden underground storage equipment tanks

HVAC SYSTEM DESIGN AND Not all HVAC systems accomplish all of OPERATION these functions. Some buildings rely only on natural ventilation. Others lack The HVAC system includes all heating, mechanical cooling equipment, and many cooling, and ventilating equipment serving function with little or no humidity control. a school: Boilers or furnaces, chillers, The features of the HVAC system in a cooling towers, air-handling units, exhaust given building will depend on: fans, ductwork, and filters. Properly designed HVAC equipment in a school • Age of the design; helps to: • Climate; • Control temperature and relative • Building codes in effect at the time of humidity to provide thermal comfort; the design; • Distribute adequate amounts of outdoor • Budget for the project; air to meet ventilation needs of school occupants; and • Designers’ and school districts’ individual preferences; • Isolate and remove odors and other contaminants through pressure control, • Subsequent modifications; filtration, and exhaust fans. • Space type; and • Expected occupancy.

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80897 EPA E REV.pmd 4 8/31/08, 4:33 PM DESCRIPTION OF HVAC SYSTEMS Uniformity of temperature is important to The two most common HVAC designs in comfort. Rooms that share a common schools are unit ventilators and central air- heating and cooling system controlled by a handling systems. Both can perform the single thermostat may be at different same HVAC functions, but a unit ventilator temperatures. Temperature stratification is serves a single room while the central air- a common problem caused by handling unit serves multiple rooms. For convection—the tendency of light, warm basic central air-handling units, it is air to rise, and heavier, cooler air to sink. important that all rooms served by the If air is not properly mixed by the central unit have similar thermal and ventilation system, the temperature near ventilation requirements. If these the ceiling can be several degrees warmer requirements differ significantly, some or cooler than near the floor, where young All schools need rooms may be too hot, too cold, or children spend much of their time. Even if ventilation, which air is properly mixed, uninsulated floors underventilated, while others are is the process of comfortable and adequately ventilated. over unheated spaces can create discomfort in some climate zones. Large supplying Most air-handling units distribute a fluctuations of indoor temperature can outdoor air to mixture of outdoor air and recirculated also occur when thermostats have a wide occupied areas indoor air. HVAC designs may also include “dead band” (a temperature range in units that introduce 100 percent outdoor air which neither heating or cooling takes within the school. or that simply recirculate indoor air within place). the building. Uncontrolled quantities of outdoor air enter buildings by leakage Radiant heat transfer may cause people through windows, doors, and gaps in the located near very hot or very cold surfaces building exterior. Thermal comfort and to be uncomfortable even though the ventilation needs are met by supplying thermostat setting and the measured air “conditioned” air, which is a mixture of temperature are within the comfort range. outdoor and recirculated air that has been Schools with large window areas filtered, heated or cooled, and sometimes sometimes have acute problems of humidified or dehumidified. The basic discomfort due to radiant heat gains and components for a central air handling unit losses, with the locations of complaints and a unit ventilator are illustrated in the shifting during the day as the sun angle IAQ Backgrounder. changes. Poorly insulated walls can also produce a flow of naturally-convecting air, leading to complaints of draftiness. THERMAL COMFORT A number of variables interact to determine whether people are comfortable with the temperature and relative humidity RECOMMENDED RANGES OF TEMPERATURE AND of the indoor air. Factors such as clothing, activity level, age, and physiology of RELATIVE HUMIDITY people in schools vary widely, so the thermal comfort requirements vary for Relative humidity Winter Temperature Summer Temperature each individual. The American Society of Heating, Refrigerating, and Air- 30% 68.5°F – 75.5°F 74.0°F – 80.0°F Conditioning Engineers (ASHRAE) 40% 68.0 F – 75.0 F 73.5 F – 80.0 F Standard 55-1992 describes the ° ° ° ° temperature and humidity ranges that are 50% 68.0 F – 74.5 F 73.0 F – 79.0 F comfortable for 80 percent of people ° ° ° ° engaged in largely sedentary activities. 60% 67.5°F – 74.0°F 73.0°F – 78.5°F That information is summarized in the chart to the right. The ASHRAE standard Recommendations apply for persons clothed in typical summer and winter clothing, at light, assumes “normal indoor clothing.” Added mainly sedentary, activity. layers of clothing reduce the rate of heat loss. Source: Adopted from ASHRAE Standard 55-1992, Thermal Environmental Conditions for Human Occupancy

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80897 EPA E REV.pmd 5 8/31/08, 4:33 PM Closing curtains reduces heating from Stack effect is the pressure-driven airflow direct sunlight and reduces occupant produced by convection, the tendency of exposure to hot or cold window surfaces. warm air to rise. Stack effect exists Large schools may have interior (“core”) whenever there is an indoor-outdoor spaces in which year-round cooling is temperature difference, and the effect required to compensate for heat generated becomes stronger as the temperature by occupants, office equipment, and difference increases. Multi-story schools lighting, while perimeter rooms may are more affected than single-story require heating or cooling depending on schools. As heated air escapes from upper outdoor conditions. levels, indoor air moves from lower to upper levels, and outdoor air is drawn into Humidity is a factor in thermal comfort. the lower levels to replace the air that has Raising relative humidity reduces a escaped. Stack effect can transport person’s ability to lose heat through contaminants between floors by way of perspiration and evaporation, so that the stairwells, elevator shafts, utility chases, effect is similar to raising the temperature. and other openings. Humidity extremes can also create other Selected Outdoor The amount of outdoor air considered Air Ventilation IAQ problems. Excessively high or low relative humidities can produce adequate for proper ventilation has varied Recommendations discomfort, high relative humidities can substantially over time. Because updating (Minimum) promote the growth of mold and mildew, building codes often takes several years, and low relative humidities can accelerate current building codes may require more Application Cubic Feet per Minute (cfm) the release of spores into the air. (See ventilation then when the system was per Person Appendix H: “Mold and Moisture.”) designed. ASHRAE ventilation standards Classroom 15 are used as the basis for most building ventilation codes. A table of outdoor air Music Rooms 15 VENTILATION FOR OCCUPANT quantities in schools as recommended by Libraries 15 NEEDS ASHRAE Standard 62-2001, “Ventilation Auditoriums 15 Ventilation is the process of supplying for Acceptable Indoor Air Quality,” is outdoor air to the occupied areas in the shown to the left. Please note that this is a Spectator Sport Areas 15 school while indoor air is exhausted by limited portion of the Standard, and that Playing Floors 20 fans or allowed to escape through the quantities listed are in units of cfm per person, which are cubic feet per minute of Office Space 20 openings, thus removing indoor air pollutants. Often, this exhaust air is taken outdoor air for each person in the area Conference Rooms 20 from areas that produce air pollutants served by that ventilation system. Smoking Lounges 60 such as restrooms, kitchens, science- storage closets, and fume hoods. Cafeteria 20 POLLUTANT PATHWAYS AND Kitchen (cooking) 15 Modern schools generally use mechanical DRIVING FORCES ventilation systems to introduce outdoor Airflow patterns in buildings result from Source: ASHRAE Standard 62-2001, Ventilation for Acceptable Indoor Air air during occupied periods, but some the combined forces of mechanical Quality schools use only natural ventilation or ventilation systems, human activity, and exhaust fans to remove odors and natural effects. Air pressure differences contaminants. In naturally ventilated created by these forces move airborne buildings, unacceptable indoor air quality pollutants from areas of higher pressure to is particularly likely when occupants keep areas of lower pressure through any the windows closed due to extreme hot or available openings in building walls, cold outdoor temperatures. Even when ceilings, floors, doors, windows, and windows and doors are open, inadequate HVAC systems. For example, as long as ventilation is likely when air movement the opening to an inflated balloon is kept forces are weakest, such as when there is shut, no air will flow. When opened, little wind or when there is little however, air will move from inside (area temperature difference between inside and of higher pressure) to the outside (area of outside (stack effect). lower pressure).

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80897 EPA E REV.pmd 6 8/31/08, 4:33 PM Even if the opening is small, air will building exterior, wind can affect the move until the inside pressure is equal to pressure relationships within and between the outside pressure. If present, the HVAC rooms. Entry of outdoor air contaminants ducts are generally the predominant may be intermittent or variable, occurring pathway and driving force for air only when the wind blows from the movement in buildings. However, all of a direction of the pollutant source. building’s components (walls, ceilings, Most public and commercial buildings are floors, doors, windows, HVAC designed to be positively pressurized, so equipment, and occupants) interact to that unconditioned air does not enter affect how air movement distributes through openings in the building envelope pollutants within a building. causing discomfort or air quality It is important As air moves from supply outlets to problems. The interaction between return inlets, for example, it is diverted or pollutant pathways and intermittent or for occupants to obstructed by walls and furnishings, and variable driving forces can lead to a single understand how redirected by openings that provide source causing IAQ complaints in an area their activities pathways for air movement. On a of the school that is distant from the directly affect localized basis, the movements of people pollutant source. have a major impact on pollutant ventilation path- transport. Some of the pathways change BUILDING OCCUPANTS ways and sources as doors and windows open and close. It Occupant activities can directly affect of pollutants in their is useful to think of the entire building— pollutant sources, the HVAC system school. the rooms with connecting corridors and (operation, maintenance, controls), utility passageways between them—as pathways, and driving forces. Occupants part of the air-distribution system. can also be carriers of communicable Air movement can transfer emissions disease and allergens, such as pet dander. from the pollutant source: Teachers may use dry-erase markers or laboratory chemicals that emit pollutants. • Into adjacent rooms or spaces that are Similarly, many cleaning materials used in under lower pressure. schools contain VOCs that can degrade • Into other spaces through HVAC IAQ. system ducts. Teachers and administrators often obstruct • From lower to upper levels in multi- proper air movement in their classrooms story schools. and offices by using ventilation units as bookshelves, unknowingly restricting the • Into the building through either pathway for fresh air to enter the area. infiltration of outdoor air or reentry of Similarly, covering air return ducts (with exhaust air. posters, for example) restricts proper air • To various points within the room. circulation. Therefore, it is important for occupants to understand how their Natural forces exert an important activities directly affect ventilation influence on air movement between a pathways and sources of pollutants in their school’s interior and exterior. Both the school. stack effect and wind can overpower a building’s HVAC system and disrupt air Occupants can contribute to a healthy circulation and ventilation, especially if indoor environment by completing the the school envelope (walls, ceiling, IAQ checklists, monitoring their own windows, etc.) is leaky. behavior, and immediately alerting the IAQ Coordinator of any IAQ problems. Wind effects are transient, creating local areas of high pressure (on the windward side) and low pressure (on the leeward side) of buildings. Depending on the size and location of leakage openings in the

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80897 EPA E REV.pmd 8 8/31/08, 4:33 PM Section 3 – Effective Communication

G ood communication can help to 4. Notify occupants and parents of prevent IAQ problems and can allay planned activities that may affect IAQ. 3 unnecessary fears. In addition, schools should respond promptly and effectively 5. Employ good listening skills. to any IAQ issues that may arise. The checklists, forms, and information Communication can assist school contained in this guide will assist you in occupants in understanding how their accomplishing the first three objectives. activities affect IAQ, which will enable the In addition, refer to the list of communi- occupants to improve their indoor cation principles on the next page. environment through proper choices and actions. EPA’s IAQ TfS Communications The necessary level of communication is Guide (EPA 402-K-02-008) provides more often dependent on the severity of the IAQ information on communication strategies complaint. If the complaint can be for addressing IAQ concerns. To obtain resolved quickly (e.g., an annoying but a copy of the Guide, call IAQ INFO at harmless odor from an easily identified 800-438-4318 or visit EPA’s Web site at source) and involves a small number of www.epa.gov/iaq/schools. people, communication can be handled in a straightforward manner without risking PROACTIVE COMMUNICATION confusion and bad feeling among school occupants. Communication becomes a Schools and school districts can reap many more critical issue when there are delays benefits from taking a proactive approach in identifying and resolving the problem to addressing IAQ issues. The positive and when serious health concerns are public relations that can result from this involved. approach can lead to a better understanding of IAQ by school occupants The fourth objective deals with informing and the community. Communicating occupants and parents before the start of effectively—both internally and significant planned activities that produce externally—is a key element. odors or contaminants. If occupants and parents are uninformed, they may become Build rapport with the local media now. concerned about unknown air An informed media that is aware of your contaminants, such as strange odors or efforts to prevent IAQ problems and that excessive levels of dust, and register an understands the basics of IAQ in schools IAQ complaint. Examples of planned can be an asset instead of a liability during activities include pest control, painting, an IAQ crisis. roofing, and installation of new flooring. Communicating the goals of the IAQ Notification of planned activities can also Management Plan to those within the prevent problems from arising with school—teachers, custodians, students and staff with special needs. For administrators, support staff, the school example, an asthmatic student may wish to nurse, students—is key. The following avoid certain areas within a school, or use steps can help develop good alternative classrooms, during times when communication between you and the a major renovation project will produce school occupants: higher levels of dust. A sample notification letter is provided in the model 1. Provide accurate information about painting policy in Appendix B: factors that are affecting IAQ. “Developing Indoor Air Policies,” in the 2. Clarify the responsibilities and IAQ Coordinator’s Guide: A Guide to activities of the IAQ Coordinator. Implementing an IAQ Program. 3. Clarify the responsibilities and activities of each occupant.

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80897 EPA E REV.pmd 9 8/31/08, 4:33 PM The fifth objective involves effective conversations or in writing, should include listening. School occupants can often the following elements in a factual and provide information that helps prevent concise manner: problems, and being “heard” may help • The general nature of the problem, defuse negative reactions by occupants if the types of complaints that have been indoor air problems develop. received, and the locations that are affected; RESPONSIVE COMMUNICATION • The administration’s policy in regard to When an IAQ problem occurs, you can be providing a healthy and safe assured that the school community will environment; learn about it quickly. Without open communication, any IAQ problem can • What has been done to address the become complicated by anxiety, problems or complaints, including the frustration, and distrust. These types of information that are being complications can increase both the time gathered; and money needed to resolve the problem. • What is currently being done, including Immediate communication is vital, and is factors that have been evaluated and easiest if a few strategic steps are taken found not to be causing or contributing before an IAQ problem arises. First, to the problem; ensure that a spokesperson is ready by • How the school community can help; having a working understanding of the communication guidance found in this • Attempts that are being made to section, and a background knowledge of improve IAQ; IAQ as outlined in Sections 1 and 2. This person should also have complete access • Work that remains to be done and the to information as the investigation expected schedule for its completion; progresses. Because of these • The name and telephone number of the qualifications, the IAQ Coordinator may IAQ Coordinator, who can be contacted be a good choice for spokesperson. for further information or to register Second, establish a plan for how you will complaints; and communicate to the school community. The school community includes all • When the school will provide the next occupants of the school, parents, the update. school district administration and school Productive relations will be enhanced if board, the local union, and the local news the school community is given basic media. progress reports during the process of Paying attention to communication when diagnosing and solving problems. It is solving a problem helps to ensure the advisable to explain the nature of support and cooperation of school investigative activities, so that rumors and occupants as the problem is investigated suspicions can be countered with factual and resolved. There are basic, yet information. Notices or memoranda can important, messages to convey: be posted in general use areas and delivered directly to parents, the school • School administrators are committed to board, the local union, and other interested providing a healthy and safe school. constituents of the school community. • Good IAQ is an essential component of Newsletter articles, the school Web site, or a healthy indoor environment. other established communication channels can also be used to keep the school • IAQ complaints are taken seriously. community up-to-date. When a problem arises, communication Problems can arise from saying either too should begin immediately. You should not little or too much. Premature release of wait until an investigation is nearly information when data-gathering is still completed or until final data are available incomplete can cause confusion, before providing some basic elements of frustration, and future mistrust. Similar information. Communications, whether in problems can result from incorrect

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80897 EPA E REV.pmd 10 8/31/08, 4:33 PM representation of risk—improperly for some time after solving the problem, assuming the worst case or the best. the inability to bring instant relief is less However, if even simple progress reports likely to be seen as a failure. are not given, people will think that either nothing is being done or that something Remember to communicate as the final terrible is happening. step in problem-solving—although you may know that the problem has been Even after the problem is correctly resolved, the school community may not diagnosed and a proper mitigation strategy know, so be sure to provide a summary is in place, it may take days or weeks for status report. The graphic below contaminants to dissipate and symptoms summarizes the main steps for responsive to disappear. If building occupants are communications. informed that their symptoms may persist

BEFORE PROBLEM DURING PROBLEM

Develop Provide Provide Select & Prepare Communicate Notification Progress Summary Spokesperson Immediately Strategy Report Status Report

COMMUNICATION PRINCIPLES • Be honest, frank, and open. Once trust and credibility are lost, they are almost impossible to regain. If you don’t know an answer or are uncertain, say so. details. However, provide sufficient Admit mistakes. Get back to people information to audiences that are with answers. Discuss data capable of understanding more uncertainties, strengths, and technical explanations. weaknesses. • Employ your best listening skills. Take • Respect your audience. Keep time to find out what people are explanations simple, avoiding technical thinking, rather than assuming that you language and jargon as much as already know. possible. Use concrete images that communicate on a personal level. • Tailor communication strategies to People in the community are often your audience. Use mass media for more concerned about such issues as providing information, and credibility, competence, fairness, and interpersonal techniques for changing compassion than about statistics and attitudes.

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80897 EPA E REV.pmd 11 8/31/08, 4:33 PM • Involve school employees. An informed establish long-term relationships of staff is likely to be a supportive staff. trust with specific editors and reporters. Remember that the media are • Involve parents. Inform parents about frequently more interested in politics what is being done and why, as well as than in science, more interested in what will happen if problems are simplicity than complexity, and more detected. interested in danger than safety. • Involve the school board. Encourage board members to observe the process (e.g., taking a walk-through of the school with the IAQ Coordinator). • Involve businesses that provide services to the school (e.g., exterminators, bus fleet administrators/ operators) and businesses located around the school, which may also negatively impact IAQ. • Emphasize action. Always try to include a discussion of actions that are underway or that can be taken. • Encourage feedback. Accentuate the positive and learn from your mistakes. • Strive for an informed public. The public should be involved, interested, reasonable, thoughtful, solution- oriented, and collaborative. • Be prepared for questions. Provide background material on complex issues. Avoid public conflicts or disagreements among credible sources. • Be responsive. Acknowledge the emotions that people express and respond in words and actions. When in doubt, lean toward sharing more information, not less, or people may think you are hiding something. • Combat rumors with facts. For example, set up a chalkboard in the teachers’ lounge or in another general use area for recording what is heard. Record rumors as they arise and add responses. Then pass out copies to the staff. • Do not over promise. Promise only what you can do and follow through with each promise. • Work with the media. Be accessible to reporters and respect deadlines. Try to

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80897 EPA E REV.pmd 12 8/31/08, 4:33 PM Section 4 – Resolving IAQ Problems

R esolving IAQ problems involves IS THIS AN EMERGENCY? diagnosing the cause, applying practical 4 actions that either reduce emissions from The first decision that must be made in pollutant sources, remove pollutants dealing with an IAQ problem is whether from the air (e.g., increasing ventilation the problem requires an emergency or air cleaning), or both. Problems response, as shown in the diagram below. related to sources can stem from Some IAQ incidents require immediate improper material selection or response—for example, high carbon application, allowing conditions that can monoxide levels or certain toxic increase biological contamination and chemical spills will require evacuation dust accumulation, or source location. of all affected areas in the school, and Ventilation problems stem from biological contaminants such as improper design, installation, operation, Legionella may require a similar or maintenance of the ventilation response. In recent years, large system. outbreaks of influenza have caused entire schools and districts to cease This Guide provides information on most operation temporarily. Some schools IAQ problems found in schools, and does and districts may already have not require that pollutant measurements be established policies on what constitutes performed and analyzed. It is important to a life and safety emergency. Local and take reported IAQ problems seriously and state health departments can also be respond quickly: helpful in defining life- and safety- threatening emergencies. • IAQ problems can be a serious health threat and can cause acute discomfort If this is an emergency situation, in (irritation) or asthma attacks. addition to immediate action to protect life and health, it is vital that the school • Addressing an IAQ problem promptly is administration, parents of students, and good policy. Parents are sensitive to unnecessary delays in resolving problems that affect their children. Staff have enough burdens without IAQ Problem Identified experiencing frustration over unresolved problems, and unaddressed problems invariably lead to greater complaints. • Diagnosing a problem is often easier immediately after the complaint(s) has NO been received. The source of the Does Problem Threaten Life or Safety? problem may be intermittent and the symptoms may come and go. Also, the complainant’s memory of events is best immediately after the problem occurs. YES In some cases, people may believe that they are being adversely affected by the Evacuate Affected Areas Go to Section 5 indoor air, but the basis for their perception may be some other form of stressor not directly related to IAQ. Section 6: “Solving IAQ problems,” discusses some of these stressors such as Notification and Communication (Section 3) glare, noise, and stress.

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80897 EPA E REV.pmd 13 8/31/08, 4:33 PM appropriate authorities be notified of the situation in a carefully coordinated manner. You must also be prepared to deal quickly and properly with questions from local media. Review the guidance in Section 3: “Effective Communication,” and in EPA’s IAQ TfS Communications Guide (EPA 402-K-02-008) to assist in For most IAQ issues, managing the issues of notification and schools can pull communication. The Guide is available together a team of from NSCEP (800-490-9198) and EPA’s Web site. in-house staff to solve and prevent WHO WILL SOLVE THE problems. PROBLEM? For most IAQ issues, schools can pull together a team of in-house staff with an appropriate range of skills to resolve and prevent problems. The IAQ Backgrounder and checklists provide information on typical IAQ problems found in schools. On the other hand, unique or complex IAQ problems may best be handled by professionals who have specialized knowledge, experience, and equipment. Knowledge of your staff’s capabilities will help you decide whether to use in-house personnel or hire outside professionals to respond to a specific IAQ problem. Regardless of whether it is in-house staff or outside assistance that diagnoses and resolves the problem, the IAQ Coordinator remains responsible for managing the problem-solving process and for communicating with all appropriate parties during the process. If an IAQ Coordinator has not been appointed already, please refer to Section 2: “Role and Functions of the IAQ Coordinator,” in the IAQ Coordinator’s Guide.

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80897 EPA E REV.pmd 14 8/31/08, 4:33 PM Section 5 – Diagnosing IAQ Problems

T he goal of diagnosing an IAQ problem Once you identify the likely cause of the is to identify the cause of the problem and IAQ problem, or the solution is readily 5 implement an appropriate solution. Often, apparent, refer to Section 6: “Solving more than one problem can exist, IAQ Problems,” for potential courses of requiring more than one solution. For this action. reason, EPA created the Problem Solving Checklist (Appendix A: “IAQ SPATIAL AND TIMING PATTERNS Coordinator’s Forms” in the IAQ As a first step, use the spatial pattern Coordinator’s Guide) and the IAQ (locations) of complaints to define the Problem Solving Wheel (a separate tab of complaint area. Focus on areas in the this Kit). For best results, it is also school where symptoms or discomfort important to have good background have been reported. The complaint area knowledge of the basics of IAQ as may need to be revised as the investigation outlined in Sections 1 and 2. progresses. Pollutant pathways can cause The IAQ diagnostic process begins when a complaints in parts of the school that are complaint is registered or an IAQ problem located far away from the source of the is discovered. Many problems can be problems. See the “Spatial Patterns of simple to diagnose, requiring a basic Complaints” table on the next page. knowledge of IAQ and some common After defining a location (or group of sense. If the cause (or causes) of the IAQ locations), look for patterns in the timing problem has already been identified, of complaints. The timing of symptoms proceed to the solution phase outlined in and complaints can indicate potential “Solving IAQ problems.” Section 6: causes and provide directions for further Not all occupant complaints about IAQ investigation. Review the data for cyclic are caused by poor indoor air. Other patterns of symptoms (e.g., worst during factors such as noise, lighting, and job-, periods of minimum ventilation or when family-, or peer-related stress can— specific sources are most active) that individually and in combination— may be related to the HVAC system or contribute to a perception that IAQ is to other activities affecting IAQ in or poor. near the school. See the “Timing Patterns of Complaints” table on the next page. HOW TO DIAGNOSE PROBLEMS The Problem Solving Checklist and the IAQ Problem Solving Wheel are your primary tools for finding solutions to problems. They will help simplify the process and lead the investigation in the right direction. Start with the Problem Solving Checklist and encourage school staff to answer questions or perform activities posed by the checklist and the wheel. Pollutant sources and the ventilation system may act in combination to create an IAQ problem. Resolve as many problems as possible and note any problems that you intend to fix later.

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80897 EPA E REV.pmd 15 8/31/08, 4:33 PM SPATIAL PATTERNS OF COMPLAINTS SUGGESTIONS Widespread, no apparent spatial pattern • Check ventilation and temperature control for entire building. • Check outdoor air quality. • Review sources that are spread throughout the building (e.g., cleaning materials or microbiological growth inside the ventilation system). • Check for distribution of a source to multiple locations through the ventilation system.

Localized (e.g., affecting individual • Consider explanations other than air contaminants. rooms, zones, or air handling systems) • Check ventilation and temperature control within the complaint area. • Check outdoor air quality. • Review pollutant sources affecting the complaint area. • Check local HVAC system components that may be acting as sources or distributors of pollutants.

Individual(s) • Check for drafts, radiant heat (gain or loss), and other localized temperature control or ventilation problems near the affected individual(s). • Consider that common background sources may affect only susceptible individuals. • Consider the possibility that individual complaints may have different causes that are not necessarily related to the building (particularly if the symptoms differ among the individuals).

TIMING PATTERNS OF COMPLAINTS SUGGESTIONS Symptoms begin and/or are worst at the • Review HVAC operating cycles. Pollutants from building materials, start of the occupied period or from the HVAC system itself, may build up during unoccupied periods. Symptoms worsen over course of • Consider that ventilation may not be adequate to handle routine occupied period activities or equipment operation within the building, or that tem- perature is not properly controlled. Intermittent symptoms • Consider spills, other unrepeated events as sources.

Single event of symptoms • Look for daily, weekly, or seasonal cycles or weather-related patterns, and check linkage to other events in and around the school.

Symptoms disappear when the individual(s) • Consider that the problem may be building-associated, though not leaves the school, either immediately, over- necessarily due to air quality. Other stressors (e.g., lighting, noise) may night, or (in some cases) after extended be involved. periods away from the building

Symptoms never disappear, even after • Consider that the problem may not be building-related. extended absence from school (e.g., vacations)

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80897 EPA E REV.pmd 16 8/31/08, 4:33 PM Section 6 – Solving IAQ Problems

The purpose of this section is to provide • Source substitution – Replacing an understanding of basic principles in pollutant sources. Examples include 6 solving IAQ problems. This guidance can selecting less- or non-toxic art materials be helpful in selecting a mitigation or interior paints. strategy and in evaluating the practicality and effectiveness of proposals from • Source encapsulation – Placing a outside professionals or in-house staff. barrier around the source so that it releases fewer pollutants into the indoor air. Examples include covering pressed DEVELOPING SOLUTIONS wood cabinetry with sealed or The selection of a solution is based on the laminated surfaces or using plastic data gathered during diagnostics (Section sheeting when renovating to contain 5: “Diagnosing IAQ Problems”). The contaminants. diagnostics may have determined that the problem was either a real or a perceived 2. Local Exhaust – Removing (exhausting If people are IAQ problem, or a combination of fume hoods and local exhaust fans to the provided with multiple problems. For each problem that outside) point sources of indoor pollutants information, they is identified, develop a solution using the before they disperse. Examples include basic control strategies described below. exhaust systems for restrooms and can act to reduce kitchens, science labs, storage rooms, pollutant There are six basic control methods that printing and duplicating rooms, and can lower concentrations of indoor air exposure. vocational/industrial areas (such as pollutants. Often, only a slight shift in emphasis or action using these control welding booths and firing kilns). methods is needed to control IAQ more 3. Ventilation – Lowering pollutant effectively. Specific applications of these concentrations by diluting polluted basic control strategies can be found in (indoor) air with cleaner (outdoor) air. each team member’s checklist. Local building codes likely specify the quantity (and sometimes quality) of – Managing 1. Source Management outdoor air that must be continuously pollutant sources, the most effective supplied in your school. (If not, see control strategy, includes: Section 2 of this Guide for ASHRAE • Source removal – Eliminating or not recommendations.) Temporarily increasing allowing pollutant sources to enter the ventilation as well as properly using the school. Examples include not allowing exhaust system while painting or applying buses to idle, especially not near pesticides, for example, can be useful in outdoor air intakes, not placing garbage diluting the concentration of noxious in rooms with HVAC equipment, and fumes in the air. replacing moldy materials. 4. Exposure Control – Adjusting the time • Source reduction – Improving and location of pollutant exposure. technology and/or materials to reduce Location control involves moving the emissions. Examples include replacing pollutant source away from occupants or 2-stroke lawn and garden equipment even relocating susceptible occupants. with lower emitting options (e.g., manual or electrically powered or 4- • Time of use – Avoid use of pollutant stroke); switching to low emissions sources when the school is occupied. portable gasoline containers; and For example, strip and wax floors (with implementing technology upgrades to the ventilation system functioning) on reduce emissions from school buses. Friday after school is dismissed. This allows the floor products to off-gas over the weekend, reducing the level of

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80897 EPA E REV.pmd 17 8/31/08, 4:33 PM pollutants in the air when the school is Remedial actions for lighting and noise reoccupied on Monday. Another problems can range from modifications of example is to mow around the building equipment or furnishings to renovation of and near play fields only before or after the building. Reducing stress for school school hours. staff may involve new management practices, job redesign, or resolution of • Amount of use – Use air-polluting underlying labor-management problems. sources as little as possible to minimize contamination of the indoor air. EVALUATING SOLUTIONS • Location of use – Move polluting To help ensure a successful solution, sources as far away as possible from evaluate mitigation efforts at the planning occupants or relocating susceptible stage by considering the following criteria: occupants. • Permanence; – Filtering particles and 5. Air Cleaning • Durability; gaseous contaminants as air passes through ventilation equipment. This type • Operating principle; of system should be engineered on a case- • Installation and operating cost; by-case basis. • Control capacity; 6. Education – Teaching and training school occupants about IAQ issues. • Ability to institutionalize the solution; People in the school can reduce their and exposure to many pollutants by • Conformity with codes. understanding basic information about their environment and knowing how to Permanence. Mitigation efforts that create prevent, remove, or control pollutants. permanent solutions to indoor air Some solutions, such as major ventilation problems are clearly superior to those that changes, may not be practical to provide temporary solutions, unless the implement due to lack of resources or the problems are also temporary. Opening need for long periods of non-occupancy to windows or running air handlers on full ensure the safety of the students and staff. outdoor air may be suitable mitigation Use temporary measures to ensure good strategies for a temporary problem, such IAQ in the meantime. Other solutions, as off-gassing of volatile compounds such as anti-idling programs, offer low- from new furnishings, but they are not cost options that can be easily and quickly acceptable permanent solutions because implemented. of increased costs for energy and maintenance. A permanent solution to SOLUTIONS FOR OTHER microbiological contamination involves cleaning and disinfection as well as COMPLAINTS moisture control to prevent regrowth. Specific lighting deficiencies or localized sources of noise or vibration may be Durability. IAQ solutions that are durable easily identified. Remedial action may be are more attractive than approaches that fairly straightforward, such as having require frequent maintenance or more or fewer lights, making adjustments specialized skills. New items of equipment for glare, and relocating, replacing, or should be quiet, energy-efficient, and acoustically insulating a noise or vibration durable. source. Operating Principle. The operating In other cases, where problems may be principle of the IAQ solution needs to more subtle or solutions more complex, make sense and be suited to the problem. such as psychogenic illnesses (originating If a specific point source of contaminants in the mind), enlist the services of a is identified, treatment at the source by qualified professional. removal, sealing, or local exhaust is a

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80897 EPA E REV.pmd 18 8/31/08, 4:33 PM more appropriate correction strategy than EVALUATING THE EFFECTIVENESS diluting the contaminant with increased ventilation. If the IAQ problem is caused OF YOUR SOLUTION by outdoor air containing contaminants, Two kinds of indicators can be used to then increasing the outdoor air supply will evaluate the success of correcting an only worsen the situation, unless the indoor air problem: supply of outdoor air is cleaned. • Reduced complaints. Installation and Operating Costs. The • Measurement of the properties of the approach with the lowest initial cost indoor air. may not be the least expensive over the long run. Long-term economic Although reduction or elimination of considerations include energy costs for complaints appears to be a clear equipment operation, increased staff indication of success, it may not time for maintenance, differential cost necessarily be the case. Occupants who of alternative materials and supplies, feel their concerns are being heard may and higher hourly rates. Strong temporarily stop reporting discomfort or consideration should be given to health symptoms, even if the actual cause purchasing ENERGY STAR qualified of their complaints has not been products. corrected. On the other hand, lingering complaints may continue after successful Control Capacity. It is important to select a mitigation if people are upset over the solution that fits the size and scope of the handling of the problem. A smaller problem. If odors from a special use area number of ongoing complaints may such as a kitchen entering nearby indicate that multiple IAQ problems exist A solution will be and have not been resolved. classrooms, increasing the ventilation rate most successful if it in the classrooms may not be successful. If Measurements of airflows, ventilation is integrated into mechanical equipment is needed to correct rates, and air distribution patterns can be the IAQ problem, it must be powerful used to assess the results of control normal building enough to accomplish the task. For efforts. Airflow measurements taken operations. example, a local exhaust system should be during the building investigation can strong enough and close enough to the identify areas with poor ventilation; later source so that none of the contaminant they can be used to evaluate attempts to moves into other portions of the building. improve the ventilation rate, distribution, or direction of flow. Studying air Ability to Institutionalize the Solution. distribution patterns will show whether a A solution will be most successful if it is mitigation strategy has successfully integrated into normal building operations. prevented the transportation of a pollutant To ensure success, solutions should not by airflow. While in some cases require exotic equipment, unfamiliar measuring pollutant levels can help concepts, or delicately maintained determine whether IAQ has improved, in systems. If maintenance, housekeeping many cases this may be difficult and/or procedures, or supplies must change as cost prohibitive. Concentrations of indoor part of the solution, it may be necessary to air pollutants typically vary greatly over provide additional training, new inspection time, and the specific contaminant checklists, or modified purchasing measured may not be causing the guidelines. Operating and maintenance problem. Measuring a specific pollutant schedules for heating, cooling, and by a professional is appropriate if the ventilation equipment may also need problem can be limited to that pollutant. modification. For further information on IAQ measurements, see Appendix B: “Basic Conformity with Codes. Any modification Measurement Equipment.” to building components or mechanical systems should be designed and installed in conformance with applicable fire, electrical, and other building codes.

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80897 EPA E REV.pmd 19 8/31/08, 4:33 PM PERSISTENT PROBLEMS Sometimes even the best-planned investigations and mitigation actions will Ongoing complaints not resolve the problem. You may have may indicate that carefully investigated the problem, multiple IAQ identified one or more causes, and implemented a control system. problems have not Nonetheless, your efforts may not have been resolved. noticeably reduced the concentration of the contaminant or improved ventilation rates or efficiency. Worse, the problem may continue to persist. If your efforts to control a problem are unsuccessful, consider seeking outside assistance. The problem could be fairly complex, occur only intermittently, or extend beyond traditional fields of knowledge. It is possible that poor IAQ is not the actual cause of the complaints. Bringing in a new perspective at this point can be very effective. Appendix A: “Hiring Professional Assistance” provides guidance on hiring professional IAQ assistance.

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80897 EPA E REV.pmd 20 8/31/08, 4:33 PM Hiring Professional Assistance

S ome indoor air quality (IAQ) problems diagnostic activities and corrective action. are simple to resolve when school Performance specifications can help to A personnel understand the building ensure the desired results. Sample investigation process. Many potential performance specification language is problems will be prevented if staff and provided at the end of this appendix in students do their part to maintain good italicized font. IAQ. However, a time may come when outside assistance is needed. For example, Other than for lead and asbestos professional help might be necessary or remediation, there are no Federal desirable in the following situations: regulations covering professional services in the general field of indoor air quality, • If you suspect that you have a serious although some disciplines (e.g., engineers, building-related illness potentially industrial hygienists) whose practitioners linked to biological contamination in work with IAQ problems have licensing your building, mistakes or delays could and certification requirements. Individuals have serious consequences (such as and groups that offer services in this health hazards, liability exposure, evolving field should be questioned regulatory sanctions). Contact your closely about their related experience and local or state Health Department. their proposed approach to your problem. • Testing for a public health hazard (such In addition, request and contact as asbestos, lead, or radon) has references. identified a problem that requires a Local, state, or Federal government prompt response. agencies (e.g., education, health, or air • The school administration believes that pollution agencies) may be able to provide an independent investigation would be expert assistance or direction in solving better received or more effectively IAQ problems. If available government documented than an in-house agencies do not have personnel with the investigation. appropriate skills to assist in solving your IAQ problem, they may be able to direct • Investigation and mitigation efforts by you to firms in your area with experience school staff have not relieved an IAQ in IAQ work. You may also be able to problem. locate potential consultants by looking in • Preliminary findings by staff suggest the yellow pages (e.g., under “Engineers,” the need for measurements that require “Environmental Services,” “Laboratories – specialized equipment and skills that Testing,” or “Industrial Hygienists”), or by are not available in-house. asking other schools for referrals. Often, a multi-disciplinary team of professionals is HIRING PROFESSIONAL HELP needed to investigate and resolve an IAQ problem. The skills of heating, ventilation, As you prepare to hire professional and air-conditioning (HVAC) engineers services for a building investigation, be and industrial hygienists are typically aware that IAQ is a developing area of useful for this type of investigation. Input knowledge. Most individuals working in from other disciplines such as chemistry, IAQ received their primary training in architecture, microbiology, or medicine other disciplines. It is important to define may also be important. the scope of work clearly and discuss any potential consultant’s proposed approach If problems other than IAQ are involved, to the investigation, including plans for experts in lighting, acoustic design, coordinating efforts among team interior design, psychology, or other fields members. The school’s representatives may be helpful in resolving occupant must exercise vigilance in overseeing complaints about the indoor environment.

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80897 EPA F REV.pmd 21 8/31/08, 4:34 PM EVALUATING POTENTIAL 2. Consultants should be able to describe CONSULTANTS how they expect to form and test explanations for and solutions to the As with any hiring process, the better you problem. know your own needs, the easier it will be to select individuals or firms to service Discuss the proposed approach to the those needs. The more clearly you can building investigation. It may involve define the project scope, the more likely moving suspected contaminant you are to achieve the desired result sources or manipulating HVAC without paying for unnecessary services. controls to simulate conditions at the An investigation strategy based on time of complaints or to test possible evaluating building performance can be corrective actions. Poorly designed used to solve a problem without studies may lead to conclusions that necessarily identifying a particular are either “false negative” (i.e., falsely chemical compound as the cause. The idea concluding that there is no problem) of testing the air to learn whether it is or “false positive” (i.e., falsely “safe” or “unsafe” is very appealing. Most concluding that a specific condition existing standards for airborne pollutants, caused the complaint). however, were developed for industrial Some consultants may produce an settings where most occupants are usually inventory of problems in the building healthy adult men. Some state regulations without determining which, if any, of call for the involvement of a professional those problems caused the original engineer for any modifications or complaint. If investigators discover additions to a school HVAC system. IAQ problems unrelated to the Whether or not this is legally mandated concern that prompted the evaluation, for your school, the professional those problems should be noted and engineer’s knowledge of air handling, reported. It is important, however, that conditioning, and sequencing strategies the original complaint is resolved. will help to design ventilation system modifications without creating other The decision to take IAQ measurements problems. In many situations, proper 3. should be approached with caution. engineering can save energy while IAQ investigators often find a large improving IAQ. An example of this might number of potential sources be the redesign of outside air-handling contributing low levels of various strategies to improve the performance of contaminants to the air. These findings an economizer cycle. frequently raise more questions than The following guidelines may be helpful they answer. Before starting to take in evaluating potential consultants: measurements, investigators need a clear understanding of how the results Competent professionals will ask 1. will be used and interpreted. Without questions about your situation to see this understanding, planning whether they can offer services that appropriate sampling locations and will assist you. times, instrumentation, and analysis The causes and potential remedies for procedures is impossible. Non-routine IAQ problems vary greatly. A firm measurements (such as relatively needs at least a preliminary expensive sampling for volatile organic understanding of the facts about what compounds (VOCs)) should not be is going on in your building to conducted without site-specific evaluate if it can offer the justification. Concentrations that professional skills necessary to comply with industrial occupational address your concerns and to make standards are not necessarily protective effective use of its personnel from the of children, or other school occupants. outset.

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80897 EPA F REV.pmd 22 8/31/08, 4:34 PM 4. A qualified IAQ investigator should • Communication between the IAQ have appropriate experience, professional and the client: How demonstrate a broad understanding of often will the contractor discuss the IAQ problems and the conditions that progress of the work with the can lead to them (e.g., the relationship school? Who will be notified of between IAQ and the building structure, test results and other data? Will mechanical systems, sources, and communications be in writing, by human activities), and use a phased telephone, or face-to-face? Will the diagnostic approach. consultant meet with students and/ or school staff to collect Have the firm identify the personnel information? Will the consultant who would be responsible for your meet with staff, parent case, their specific experience, and organizations, or others to discuss related qualifications. Contract only findings, if requested to do so? for the services of those individuals, or require approval for substitutions. • References from clients who have When hiring an engineer, look for received comparable services. someone with the equipment and expertise to perform a ventilation IAQ-RELATED VENTILATION system assessment and with strong MODIFICATIONS field experience. Some engineers rarely work outside the office. The school’s representatives need to remember: Oversee the work and ask 5. In the proposal and the interview, a questions that will help you ensure the prospective consultant should present work is properly performed. Specialized a clear, detailed picture of the measurements of airflow or pre- and post- proposed services and work products, mitigation contaminant concentrations including the following information: may be needed to know whether the corrective action is effective. • The basic goal(s), methodology, and sequence of the investigation, Performance specifications can be used as the information to be obtained, and part of the contract package to establish the process of hypothesis critical goals for system design and development and testing, including operation. Performance specifications can criteria for decision-making about be used to force contractors to further data-gathering. demonstrate that they have met those goals. At the same time, performance • Any elements of the work that will specifications should avoid dictating require a time commitment from specific design features such as duct sizes school staff, including information and locations, thus leaving HVAC system to be collected by the school. designers free to apply their professional • The schedule, cost, and work expertise. You may be able to adapt product(s), such as a written report, appropriate sections of the following specifications, and plans for sample performance specifications for mitigation work; supervision of your school. mitigation work; and training program for school staff. Performance Specifications • The control system shall be modified • Additional tasks (and costs) that and the ventilation system repaired and may be part of solving the IAQ adjusted as needed to provide outdoor problem but are outside the scope air ventilation during occupied hours. of the contract. Examples include: The amount of outdoor air ventilation medical examination of shall meet ASHRAE Standard 62-2001 complainants, laboratory fees, and minimum recommendations or shall be contractor’s fees for mitigation the maximum possible with the current work. air-handling equipment, but in no case shall the minimum outdoor air

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80897 EPA F REV.pmd 23 8/31/08, 4:34 PM ventilation rate be less than the Demonstrating System ventilation guideline in effect at the Performance time the school was constructed. • The proper operation of control • When designing the ventilation system sequence and outdoor air damper modifications, it is important to ensure operation shall be verified by school that: 1) Increased outdoor air intake personnel or the school’s agent after rates do not negatively impact ventilation system modifications and occupant comfort; 2) heating coils do repairs have been completed. This shall not freeze; and 3) the cooling system include, but not be limited to: can handle the increased enthalpy observation of damper position for load. A load analysis shall be differing settings of low limit stats and performed to determine if the existing room stats, measurement of air pressure heating (or cooling) plant has the at room stats and outdoor air damper capacity to meet the loads imposed by actuators, direct measurement of air the restored or increased ventilation flow through outdoor air intakes, and rates. direct measurement of air flows at exhaust grilles. The contractor shall • If the existing plant cannot meet this provide a written report documenting: load or, if for some other reason, it is 1) Test procedures used to evaluate decided not to use the existing heating ventilation system performance; 2) test system to condition outdoor air, then a locations; 3) HVAC operating heating (or cooling) plant shall be conditions during testing; and 4) designed for that purpose. The proposal findings. shall include a life-cycle cost analysis of energy conservation options (e.g., Institutionalizing the Corrective economizer cooling, heat recovery Action ventilation). • After the ventilation system • All screens in outdoor air intakes shall modifications are completed, school be inspected for proper mesh size. facility operators shall be provided with Screens with mesh size smaller than training and two copies of a manual 1/2 inch are subject to clogging; if that documents the ventilation system present, they shall be removed and control strategy, operating parameters, replaced with larger-sized mesh (not so and maintenance requirements. large as to allow birds to enter).

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80897 EPA F REV.pmd 24 8/31/08, 4:34 PM Basic Measurement Equipment

T o prevent or resolve indoor air quality • Combine resources with other schools (IAQ) problems effectively and efficiently, in the district or neighboring schools. B you must be able to take four basic measurements relating to the air within the • Contact school organizations and local school. Your school or school district may government to inquire about already own some or all of the equipment cooperative purchasing options. necessary to make these measurements. If • Borrow equipment from another school, not, buying or borrowing that equipment district, a state or local government, or is important to assess the IAQ conditions an EPA regional office. in your school accurately and ensure that the ventilation equipment is working Do not let a lack of equipment prevent you properly (which can save the school from conducting the recommended money in heating and cooling bills), as activities. Conduct as many activities as well as improve IAQ. Check with your possible with the equipment you have EPA regional office about equipment available. If you cannot obtain the recom- availability (see Appendix L: mended equipment due to lack of re- “Resources,” for a complete list of EPA sources, prioritize your equipment regional offices). purchases as follows: Four measurements are important to the 1. Temperature, relative humidity, and activities in this Guide: chemical smoke device for indicating • Temperature. air movement; • Relative humidity. 2. Airflow volume measuring devices; and • Air movement. 3. CO monitor. • Airflow volume. 2

In addition, a carbon dioxide (CO2) monitor is useful for indicating when outdoor air ventilation may be inadequate (see the Ventilation Checklist). Sampling for pollutants is not recommended, since results are difficult to interpret and can require costly measurement equipment as well as significant training and experience. The activities described in this Guide are likely to prevent or uncover problems more effectively than pollutant sampling. The four measurements listed above are readily available, do not require expensive equipment or special training, and are straightforward to interpret. If your school’s budget does not allow the purchase of some or all of the equipment, try a cooperative approach:

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80897 EPA F REV.pmd 25 8/31/08, 4:34 PM 26

80897 EPA F REV.pmd 26 8/31/08, 4:34 PM Codes and Regulations

POLLUTANT-RELATED REGULATIONS 2001. School employees may be able to The Federal government has a long obtain advice (in the form of training and C history of regulating outdoor air quality information) from their state OSHA office and the concentrations of airborne on how to reduce their exposure to contaminants in industrial settings. In an potential air contaminants. In states industrial environment, specific chemicals without OSHA organizations, the regional released by industrial processes can be OSHA contact may be able to provide present in high concentrations. It has been information or assistance (see Appendix possible to study the health effects of L: “Resources”). industrial exposures and establish regulations to limit those exposures. VENTILATION-RELATED Some states have established regulations REGULATIONS regarding specific pollutants in schools, Ventilation is the other major influence on such as testing for radon and lead. Various IAQ that is subject to regulation. The States have also established anti-idling Federal government does not regulate policies that establish maximum idling ventilation in non-industrial settings. times for school buses and other vehicles. However, many state and local Indoor air quality (IAQ) in schools, governments do regulate ventilation however, presents a different problem. A system capacity through their building large variety of chemicals used in codes. Building codes have been classrooms, offices, grounds maintenance, developed to promote good construction and kitchen and cleaning applications practices and prevent health and safety exist at levels that are almost always lower hazards. Professional associations, such as than the concentrations found in industry. the American Society of Heating, The individual and combined effects of Refrigerating, and Air-Conditioning these chemicals are very difficult to study, Engineers (ASHRAE) and the National and the people exposed may include Fire Protection Association (NFPA), pregnant women, children, and others who develop recommendations for appropriate are more susceptible to health problems building and equipment design and than the adult typically present in installation (e.g., ASHRAE Standard 62- regulated industrial settings. 2001, “Ventilation for Acceptable Indoor Air Quality”). Those recommendations There is still much to learn about the acquire the force of law when adopted by effects of both acute (short-term) and state or local regulatory bodies. There is chronic (long-term) exposure to low levels generally a time lag between the adoption of multiple indoor air contaminants. At of new standards by consensus this time, there are few Federal organizations such as ASHRAE and the regulations for airborne contaminants in incorporation of those new standards as non-industrial settings. The Occupational code requirements. Contact your local Safety and Health Administration (OSHA) code enforcement official, your State’s is the Federal agency responsible for Education Department, or a consulting workplace safety and health. In the past, engineer to learn about the code OSHA focused primarily on industrial requirements that apply to your school. worksites, but most recently has broadened its efforts to address other In general, building code requirements are worksite hazards. In spring 1994, OSHA only enforceable during construction and introduced a proposed rule regarding IAQ renovation. When code requirements in non-industrial environments, although change over time (as code organizations the proposal was withdrawn in December adapt to new information and

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80897 EPA F REV.pmd 27 8/31/08, 4:34 PM technologies), buildings are usually not required to modify their structure or operation to conform to the new codes. Indeed, many buildings do not operate in conformance with current codes, or with the codes they had to meet at the time of construction. For example, the outdoor air flows that ASHRAE’s Standard 62 recommends for classrooms were reduced from 30 cubic foot per minute (cfm)/ person to 10 cfm/person in the 1930s, and reduced again to 5 cfm/person in 1973 in response to higher heating fuel costs resulting from the oil embargo. Concern about IAQ stimulated reconsideration of the standard, so that its most recent version, Standard 62-2001, calls for a minimum of 15 cfm/person in classrooms. However, many schools that reduced outdoor air flow during the energy crisis continue to operate at ventilation rates of 5 cfm/person or less. This underventilation is contrary to current engineering recommendations, but, in most jurisdictions, it is not against the law.

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80897 EPA F REV.pmd 28 8/31/08, 4:34 PM Asthma

A sthma has reached epidemic • Mold proportions in the United States, • Secondhand smoke D affecting millions of people of all ages and races. Asthma is one of the leading • Dust mites causes of school absenteeism, accounting • Diesel exhaust for more than 14 million missed school days in 2001. Other asthma triggers include respiratory Asthma can occur at any age but is infections, pollens (trees, grasses, weeds), outdoor air pollution, food allergies, more common in children than in adults. exercise, and cold air exposure. According to the Centers for Disease Control and Prevention (CDC), asthma is the third-ranking cause of hospitalization ANIMAL ALLERGENS for children 15 years of age and under. Any warm-blooded animal—including Moreover, the asthma rate among children gerbils, birds, cats, dogs, mice, and rats— ages 5 to 14 rose 74 percent between 1980 can cause alergic reactions or trigger and 1994, making asthma the most asthma attacks. Proteins may act as common chronic childhood disease. allergens in the dander, urine, or saliva of warm-blooded animals. The most common WHAT IS ASTHMA? source of animal allergens in schools is a pet in the classroom. If an animal is Asthma is a chronic disease typically characterized by inflammation of the present in the school, direct exposure to airways. During an asthma episode, the the animal’s dander and bodily fluids is possible. It is important to realize that, airways in the lungs narrow, making even after extensive cleaning, pet allergen breathing difficult. Symptoms usually levels may stay in the indoor environment include wheezing, shortness of breath, for several months after the animal is tightness in the chest, and coughing. Asthma attacks are often separated by removed. symptom-free periods. The frequency and Schools can minimize exposure to animal severity of asthma attacks can be reduced allergens by: by following a comprehensive asthma management plan that incorporates • Seating sensitive students away from medical treatment and environmental pets or considering removing pets from management of asthma. While scientists the classroom. do not fully understand the causes of • Vacuuming the classroom frequently asthma, outdoor air pollution and and thoroughly. environmental contaminants commonly found indoors are known to trigger asthma • Cleaning cages and the surrounding attacks. area regularly and positioning these cages away from ventilation systems. ASTHMA TRIGGERS COCKROACHES Because Americans spend up to 90 percent of their time indoors, exposure to indoor Cockroaches and other pests, such as rats allergens and irritants may play a and mice, often exist in the school setting. significant role in triggering asthma Allergens from pests may be significant episodes. Some of the most common asthma triggers for students and staff in environmental asthma triggers found schools. Certain proteins that act as indoors include: allergens in the waste products and saliva of cockroaches can cause allergic • Animal dander reactions or trigger asthma attacks in some • Cockroaches individuals. Pest problems in schools may

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80897 EPA F REV.pmd 29 8/31/08, 4:34 PM be caused or worsened by a variety of When mold growth occurs in buildings, conditions such as plumbing leaks, reports of health-related symptoms from moisture problems, and improper food some building occupants, particularly handling and storage practices. It is those with allergies or respiratory important to avoid exposure to these problems, may follow. Potential health allergens through the use of commonsense effects and symptoms associated with approaches and integrated pest mold exposures include allergic reactions, management (IPM) practices throughout asthma, and other respiratory complaints. the entire school. Schools can minimize mold and moisture Schools can minimize cockroach exposure exposure by: by: • Fixing plumbing leaks and other • Removing or covering food or garbage unwanted sources of water. found in classrooms or kitchens. • Ensuring that kitchen areas and locker • Storing food in airtight containers. rooms are well ventilated. • Cleaning all food crumbs or spilled • Maintaining low indoor humidity, liquids immediately. ideally between 30 and 60 percent. The humidity level can be measured with a • Fixing plumbing leaks and other hygrometer, available at local hardware moisture problems. stores. • Using poison baits, boric acid (for • Cleaning mold off hard surfaces with cockroaches), and traps before water and detergent, then drying applying pesticidal sprays. completely. • If pesticide sprays are used, the school • Replacing absorbent materials, such as should: ceiling tiles and carpet, if they are - Notify staff, students, and parents contaminated with mold. before spraying. - Limit spraying to the infested area. SECONDHAND SMOKE Secondhand smoke is the smoke from the - Only spray when rooms are burning end of a cigarette, pipe, or cigar unoccupied. or the smoke exhaled by a smoker. Ventilate the area well during and after Secondhand smoke exposure causes a spraying. number of serious health effects in young children, such as coughing, wheezing, MOLD AND MOISTURE bronchitis, pneumonia, ear infections, reduced lung function, and more severe Molds can be found almost anywhere; asthma attacks. Secondhand smoke is an they can grow on virtually any substance irritant that may trigger an asthma when moisture is present. Molds produce episode, and increasing evidence suggests tiny spores for reproduction that travel that secondhand smoke may cause asthma through the air continually. When mold in pre-school aged children. EPA estimates spores land on a damp spot indoors, they that between 200,000 and 1,000,000 may begin growing and digesting children with asthma have exacerbated whatever they are growing on in order to asthma conditions caused by exposure to survive. Molds can grow on wood, paper, secondhand smoke. Secondhand smoke carpet, and food. If excessive moisture or can also lead to buildup of fluid in the water accumulates indoors, extensive middle ear—the most common reason for mold growth may occur, particularly if the operations in children. moisture problem remains undiscovered or ignored. Eliminating all mold and mold spores in the indoor environment is impractical—the way to control indoor mold growth is to control moisture.

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80897 EPA F REV.pmd 30 8/31/08, 4:34 PM Most schools in the United States materials with minimal formaldehyde prohibit smoking on school grounds. content, and purchasing environmentally However, smoking often occurs in preferable cleaning products—can help school bathrooms, in lounges, and near schools reduce student and staff exposure school entrances. If smoking occurs to asthma triggers. within the building, secondhand smoke For additional information on asthma and can travel through the ventilation asthma triggers, refer to Appendix E: system to the entire school. Even when “Typical Indoor Air Pollutants” and people smoke outside, secondhand Appendix L: “Resources.” smoke may enter the school through the ventilation system, windows, and doors. Schools can minimize exposure to secondhand smoke by implementing and enforcing nonsmoking policies, particularly indoors and near school entrances.

DUST MITES Dust mites are too small to be seen, but they are found in homes, schools, and other buildings throughout the United States. Dust mites live in mattresses, pillows, carpets, fabric-covered furniture, bedcovers, clothes, and stuffed toys. Their primary food source is dead skin flakes. Dust mite allergens may cause an allergic reaction or trigger an asthma episode. In addition, there is evidence that dust mites may cause asthma. Schools can minimize dust mite exposure by: • Vacuuming carpet and fabric-covered furniture regularly. Use vacuums with high-efficiency filters or central vacuums, if possible. • Removing dust from hard surfaces with a damp cloth and sweep floors frequently. • Purchasing washable stuffed toys, washing them often in hot water, and drying them thoroughly. Combining steps for reducing environmental triggers with other proactive measures—relocating areas where vehicles (e.g., buses and delivery trucks) idle away from air intakes, ensuring sufficient ventilation in classrooms and offices, eliminating the use of air fresheners, choosing building

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80897 EPA F REV.pmd 31 8/31/08, 4:34 PM Outdoor Air Pollution

Exposure to outdoor air pollution, such as diesel exhaust, ozone, and particulate matter, can trigger an asthma episode or exacerbate asthma symptoms. There are simple actions that schools can take to minimize student and staff exposure to outdoor air pollutants.

DIESEL EXHAUST Exposure to diesel exhaust from school buses and other diesel vehicles can exacerbate asthma symptoms. Diesel engines emit soot, also known as particulate matter (PM), as well as ozone-forming nitrogen oxides and other toxic air pollutants. PM and ozone (a primary ingredient of smog) are thought to trigger asthma symptoms and lung inflam- mation, resulting in reduced lung function, greater use of asthma medication, increased school absences, and more frequent visits to the emergency room and hospital. Diesel PM is also associated with more severe allergies and respiratory disease. In recent studies, outdoor ozone, or smog, has been associated with more frequent diagnoses of new asthma cases in children. Schools can take simple steps to reduce exposure to diesel exhaust pollutants: • Do not allow school buses or other vehicles such as delivery trucks to idle on school grounds and discourage carousing. • Encourage your school bus fleet manager to implement district-wide anti-idling policies and practices. • Work with your school bus fleet manager to replace the oldest buses and to reduce emissions from newer buses by retrofitting them with emission control technology and/or by switching to cleaner fuels. • For more information, visit www.epa.gov/cleanschoolbus or call 734-214-4780.

OZONE AND PARTICULATE MATTER The Air Quality Index (AQI) is a tool to provide the public with clear and timely information on local air quality and whether air pollution levels pose a health concern. The AQI is reported and forecasted every day in many areas throughout the United States on local weather reports and through national media. Asthma episodes are most likely to occur the day after outdoor pollution levels are high. Schools can take simple steps to ensure the health and comfort of students when the AQI reports unhealthy levels: • Limit physical exertion outdoors. • Consider changing the time of day of strenuous outdoor activity to avoid the period when air pollution levels are high or consider postponing sports activities to another time.

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80897 EPA F REV.pmd 32 8/31/08, 4:34 PM Typical Indoor Air Pollutants

T he following four pages present information about several indoor air E pollutants common to schools, in a format that allows for easy comparison. The pollutants presented include: • Biological contaminants (mold, dust mites, pet dander, pollen, etc.)

• Carbon dioxide (CO2) • Carbon monoxide (CO) • Dust • Environmental tobacco smoke (ETS) or secondhand smoke • Fine particulate matter (PM) • Lead (Pb)

• Nitrogen oxides (NO, NO2) • Pesticides • Radon (Rn) • Other volatile organic compounds (VOCs) (formaldehyde, solvents, cleaning agents) Each pollutant is described or analyzed across five categories: • Description • Sources • Standards and guidelines for indoor air quality • Health effects • Control measures

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80897 EPA F REV.pmd 33 8/31/08, 4:34 PM Indoor Air Pollutant Description Sources

Common biological contaminants include mold, Biological contaminants are, or are produced by, Biological contaminants dust mites, pet dander (skin flakes), droppings living things. Biological contaminants are often and body parts from cockroaches, rodents and found in areas that provide food and moisture. other pests or insects, viruses, and bacteria. Damp or wet areas such as cooling coils, Many of these biological contaminants are small humidifiers, condensate pans, or unvented enough to be inhaled. bathrooms can be moldy. Draperies, bedding, carpet, and other areas where dust collects may accumulate biological contaminants.

Carbon dioxide (CO2) is a colorless, odorless Human metabolic processes and all combustion Carbon dioxide (CO2) product of carbon combustion. processes of carbon fuels, like those in cars,

buses, trucks, etc., are sources of CO2. Exhaled

air is usually the largest source of CO2 in classrooms.

Carbon monoxide (CO) is a colorless, odorless Common sources of CO in schools are Carbon monoxide (CO) gas. It results from incomplete oxidation of improperly vented furnaces, malfunctioning gas carbon in combustion processes. ranges, or exhaust fumes that have been drawn back into the building. Worn or poorly adjusted and maintained combustion devices (e.g., boilers, furnaces), or a flue that is improperly sized, blocked, disconnected, or leaking, can be significant sources. Auto, truck, or bus exhaust from attached garages, nearby roads, or idling vehicles in parking areas can also be sources.

Dust is made up of particles in the air that settle Many sources can produce dust including: soil, Dust on surfaces. Large particles settle quickly and fleecy surfaces, pollen, lead-based paint, and can be eliminated or greatly reduced by the burning of wood, oil, or coal. body’s natural defense mechanisms. Small particles are more likely to be airborne and are capable of passing through the body’s defenses and entering the lungs.

Tobacco smoke consists of solid particles, liquid Tobacco product combustion Environmental tobacco smoke droplets, vapors, and gases resulting from tobacco (ETS), or secondhand smoke combustion. Over 4,000 specific chemicals have been identified in the particulate and associated gases.

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80897 EPA F REV.pmd 34 8/31/08, 4:34 PM Standards or Guidelines Health Effects Control Measures

There are currently no Federal government Mold, dust mites, pet dander, and pest droppings General good housekeeping and maintenance of standards for biologicals in school indoor air or body parts can trigger asthma. Biological heating and air conditioning equipment are very environments. contaminants, including molds and pollens can important. Adequate ventilation and good air cause allergic reactions for a significant portion distribution also help. The key to mold control is of the population. Tuberculosis, measles, moisture control. If mold is a problem, get rid of Staphylococcus infections, Legionella and excess water or moisture and clean up the mold. influenza are known to be transmitted by air. Maintaining the relative humidity between 30 and 60 percent will help control mold, dust mites, and cockroaches. Employ integrated pest management (IPM) to control insect and animal allergens. Cooling tower treatment procedures exist to reduce levels of Legionella and other organisms.

ASHRAE Standard 62-2001 recommends 700 CO2 is an asphyxiate. At concentrations above Ventilation with sufficient outdoor air controls

ppm above the outdoor concentration as the 1.5 percent (15,000 ppm) some loss of mental CO2 levels. Reduce vehicle and lawn and upper limit for occupied classrooms (usually acuity has been noted. (The recommended garden equipment idling and/or usage. around 1,000 ppm). ASHRAE standard of 700 ppm above the outdoor concentration is to prevent body odor levels from being offensive.)

The OSHA standard for workers is no more than CO is an asphyxiate. An accumulation of this gas Combustion equipment must be maintained to 50 ppm for 1 hour of exposure. NIOSH may result in a variety of symptoms deriving assure that there are no blockages and air and recommends no more than 35 ppm for 1 hour. from the compound’s affinity for and fuel mixtures must be properly adjusted to ensure The U.S. National Ambient Air Quality Standards combination with hemoglobin, forming more complete combustion. Vehicular use should for CO are 9 ppm for 8 hours and 35 ppm for 1 carboxyhemoglobin (COHb) and disrupting be carefully managed adjacent to buildings and hour. The Consumer Product Safety Commission oxygen transport. Tissues with the highest in vocational programs. Additional ventilation can recommends levels not to exceed 15 ppm for 1 oxygen needs—myocardium, brain, and be used as a temporary measure when high levels hour or 25 ppm for 8 hours. exercising muscle—are the first affected. of CO are expected for short periods of time. Symptoms may mimic influenza and include fatigue, headache, dizziness, nausea and vomiting, cognitive impairment, and tachycardia. At high concentrations CO exposure can be FATAL.

The EPA Ambient Air Quality standard for Health effects vary depending upon the Keep dust to a minimum with good particles less than 10 microns is 50 +g/m3 per characteristics of the dust and any associated housekeeping. Consider damp dusting and high- hour for an annual average and 150 +g/m3 for a toxic materials. Dust particles may contain lead, efficiency vacuum cleaners. Upgrade filters in 24-hour average. pesticide residues, radon, or other toxic ventilation systems to medium efficiency when materials. Other particles may be irritants or possible and change frequently. Exhaust carcinogens (e.g., asbestos). combustion appliances to the outside and clean and maintain flues and chimneys. When construction or remodeling is underway, special precautions should be used to separate work areas from occupied areas.

Many office buildings and areas of public The effects of tobacco smoke on smokers include Smoke outside away from air intakes. Smoke assembly have banned smoking indoors or rhinitis/pharyngitis, nasal congestion, persistent only in rooms that are properly ventilated and required specially designated smoking areas with cough, conjunctival irritation, headache, exhausted to the outdoors. dedicated ventilation systems be available. The wheezing, and exacerbation of chronic respiratory “Pro-Children Act of 1994” prohibits smoking in conditions. Secondhand smoke has been Head Start facilities and in kindergarten, classified as a “Group A” carcinogen by EPA and elementary, and secondary schools that receive has multiple health effects on children. It has also Federal funding from the Department of been associated with the onset of asthma, Education, the Department of Agriculture, or the increased severity of or difficulty in controlling Department of Health and Human Services asthma, frequent upper respiratory infections, (except Medicare or Medicaid). persistent middle-ear effusion, snoring, repeated pneumonia, and bronchitis.

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80897 EPA F REV.pmd 35 8/31/08, 4:34 PM Indoor Air Pollutant Description Sources

Fine particulate matter (PM2.5), or soot, is a The main source of PM2.5 is diesel engines in Fine Particulate Matter (PM2.5) component of diesel exhaust, and is less than trucks, buses, and nonroad vehicles (e.g., 2.5 microns in diameter; in comparison, the marine, construction, agricultural, and average human hair is about 100 microns locomotive). Diesel engines emit large thick. It may consist as a tiny solid or liquid quantities of harmful pollutants annually. droplet containing a variety of compounds.

Lead is a highly toxic metal. Sources of lead include drinking water, food, Lead (Pb) contaminated soil and dust, and air. Lead-based paint is a common source of lead dust.

Nitrogen oxides (NO, NO ) The two most prevalent oxides of nitrogen are The primary sources indoors are combustion 2 nitrogen dioxide (NO2) and nitric oxide (NO). processes, such as unvented combustion

Both are toxic gases, and NO2 is a highly appliances (e.g., gas stoves, vented appliances reactive oxidant and corrosive. with defective installations, welding, and tobacco smoke). Outdoor sources, such as vehicles and lawn and garden equipment, also contribute to nitrogen oxide levels.

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80897 EPA F REV.pmd 36 8/31/08, 4:34 PM Standards or Guidelines Health Effects Control Measures

There are currently no Federal government Particulate matter is associated with a variety of Effective technologies to reduce PM2.5 include

standards for PM2.5 in school indoor air serious health effects, including lung disease, particulate filters and catalysts that can be environments. EPA’s National Ambient Air asthma, and other respiratory problems. In installed on buses. An easy, no-cost, and Quality Standards list 15 +g/m3 as the annual general, children are especially sensitive to air effective way to control fine particulate matter limit and 65 +g/m3 as the 24-hour limit for pollution because they breathe 50 percent more is to minimize idling by buses, trucks, and

PM2.5 in outdoor air. air per pound of body weight than adults. Fine other vehicles.

particulate matter, or PM2.5, poses the greatest health risk, because it can pass through the nose and throat and become lodged in the lungs. These particles can aggravate existing respiratory conditions, such as asthma and bronchitis, and they have been directly associated with increased hospital admissions and emergency room visits for heart and lung disease, decreased lung function, and premature death. Short-term exposure may cause shortness of breath, eye and lung irritation, nausea, light-headedness, and possible allergy aggravations.

In 1978, the Consumer Product Safety Lead can cause serious damage to the brain, Preventive measures to reduce lead exposure in Commission banned lead in paint. kidneys, nervous system, and red blood cells. buildings painted before 1978 include: Cleaning Children are particularly vulnerable. Lead play areas; frequently mopping floors and wiping exposure in children can result in delays in window ledges and other smooth flat areas with physical development, lower IQ levels, shorter damp cloths; keeping children away from areas attention spans, and an increase in behavioral where paint is chipped, peeling, or chalking; problems. preventing children from chewing on window sills and other painted areas; and ensuring that toys are cleaned frequently and hands are washed before meals.

No standards have been agreed upon for nitrogen NO2 acts mainly as an irritant affecting the Venting the NO2 sources to the outdoors and oxides in indoor air. ASHRAE and the U.S. EPA mucosa of the eyes, nose, throat, and respiratory assuring that combustion appliances are correctly National Ambient Air Quality Standards list 0.053 tract. Extremely high-dose exposure (as in a installed, used, and maintained are the most

ppm as the average 24-hour limit for NO2 in building fire) to NO2 may result in pulmonary effective measures to reduce exposures. Develop outdoor air. edema and diffuse lung injury. Continued anti-idling procedures for all vehicles and

exposure to high NO2 levels can contribute to the nonroad engines (cars, buses, trucks, lawn and development of acute or chronic bronchitis. garden equipment, etc.).

Low-level NO2 exposure may cause increased bronchial reactivity in some asthmatics, decreased lung function in patients with chronic obstructive pulmonary disease, and increased risk of respiratory infections, especially in young children.

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80897 EPA F REV.pmd 37 8/31/08, 4:34 PM 38

80897 EPA F REV.pmd 38 8/31/08, 4:34 PM Secondhand Smoke

S econdhand smoke, also known as Asthmatic children are especially at risk. environmental tobacco smoke (ETS), is a EPA estimates that exposure to F mixture of the smoke given off by the secondhand smoke increases the number burning end of a cigarette, pipe, or cigar, of episodes and severity of symptoms in and the smoke exhaled from the lungs of between 200,000 and 1,000,000 asthmatic smokers. This mixture contains more than children. Passive smoking is also a risk 4,000 substances, more than 40 of which factor for the development of asthma in are known to cause cancer in humans or thousands of children each year. animals and many of which are strong irritants. Exposure to secondhand smoke RECOMMENDATIONS is called involuntary smoking or passive EPA recommends that every organization smoking. dealing with children have a smoking EPA has classified secondhand smoke as a policy that effectively protects children known cause of cancer in humans (Group from exposure to secondhand smoke. A carcinogen). Passive smoking causes an Parent-teacher associations, school board estimated 3,000 lung cancer deaths in members, and school administrators nonsmokers each year. It also causes should work together to make school irritation of the eyes, nose, throat, and environments smoke-free. Key features of lungs. ETS-induced irritation of the lungs smoking education programs include leads to excess phlegm, coughing, chest multiple sessions over many grades, social discomfort, and reduced lung function. and physiological consequences of Secondhand smoke may also affect the tobacco use, information about social cardiovascular system, and some studies influences (peers, parents, and media), and have linked exposure to it with the onset training in refusal skills. School-based of chest pain. non-smoking policies are important because the school environment should be SECONDHAND SMOKE EFFECTS ON free from secondhand smoke for health reasons and because teachers and staff are CHILDREN role models for children. Secondhand smoke is a serious health risk to children. Children whose parents smoke LEGISLATION are among the most seriously affected by In general, the Federal government does exposure to secondhand smoke, being at not have regulatory authority over indoor increased risk of lower respiratory tract air or secondhand smoke policies at the infections such as pneumonia and state or local level. Restricting smoking in bronchitis. EPA estimates that passive public places is primarily a state and local smoking is responsible for between issue, and is typically addressed in clean 150,000 and 300,000 lower respiratory indoor air laws enacted by states, counties, tract infections in infants and children and municipalities. However, the “Pro- under 18 months of age annually, resulting Children Act of 1994” prohibits smoking in 7,500 to 15,000 hospitalizations per in Head Start facilities and in year. kindergarten, elementary, and secondary Children exposed to secondhand smoke schools that receive Federal funding from are also more likely to have reduced lung the Department of Education, the function and symptoms of respiratory Department of Agriculture, or the irritation like coughing, excess phlegm, Department of Health and Human and wheezing. Passive smoking can lead Services (except funding from Medicare to a buildup of fluid in the middle ear, the or Medicaid). The Act was signed into law most common cause of hospitalization of as part of the “Goals 2000: Educate children for an operation. America Act.”

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80897 EPA F REV.pmd 39 8/31/08, 4:34 PM What follows are excerpts from the Act, SEC. 1043. NONSMOKING POLICY which took effect December 26, 1994. FOR CHILDREN’S SERVICES. (a) PROHIBITION. After the date of the PRO-CHILDREN ACT OF 1994 enactment of this Act, no person shall Following are excerpts from Public Law permit smoking within any indoor facility 103-227, March 31, 1994. owned or leased or contracted for and utilized by such person for provision of SECTION 1042. DEFINITIONS. routine or regular kindergarten, (1) CHILDREN. The term “children” elementary, or secondary education or means individuals who have not attained library services to children. the age of 18. (b) ADDITIONAL PROHIBITION. After (2) CHILDREN’S SERVICES. The term the date of the enactment of this Act, no “children’s services” means the provision person shall permit smoking within any on a routine or regular basis of health, day indoor facility (or portion thereof) owned care, education, or library services— or leased or contracted for and utilized by such person of regular or routine health (A) That are funded, after the date of care or day care or early childhood the enactment of this Act, directly by the development (Head Start) services to Federal government or through state or children or for the use of the employees of local governments, by Federal grant, loan, such person who provides such services. loan guarantee, or contract programs— (c) FEDERAL AGENCIES. (i) Administered by either the Secretary of Health and Human Services (1) KINDERGARTEN, or the Secretary of Education (other than ELEMENTARY, OR SECONDARY services provided and funded solely under EDUCATION, OR LIBRARY SERVICES. titles XVIII and XIX of the Social After the date of the enactment of this Act, Security Act); or no Federal agency shall permit smoking within any indoor facility in the United (ii) Administered by the States operated by such agency, directly or Secretary of Agriculture in case of a by contract, to provide routine or regular clinic; or kindergarten, elementary, or secondary (B) That are provided in indoor education or library services to children. facilities that are constructed, operated, or (e) SPECIAL WAIVER. maintained with such Federal funds, as determined by the appropriate Secretary in (1) IN GENERAL. On receipt of an any enforcement action under this title, application, the head of the Federal agency except that nothing in clause (ii) of may grant a special waiver to a person subparagraph (A) is intended to include described in subsection (a) who employs facilities (other than clinics) where individuals who are members of a labor coupons are redeemed under the Child organization and provide children’s Nutrition Act of 1966. services pursuant to a collective bargaining agreement that— (3) PERSON. The term “person” means any state or local subdivision thereof, (A) Took effect before the date of agency of such state or subdivision, enactment of this Act; and corporation, or partnership that owns or (B) Includes provisions relating operates or otherwise controls and to smoking privileges that are in violation provides children’s services or any of the requirements of this section. individual who owns or operates or otherwise controls and provides such (2) TERMINATION OF WAIVER. services. A special waiver granted under this subsection shall terminate on the earlier of—

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80897 EPA F REV.pmd 40 8/31/08, 4:34 PM (A) The first expiration date (after the date of enactment of this Act) of the collective bargaining agreement containing the provisions relating to smoking privileges; or (B) The date that is 1 year after the date of the enactment of this Act. (f) CIVIL PENALTIES. (1) IN GENERAL. Any failure to comply with a prohibition in this section shall be a violation of this section and any person subject to such prohibition who commits such violation, or may be subject to an administrative compliance order, or both, as determined by the Secretary. Each day a violation continues shall constitute a separate violation.

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80897 EPA F REV.pmd 41 8/31/08, 4:34 PM 42

80897 EPA F REV.pmd 42 8/31/08, 4:34 PM Radon

BACKGROUND INFORMATION GUIDANCE FOR RADON TESTING EPA and other major national and EPA’s document, Radon Measurement in G international scientific organizations have Schools – Revised Edition (EPA 402-R-92- concluded that radon is a human 014), provides guidance on planning, carcinogen and a serious public health implementing, and evaluating a radon risk. An individual’s risk of developing testing program for a school. lung cancer from radon increases with the To assist schools with testing, helpful level of radon, the duration of exposure, aids, such as a checklist of the testing and the individual’s smoking habits. EPA procedure, are included in the document. estimates that 7,000 to 30,000 lung cancer Before initiating radon testing in your deaths in the United States each year are school however, contact your state Radon attributed to radon. Office (see Appendix L: “Resources”) Because many people spend much of their for information on any state requirements time at home, the home is likely to be the concerning radon testing or for a copy most significant source of radon exposure. of the document. Check For most school children and staff, the www.epa.gov/iaq/schools for documents second largest contributor to their radon on radon in schools. exposure is likely to be their school. As a To reduce the health risk associated with result, EPA recommends that homes and radon, EPA recommends that officials test school buildings be tested for radon. every school for elevated radon levels. Because the entry and movement of radon RESULTS FROM A NATIONAL in buildings is difficult to predict, officials SURVEY OF RADON LEVELS should test all frequently occupied IN SCHOOLS schoolrooms that are in contact with the ground. If testing identifies schoolrooms A nationwide survey of radon levels in with radon levels of 4 pCi/L or greater, schools estimates that 19.3 percent of U.S. officials should reduce the radon levels schools, nearly one in five, have at least using an appropriate mitigation strategy. one frequently occupied ground-contact room with short-term radon levels at or above the action level of 4 pCi/L GUIDANCE FOR RADON (picocuries per liter)—the level at which MITIGATION EPA recommends mitigation. If you identify a radon problem in your Approximately 73 percent of these schools school, EPA developed guidance on radon will have only five or fewer schoolrooms mitigation entitled Reducing Radon in with radon levels above the action level. Schools – A Team Approach (EPA 402-R- The other 27 percent will have six or more 94-008) that describes the recommended such schoolrooms. If your building has a approach to radon mitigation in schools radon problem, it is unlikely that every and provides an overview of the mitigation room in your school will have an elevated process to the IAQ Coordinator. radon level. However, testing all frequently occupied rooms that have For a free copy, please call NSCEP at contact with the ground is necessary to 1-800-490-9198 or contact your state identify schoolrooms with elevated radon Radon Office (see Appendix L: levels. “Resources”).

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80897 EPA F REV.pmd 43 8/31/08, 4:34 PM GUIDANCE FOR RADON TESTING AND MITIGATION COSTS PREVENTION IN RENOVATIONS AND Cost for radon testing in a typical school NEW BUILDINGS building ranges from $500 to $1,500. Costs for testing depend on the type of EPA’s document entitled Radon measurement device used, the size of the Prevention in Design and Construction of school, and whether testing is performed Schools and Other Large Buildings (EPA in-house using school personnel or a 625R-92-016) provides guidance for measurement contractor. incorporating radon resistant and/or easy- to-mitigate features into the design of a If a radon problem is identified, the cost new school building including design for radon mitigation typically ranges from recommendations for heating, ventilation, $3,000 to $30,000 per school. The cost of and air-conditioning (HVAC) systems. mitigating a school depends on the This guidance is useful to school mitigation strategy, the school building personnel (e.g., school business officials) design, the radon concentration in the and architects involved with the new school room(s), and the number of school school construction. rooms affected. The appropriate mitigation strategy will consider the school building For a free copy, contact 1-800-490-9198. design and initial levels of radon. Mitigation costs at the high end of the TRAINING FOR TESTING AND cost range are often associated with a MITIGATION mitigation strategy involving the To develop public and private sector renovation of school HVAC systems. capabilities for radon testing and Although the cost is higher, this strategy mitigation, EPA formed four Regional has the added benefit of improving Radon Training Centers (see Appendix L: ventilation within a school building, “Resources”). These training centers offer which contributes to the overall courses on testing and mitigation in improvement of IAQ. school buildings designed to simulate hands-on activities by having participants solve practical problems. Contact your state Radon Office (see Appendix L: “Resources”) for information on local training opportunities or state training requirements.

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80897 EPA F REV.pmd 44 8/31/08, 4:34 PM Mold and Moisture

M olds can be found almost anywhere; Water enters buildings both as a liquid and they can grow on virtually any substance, as a gas (water vapor). Water is introduced H providing moisture is present. Molds can intentionally in bathrooms, gym areas, grow on and within wood, paper, carpet, kitchens, and art and utility areas, and and foods. When excessive moisture accidentally by way of leaks and spills. accumulates in buildings or on building Some of the water evaporates and joins the materials, mold growth will often occur, water vapor that is exhaled by building particularly if the moisture problem occupants. Water vapor also moves into remains undiscovered or unaddressed. the building through the ventilation There is no practical way to eliminate all system, through openings in the building mold and mold spores in the indoor shell, or directly through building environment; the key to control indoor materials. mold growth is to control moisture. If The ability of air to hold water vapor mold is discovered, clean it up decreases as the air temperature falls. If a immediately and remove excess water or unit of air contains half of the water vapor moisture. In addition, maintaining the it can hold, it is said to be at 50 percent relative humidity between 30 and 60 relative humidity (RH) or greater. The RH percent will help control mold. increases as the air cools and approaches Molds produce tiny spores to reproduce. saturation. When air contains all of the Mold spores waft through indoor and water vapor it can hold, it is at 100 percent outdoor air continually. When mold spores RH or greater, and the water vapor land on a damp spot indoors, they may condenses, changing from a gas to a begin growing and digesting whatever liquid. The temperature at which they are growing on to survive. condensation occurs is the “dew point.” There are many different kinds of mold. Reaching 100 percent RH without Molds can produce allergens, toxins, and changing the air temperature is possible by irritants. Molds can cause discoloration increasing the amount of water vapor in and odor problems, deteriorate building the air (the “absolute humidity” or “vapor materials, and lead to health problems— pressure”). It is also possible to reach 100 such as asthma episodes and allergic percent RH without changing the amount reactions—in susceptible individuals. of water vapor in the air, by lowering the air temperature to the “dew point.” CONDENSATION, RELATIVE The highest RH in a room is always next HUMIDITY, AND VAPOR to the coldest surface. This is referred to PRESSURE as the “first condensing surface,” as it will be the location where condensation Mold growth does not require the happens first, if the relative humidity of presence of standing water, leaks, or the air next to the surface reaches 100 floods; mold can grow when the relative percent. Understanding this is important humidity of the air is high. Mold can also when trying to understand why mold is grow in damp areas such as unvented growing on one patch of wall or only bathrooms and kitchens, crawl spaces, along the wall-ceiling joint. The surface of ducts, utility tunnels, gyms, locker rooms, the wall is likely to be cooler than the wet foundations, leaky roof areas, and room air because of a gap in the insulation damp basements. Relative humidity and or because the wind is blowing through the factors that govern it are often cracks in the exterior of the building. misunderstood. This section discusses relative humidity and describes common moisture problems and their solutions.

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80897 EPA F REV.pmd 45 8/31/08, 4:34 PM TAKING STEPS TO REDUCE Consider a school locker room that has MOISTURE AND MOLD mold on the ceiling. The locker room exhaust fan is broken, and the relative Respond to water damage within 24–48 humidity in the room is 60 percent at 70º hours to prevent mold growth, which F. This is an example of a vapor pressure- depends on moisture. dominated mold problem. In this case, Mold growth can be reduced if relative increasing the surface temperature is humidities near surfaces can be probably not an effective way to correct maintained below the dew point. This can the mold problem. A better strategy is to be done by: 1) reducing the moisture repair or replace the exhaust fan. content (vapor pressure) of the air; 2) increasing air movement at the surface; or SURFACE TEMPERATURE- 3) increasing the air temperature (either DOMINATED MOLD GROWTH the general space temperature or the Surface temperature-dominated mold temperature at building surfaces). growth can be reduced by increasing the Either vapor pressure or surface surface temperature using one or more of temperature can be the dominant factor in the following approaches: a mold problem. A vapor pressure- • Raise the temperature of the air near dominated mold problem may not respond room surfaces. well to increasing temperatures, whereas a surface temperature-dominated mold • Raise the thermostat setting. problem may not respond very well to increasing ventilation. Understanding • Improve air circulation so that supply which factor dominates will help in air is more effective at heating the room selecting an effective control strategy. surfaces. If the relative humidity near the middle of • Decrease the heat loss from room surfaces. a room is fairly high (e.g., 50 percent at 70º F), mold or mildew problems in the • Add insulation. room are likely to be vapor pressure dominated. If the relative humidity near • Close cracks in the exterior wall to the middle of a room is fairly low (e.g., 30 prevent “wind washing” (air that enters percent at 70º F), mold or mildew a wall at one exterior location and exits problems in the room are likely to be another exterior location without surface temperature dominated. penetrating into the building). Consider an old, leaky, poorly insulated VAPOR PRESSURE-DOMINATED school that has mold and mildew in the MOLD GROWTH coldest corners of one classroom. The indoor relative humidity is low (30 Vapor pressure-dominated mold growth percent). It is winter and cold air cannot can be reduced by using one or more of hold much water vapor. Therefore, outdoor the following strategies: air entering through leaks in the building • Use source control (e.g., direct venting lowers the airborne moisture levels of moisture-generating activities such indoors. This is an example of a surface as showers to the exterior). temperature-dominated mold problem. In this building, increasing the outdoor air • Dilute moisture-laden indoor air with ventilation rate is probably not an effective outdoor air at a lower absolute humidity. way to control interior mold and mildew. • Dehumidify the indoor air. A better strategy would be to increase surface temperatures by insulating the Note that dilution is only useful as a exterior walls, thereby reducing relative control strategy during heating periods, humidity in the corners. when cold outdoor air contains little total moisture. During cooling periods, outdoor air often contains as much moisture as indoor air.

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80897 EPA F REV.pmd 46 8/31/08, 4:34 PM MOLD CLEAN UP SET-BACK THERMOSTATS Because moisture is the key to mold Set-back thermostats (programmable control, it is essential to clean up the mold thermostats) are commonly used to reduce and get rid of excess water or moisture. If energy consumption during the heating the excess water or moisture problem is season. Mold growth can occur when not fixed, mold will most probably grow temperatures are lowered in buildings with again, even if the area was completely high relative humidity. (Maintaining a cleaned. Clean hard surfaces with water room at too low a temperature can have and detergent and dry quickly and the same effect as a set-back thermostat.) completely. Absorbent materials such as Mold can often be controlled in colder ceiling tiles may have to be discarded. climates by increasing interior temperatures during heating periods. Note that mold can cause health effects Unfortunately, this also increases energy such as allergic reactions; remediators consumption and reduces relative should avoid exposing themselves and humidity in the breathing zone, which can others to mold. Wear waterproof gloves create discomfort. during clean up; do not touch mold or moldy items with bare hands. Respiratory protection should be used in most AIR-CONDITIONED SPACES remediation situations to prevent Mold problems can be as extensive in inhalation exposure to mold. Respiratory cooling climates as they are in heating protection may not be necessary for small climates. The same principles apply: either remediation jobs with little exposure surfaces are too cold, moisture levels are potential. Refer to Appendix L: too high, or both. “Resources,” for more information on One common example of mold growth in mold remediation. When in doubt consult cooling climates can be found in rooms a professional, experienced remediator. where conditioned “cold” air blows against the interior surface of an exterior IDENTIFYING AND wall. This condition, which may be due to CORRECTING COMMON MOLD AND poor duct design, diffuser location, or MOISTURE PROBLEMS diffuser performance, creates a cold spot at the interior finish surfaces, possibly Exterior Corners and Walls allowing moisture to condense. The interior surfaces of exterior corners Possible solutions for this problem and behind furnishings such as chalk include: boards, file cabinets, and desks next to outside walls are common locations for • Eliminate the cold spots (i.e., elevate mold growth in heating climates. They the temperature of the surface) by tend to be closer to the outdoor adjusting the diffusers or deflecting the temperature than other parts of the air away from the condensing surface. building surface for one or more of the • Increase the room temperature to avoid following reasons: overcooling. NOTE: During the cooling • Poor indoor air circulation season, increasing temperature decreases energy consumption, though • Wind washing it could cause comfort problems. • Low insulation levels Mold problems can also occur within the • Greater surface area of heat loss wall cavity, when outdoor air comes in contact with the cavity side of the cooled Sometimes mold growth can be reduced interior surface. It is a particular problem by removing obstructions to airflow (e.g., in rooms decorated with low maintenance rearranging furniture). Buildings with interior finishes (e.g., impermeable wall forced air heating systems and/or room covering such as vinyl wallpaper), which ceiling fans tend to have fewer mold can trap moisture between the finish and problems than buildings with less air the gypsum board. Mold growth can be movement.

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80897 EPA F REV.pmd 47 8/31/08, 4:34 PM rampant when these interior finishes are CONCEALED CONDENSATION coupled with cold spots and exterior The use of thermal insulation in wall moisture. cavities increases interior surface A possible solution for this problem is to temperatures in heating climates, reducing ensure that vapor barriers, facing sealants, the likelihood of interior surface mold and and insulation are properly specified, condensation. The use of thermal installed, and maintained. insulation without a properly installed vapor barrier, however, may increase THERMAL BRIDGES moisture condensation within the wall cavity. Localized cooling of surfaces commonly occurs as a result of “thermal bridges,” The first condensing surface in a wall elements of the building structure that are cavity in a heating climate is typically the Mold and highly conductive of heat (e.g., steel studs inner surface of the exterior sheathing. Health Effects in exterior frame walls, uninsulated Concealed condensation can be controlled window lintels, and the edges of concrete Molds are a major by any or all of the following strategies: floor slabs). Dust particles sometimes source of indoor mark the locations of thermal bridges • Reducing the entry of moisture into the allergens. Molds because dust tends to adhere to cold spots. wall cavities (e.g., by controlling entry can also trigger and/or exit of moisture-laden air with a asthma. Even The use of insulating sheathings continuous vapor barrier). when dead or significantly reduces the impact of unable to grow, thermal bridges in building envelopes. • Raising the temperature of the first mold can cause condensing surface. health effects such WINDOW • In heating-climate locations: Installing as allergic reac- In winter, windows are typically the exterior insulation (assuming that no tions. The types coldest surfaces in a room. The interior and severity of significant wind washing is occurring). surface of a window is often the first health effects condensing surface in a room. • In cooling-climate locations: Installing associated with insulating sheathing to the interior of exposure to mold Condensation on window surfaces has the wall framing and between the wall depend, in part, on historically been controlled by using storm framing and the interior gypsum board. the type of mold windows or “insulated glass” (e.g., present, and the double-glazed windows or selective extent of the surface gas-filled windows) to raise occupants’ expo- interior surface temperatures. In older sure and existing building enclosures with less advanced sensitivities or glazing systems, visible condensation on allergies. Prompt the windows often alerted occupants to the and effective need for ventilation to flush out interior remediation of moisture, so they knew to open the moisture problems windows. is essential to The advent of higher performance glazing minimize potential systems has led to a greater number of mold exposures moisture problems in heating climate and their potential building enclosures because the buildings health effects. can now be operated at higher interior vapor pressures (moisture levels) without visible surface condensation on windows.

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80897 EPA F REV.pmd 48 8/31/08, 4:34 PM Emissions from Motor Vehicles and Equipment

E missions from gas or diesel-powered benzene, 1,3-butadiene, diesel exhaust, engines are a source of pollution for and formaldehyde), which are pollutants I school grounds and buildings. Exhaust known or suspected to cause cancer or emissions come from mobile sources such other serious health or environmental as school buses, cars, delivery trucks, and effects. Mobile sources are responsible for motorcycles, gasoline or diesel vehicles, about half the air toxin emissions and risk engines, and equipment used for nationwide. construction and grounds maintenance. Fine particulate matter (PM2.5) in diesel “Mobile sources” is a term used to exhaust creates further health concerns. describe a wide variety of motor vehicles, Recent studies suggest that children on or engines, and equipment that generate air near school buses may be exposed to pollution and that move, or can be moved, elevated levels of diesel exhaust. Children from place to place. are especially susceptible to advance

respiratory effects of PM2.5 because it can MOBILE SOURCES AT SCHOOL penetrate children’s narrower airways, reaching deep within the lungs where it is Some mobile sources at your school may likely to be retained, and because children include: have higher rates of respiration per unit of • School buses their body weight than adults. • Cars AIR QUALITY ISSUES • Delivery trucks Mobile source air pollutants can • Portable fuel containers contribute to air quality issues at schools. With sufficient concentrations and • Mowers, snowblowers, trimmers, and duration, these pollutants may increase the other equipment used for grounds chance of cancer or other serious health maintenance effects, such as asthma. Special situations involving motor • Studies indicate that students can be vehicles or equipment off school property exposed to high levels of diesel exhaust may also contribute to the deterioration of when they are inside school buses, near the overall air quality near schools. These idling school buses, and even inside might include, for example, truck loading schools (due to exhaust penetration docks or construction sites. from idling buses). Queuing of buses for pick-up and drop-off and periods of MOBILE SOURCE EMISSIONS idling during the bus commute itself Mobile sources pollute the air through fuel may be particular problems. Diesel combustion and fuel evaporation. These exhaust can aggravate respiratory and emissions contribute to air pollution cardiovascular disease and existing nationwide and are the primary cause of asthma. It can also cause acute air pollution in many areas. Mobile respiratory symptoms, chronic sources emit several significant air bronchitis, and decreased lung function. pollutants that affect human health and the • Outdoor emissions can infiltrate environment, including carbon monoxide, through windows and air intakes, hydrocarbons, nitrogen oxides, and resulting in student and staff exposure particulate matter. See Appendix E: to pollutants and toxics. “Typical Indoor Air Pollutants,” for more information about these pollutants. • Chemicals and gasoline stored in school buildings can contribute to In addition, mobile sources produce air toxins (e.g., acetaldehyde, acrolein,

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80897 EPA F REV.pmd 49 8/31/08, 4:34 PM indoor air quality concerns, and already implemented anti-idling laws. equipment usage can result in exposure These programs can reduce pollution, to air pollutants and toxics. odor, and noise, and save schools money • Students, staff, and vehicles sometimes by reducing engine wear and fuel congregate in the same place at the consumption. Finally, anti-idling same time, which increases their information is easy to incorporate into existing training and communications exposure. opportunities. See Appendix B: “Developing Indoor Air Policies” in the REDUCING EMISSIONS IAQ Coordinator’s Guide for sample anti- Successful reduction of vehicle and idling policies and a sample memo to bus equipment emission involves a variety of drivers. approaches, some of which are no- or low- cost options. Those concerned about TRANSPORTATION CHOICES improving air quality in and around school Alternative transportation choices can also can choose from options ranging from be beneficial for reducing emissions. For better vehicle technology and better transit instance, “school-pooling” programs options to cleaner fuels. encourage carpools, bike partners, or Schools can help reduce air pollution from “walking school buses” that reduce the mobile sources in a number of different number of vehicles on school grounds. ways. A comprehensive program might Public transit buses may also be an include bus retrofits and replacement, anti- appropriate option for some students or idling policies, reduced power equipment staff. usage, environmentally friendly transportation choices, and equipment OTHER MOBILE SOURCES ON replacement. Some other smart actions SCHOOL GROUNDS that reduce emissions include adopting driving practices that save gas and improve Since cars and trucks are not the only mileage, maintaining vehicles on a regular mobile sources on school grounds, basis, and using cleaner fuels. attention should also be paid to lawn and garden equipment for reducing emissions. ANTI-IDLING The two main ways to reduce emissions from such equipment are to replace Policies to minimize idling offer a smart, existing equipment with cleaner options effective, and immediate way to reduce (e.g., manual, electric, or new 4-stroke, emissions at little or no cost. In fact, gasoline engines) and to reduce usage. reduced idling will save money in most cases because idling wastes fuel. The EPA adopted more stringent standards for easiest way to reduce vehicle idling gasoline-powered equipment, such as emissions is to “Just turn it off!” Today’s lawnmowers and string trimmers, which bus engines generally require only three to will lower hydrocarbon and nitrogen oxide five minutes of warm-up time, even in emissions. Schools can reduce harmful cold weather. The problem of diesel fuel emissions by ensuring their grounds gelling in cold weather has been resolved maintenance equipment meets current by the creation of winter blends of fuel and standards. Like school bus retrofits and fuel additives that better withstand colder replacements, alternate equipment choices temperatures. will be specific to your school’s situation. While manual and electric equipment are Contrary to popular belief, idling actually most beneficial because they do not does more damage to an engine than produce emissions, these options are not starting and stopping. Idling causes always practical for large grounds. additional wear on an engine’s internal parts and, therefore, can increase Portable gasoline containers are another maintenance costs and shorten the life of source of emissions on school grounds. the engine. Due to evaporation of gasoline, these cans pollute even when they are not being used, Several States and local communities have and especially when they are stored in a

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80897 EPA F REV.pmd 50 8/31/08, 4:34 PM warm place. New, low-emission gasoline of smog-forming hydrocarbons and 10 cans are designed for easy use and have a pounds less of nitrogen oxide emissions thicker lining in order to reduce fuel per year per acre of lawn converted to evaporation. They meet specified natural landscaping due to reduced standards to minimize air pollution, mowing. Hence, even small converted including automatic closure, automatic areas can contribute to notable reductions shut-off, only one opening, and limited in emissions. permeation. Many portable containers Grass can be replaced with trees, shrubs, available nationwide meet all but the native wildflowers, and other native plants permeation standard. In addition, they are that do not require mowing and are inexpensive (approximately $10), making already adapted to local conditions. Trees, them cost-effective solutions for reducing shrubs, and native plants absorb water exposure to evaporated fuel. more efficiently than lawns and therefore Finally, proper maintenance and storage minimize runoff and erosion. They can help decrease exposure to emissions from also decrease the amount of time you lawn and garden equipment. For example, spend on weeding and watering and lawn and garden equipment should be reduce the need for fertilizers and maintained regularly according to pesticides. manufacturer guidelines to prevent Beneficial landscaping can result in problems that decrease efficiency and reduced building heating and cooling increase emissions. Keeping equipment costs. For example, planting deciduous tuned and in good condition is inexpensive trees on the south side of a building and beneficial for minimizing emissions. provides shade, reducing heat absorbed by In addition, fuels, chemicals, and the building during the summer. This equipment should be stored appropriately practice can decrease air conditioning in a well-ventilated, cool, and dry space. costs by up to 20 percent. In the winter, For extended periods of storage (e.g., deciduous trees lose their leaves, allowing wintertime), gasoline should be emptied the winter sun to warm the building. from equipment and containers or a Planting conifers on the northwest side of stabilizer should be added to decrease a building helps to block northwest winds, evaporation. reducing heating costs. Finally, planting trellis vines on the bare walls of buildings BENEFICIAL OR ENVIRONMENTALLY helps to keep these walls cooler by FRIENDLY LANDSCAPING absorbing the sunlight. Planting trees Beneficial landscaping refers to a suite of around parking lots helps shade paved landscaping practices that yield areas and further reduce sun-heating environmental, economic, and aesthetic effects. benefits. These environmentally friendly Finally, schools should use outdoor water practices include planting native species efficiently by laying mulch in appropriate and low-maintenance turf grasses, areas and installing efficient irrigation reducing lawn area, strategic use of trees, systems. integrated pest management (see Appendix K: “Integrated Pest WHAT ARE GOOD PRACTICES TO USE Management”), and optimizing water efficiency. Ultimately, beneficial IN AREAS WHERE MAINTAINING landscaping produces a healthier LAWNS IS NECESSARY? environment and reduces air, water, and Where lawns are necessary on school soil pollution by minimizing emissions grounds, such as on play areas or sports from power equipment, chemicals, fields, the following practices are best fertilizer, and water. suited for reducing environmental impacts: In addition, beneficial landscaping is • Plant low-maintenance turf grasses that effective on any size of land. Emission grow slowly and require less mowing. reductions from beneficial landscaping alone can result in nearly 100 pounds less • Leave grass clippings on lawns. This

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80897 EPA F REV.pmd 51 8/31/08, 4:34 PM practice decreases the need for Ways to Reduce fertilizers and the amount of municipal Emissions from solid waste entering landfills. Mobile sources • Keep grass well maintained. Only one- third of the grass blade should be cut • Diesel vehicle off at one time, and no more than one replacement inch should be cut at one time. and retrofit • Idling policy and WHAT ARE THE BENEFITS? training Many advantages are associated with • “School- beneficial landscaping. Beneficial pooling” and landscaping can be incorporated into transportation science and environmental education. It choices creates hands-on learning experiences for students, while encouraging them to learn • Environmentally about natural habitats and take an interest friendly in their surroundings. landscaping Beneficial landscaping helps create a • Low-emission safer environment by reducing student and gas cans staff exposure to harmful emissions. It leads to fewer emissions from fossil fuel • “Best Practices” consumed during mowing, less fertilizer for equipment use, and lower landscape maintenance labor maintenance and costs. Beneficial landscaping can also and storage help decrease heating and cooling bills, reduce noise pollution (due to less mowing), conserve water, reduce flooding and stormwater management costs, and decrease the strain on municipal waste collection and water treatment plants. In Cleanest addition, it can lead to cleaner water bodies Equipment for fishing, swimming, and drinking due to Choices reduced chemical use and erosion. Manually powered: ADDITIONAL RESOURCES Reel mowers, For more information about mobile rakes, clippers, sources on school grounds, please visit shovels the EPA Clean School Bus USA Initiative Electric/battery- at www.epa.gov/cleanschoolbus. Clean powered: School Bus USA provides information and resources to school districts on how to Walk-behind reduce pollution from school buses mowers, through retrofit, replacement, and anti- shredders, edgers, idling programs. tillers, hedge trimmers, hand- held leaf blowers 4-stroke gasoline engines: Available in almost all new lawn and garden equipment

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80897 EPA F REV.pmd 52 8/31/08, 4:34 PM Portable Classrooms

More than 385,000 portable classrooms, The most common problems with portable or relocatables, are used in approximately classrooms include: J 36 percent of school districts across the • Poorly functioning ventilation systems nation, according to the National Center that provide inadequate quantities of for Education Statistics (NCES). Portable outside air; classrooms are attractive to many school districts because they provide a quick and • Poor acoustics due to loud heating and relatively inexpensive way to deal with cooling systems; unpredictable school enrollment numbers, • Chemical off-gassing from pressed limited building construction funds, and wood and other high-emission the time lag between identification of materials, which may be of greater need and the construction of new concern because of rapid occupancy facilities. While portable classrooms are and poor ventilation after construction; intended to provide flexibility to school districts, in reality, portable classrooms • Water entry and mold growth; and are seldom moved and often become permanent fixtures of the school. • Site pollution from nearby parking lots or loading areas. Recent surges in student population fueled an explosion in the use of portable RECOMMENDATIONS FOR SCHOOLS classrooms in many parts of the country. Health-related concerns associated with USING PORTABLES portable classrooms have arisen. Teachers Although portable classrooms are often in the new units frequently complain of the lowest cost option for housing chemical odors. In older units, odor students, they range in quality. Care problems are often associated with moldy should be taken during specification and classroom carpets. Both new and older selection to ensure that the health of the units are often subject to complaints about students is not compromised on poor ventilation and indoor air quality inexpensive, low quality designs. When (IAQ). districts specify a portable design, they typically create a term contract that other INDOOR AIR QUALITY AND districts can use to purchase the same (or slightly different) design. This practice PORTABLE CLASSROOMS (often called “piggy-backing”) can save a All school buildings use similar district valuable time and money on construction and furnishing materials, so specifications and approvals, but it can the types of chemicals present in the also compound poor decisions made by indoor air are not likely to be different for the original procurement. portable versus permanent classrooms. However, pressed-wood products, which Like all school facilities, portable may contain higher concentrations of classrooms should contain appropriate formaldehyde, are used more frequently in building materials and properly designed factory-built portable units than in ventilation systems to minimize the buildings constructed on-site. As a result, presence of indoor air pollutants. concentrations of some airborne chemicals Commissioning and regular maintenance may be higher in new portable classrooms, are also important to maintain the quality especially if ventilation is reduced. of the indoor environment.

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80897 EPA F REV.pmd 53 8/31/08, 4:34 PM The following steps can help schools • Locate classroom away from areas maintain a healthy indoor environment in where vehicles idle or water their portable classrooms: accumulates after rains. Specifying New Portable • Ensure that at least one supply air Classrooms register and return air grille are located in each enclosed area. Also, make sure • Specify the appropriate vapor barrier that building air intakes are located location for exterior wall construction, away from any exhaust outlet(s) or consistent with the climate where the other contaminant sources. classroom will be used. • Specify operable windows to provide • When specifying a new portable user-controlled ventilation when classroom, ensure that the heating, needed. ventilation, and air-conditioning (HVAC) system can: (a) provide a • Locate HVAC and air handler units as minimum of 450 cfm of outside air far away as possible from teaching (based on 30 occupants at 15 cfm/ areas to reduce noise. occupant); and • Specify minimal use of VOC emitting (b) heat and cool this outdoor air at building materials. design outdoor air temperatures for the specific geographic location where • Install an awning over the portable’s each classroom is installed. entrance to help prevent rain and snow from blowing directly into classrooms. • Order an additional “outdoor air kit” since manufacturers do not include • Specify complete documentation of outdoor air intakes in their standard operation and maintenance classroom models. Outdoor air intakes requirements. should not be located under portable units; these areas are typically not well Commissioning ventilated and are prone to moisture, • Prior to occupany of any new portable biological contaminants, and other units, operate HVAC systems at their pollutants. maximum outdoor air intake rate • Outdoor air should be supplied continuously for several days. Start the continuously when a classroom is “flush out” as soon as the HVAC occupied. In order to provide a system is operational, and continue continuous outdoor air supply, it is after furniture installation. During this important to ensure that the HVAC period, do not re-circulate return air. In thermostat fan switch is set in the “on” humid climates, avoid introducing or continuous mode when occupied. significant amounts of moisture during the flush out. • Air filters are needed for protection of HVAC components and reduction of • Measure the amount of outdoor air airborne dust, pollens, and micro- entering the outdoor air intake of the organisms from recirculated and HVAC unit to ensure it meets or outdoor air streams. Air filters should exceeds the amount specified or 15 cfm have a spot rating between 35 and 80 per person, whichever is greater. percent or a Minimum Efficiency • Do not “bake out” the unit. “Bake out” Rating Value (MERV) of between is defined as increasing temperatures 8 and 13. up to 100o F in order to “artificially • If carpets are specified, use carpets that age” building materials. Its have been tested under the Carpet and effectiveness has not been proven and it Rug Institute’s Green Label Carpet may in fact damage parts of the HVAC Testing Program. Do not use carpet in system or building components. entryways to classrooms with direct • Establish and implement an Integrated outdoor access. Supply waterproof Pest Management plan. mats and walk-off mats over carpeted entryways and other areas used for drying clothing and umbrellas.

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80897 EPA F REV.pmd 54 8/31/08, 4:34 PM Operations and Maintenance • Provide training on operation and maintenance of new HVAC equipment for appropriate staff. Instruct teachers and staff on proper use and settings of thermostat and ventilation controls. • Train teachers how to minimize potential toxic emissions from the decorations and cleaning materials used in their classrooms. Develop and implement a “list of things to do before starting the class,” including ensuring that the ventilation system is operating at least one hour before the class starts and watching for rust spots, wet spots, and other signs of deterioration of infrastructure. Teachers should also be educated about the potential risks of turning off HVAC systems. • Establish a regular and timely plan for testing, inspecting, and performing specific maintenance tasks: Inspect roofs, ceilings, walls, floor, and carpet for evidence of water leakage (e.g., stains), and for mold growth or odor. Replace water-damaged materials promptly and fix leaks as soon as possible.

ADDITIONAL RESOURCES For more information about portable classrooms and recommendations for designing, constructing, and renovating school facilities to maintain good IAQ, please visit EPA’s IAQ Design Tools for Schools Web site at www.epa.gov/iaq/ schooldesign/. National Clearinghouse for Educational Facilities Portable Classrooms/Modular Construction Resource List available at www.edfacilities.org/rl/portable.cfm. California Advisory on Relocatable and Renovated Classrooms available at www.cal-iaq.org/ADVISORY.pdf.

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80897 EPA F REV.pmd 55 8/31/08, 4:34 PM 56

80897 EPA F REV.pmd 56 8/31/08, 4:34 PM Integrated Pest Management

I ntegrated Pest Management (IPM) is a others responsible for decisions about comprehensive approach to eliminating school-based pest control need to be aware K and preventing pest problems with an of these risks and knowledgeable about emphasis on reducing pest habitat and safe alternatives. food sources. IPM is a safer and usually less costly option for effective pest There are many safe IPM practices for management in the school community. A schools: well-designed integrated pest management • Keep vegetation, shrubs, and wood program is both effective and mulch at least one foot away from environmentally sensitive. IPM relies on a structures. combination of (1) low-impact pesticides; (2) comprehensive information about • Fill cracks and crevices in walls, floors, pests; (3) available and economical pest and pavement. control methods; and (4) safety • Empty and clean lockers and desks at considerations for people, property, and least twice a year. the environment. • Clean food-contaminated dishes, Pests seek habitats that provide basic utensils, and surfaces right away. needs—air, moisture, food, and shelter. Pest populations can be eliminated, • Clean garbage cans and dumpsters at prevented, or controlled by: least bimonthly. • Creating inhospitable pest • Collect and properly dispose of litter or environments; garbage at least once a week. • Removing basic elements that pests • Identify the problem or pest before need for survival; or taking action. • Blocking pest access into buildings. • Apply smaller amounts of fertilizers several times during the year (spring, Pests may also be managed by other summer, and fall, for example) rather methods such as traps and vacuums. than one heavy application. • Use spot applications or pesticides (if MANAGING PESTS IN SCHOOLS necessary) rather than area-wide Common pests found in schools (or on applications. school grounds) include flies, • Store pesticides in well-ventilated cockroaches, yellow jackets, ants, spiders, buildings that are inaccessible to mice, and termites. undesignated personnel or located Although they can help control pests, offsite. pesticides need to be used carefully. • Lock lids of bait boxes and place bait Children may be more sensitive to pesticides than adults. In particular, young away from the runway of the box. children may be particularly susceptible as they can encounter pesticides while ESTABLISH AN IPM PROGRAM FOR crawling, exploring, or through hand-to- YOUR SCHOOL mouth activities. An efficient IPM program can and should Public concern about health and be integrated with other school environmental risks associated with management activities, such as preventive pesticides and other chemicals is maintenance, janitorial practices, increasing, particularly when children are landscaping, occupant education, and staff involved. School administrators and training.

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80897 EPA F REV.pmd 57 8/31/08, 4:34 PM To establish an IPM program in your Step 6: Apply IPM strategies to control school: pests when you reach an action threshold or to prevent pest problems. These Step 1: Develop an official IPM Policy strategies may include redesigning and Statement. In addition to showing the repairing structures, establishing watering district’s support for an integrated and mowing practices, and storing approach to pest management, the pesticides in well ventilated areas. Refer to statement should outline methods to the IPM Checklist for a list of possible educate and train staff, store pesticides, strategies for indoor and outdoor sites as notify parents and school occupants of well as information on safe pesticide use pesticide applications, and keep accurate and storage. records. This policy statement can also act as a guide for the IPM manager while Step 7: Evaluate the results of your IPM developing an IPM program. practices to determine if pest management objectives are being met. Keep written Step 2: Designate specific roles for pest records of all aspects of the program, management personnel, school occupants, including records for state and local and key decision-makers. For example, regulations. encourage occupants to keep their areas clean, encourage parents to learn about EVALUATING THE COSTS IPM practices and follow them at home, designate a qualified person to be the pest IPM programs may actually cost less in manager, and gain the support decision- the long-term than a conventional pest makers who control the funds for IPM control program that relies solely on the projects. Establish methods for good use of pesticides. Although the long-term communication among these groups of labor costs for IPM may be higher than people, and educate or train them in their those for conventional pesticide respective roles. treatments, the labor costs are often offset by reduced expenditures for materials. Step 3: Set specific pest management objectives for each site. Tailor each Whether an IPM program raises or lowers objective to the site and situation. costs depends in part on the nature of the Examples of objectives for school current housekeeping, maintenance, and buildings may include preserving the pest management operations. The costs of integrity of building structures or implementing an IPM program also preventing interference with the learning depend on whether the pest management environment of the students. Providing services are contracted, performed in- safe playing areas and best possible house, or a combination of both. To fit the athletic surfaces are sample objectives for IPM program into the existing budgetary school grounds. framework, school administrators must consider what additional and redistributed Step 4: Inspect site(s) to identify and expenditures are involved. As with any estimate the extent of pest problems. After program, insufficient resources will identifying potential pest habitats in jeopardize the success of an IPM program. buildings and on school grounds, develop plans to modify the habitats (for example, SUMMARY exclusion, repair, and sanitation). Establish a monitoring program that IPM provides schools with an economical, involves routine inspections to track the environmentally friendly alternative to success of the habitat modifications and control and prevent pest problems. to estimate the size of the pest population. Schools should tailor IPM programs to meet their specific needs and set Step 5: Set thresholds for taking action. appropriate objectives and thresholds to These thresholds are the levels of pest help them implement a successful pest populations or site environmental management program. conditions that require remedial action. It is important to consider sensitive For additional information on IPM, see individuals when setting thresholds. Appendix L: “Resources.”

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80897 EPA F REV.pmd 58 8/31/08, 4:34 PM Resources

T his appendix lists organizations with information or services related to indoor air quality (IAQ). In addition, the appendix includes a section on IAQ-related publications. Following is L a list of the subsections contained in this appendix. Federal Agencies with Major Indoor Air Responsibilities for Public and Commercial Buildings 60 EPA Regional Offices 60 Other Federal Agencies 61 Please Note: State and Local Agencies 62 Reference herein Professional and Standards Setting Organizations 62 to any specific commercial Product Manufacturer Associations 63 products, process, Building Service Associations 64 or service by trade name, trademark, Unions 65 manufacturer, or otherwise, does Environmental/Health/Consumer Organizations 65 not necessarily constitute or imply Multiple Chemical Sensitivity-Related Organizations 66 its endorsement, Organizations Offering Training on Indoor Air Quality 66 recommendation, or favoring by the Radon 66 United States Government. The Other EPA Contacts and Programs of Interest 67 views and opinions of Publications 68 authors expressed herein do not General Information 69 necessarily state or reflect those of the Indoor Air Quality 69 United States - Secondhand Smoke (Environmental Tobacco Smoke) Government and - Asthma shall not be used - Radon for advertising or - Asbestos product - Biological Contaminants endorsement - Carbon Monoxide purposes. - Lead - PCBs Building Management, Investigation, and Remediation 75 New Building Design 76 Ventilation/Thermal Comfort 76 Standards and Guidelines 79

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80897 EPA F REV.pmd 59 8/31/08, 4:34 PM FEDERAL AGENCIES WITH MAJOR INDOOR AIR RESPONSIBILITIES FOR PUBLIC AND COMMERCIAL BUILDINGS The U.S. Environmental Protection Agency conducts a non-regulatory IAQ program that emphasizes research, information dissemination, technical guidance, and training. EPA issues regulations and carries out other activities that affect IAQ under the laws for pesticides, toxic substances, and drinking water. EPA Indoor Environments Division EPA Office of Transportation and (Headquarters) Air Quality Mailing Address: National Vehicle and Fuel Emissions 1200 Pennsylvania Avenue, #6609J Laboratory Washington, D.C. 20460 2000 Traverwood Drive www.epa.gov/iaq Ann Arbor, MI 48105 734-214-4333 (voicemail) or Additonal Resources from EPA: 734-214-4462 Indoor Air Quality www.epa.gov/otaq Information Hotline Advances clean fuels and technology to (sponsored by U.S. EPA) reconcile the transportation sector with the P.O. Box 37133 environment and promote more livable Washington, DC 20013-7133 communities. Sponsors a voluntary diesel Toll Free: 1-800-438-4318 retrofit program.

EPA REGIONAL OFFICES Address inquiries to IAQ staff in the EPA regional offices at the following addresses: (CT, ME, MA, NH, RI, VT) (AL, FL, GA, KY, MS, NC, SC, TN) EPA Region 1 EPA Region 4 1 Congress Street, Suite 1100 (CAP) 61 Forsyth Street, SW Boston, MA 02114-2023 Atlanta, GA 30303-3104 617-918-1639 (indoor air) 404-562-9143 (indoor air) 617-918-1285 (radon) 404-562-9145 (radon) 617-918-1524 (asbestos) 404-562-8978 (asbestos) (NJ, NY, PR, VI) (IL, IN, MI, MN, OH, WI) EPA Region 2 EPA Region 5 290 Broadway (MC R2DEPDIV) 77 W. Jackson Boulevard th 28 Floor (MC AE-17J) (MC AT-18J) New York, NY 10007-1866 Chicago, IL 60604-3590 212-637-4013 (indoor air) Region 5 Environmental Hotline: 212-637-4013 (radon) 1-800-621-8431 212-637-4081 (asbestos) 312-353-2000 (outside Region 5) (DC, DE, MD, PA, VA, WV) 312-886-6053 (indoor air) EPA Region 3 312-886-6053 (radon) 1650 Arch Street, (3PM52) 312-353-9062 (asbestos) Philadelphia, PA 19103-2029 215-814-2086 (indoor air) 215-814-2086 (radon) 215-814-2103 (asbestos)

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80897 EPA F REV.pmd 60 8/31/08, 4:34 PM (AR, LA, NM, OK, TX) (AZ, CA, HI, NV, AS, GU) EPA Region 6 EPA Region 9 1445 Ross Avenue, Suite 1200 75 Hawthorne Street (MC AIR-6) (6 PD-T) San Francisco, CA 94105 Dallas, TX 75202-2733 415-947-4189 (indoor air) Region 6 Environmental Hotline: 415-947-4193 (radon) 1-800-887-6063 415-947-4168 (asbestos) 214-665-7298 (indoor air) (AK, ID, OR, WA) 214-665-8541 (radon) EPA Region 10 214-665-3127 (asbestos) 1200 Sixth Avenue (MC OAQ-107) (IA, KS, MO, NE) Seattle, WA 98101-9797 EPA Region 7 206-553-1189 (indoor air) 901 N. 5th Street (MC ARTD/RALI) 206-553-7660 (radon) Kansas City, KS 66101 206-553-4762 (asbestos) 913-551-7391 (indoor air) 913-551-7605 (radon) 913-551-7020 (asbestos) (CO, MT, ND, SD, UT, WY) EPA Region 8 999 18th Street, Suite 300 (MC 8P-AR) Denver, CO 80202-2466 303-312-6017 (indoor air) 303-312-6031 (radon) 303-312-6406 (asbestos)

OTHER FEDERAL AGENCIES Occupational Safety and Health Requests for Field Investigations: Administration (OSHA) promulgates Hazard Evaluations and Technical safety and health standards, facilitates Assistance Branch (R-9) training and consultation, and enforces 4676 Columbia Parkway regulations to ensure that workers are Cincinnati, OH 45226 provided with safe and healthful working 513-841-4382 conditions. Requests for Information: Room N3641 1-800-35-NIOSH 200 Constitution Avenue www.cdc.gov/niosh Washington, DC 20210 Centers for Disease Control & 1-800-321-OSHA Prevention www.OSHA.gov 4770 Buford Highway, NE National Institute for Occupational Mail Stop K50 Safety and Health (NIOSH) conducts Atlanta, GA 30341 research, recommends standards to the 770-488-5705 U.S. Department of Labor, and conducts www.cdc.gov training on various issues including IAQ to promote safe and healthful workplaces. • Office on Smoking and Health Undertakes investigations at request of Disseminates information about the employees, employers, other Federal health effects of passive smoke and agencies, and state and local agencies to strategies for reducing exposure to identify and mitigate workplace problems. secondhand smoke.

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80897 EPA F REV.pmd 61 8/31/08, 4:34 PM • National Center for Environmental U.S. Department of Energy Health Energy Efficiency and Renewable Energy Provides information and materials 1000 Independence Avenue, SW regarding air pollution and respiratory Washington, DC 20585 health, including asthma education and 202-586-9220 prevention. www.eere.energy.gov www.cdc.gov/nceh Developing industry standards for ventilation and ventilation strategies. • Division of Adolescent and School Health • Bonneville Power Administration Provides information on school health, P.O. Box 3621-RMRD including environmental health policy Portland, OR 97208 and guidance. 503-230-3000 www.cdc.gov/nccdphp/dash 800-282-3713 www.bpa.gov National Heart, Lung, & Blood Institute Within the Department of Energy, BPA Information Center serves the Northwest and provides P.O. Box 30105 information on radon-resistant Bethesda, MD 20824-0150 construction techniques, source control, 301-592-8573 and removal technology for indoor air www.nhlbi.nih.gov pollutants. Also provides teacher Provides information and materials resources and a variety of classroom regarding asthma education and prevention. curricula.

STATE AND LOCAL AGENCIES Your questions and concerns about indoor air problems can frequently be answered most readily by the government agencies in your state or locality. Responsibilities for IAQ issues are usually divided among many different agencies. You will often find that calling or writing the agencies responsible for health or air quality control is the best way to start getting information from your state or local government. Check the EPA Web site for state agency contacts (www.epa.gov/iaq/contacts.html).

PROFESSIONAL AND STANDARDS SETTING ORGANIZATIONS Air and Waste American Conference of Management Association Governmental Industrial Hygienists 1 Gateway Center, 3rd Floor 1330 Kemper Meadow Drive Pittsburgh, PA 15222 Cincinnati, OH 45240 412-232-3444 513-742-2020 www.awma.org www.acgih.org Air-Conditioning and American Industrial Refrigeration Institute Hygiene Association 4301 N. Fairfax Dr., Suite 425 2700 Prosperity Avenue Arlington, VA 22203 Suite 250 703-524-8800 Fairfax, VA 22031 www.ari.org 703-849-8888 www.aiha.org

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80897 EPA F REV.pmd 62 8/31/08, 4:34 PM The American Institute Association of Higher Education of Architects Facilities Offices (APPA) 1735 New York Avenue, NW 1643 Front Street Washington, DC 20006 Alexandria, VA 22314 202-626-7300 703-684-1446 www.aiaonline.com www.appa.org American Society for Testing Council of Educational Facilities and Materials Planners International (CEFPI) 100 Bar Harbor Drive 9180 E. Desert Cove Drive, Suite 104 West Conshohocken, PA 19428-2959 Scottsdale, AZ 85260 610-832-9710 480-391-0840 www.astm.org www.cefpi.org American Society of Heating, National Association Refrigerating, and of School Nurses Air-Conditioning Engineers 1416 Park Street, Suite A 1791 Tullie Circle, NE Castle Rock, CO 80109 Atlanta, GA 30329 1-866-627-6767 404-636-8400 National Conference of States on www.ASHRAE.org Building Codes and Standards, Inc. Art and Craft Materials Institute 505 Huntmar Park Drive P.O. Box 479 Suite 210 Hanson, MA 02341 Herndon, VA 20170 781-293-4100 703-437-0100 www.acminet.org www.ncsbcs.org Conducts a certification program to ensure nontoxicity (or proper labeling) and quality of products. Works to develop and maintain chronic hazard labeling standard for art and craft materials.

PRODUCT MANUFACTURER ASSOCIATIONS Adhesive and Sealant Council Association of Wall and Ceiling 7979 Old Georgetown Road Industries, International Bethesda, MD 20814 803 West Broad Street, Suite 600 301-986-9700 Falls Church, VA 22046 www.ascouncil.org 703-534-8300 www.awci.org/ Asbestos Institute e-mail: [email protected] 1002 Sherbrooke St., West Suite 1750 Carpet and Rug Institute Montreal, Quebec 310 Holiday Avenue Canada H3A3L6 Dalton, GA 30720 514-844-3956 706-278-3176 www.asbestos-institute.ca/main.html www.carpet-rug.com

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80897 EPA F REV.pmd 63 8/31/08, 4:34 PM Chemical Specialties National Paint and Manufacturers’ Association Coatings Association 1913 I Street, NW 1500 Rhode Island Avenue, NW Washington, DC 20006 Washington, DC 20005 202-872-8110 202-462-6272 www.paint.org Electric Power Research Institute P.O. Box 10412 North American Insulation Palo Alto, CA 94303 Manufacturers’ Association 650-855-2902 44 Canal Center Plaza, Suite 310 www.epri.com Alexandria, VA 22314 703-684-0084 Gas Technology Institute www.naima.org 1700 South Mount Prospect Road Outdoor Power Equipment Institute, Des Plaines, IL 60018-1804 Inc. 847-768-0500 341 South Patrick Street www.gri.org Alexandria, VA 22314 Manufacturers of Emissions Controls 703-549-7600 Association www.mow.org 1660 L Street, NW Sustainable Building Industry Council Suite 1100 Washington, DC 20036 1331 H Street, N.W., Suite 1000 202-296-4797 Washington, DC 20005 USA www.meca.org 202-628-7400 x210 www.sbicouncil.org

BUILDING SERVICE ASSOCIATIONS Air-Conditioning and Association of Energy Engineers Refrigeration Institute 4025 Pleasantdale Rd., Suite 420 4301 North Fairfax Drive Atlanta, GA 30340 Suite 425 404-447-5083 Arlington, VA 22203 www.aeecenter.org 703-524-8800 Association of Specialists in www.ari.org Cleaning and Restoration Intl. Air-Conditioning Contractors 8229 Clover Leaf Drive, Suite 460 of America Millersville, MD 21108 1712 New Hampshire Ave., NW 410-729-9900 Washington DC 20009 www.ascr.org 202-483-9370 National Air Duct www.acca.org Cleaners Association American Council of Engineering 1518 K Street, NW, Suite 503 Companies Washington, DC 20005 1015 15th Street, NW, Suite 802 202-737-2926 Washington, DC 20005 www.nadca.com 202-347-7474 National Association www.acec.org of Power Engineers Associated Air Balance Council 5707 Seminary Rd, Suite 200 1518 K Street, NW, Suite 503 Falls Church, VA 22041 Washington, DC 20005 703-845-7055 202-737-0202 www.nape.net/nape.html www.aabchq.com

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80897 EPA F REV.pmd 64 8/31/08, 4:34 PM National Energy National Pest Control Association, Inc. Management Institute 8100 Oak Street 601 North Fairfax St., Suite 120 Dunn Loring, VA 22027 Alexandria, VA 22314 703-573-8330 703-739-7100 www.pestworld.org www.nemionline.org Sheet Metal and Air Conditioning National Environmental Contractors National Association Balancing Bureau P.O. Box 221230 8575 Grovemont Circle Chantilly, VA 20153 Gaithersburg, MD 20877-4121 703-803-2980 301-977-3698 www.smacna.org www.nebb.org

EMPLOYEE UNIONS National Education Association American Association of Classified 1201 16th Street, NW School Employees Washington, DC 20036 7140 SW Childs Road 202-833-4000 Lake Oswego, OR 97035 www.nea.org 503-620-5663 www.aacse.org American Federation of Teachers 555 New Jersey Avenue, NW Washington, DC 20001 202-879-4400 www.aft.org

ENVIRONMENTAL/HEALTH/CONSUMER ORGANIZATIONS American Lung Association Occupational Health Foundation (or your local lung association) 815 16th Street, NW, Room 312 th 61 Broadway, 6 Floor Washington, DC 20006 New York, NY 10006 212-315-8700 Wild Ones—Natural www.lungusa.org Landscapers, Ltd. P.O. Box 23576 Consumer Federation of America Milwaukee, WI 53223-0576 th 1424 16 Street, NW, Suite 604 920-730-3986 Washington, DC 20036 www.for-wild.org 202-387-6121 www.consumerfed.org National Education Association Health Information Network National Environmental 1201 16th St. NW, Suite 521 Health Association Washington, DC 20036 720 South Colorado Blvd. 800-718-8387 South Tower, Suite 970 www.neahin.org Denver, CO 80222 303-756-9090 www.neha.org

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80897 EPA F REV.pmd 65 8/31/08, 4:34 PM MULTIPLE CHEMICAL SENSITIVITY (MCS)-RELATED ORGANIZATIONS Human Ecology Action League (HEAL) National Foundation for the P.O. Box 29629 Chemically Hypersensitive Atlanta, GA 30359 4407 Swinson Road 404-248-1898 Rhodes, MI 48652 www.members.aol.com/HEALNatnl 517-689-6369 www.mcsrelief.com National Center for Environmental Health Strategies 1100 Rural Avenue Voorhees, NJ 08043 856-429-5358 www.ncehs.org

ORGANIZATIONS OFFERING TRAINING ON INDOOR AIR QUALITY Also, note Regional Radon Training Centers in next section. American Industrial Mid-Atlantic Environmental Hygiene Association Hygiene Resource Center 2700 Prosperity Avenue, Suite 250 University City Science Center Fairfax, VA 22031 3624 Market Street, 1st Floor East 703-849-8888 Philadelphia, PA 19104 www.aiha.org 215-387-2255 Sponsors IAQ courses in conjunction with Provides training to occupational safety and meetings for AIHA members only. health professionals and paraprofessionals. American Society of Heating, OSHA Training Institute Refrigerating, and 155 Times Drive Air-Conditioning Engineers Des Plaines, IL 60018 1791 Tullie Circle NE www.OSHA.gov/fso/ote/training/ Atlanta, GA 30329. training_resources.html 404-636-8400 OSHA.ucsd.edu www.ASHRAE.org Provides courses to assist health and safety Sponsors professional development professionals in evaluating IAQ. seminars on IAQ.

RADON State Radon Offices For information, call the radon contact in the EPA Regional Office for your state, or visit the EPA Radon Web site www.epa.gov/radon

Regional Radon Training Centers EPA has coordinated the formation of four Regional Radon Training Centers (RRTCs). The RRTCs provide a range of radon training and proficiency examination courses to the public for a fee. See www.epa.gov/radon/rrtcs.html

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80897 EPA F REV.pmd 66 8/31/08, 4:34 PM Eastern Regional Radon Training Southern Regional Radon Training Center (ERRTC) Center (SRRTC) Cook College Auburn University 102 Ryders Lane 217 Ramsay Hall New Brunswick, NJ 08901-8519 Auburn University, AL 36849-5331 732-932-9271 800-626-2703 or 334-844-5719 www.cookce.rutgers.edu/programs/ eng.auburn.edu/contedu/pd/radon/ radon.html index.html Midwest Universities Radon Consortium Western Regional Radon Training (MURC) Center (WRRTC) University of Minnesota University of Colorado 1994 Buford Avenue (240) 1420 Austin Bluffs Parkway St. Paul, MN 55108 Colorado Springs, CO 80918 800-843-8636 or 612-624-4754 1-877-723-6601 radon.oznet.ksu.edu/radon_courses.htm. www.wrrtc.net

OTHER EPA CONTACTS AND PROGRAMS OF INTEREST EPA Asbestos and Small Business IPM School Contacts Ombudsman Biopesticides and Pollution Prevention 1200 Pennsylvania Ave., NW Division (7511C) Mail Code: 1808T Pollution Prevention Staff Washington, DC 20460 Ariel Rios Building 1-800-368-5888 1200 Pennsylvania Ave., NW http://www.epa.gov/sbo/ Washington, D.C. 20460 Provides information on asbestos. www.epa.gov/oppbppd1/biopesticides/ bppd_contacts.htm EPA Clean School Bus U.S. Initiative 734-214-4780 Field and External Affairs Division Email: [email protected] (7506C) www.epa.gov/cleanschoolbus Office of Pesticide Programs Provides information and resources to Ariel Rios Building schools and school districts on how to 1200 Pennsylvania Ave., NW reduce pollution from school buses Washington, DC 20460 through retrofit, replacement, and www.epa.gov/pesticides/ anti-idling programs. National Lead Information Center EPA ENERGY STAR Programs 1-800-424-5323 1200 Pennsylvania Avenue, NW. (6202J) Provides information on lead, lead Washington, DC 20460 contamination, and lead hazards. 1-888-STAR-YES National Pesticide Information Center www.epa.gov/energystar Oregon State University EPA Healthy Schools Web Site 333 Weniger www.epa.gov/schools Corvallis, OR 97331-6502 Comprehensive resource for all healthy 1-800-858-7378 schools-related programs at EPA. Links to npic.orst.edu/ individual EPA programs. National Pesticides Telecommunications Network 1-800-858-7378 In Texas: 806-743-3091 Provides information on pesticides, hazards, and risks.

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80897 EPA F REV.pmd 67 8/31/08, 4:34 PM Purdue University’s IPM Technical EPA Supported Technical Resource Center Resource Center for IPM in Schools and Day Cares. Serves only Illinois, Indiana, Michigan, Provides tools, training and technical Minnesota, Ohio, and Wisconsin. support for schools and day care centers to 1-877-668-8IPM (1-877-668-8476) start an IPM program. Training www.entm.purdue.edu/entomology/ opportunities, IPM principles, and specific outreach/schoolipm/ management techniques are available for EPA Supported Technical Resource Center custodial and maintenance staff. for IPM in Schools and Day Cares. Provides tools, training and technical TSCA Hotline Service support for schools and day care centers 202-554-1404 to start an IPM program. Training Provides information on asbestos and opportunities, IPM principles, and specific other toxic substances. management techniques are available for University of Florida’s IPM in Schools custodial and maintenance staff. schoolipm.ifas.ufl.edu/ RCRA/Superfund/EPCRA Hotline Provides free, useful information for school 1-800-424-9346 administrators, staff members, pest Safe Drinking Water Hotline managers, and parents to start an IPM 1-800-426-4791 program. Provides information on lead in drinking Voluntary Diesel Retrofit Program water. Office of Transportation and Air Quality Stratospheric Ozone Information (6401A) Hotline 1200 Pennsylvania Avenue, NW 1-800-296-1996 Washington, DC 20460 Provides information on 202-564-1682 chlorofluorocarbons (CFCs). www.epa.gov/otaq/retrofit Addresses pollution from diesel Texas A&M University’s IPM Technical construction equipment and heavy-duty Resource Center vehicles that are on the road today. Serves only Texas, New Mexico, and Oklahoma. 1-877-747-6872 schoolipm.tamu.edu/

PUBLICATIONS Items marked * are available for order from the National Service Center for Environmental Publications (NSCEP). 1-800-490-9198 or Fax: 513-489-8695. Contact: P.O. Box 42419 Cincinnati, OH 45242-0419. www.epa.gov/ncepihom/index.htm Items marked ** are available for order from NIOSH Publications Dissemination. 1-800- 356-4674 or 513-333-8287. Contact: 4676 Columbia Parkway, Cincinnati, OH 45202. View the list of available publications at www.cdc.gov/niosh/publistd.html Items marked *** are available for order from the U.S. General Accounting Office. 202- 512-6000, Fax: 202-512-6061. Contact: P.O. Box 37050 Washington, DC 20013. Search for available publications at www.gao.gov:8765/

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80897 EPA F REV.pmd 68 8/31/08, 4:34 PM General Information America’s Schools Report Differing Profiles of School Conditions by State. Conditions. (June 1996)*** Prepared by (June 1996)*** Prepared by the U.S. the U.S. General Accounting Office. General Accounting Office. Report to Report to Congressional requesters on Congressional requesters on School School Facilities. GAO/HEHS 96-103 Facilities. GAO/HEHS 96-148 Publication Publication #B260872. #B272038. Report of the Inter-ministerial Committee Conditions of America’s Schools. on Indoor Air Quality. (1988) G. Rajhans. (February 1995)*** Prepared by the U.S. Contact: G. Rajhans, Health and Safety General Accounting Office. Report to Support Services Branch, Ministry of Congressional requesters on school Labour, 400 University Avenue, 7th Floor, facilities. GAO/HEHS 95-61 Publication Toronto, Ontario, Canada M7A 1T7. #B259307. Healthy Buildings, Healthy People: A Vision for the 21st Century. (October 2001)** Prepared by U.S. EPA. EPA 402- K-01-003.

Indoor Air Quality General IAQ Information IAQ Tools for Schools Kit (CD ROM). Indoor Air Quality Tools for Schools (Third Edition, December 2003)* Communications Guide. (September Prepared by U.S. EPA. Includes all written 2002)* Prepared by U.S. EPA. Offers materials provided in the Kit, including the communication strategies for school IAQ Backgrounder and checklists, in personnel addressing IAQ concerns Adobe PDF and MS Windows PageMaker expressed by the school community. EPA format. EPA 402-C-00-002. 402-K-02-008. Indoor Air Quality and Student Indoor Air Quality Tools for Schools Performance. (August 2003)* Prepared Program: Benefits of Improving Air by U.S. EPA. Presents information about Quality in the School Environment. the problem of poor IAQ, its causes, health (October 2002)* Prepared by U.S. EPA. consequences, and solutions. EPA 402-K- EPA 402-K-02-005. 03-006. Indoor Air Quality Tools for Schools Indoor Air Quality Tools for Schools: Training Modules 1 and 2. (CD ROM)* Actions to Improve IAQ. (September Prepared by U.S. EPA. Provides three 1999)* Prepared by U.S. EPA. Serves as a modules, including Power Point marketing tool for the IAQ Tools for presentation slides, to assist in the training Schools Kit and program. EPA 402-F-99- of school district personnel for use of the 008. IAQ Tools for Schools Kit. EPA 402-C-99- 002. Indoor Air Quality Tools for Schools Case Studies.* Prepared by U.S. EPA. Shares Indoor Air Quality Tools for Schools experiences, including issues in Companion Documents communicating problems, financing, and Air Quality Guidelines for Europe. remediation, of schools across the country Prepared by the World Health Organization that have or are implementing the IAQ TfS (WHO). (1987) Available from WHO Kit. View a list of case studies available for Publications Center USA. Contact: 49 order on the EPA Web site at Sheridan Avenue, Albany, NY 12210. www.epa.gov/iaq/schools WHO Regional Publications, European Series Number 23.

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80897 EPA F REV.pmd 69 8/31/08, 4:34 PM Purdue University’s IPM Technical EPA Supported Technical Resource Center Resource Center for IPM in Schools and Day Cares. Serves only Illinois, Indiana, Michigan, Provides tools, training and technical Minnesota, Ohio, and Wisconsin. support for schools and day care centers to 1-877-668-8IPM (1-877-668-8476) start an IPM program. Training www.entm.purdue.edu/entomology/ opportunities, IPM principles, and specific outreach/schoolipm/ management techniques are available for EPA Supported Technical Resource Center custodial and maintenance staff. for IPM in Schools and Day Cares. Provides tools, training and technical TSCA Hotline Service support for schools and day care centers 202-554-1404 to start an IPM program. Training Provides information on asbestos and opportunities, IPM principles, and specific other toxic substances. management techniques are available for University of Florida’s IPM in Schools custodial and maintenance staff. schoolipm.ifas.ufl.edu/ RCRA/Superfund/EPCRA Hotline Provides free, useful information for school 1-800-424-9346 administrators, staff members, pest Safe Drinking Water Hotline managers, and parents to start an IPM 1-800-426-4791 program. Provides information on lead in drinking Voluntary Diesel Retrofit Program water. Office of Transportation and Air Quality Stratospheric Ozone Information (6401A) Hotline 1200 Pennsylvania Avenue, NW 1-800-296-1996 Washington, DC 20460 Provides information on 202-564-1682 chlorofluorocarbons (CFCs). www.epa.gov/otaq/retrofit Addresses pollution from diesel Texas A&M University’s IPM Technical construction equipment and heavy-duty Resource Center vehicles that are on the road today. Serves only Texas, New Mexico, and Oklahoma. 1-877-747-6872 schoolipm.tamu.edu/

PUBLICATIONS Items marked * are available for order from the National Service Center for Environmental Publications (NSCEP). 1-800-490-9198 or Fax: 513-489-8695. Contact: P.O. Box 42419 Cincinnati, OH 45242-0419. www.epa.gov/ncepihom/index.htm Items marked ** are available for order from NIOSH Publications Dissemination. 1-800- 356-4674 or 513-333-8287. Contact: 4676 Columbia Parkway, Cincinnati, OH 45202. View the list of available publications at www.cdc.gov/niosh/publistd.html Items marked *** are available for order from the U.S. General Accounting Office. 202- 512-6000, Fax: 202-512-6061. Contact: P.O. Box 37050 Washington, DC 20013. Search for available publications at www.gao.gov:8765/

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80897 EPA F REV.pmd 68 8/31/08, 4:34 PM The Health Consequences of Involuntary The Secondhand Smoke Community Smoking: A Report of the Surgeon General. Action Kit (online only).* Prepared by (1986) Prepared by U.S. Department of U.S. EPA. Assists community leaders in Health and Human Services, Public Health educating communities about the dangers Service, Office on Smoking and Health. of secondhand smoke. EPA 402-C-06-005. 1600 Clifton Road, NE (Mail Stop K50) Atlanta, GA 30333.

Asthma Asthma Media Campaign: Fish Out of Clear Your Home of Asthma Triggers: Your Water Brochure. Prepared by U.S. EPA. Children Will Breathe Easier.* Prepared by Provides information to people with U.S. EPA. This tri-fold brochure educates asthma and parents and caretakers of parents and caretakers of children with children with asthma on strategies for asthma on common environmental managing asthma and exposure to triggers. allergens and asthma triggers found in the EPA 402-F-01-008. (Also available in home and offers suggestions for easy steps Spanish, EPA 402-F-01-008A.) to control exposure to and reduce or eliminate the presence of allergens in the Asthma Speakers Kit. Prepared by U.S. home. EPA 402-F-99-005. (Also available EPA. Provides resources, including 35mm in Spanish EPA 402-F-99-005D, slides for educating the general public on Vietnamese EPA 402-F-99-005B, Chinese asthma topics, including high-risk EPA 402-F-99-005A, and Korean EPA populations, effects of the indoor 402-F-99-005C.) environment on asthma prevalence, and Health at Home: Controlling Asthma common indoor asthma triggers. EPA 402- (English/Spanish VHS Video)* Prepared B-01-002. by U.S. EPA. EPA 402-V-01-006. Asthma Speakers Kit (CD ROM). Prepared by U.S. EPA. Provides all resources IAQ Tools for Schools Bulletin: Asthma available in the asthma education module and Allergy. (Fall 2001)** Prepared by in electronic format. EPA 402-C-01-002. U.S. EPA. Presents articles on various issues relating to asthma and allergies management Managing Asthma: A Guide for Schools. in schools. EPA 402-F-01-019. Prepared by NHLBI. A 17-page booklet that provides action steps for school personnel to develop an asthma management program for students with asthma. Available for order from NHLBI, P.O. Box 30105, Bethesda, MD 20824. Publication 91-2650. (Order fee: $3.50.) Additional resources are available for order from the NHLBI Web site at emall.nhlbihin.net

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80897 EPA F REV.pmd 71 8/31/08, 4:34 PM Radon A Citizen’s Guide to Radon: The Guide to Learning About Radon: A Part of Nature. Protecting Yourself and Your Family from (February 2002) Prepared by U.S. EPA. Radon (January 2009)* Prepared by U.S. Targeted to Native Americans, discusses EPA, U.S. Department of Health and the basics of radon sources in the natural Human Services, and U.S. Public Health environment, testing for radon and how Service. Offers strategies for testing radon homes can be fixed to reduce radon levels. levels and what to do after testing, EPA 402-K-02-002. Online only at discussion of the risks of radon and www.epa.gov/radon/pubs. common myths. EPA 402-K-09-001. Radon in Schools (3rd Edition, October Consumers’ Guide to Radon Reduction: 2003) Prepared by the National How to Reduce Radon Levels in Your Education Association and the American Home.* Prepared by U.S. EPA. Provides Lung Association. Presents information on guidelines for buildings that have tested radon to raise awareness among students, positive for radon and have elevated radon teachers, and parents for potential radon levels. EPA 402-K-06-094. problems in schools. EPA 402-F-03-025. Online only at www.epa.gov/radon/pubs. Home Buyer’s and Seller’s Guide to Radon. (January 2009)* Prepared by Radon Measurements in Schools—Revised U.S. EPA. Provides information on testing Edition. (1993)* Prepared by U.S. EPA. for radon in homes and related health risks EPA 402-R-92-014. Online only at for new homebuyers, sellers, real estate, www.epa.gov/radon/pubs. relocation professionals, and home Radon Measurement in Schools: Self- inspections. EPA 402-K-09-002. Also Paced Training Workbook. (1994)* available for downloading in PDF from the Prepared by U.S. EPA. EPA 402-B-94-001. EPA Web site at www.epa.gov/radon/pdfs/ hmbuygud.pdf. Also available in Radon Prevention in the Design and Spanish (EPA 402-K-02-001). Construction of Schools and Other Large Buildings. (June 1994)* Prepared by U.S. Indoor Radon and Radon Decay Product EPA. Provides comprehensive information, Measurement Device Protocols. (July instructions, and guidelines on designing 1992) Prepared by U.S. EPA. Provides and constructing a new building with information, recommendations, and radon-resistant features and techniques for technical guidance for using radon decay radon mitigation that are currently being product measurement methods to establish studied and applied. EPA 625-R-92-016. standard operating procedures. EPA 402- Available online at www.epa.gov/ORD/ R-92-004. Online only at www.epa.gov/ NRMRL/pubs. radon/pubs.

Asbestos ABCs of Asbestos in Schools.* Prepared by A Guide to Respiratory Protection for the U.S. EPA. EPA 745-K-93-017. Asbestos Abatement Industry. (1986)** Prepared by U.S. EPA. EPA 560-OTS-86- Abatement of Asbestos-Containing Pipe 001. Insulation. (1986)** Prepared by U.S. EPA. Technical Bulletin No. 1986-2. Asbestos Abatement Projects: Worker Protection. 40 CFR Part 763. (February A Guide to Monitoring Airborne Asbestos 1987)** U.S. EPA. in Buildings. (1989) Dale L. Keyes and Jean Chesson. Environmental Sciences, Asbestos Ban and Phaseout Rule. 40 CFR Inc., 105 E. Speedway Blvd., Tucson, Parts 763.160 to 763.179. ** U.S. EPA. Arizona 85705. Federal Register, July 12, 1989.

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80897 EPA F REV.pmd 72 8/31/08, 4:34 PM Asbestos Fact Book.* Prepared by U.S. Guidance for Controlling Asbestos- EPA. EPA 745-K-93-016. Containing Materials in Buildings. (1985)** Prepared by U.S. EPA. EPA 560- Asbestos in Buildings: Guidance for 5-85-024. (“Purple Book”) Service and Maintenance Personnel (English/Spanish). (1985)** Prepared by Guidelines for Conducting the AHERA U.S. EPA. EPA 560-5-85-018. (“Custodial TEM Clearance Test to Determine Pamphlet”) Completion of an Asbestos Abatement Project. ** Prepared by U.S. EPA. EPA Asbestos in Buildings: Simplified Sampling 560-5-89-001. Scheme for Surfacing Materials. (1985) ** Prepared by U.S. EPA. 560-5-85-030A. Managing Asbestos In Place: A Building (“Pink Book”) Owner’s Guide to Operations and Maintenance Programs for Asbestos- Asbestos in Schools: Evaluation of the Containing Materials. (1990)** Prepared Asbestos Hazard Emergency Response Act by U.S. EPA. 1990. (“Green Book”) (AHERA).* Summary report prepared by U.S. EPA. EPA 560-491-012. Measuring Airborne Asbestos Following An Abatement Action. (1985)** Prepared by Construction Industry Asbestos Standard. U.S. EPA. EPA 600-4-85-049. (“Silver 29 CFR Part 1926.58. Book”) Fact Sheet: Asbestos.* Prepared by U.S. National Emissions Standards for EPA. EPA 745-F-93-007. Hazardous Air Pollutants. 40 CFR Part 61. Fact Sheet: Asbestos in Schools: (April 1984)** Prepared by U.S. EPA. Evaluation of AHERA.* Prepared by U.S. EPA. EPA 745-F-91-100. General Industry Asbestos Standard. 29 CFR Part 1910.1001.

Biological Contaminants (Mold, Pests, Etc.) A Brief Guide to Mold, Moisture, and Your Guidelines for the Assessment of Home.** Prepared by U.S. EPA. Provides Bioaerosols in the Indoor Environment. information and guidance for homeowners (1989) Prepared by the American and renters on how to clean up residential Conference of Governmental Industrial mold and moisture problems and how to Hygienists. 6500 Glenway Avenue, prevent build-up. (Available in Spanish.) Building D-7, Cincinnati, OH 45211. EPA 402-K-02-003. Available for Integrated Pest Management in Schools (A downloading in PDF from the EPA Web Better Method). (VHS Video or CD-ROM) site at www.epa.gov/mold/pdfs/moldguide.pdf Prepared by Safer Pest control Project Bioaerosols, Assessment and Control. (SPCP). Explains in simple language what (1999) Prepared by the American IPM is and how to get it started. Available Conference of Governmental Industrial from the SPCP Web site at spcpweb.org/ or Hygienists, Inc. Cincinnati, OH. ISBN 1- at 312-641-5575. 882417-29-1. 513-742-2020. Integrated Pest Management for Schools: A www.acgih.org How-to Manual. (1997) Prepared by U.S. Fact Sheet: Mold in Schools. (2004)** EPA, Region 9. Provides a full discussion Prepared by U.S. EPA. Provides an of IPM concepts, policies, and organized summary of information related implementation practicalities. It also has to facts of mold growth in school buildings specific management strategies for 14 and portable classrooms. EPA 402-F-03- common pests and problem sites at 029. schools. EPA 909-B-97-001. Available

73 from the EPA Web site at www.epa.gov/ 93-012. Available from the EPA Web site at pesticides/ipm/schoolipm/index.html www.epa.gov/pesticides/ipm/brochure. Mold Remediation in Schools and Pesticides: Uses, Effects and Alternatives Commercial Buildings. (March 2001)** to Pesticides in Schools. (November Prepared by U.S. EPA. Presents guidelines 1999)*** Prepared by the U.S. General for the remediation and clean-up of mold Accounting Office. Report to the Ranking and moisture problems in schools and Minority Member, Committee on commercial buildings, including measures Government Affairs, Resources, for protecting the health of building Community and Economic Development occupants and remediators during Division. GAO/RCED-00-17. improvements. EPA 402-K-01-001. Protecting Children in Schools from Pests Available for downloading in PDF from and Pesticides. (2002)* Prepared by U.S. the EPA Web site at www.epa.gov/mold/ EPA. The brochure provides resources, pdfs/moldremediation.pdf success stories and examples of IPM Pest Control in the School Environment: practices for safer pest management within Adopting IPM. (1993)* Prepared by U.S. our nation’s schools. EPA 735-F-02-014. EPA. This booklet is designed to The ABCs of IPM: A Modular Video encourage and assist school officials in Training Course. (VHS Video 2087) examining and improving their pest Prepared by the Texas Agricultural management practices. It identifies ways Extension Service. Available from the to reduce the use of pesticides in school Texas A&M University Web site at buildings and landscapes, as well as schoolipm.tamu.edu/ alternative methods of managing pests commonly found in schools. EPA 735-F-

Carbon Monoxide Protect Your Family and Yourself from What You Should Know About Combustion Carbon Monoxide Poisoning. (October Appliances and Indoor Air Pollution. 1996)** Prepared by U.S. EPA. This fact (1991) Prepared by the U.S. Consumer sheet discusses common health hazards Product Safety Commission, American associated with exposure to CO and Lung Association, and EPA. Answers provides guidance on what to do if commonly asked questions about the effect suffering from CO poisoning and how to of combustion appliances (e.g., kitchen prevent exposure to CO, including the use ovens, fuel-burning furnaces, fireplaces, of carbon monoxide detectors. EPA 402-F- space heaters) on IAQ and human health, 96-005. (Also available in Spanish EPA and suggests ways to reduce exposure to 402-F-97-004, Vietnamese EPA 402-F-99- combustion pollutants with proper 004C, Chinese EPA 402-F-99-004A, and installation, use, and maintenance of Korean EPA 402-F-99-004B.) combustion appliances in the home. EPA 400-F-91-100.

Lead Fight Lead Poisoning with a Healthy Diet. Lead Poisoning and Your Children. (2000) (2001) Prepared by U.S. EPA. Contains Prepared by U.S. EPA. Presents general lead poisoning prevention tips for families. lead information and safe practices for For hard copies, call the National Lead parents in a foldout poster. For hard copies, Information Center at (800) 424-LEAD. call the National Lead Information Center (Available in Spanish.) EPA 747-F-01-004. at (800) 424-LEAD. (Available in Spanish.) EPA 747-K-00-003.

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80897 EPA F REV.pmd 74 8/31/08, 4:34 PM Lead Poisoning Prevention Media Outreach Kit. (2001). Prepared by U.S. EPA. Assists state and local health, environmental, and housing agencies in working with the media, and to create press and outreach materials. For hard copies, call the National Lead Information Center at (800) 424-LEAD. (Available in Spanish.) EPA 747-K-01-002.

Polychlorinated Biphenyls (PCBs) Current Intelligence Bulletin 45: A Recommended Standard for Polychlorinated Biphenyls—Potential Occupational Exposure to Polychlorinated Health Hazards from Electrical Equipment Biphenyls. (1977) Prepared by U.S. Fires or Failures. (1977) Prepared by U.S. Department of Health and Human Department of Health And Human Services, Public Health Service, Centers Services, Public Health Service, Centers for Disease Control, and National Institute for Disease Control, and National Institute for Occupational Safety and Health. of Occupational Safety and Health. DHHS DHHS (NIOSH) Publication No. 77-225. (NIOSH) Publication No. 86-111. Available from the National Technical Available from the National Technical Information Service, 5285 Port Royal Information Service, 5285 Port Royal Road, Springfield, VA 22161. Road, Springfield, VA 22161. Transformers and the Risk of Fire: A Guide for Building Owners. (1986)** Prepared by U.S. EPA. OPA/86-001.

Building Management, Investigation, and Remediation

An Update on Formaldehyde. (1997) Building Air Quality: A Guide for Building Prepared by the U.S. Consumer Product Owners and Facility Managers. (December Safety Commission. Provides information 1991)* Prepared by U.S. EPA and U.S. about where consumers can come in Department of Health and Human contact with formaldehyde, health effects, Services. EPA 402-F-91-102. Also and how to reduce exposure to chemicals. available for downloading in PDF from the Available from the CPSC Web site at EPA Web site at www.epa.gov/iaq/ www.cpsc.gov/cpscpub/pubs/725.pdf largebldgs/pdf_files/iaq.pdf Building Air Quality Action Plan (BAQ Fact Sheet: Flood Cleanup: Avoiding Action Plan).** Prepared by U.S. EPA. Indoor Air Quality Problems. (August Follows eight logical steps and includes a 1993)* Prepared by U.S. EPA. Provides checklist to assist building owners and tips to avoid creating IAQ problems during managers in understanding building flood cleanup and making residential conditions and implementing good IAQ repairs. EPA 402-F-93-005. management practices. EPA 402-K-98- 001. (A companion to BAQ: A Guide for Healthy Indoor Painting Practices. (May Building Owners and Facility Managers.) 2000) Prepared by U.S. EPA, Office of Available for downloading in PDF from the Pollution Prevention and Toxics, the EPA Web site at www.epa.gov/iaq/ Consumer Product Safety Commission, largebldgs/pdf_files/baqactionplan.pdf and the Montgomery County Maryland Department of Environmental Protection.

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80897 EPA F REV.pmd 75 8/31/08, 4:34 PM Available for download in PDF from the Office Building Occupant’s Guide to EPA Web site at www.epa.gov/opptintr/ Indoor Air Quality. (October 1997)* exposure/docs/inpaint5.pdf Prepared by U.S. EPA. Provides EPA 744-F-00-011. (Also available in information on factors contributing to IAQ Spanish, www.epa.gov/opptintr/exposure/ in office buildings, promoting a docs/sp-pai~1.pdf) partnership between building managers and occupants to ensure a comfortable IAQ Building Education and Assessment working environment. EPA 402-K-97-003. Model (I-BEAM). (2001)** Prepared by U.S. EPA. I-BEAM software updates and Orientation to Indoor Air Quality.** expands EPA’s existing Building Air Prepared by U.S. EPA. Includes instructor Quality guidance and is designed to be and student materials to conduct a 2–day comprehensive state-of-the-art guidance training course. (Order fee: $180) for managing IAQ in commercial Science Laboratories and Indoor Air buildings. This guidance was designed to Quality in Schools. Bruce Jacobs. March be used by building professionals and 1994. Maryland State Department of others interested in indoor air quality in Education, Division of Business Services, commercial buildings. I-BEAM contains School Facilities Branch, 200 West text, animation/visual, and interactive/ Baltimore Street, Baltimore, MD 21201. calculation components that can be used to 410-333-2508. perform a number of diverse tasks. EPA 402-C-01-001. What You Should Know About Using Paint Strippers. (February 1995)** Prepared by Interior Painting and Indoor Air Quality in U.S. EPA and the U.S. Consumer Product Schools. (March 1994) Bruce Jacobs. Safety Commission. Discusses proper Maryland State Department of Education, procedures for handling and using paint Division of Business Services, School strippers to reduce exposure to chemicals Facilities Branch, 200 West Baltimore and lessen health risks. CPSC Publication Street, Baltimore, MD 21201. #F-747-F-95-002. 410-333-2508.

New Building Design Indoor Air Quality Design Tools for High Performance Schools Best Practices Schools. EPA’s Web site for guidance on Manual. (March 2001) Prepared by designing and maintaining healthy, high- Charles Eley, Ed. The Collaborative for performing school buildings. High Performance Schools. This three- www.epa.gov/iaq/schooldesign volume guide presents guidelines for designing high performing schools, Building A Healthy Environment. (March including issues of IAQ, ventilation and 1997) Prepared by Elizabeth Simon. thermal comfort. Available from Eley Published by Learning by Design, Associates, 142 Minna Street, San pp 17-20. Available from the Educational Francisco, CA 94108. Resources Information Center (ERIC) Clearinghouse, Publication EF 501126. Preventing Indoor Air Quality Problems in www.ericse.org/ New Buildings. (March 1998) Prepared by Lisa M. Jackson. Published by College Healthy Building Design for the Planning and Management, v1, n2, Commercial, Industrial and Institutional pp 65-66, 68-69. Describes how IAQ can Marketplace. (1999) Prepared by William be built into new facility planning, design A. Turner. Provides examples for high and construction. Available from the ERIC performance building design. Available Clearinghouse, Publication EF 501170. from the ERIC Clearinghouse, Publication www.ericse.org/ EF 005342. www.ericse.org/

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80897 EPA F REV.pmd 76 8/31/08, 4:35 PM Right from the Start - Constructing a Texas Sustainable School Design Healthy School. (June 1994) Prepared by Guideline. (1999) Prepared by Michael Mary Oetzel. Published by School Nicklas, Gary Bailey, Harshad D. Padia, business Affairs v. 60, n. 6, pp 4-8, 10-11. Nadav Malin. Published by Innovative Describes school construction practices Design, Inc, Padia Consulting, Inc. and E used to design high performance schools Build, Inc. Explores a detailed list of in Minnesota. Available from the ERIC practices and technologies that can help Clearinghouse, Publication EA 529542. create a sustainable school, from site www.ericse.org/ selection to construction. Available from the ERIC Clearinghouse, Publication EF School Indoor Air Quality Best 005655. www.ericse.org/ Management Practices Manual. (1995) Prepared by Richard Hall, Richard Ellis, and Tim Hardin. Describes best practices that can be followed during siting, design, construction and renovation of schools to ensure good IAQ. Published by the Washington State Department of Health, Office of Environmental Health and Safety. PO Box 47825, Olympia, WA 98504-7825. Available from the ERIC Clearinghouse, Publication EF 005693. www.ericse.org/

Ventilation/Thermal Comfort ASHRAE materials are available from Healthy Indoor Air for America’s Homes: their Publication Sales Department, 1791 Indoor Hazards Every Homeowner Should Tullie Circle, NE, Atlanta, GA 30329. 404- Know About.* Prepared by U.S. EPA. EPA 636-8400. 402-K-98-002. Air Cleaning Devices for HVAC Supply Indoor Air Facts, Number 7: Residential Systems In Schools. (December 1992) Air Cleaners. (February 1990)* Prepared Arthur Wheeler. Maryland State by U.S. EPA. Discusses air cleaning as a Department of Education. method of reducing indoor air pollutants and lists types of air cleaners for the home, Energy Cost and IAQ Performance of factors to consider, and sources for Ventilation Systems and Controls Modeling additional information. EPA 20A-4001. Study.** Prepared by U.S. EPA. Reports on the results from a 1999 EPA study to assess Indoor Air Facts, Number 8: Use and Care the compatibilities among energy, IAQ, of Home Humidifiers. (February 1991)* and thermal comfort for HVAC systems, Prepared by U.S. EPA. Describes the comparing an office building, a school, different types of humidifiers, common and an auditorium. www.epa.gov/iaq/ pollutants dispersed from the water tanks, largebldgs/eiaq_page.htm and recommendations for their use and maintenance. EPA 402-F-91-101. Guideline for the Commissioning of HVAC Systems. (October 1989) ASHRAE Method of Testing General Ventilation Air- Guideline 1-1989. ASHRAE Standard 62- Cleaning Devices for Removal Efficiency 1989. Available from the ASHRAE by Particle Size. (2000) ASHRAE Standard Journal. www.ASHRAE.org/template/ 52.2-1999. JournalLanding

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80897 EPA F REV.pmd 77 8/31/08, 4:35 PM Ozone Generators That Are Sold As Air Selecting HVAC Systems for Schools. Cleaners. Prepared by U.S. EPA. Provides (October 1994) Arthur Wheeler and Walter accurate information to consumers on Kunz, Jr. Maryland State Department of using ozone-generating devices in indoor Education, Division of Business Services, occupied spaces. www.epa.gov/iaq/pubs/ School Facilities Branch, 200 West Baltimore Street, Baltimore, MD 21201. Practices for Measurement, Testing, 410-333-2508. Adjusting and Balancing of Building Heating, Ventilation, Air-Conditioning and Should You Have the Air Ducts in Your Refrigeration Systems. ASHRAE Standard Home Cleaned? (October 1997)** 111-1988. resourcecenter.ASHRAE.org/ Prepared by U.S. EPA. Presents store/ASHRAE/ information to help consumers and homeowners understand air duct cleaning, Reducing Emissions of Fully Halogenated assess if they need the service performed, Chlorofluorocarbon (CFC) Refrigerants in choose a duct cleaner, determine if the Refrigeration and Air Condition cleaning was done properly, and prevent Equipment and Applications. (1996) contamination of air ducts. EPA 402-K-97- ASHRAE Guideline 3-1996. 002. resourcecenter.ASHRAE.org/store/ ASHRAE/ Thermal Environmental Conditions for Human Occupancy. (1992) ASHRAE School Advanced Ventilation Engineering Standard 55-1992. Software (SAVES). Prepared by U.S. EPA. resourcecenter.ASHRAE.org/store/ Helps school designers assess the potential ASHRAE/ financial payback and indoor humidity control benefits of Energy Recovery The Ventilation Directory. National Ventilation (ERV) systems for school Conference of States on Building Codes applications. To download the software, and Standards, Inc., 505 Huntmar Park visit: http://www.epa.gov/iaq/ Drive, Suite 210, Herndon, VA 22070. schooldesign/saves.html. 703-481-2020. Summarizes natural, mechanical, and exhaust ventilation Residential Air-Cleaning Devices: A requirements of the model codes, Summary of Available Information.** ASHRAE standards, and unique state Prepared by U.S. EPA. Describes the codes. general types of residential air cleaners and their effectiveness in reducing indoor Ventilation for Acceptable Indoor Air pollutants and provides tips for choosing Quality. (2001) ASHRAE Standard 62- an air cleaner and when to use it. 2001. resourcecenter.ASHRAE.org/store/ ASHRAE/

Standards and Guidelines NIOSH Recommendations for Available from the U.S. Government Occupational Safety and Health. Printing Office, Washington, DC 20402. (1991)*** Prepared by U.S. Department of 202-783-3238. Additional health standards Health and Human Services, Public Health for some specific air contaminants are also Service, Centers for Disease Control, available in Subpart Z. National Institute for Occupational Safety Threshold Limit Values and Biological and Health. Compendium of Policy Exposure Indices. (1990–91) American Documents and Statements. DHHS Conference of Government Industrial (NIOSH) Publications 91-109. Hygienists. 6500 Glenway Avenue, OSHA Standards for Air Contaminants. 29 Building D-7, Cincinnati, OH 45211. CFR Part 1910.1000. Prepared by U.S. Department of Labor. OSHA Regulations.

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80897 EPA F REV.pmd 78 8/31/08, 4:35 PM Glossary and Acronyms

AHERA – Asbestos Hazard Emergency Air Toxics – Chemicals in the air that are response Act known or suspected to cause cancer or M other serious health effects, such as AHU – See “Air handling unit.” reproductive problems or birth defects. Air AQI – The Air Quality Index is a tool that toxics are also known as “hazardous air provides the public with clear and timely pollutants.” Mobile sources emit a number information on local air quality and of air toxics associated with both long- whether air pollution levels pose a health term and short-term health effects in concern. people, including heart problems, asthma symptoms, eye and lung irritation, cancer, ASHRAE – American Society of Heating, and premature death. Refrigerating, and Air-Conditioning Engineers. See Appendix L: “Resources” Alternative Fuel – An alternative fuel is for more information. any fuel other than gasoline and diesel fuels, such as methanol, ethanol, ASTM – Consensus standard-setting compressed natural gas, and other gaseous organization. See Appendix L: fuels. Generally, alternative fuels burn “Resources” for more information. more cleanly and result in less air Aftertreatment Device – Engine pollution. pollutant emissions are generally reduced Antimicrobial – Agent that kills microbial by engine modifications, fuel growth. See “disinfectant,” “sanitizer,” and specifications, or exhaust gas “sterilizer.” aftertreatment. An aftertreatment device is a component used to reduce engine BRI – See “Building-related illness.” pollutant emissions downstream of the Benzene – A cancer-causing hydrocarbon combustion chamber. Catalytic converters (C6H6) derived from petroleum. Benzene and particulate filters are examples of is a component of gasoline. Benzene aftertreatment devices. emissions occur in exhaust as a byproduct Air Cleaning – An IAQ control strategy of fuel combustion and when gasoline to remove various airborne particulates evaporates. and/or gases from the air. The three types Biological Contaminants – Biological of air cleaning most commonly used are contaminants are or are produced by living particulate filtration, electrostatic organisms. Common biological precipitation, and gas sorption. contaminants include mold, dust mites, pet Air Exchange Rate – The rate at which dander (skin flakes), droppings and body outside air replaces indoor air in a space. parts from cockroaches, rodents and other Expressed in one of two ways: The pests, or insects, viruses, and bacteria. number of changes of outside air per unit Biological contaminants can be inhaled of time—air changes per hour (ACH); or and can cause many types of health effects the rate at which a volume of outside air including allergic reactions, respiratory enters per unit of time—cubic feet per disorders, hypersensitivity diseases, and minute (cfm). infectious diseases. Also referred to as “microbiologicals” or “microbials.” See Air Handling Unit – For purposes of this Appendix E: “Typical Indoor Air document, refers to equipment that Pollutants” for more information. includes a blower or fan, heating and/or cooling coils, and related equipment such Building-Related Illness – Diagnosable as controls, condensate drain pans, and air illness with identifiable symptoms for filters. Does not include ductwork, which the cause can be directly attributed registers and grilles, or boilers and to airborne building pollutants (e.g., chillers. Legionnaire’s disease, hypersensitivity pneumonitis).

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80897 EPA F REV.pmd 79 8/31/08, 4:35 PM Central AHU – See “Central air handling occupied space. As used in this document, unit.” supply air enters a space through a diffuser or vent and return air leaves a space Central Air Handling Unit – For through a grille. purposes of this document, this is the same as an Air handling unit, but serves Disinfectants – One of three groups of more than one area. antimicrobials registered by EPA for public health concerns. A disinfectant CFM – Cubic feet per minute. The destroys or irreversibly inactivates amount of air, in cubic feet, that flows undesirable (and often infectious) through a given space in one minute. 1 organisms. EPA registers three types of CFM equals approximately 2 liters per disinfectant products based upon second (L/s). submitted efficacy data: limited, general/ CO – Carbon monoxide. See Appendix broad spectrum, and hospital disinfectant. E: “Typical Indoor Air Pollutants” for Drain Trap – A dip in the drain pipe of more information. sinks, toilets, floor drains, etc., which is designed to stay filled with water, thereby CO2 – Carbon dioxide. See Appendix B: “Basic Measurement Equipment” and preventing sewer gases from escaping into Appendix E: “Typical Indoor Air the room. Pollutants” for more information. Emissions – Releases of pollutants into Combustion – The process of burning. the air from a source, such as a motor Motor vehicles and equipment typically vehicles, furnishings, or cleaning burn fuel in an engine to create power. products. Gasoline and diesel fuels are mixtures of Emissions Standards – Rules and hydrocarbons, which are compounds that regulations that set limits on how much contain hydrogen and carbon atoms. In pollution can be emitted from a given “perfect” combustion, oxygen in the air source. Vehicle and equipment would combine with all the hydrogen in manufacturers have responded to many the fuel to form water and with all the mobile source emissions standards by carbon in the fuel to form carbon dioxide. redesigning vehicles and engines to reduce Nitrogen in the air would remain pollution. unaffected. In reality, the combustion process is not “perfect,” and engines emit EPA – United States Environmental several types of pollutants as combustion Protection Agency. See Appendix L: byproducts. “Resources” for more information. Conditioned Air – Air that has been ETS – Environmental tobacco smoke. heated, cooled, humidified, or Mixture of smoke from the burning end dehumidified to maintain an interior space of a cigarette, pipe, or cigar and smoke within the “comfort zone.” (Sometimes exhaled by the smoker (also secondhand referred to as “tempered” air.) smoke or passive smoking). See Appendix E: “Typical Indoor Air Dampers – Controls that vary airflow Pollutants,” Appendix F: “Secondhand through an air outlet, inlet, or duct. A smoke,” and Appendix L: “Resources” for damper position may be immovable, more information. manually adjustable, or part of an automated control system. Evaporation – The process by which a substance is converted from a liquid to a Diesel Engine – An engine that operates vapor. “Evaporative emissions” occur on diesel fuel and principally relies on when a liquid fuel evaporates and fuel compression-ignition for engine molecules escape into the atmosphere. A operation. The non-use of a throttle during considerable amount of hydrocarbon normal operation is indicative of a diesel pollution results from evaporative engine. emissions that occur when gasoline leaks Diffusers and Grilles – Components of or spills, or when gasoline gets hot and the ventilation system that distribute and evaporates from the fuel tank or engine. return air to promote air circulation in the

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80897 EPA F REV.pmd 80 8/31/08, 4:35 PM Exhaust Ventilation – Mechanical IAQ Coordinator – An individual at the removal of air from a building. school and/or school district level who provides leadership and coordination of Fine Particulate Matter (PM or 2.5 IAQ activities. See Section 2: “Role and PM fine) – Tiny particles or liquid Functions of the IAQ Coordinator,” in the droplets less than 2.5 microns in diameter IAQ Coordinator’s Guide for more suspended in the air that can contain a information. variety of chemical components. PM fine particles are so small that they are not Indoor Air Pollutant – Particles and dust, typically visible to the naked eye. These fibers, mists, bioaerosols, and gases or tiny particles can be suspended in the air vapors. See Section 2: “Understanding for long periods of time and are the most IAQ Problems” and Appendix E: “Typical harmful to human health because they can Indoor Air Pollutants” for more penetrate deep into the lungs. Some information. particles are directly emitted into the air. IPM – Integrated Pest Management. A Virtually all particulate matter from comprehensive approach to eliminating mobile sources is PM . See Appendix E: 2.5 and preventing pest problems with an “Typical Indoor Air Pollutants” for more emphasis on reducing pest habitat and information. food sources. See Appendix B: Flow Hood – Device that easily measures “Developing Indoor Air Policies” in the airflow quantity, typically up to 2,500 cfm. IAQ Coordinator’s Guide and Appendix K: “Integrated Pest Management” for Highway Engine – Any engine that is more information. designed to transport people or property on a street or highway. MCS – See “Multiple Chemical Sensitivity.” HVAC – Heating, ventilation, and air- conditioning system. Make-up Air – See “Outdoor Air Supply.” Hypersensitivity Diseases – Diseases characterized by allergic responses to Microbiologicals – See “Biological pollutants. The hypersensitivity diseases Contaminants.” most clearly associated with indoor air Mobile Sources – Motor vehicles, quality are asthma, rhinitis, and engines, and equipment that move, or can hypersensitivity pneumonitis. be moved, from place to place. Mobile Hypersensitivity pneumonitis is a rare but sources include vehicles that operate on serious disease that involves progressive roads and highways (“on-road” or lung damage as long as there is exposure “highway” vehicles), as well as nonroad to the causative agent. vehicles, engines, and equipment. IAQ – Indoor air quality. Examples of mobile sources are cars, trucks, buses, earth-moving equipment, IAQ Backgrounder – A general lawn and garden power tools, ships, introduction to IAQ issues as well as IAQ railroad locomotives, and airplanes. program implementation information that accompanies the IAQ checklists. Multiple Chemical Sensitivity (MCS) – A condition in which a person reports IAQ Checklist – A list of suggested easy- sensitivity or intolerance (as distinct from to-do activities for school staff to improve “allergic”) to a number of chemicals and or maintain good indoor air quality. Each other irritants at very low concentrations. focuses on topic areas and actions that are There are different views among medical targeted to particular school staff (e.g., professionals about the existence, causes, teachers, administrators, kitchen staff, diagnosis, and treatment of maintenance staff) or specific building this condition. functions (e.g., HVAC system, roofing, renovation). The checklists are to be NIOSH – National Institute for completed by the staff and returned to the Occupational Safety and Health. See IAQ Coordinator as a record of completed Appendix L: “Resources” for more activities and requested assistance. information.

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80897 EPA F REV.pmd 81 8/31/08, 4:35 PM Negative Pressure – Condition that exists pollutants occur as gases, liquid droplets, when less air is supplied to a space than is and solids. Once released into the exhausted from the space, so the air environment, many pollutants can persist, pressure within that space is less than that travel long distances, and move from one in surrounding areas. Under this environmental medium (e.g., air, water, condition, if an opening exists, air will land) to another. flow from surrounding areas into the Polychlorinated Biphenyls (PCBs) – negatively pressurized space. Mixtures of synthetic organic chemicals Nonroad Engine – A term that covers a with the same basic chemical structure diverse collection of engines, equipment, and similar physical properties ranging vehicles, and vessels. Sometimes referred from oily liquids to waxy solids. PCBs to as “off-road” or “off-highway,” the were used in hundreds of industrial and nonroad category includes garden tractors, commercial applications including lawnmowers, bulldozers, and cranes. electrical, heat transfer, and hydraulic Although nonroad engines can be self- equipment; as plasticizers in paints, propelled, their primary function is to plastics, and rubber products; in pigments, perform a particular task. See Appendix I: dyes, and carbonless copy paper, and “Mobile sources” for more information. many other applications. Production of PCBs in the United States ceased in 1977. OSHA – Occupational Safety and Health Administration. See Appendix L: Positive Pressure – Condition that exists “Resources” for more information. when more air is supplied to a space than is exhausted, so the air pressure within Outdoor air supply – Air brought into a that space is greater than that in building from the outdoors (often through surrounding areas. Under this condition, if the ventilation system) that has not been an opening exists, air will flow from the previously circulated through the system. positively pressurized space into Oxidation Catalyst – A type of catalyst surrounding areas. (catalytic converter) that chemically PPM – Parts per million. converts hydrocarbons and carbon monoxide to water vapor and carbon Pressure, Static – In flowing air, the total dioxide. pressure minus velocity pressure. The portion of the pressure that pushes equally Particulate Filter/Trap – An in all directions. aftertreatment, anti-pollution device designed to trap particles in diesel Pressure, Total – In flowing air, the sum particulate matter from engine exhaust of the static pressure and the velocity before they can escape into the atmosphere. pressure.

Particulate Matter 2.5 (PM2.5) – Pressure, Velocity – The pressure due to See “Fine Particulate Matter”. the air flow rate and density of the air. Plenum – Unducted air compartment Preventive Maintenance – Regular and used to return air to central air handling systematic inspection, cleaning, and unit. replacement of worn parts, materials, and systems. Preventive maintenance helps to Pollutant Pathways – Avenues for prevent parts, material, and systems distribution of pollutants in a failure by ensuring that parts, materials, building. HVAC systems are the primary and systems are in good working order. pathways in most buildings; however, all building components and occupants Psychogenic Illness – This syndrome has interact to affect how pollutants are been defined as a group of symptoms that distributed. See Section 2: develop in an individual (or a group of “Understanding IAQ Problems” for more individuals in the same indoor information. environment) who are under some type of physical or emotional stress. This does not Pollutants (Pollution) – Unwanted mean that individuals have a psychiatric chemicals or contaminants found in the disorder or that they are imagining environment. Pollutants can harm human symptoms. health, the environment, and property. Air

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80897 EPA F REV.pmd 82 8/31/08, 4:35 PM Radon – A colorless, odorless gas that people are). To avoid short-circuiting, the occurs naturally in almost all soil and supply air must be delivered at a rock. Radon migrates through the soil and temperature and a velocity that result in groundwater and can enter buildings mixing throughout the space. through cracks or other openings in the Sick Building Syndrome – Term foundation. Radon can also enter through sometimes used to describe situations in well water. Exposure to radon can cause which building occupants experience lung cancer. See Appendix G: “Radon” acute health and/or comfort effects that and Appendix E: “Typical Indoor Air appear to be linked to time spent in a Pollutants” for more information. particular building, but where no specific Re-entry – Situation that occurs when the illness or cause can be identified. The air being exhausted from a building is complaints may be localized in a immediately brought back into the system particular room or zone, or may be spread through the air intake and other openings throughout the building. in the building envelope. Soil Gases – Gases that enter a building Retrofit – An engine “retrofit” includes from the surrounding ground (e.g., radon, (but is not limited to) any of the following volatile organic compounds, gases from activities: pesticides in the soil). • Addition of new/better pollution Sources – Sources of indoor air pollutants. control aftertreatment equipment to Indoor air pollutants can originate within certified engines. the building or be drawn in from outdoors. Common sources include people, room • Upgrading a certified engine to a furnishings such as carpeting, cleaner certified configuration. photocopiers, art supplies, etc. See • Upgrading an uncertified engine to a Section 5: “Diagnosing IAQ Problems” cleaner “certified-like” configuration. for more information. • Conversion of any engine to a cleaner Stack Effect – The flow of air that results fuel. from warm air rising, creating a positive pressure area at the top of a building and a • Early replacement of older engines with negative pressure area at the bottom of a newer (presumably cleaner) engines (in building. In some cases the stack effect lieu of regular expected rebuilding). may overpower the mechanical system and • Use of cleaner fuel and/or emissions disrupt ventilation and circulation in a reducing fuel additive (without engine building. conversion). Sterilizer – One of three groups of anti- SBS – See “Sick Building Syndrome.” microbials registered by EPA for public health uses. EPA considers an Sanitizer – One of three groups of anti- antimicrobial to be a sterilizer when it microbials registered by EPA for public destroys or eliminates all forms of health uses. EPA considers an bacteria, fungi, viruses, and their spores. antimicrobial to be a sanitizer when it Because spores are considered the most reduces but does not necessarily eliminate difficult form of a microorganism to all the microorganisms on a treated destroy, EPA considers the term sporicide surface. To be a registered sanitizer, the to be synonymous with “sterilizer.” test results for a product must show a reduction of at least 99.9 percent in the TVOCs – Total volatile organic compounds. number of each test microorganism over See “Volatile Organic Compounds (VOCs).” the parallel control. ULSD – Ultra-low Sulfur Fuel. The Secondhand Smoke – See Appendix F: manufacturers of retrofit technologies, “Secondhand Smoke” for more information. which reduce sulfur emissions, specify the maximum allowable sulfur level for Short-circuiting – Situation that occurs effective operation of its products. For the when the supply air flows to return or purposes of the diesel retrofit program, exhaust grilles before entering the breathing zone (area of a room where

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80897 EPA F REV.pmd 83 8/31/08, 4:35 PM diesel fuel must contain less than 15 ppm sulfur to be considered as ultra-low sulfur fuel. The use of ultra-low sulfur fuel alone can reduce emissions of particulate matter. Sulfate, a major constituent of particulate matter, is produced as a byproduct of burning diesel fuel containing sulfur. Reducing the sulfur content of fuel, in turn, reduces sulfate byproducts of combustion and, therefore, particulate matter emissions. Unit Ventilator – A single fan-coil unit designed to satisfy tempering and ventilation requirements for individual rooms. VOCs – See “Volatile Organic Compounds.” Ventilation Air – Defined as the total air, which is a combination of the air brought inside from outdoors and the air that is being recirculated within the building. Sometimes, however, used in reference only to the air brought into the system from the outdoors; this document defines this air as “outdoor air ventilation.” Volatile Organic Compounds (VOCs) – Compounds are a gas at room tempera- ture. Common sources that may emit VOCs into indoor air include housekeep- ing and maintenance products and building and furnishing materials. In sufficient quantities, VOCs can cause eye, nose, and throat irritations, headaches, dizziness, visual disorders, memory impairment; some are known to cause cancer in animals; some are suspected of causing, or are known to cause, cancer in humans. At present, not much is known about what health effects occur at the levels of VOCs typically found in public and commercial buildings. See Appendix E: “Typical Indoor Air Pollutants” for more information. Zone – The occupied space or group of spaces within a building that has its heating or cooling controlled by a single thermostat.

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80897 EPA F REV.pmd 84 8/31/08, 4:35 PM Index C carbon dioxide A 25, 33, 34, 80, 82 carbon monoxide air 1, 2, 13, 33, 34, 49, 59, 74, 80, 82 distribution carpet 19, 34 3, 30, 31, 34, 45, 53, 54, 55, 63, 75, 83 flow chemical smoke 23, 24, 28, 82, 83 25, 27 movement cleaning agents 6, 7, 25, 27, 46, 47 33 air filters codes 54, 79 3, 4, 6, 17, 18, 19, 27, 28, 63, 77 air handling unit combustion appliances 5, 79, 80, 82 34, 36, 74 air pressure communication 6, 24, 25, 82 3, 5, 9, 10, 11, 13, 14, 23, 50, 58, 67, allergens 69, 70 1, 7, 29, 30, 31, 34, 45, 48, 71 condensation animals 45, 48 39 construction antimicrobial 3, 27, 28, 34, 36, 43, 44, 49, 53, 54, 79, 80, 83 55, 62, 68, 72, 73, 76 art supplies D 83 asbestos dampers 4, 21, 34, 59, 60, 61, 63, 67, 68, 71, 80 72, 73, 79 diagnosing an IAQ problem ASHRAE 15 5, 6, 17, 24, 25, 27, 28, 34, 36, 63, 66, diesel engine 76, 77, 78, 79 32, 36, 80 asthma diffuser 1, 2, 3, 6, 9, 13, 29, 30, 31, 32, 34, 36, 47, 80 39, 45, 48, 49, 59, 62, 71, 72, 79, 81 disinfectants 80 B drafts basic measurement equipment 7, 16 25 drain trap biological contaminants 4, 80 13, 33, 34, 73, 74, 79 ductwork building occupants 4, 79 3, 5, 7, 11, 30, 45, 70, 83 dust building-related illness 34, 36 21, 79 dust mites 1, 29, 31, 33, 34, 79

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80897 EPA F REV.pmd 85 8/31/08, 4:35 PM E L education lead 2, 18, 21, 27, 34, 39, 40, 52, 53, 55, 1, 3, 5, 7, 9, 13, 15, 21, 22, 23, 27, 28, 57, 62, 63, 65, 71, 72, 75, 76, 77 29, 30, 33, 34, 36, 39, 45, 52, 67, 68, emergency response 81 13, 73, 79 leaks exposure control 30, 45, 46, 55, 80 17 local exhaust 17, 19 F locker room 45, 46 fans 4, 6, 47 M flooring 4, 9 maintenance food 1, 2, 3, 7, 13, 18, 19, 24, 25, 27, 34, 2, 4, 29, 30, 31, 34, 36, 45, 57, 81 47, 49, 50, 51, 52, 53, 54, 55, 57, 58, formaldehyde 68, 73, 74, 77, 81, 82, 84 31, 33, 49, 53, 75 mobile sources fume hoods 3, 49, 50, 52, 79, 81, 82 6 moisture fumes 6, 18, 30, 34, 45, 46, 47, 48, 54, 57, 73 17, 34 mold 1, 3, 4, 5, 6, 29, 30, 33, 34, 45, 46, 47, G 48, 53, 55, 73, 79 grille N 24, 25, 54, 79, 80, 83 natural disaster H 43 nitrogen oxides health problems 32, 33, 36, 49 1, 3, 27, 45 heating system O 24, 25, 47 housekeeping odors 3, 19, 34, 58, 84 4, 5, 6, 9, 19, 53 humidity off-gassing 1, 4, 5, 6, 25, 27, 30, 34, 45, 46, 47 18, 53 OSHA I 27, 28, 34, 59, 61, 66, 78, 79, 82 outdoor air intake IAQ Coordinator 5, 17, 24, 25, 54 7, 9, 10, 12, 14, 15, 43, 50, 81 outdoor air supply IAQ Management Plan 19, 54, 82 9 IAQ measurements 19, 22, 23 IAQ problems 21, 23 integrated pest management (IPM) 30, 34

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80897 EPA F REV.pmd 86 8/31/08, 4:35 PM P T paint temperature 3, 4, 9, 17, 34, 36, 64, 75 25, 27 parents thermal bridges 1, 2, 3, 9, 10, 11, 13, 14, 30, 39, 58, 48 68, 70, 71, 72 thermal comfort pest control 77 9, 57, 58, 65, 73, 74 thermostats pesticides 5, 47 3, 4, 5, 17, 33, 34, 51, 57, 58, 60, 61, tobacco smoke 67, 68, 74, 83 34, 39, 70, 71 pollutants 3, 6, 19, 22, 25, 27, 28, 31, 32, 33, 36, U 49, 50, 53, 54, 62, 73, 74, 77, 79, 80, unit ventilators 81, 82, 83, 84 5 professional assistance 3, 6, 20, 21 V R ventilation 23, 24, 25, 28, 34, 44, 77 radon ventilation system 3, 6, 5, 21, 27, 28, 33, 34, 41, 43, 44, 23, 25, 28, 34 59, 60, 61, 62, 66, 67, 68, 71, 72, 82, volatile organic compounds (VOCs) 83 23 relative humidity 1, 4, 5, 6, 25, 27, 34, 45, 46, 47 W renovation 9, 18, 27, 28, 43, 44, 76, 81 water retrofit (engine) 34, 36, 61, 68 32, 50, 52, 60, 67, 68, 83 roof 3, 9, 45, 47, 54, 55, 81 S sample memo 50 school bus 1, 2, 17, 27, 32, 43, 49, 50, 52, 67, 76 science supplies 2 secondhand smoke 3, 6, 29, 30, 31, 33, 34, 39, 59, 61, 70, 71, 80, 83 solvents 33 solving IAQ problems 3, 5, 3, 13, 15, 17, 21 sources 1, 2, 3, 4, 5, 6, 7, 12, 13, 15, 16, 17, 18, 22, 23, 25, 27, 30, 31, 33, 34, 36, 43, 44, 47, 49, 50, 52, 54, 55, 57, 58, 59, 60, 62, 66, 67, 71, 72, 74, 76, 77, 79, 80, 81, 82, 83, 84 spills 13, 16, 45, 81

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80897 EPA F REV.pmd 87 8/31/08, 4:35 PM 80897 EPA F REV.pmd 88 8/31/08, 4:35 PM 80897 EPA F REV.pmd 89 8/31/08, 4:35 PM 80897 EPA F REV.pmd 90 8/31/08, 4:35 PM 80897 EPA F REV.pmd 90 8/31/08, 4:35 PM