IAQ Coordinator's Guide

IAQ TfS Action Kit

Section 1 - IAQ TfS Program and Action Kit

Implementing the IAQ TfS Program
Importance of an IAQ Management Plan
The IAQ TfS Action Kit
Why Follow This Guidance?
- IAQ Tools for Schools Action Kit
- IAQ Checklists

The U.S. Environmental Protection Agency (EPA) created the Indoor Air Quality Tools for Schools (IAQ TfS) Program to help schools assess and improve indoor air quality (IAQ). IAQ is becoming an increasingly important issue in our nation’s schools. Approximately 20 percent of the U.S. population -- nearly 56 million people -- spend their days inside elementary and secondary schools. Good IAQ assists schools with their core mission -- educating children. The background information and activities in this voluntary program are directed toward existing schools in the kindergarten through twelfth grade range, but colleges, universities, preschool, and day-care centers could benefit by applying the principles and activities presented. In addition, architects and engineers could apply many of these principles when planning new schools or major renovations. For additional information on designing healthy learning environments for the next generation, visit EPA’s Indoor Air Quality Design Tools for Schools (IAQ DTfS) program at www.epa.gov/iaq/schooldesign

The IAQ TfS Program, which can be implemented at a school or district level, provides a variety of resources including this IAQ TfS Action Kit, an Awards Program, the annual IAQ TfS National Symposium, and a variety of publications and brochures on the program and various IAQ-related topics. The annual IAQ TfS National Symposium brings together school board officials, administrators, school nurses, teachers, facility managers, school and health association members, parents, and others to learn how to develop and implement good IAQ practices in schools. As part of the Awards Program, EPA holds a ceremony at the Symposium to provide national recognition to schools and districts committed to improving IAQ and implementing an IAQ Management Plan.

This Action Kit provides clear and easily-applied guidance that will help schools develop and implement an IAQ Management Plan, identify and resolve existing IAQ issues, and prevent future IAQ problems. For questions on indoor air quality, schools should call the IAQ Information Clearinghouse at (800) 438-4318. A number of resources and publications, available here at www.epa.gov/iaq, provide additional guidance and information for schools interested in improving their IAQ.

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Implementing the IAQ TfS Program

Individual schools and school districts can implement an IAQ TfS Program. Although many of the steps are similar, there are a few notable differences.

Individual Schools. To develop and implement an IAQ TfS Program, individual schools should take the following 11 steps:

Familiarize yourself with IAQ issues and the IAQ program. Review the IAQ TfS Action Kit and watch the Taking Action & Ventilation Basics Video and the IAQ Walkthrough Video.
Commit to and gain support for your program from school officials. Apply for a Great Start Award.
Select an IAQ Coordinator to oversee your school’s IAQ program.
Form an IAQ Team with representatives from various groups within the school.
Gather information on IAQ in the school through research.
Distribute and complete the IAQ TfS checklists.
Review the IAQ TfS checklists and list identified problems.
Complete a walkthrough inspection of the school.
Identify, prioritize, and resolve problems, focusing first on health and safety and low-cost solutions.
Establish appropriate IAQ policies and develop an IAQ Management Plan for your school (see Section 3 of this Guide for a model plan).
Follow-up with inspections and assess your problem-solving performance. Develop a schedule for IAQ events and file all IAQ information. Also, communicate success of your IAQ efforts, apply for an IAQ TfS Award, and serve as a mentor for other schools.

School Districts. Districts interested in implementing an IAQ TfS Program need to follow the same general steps as individual schools, with the following variations:

When the district selects an IAQ Coordinator to function at the district level, it is important to designate IAQ contacts for each school within the district. (Larger districts with numerous schools may prefer to have regional contacts.)
The district IAQ Coordinator should meet regularly with the school or regional contacts to keep everyone up to date on the progress of the IAQ program.
The IAQ Team is also at the district level and should represent a wide variety of backgrounds, including at least one individual with the authority to make district-wide decisions. In addition, individual schools can form IAQ teams.
When assessing school buildings throughout the district, the IAQ Team will prioritize schools, completing walkthroughs at schools with more pressing IAQ problems first.
The Team should ensure that IAQ policies and improvements are implemented consistently throughout the district and should also communicate the importance and successes of the district’s IAQ efforts.

Districts can successfully implement the Action Kit in many ways. Read the case studies of successful programs. Districts, like individual schools, are eligible to receive EPA’s IAQ TfS Awards (read more about the awards program).

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Importance of an IAQ Management Plan

A well-designed IAQ Management Plan yields substantial benefits for schools, employees, and students. Using this plan can also reduce or avoid the expensive process of investigating and mitigating suspected IAQ problems.

A typical school contains a variety of special use areas (such as kitchens, locker rooms, science laboratories, technology education rooms, darkrooms, art rooms, cleaning storage areas, and grounds maintenance storage areas), each with pollutant sources that can cause discomfort and health problems. Under detailed inspection, most schools will reveal some inadequacies of design, construction, operation, and maintenance.

Significant IAQ problems often arise from a combination of common minor problems, rather than from unique circumstances. For example:

A school is not getting enough outdoor air because a fan belt is broken or slipping and a seldom used drain trap dries out, resulting in sewer gases being drawn into the school.
The design of the school ceiling/roof allows significant air leakage through unintentional openings and stack effect (warm air rising) pushes indoor air out through these openings, causing radon to be drawn into the school through cracks and utility penetrations in the floor
.
A housekeeping product is mixed at twice the recommended strength so it "does a better job" and the unused mix is placed in an inappropriate container and stored in a utility closet that is connected to the return air ductwork, which carries pollutants to other parts of the school.

IAQ problems may occur even in schools where a conscientious effort is being made to avoid such problems. Schools that can demonstrate ongoing efforts to provide a safe indoor environment, however, are in a strong legal and ethical position if problems do arise. Further considerations for instituting an IAQ Management Plan include:

Quick, cost-effective response if problems occur.
Peace of mind for parents, students, and staff.
Occupant comfort, efficiency, and durability of the physical plant and equipment.
Reduced need for crisis intervention involving upper-level management.

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The IAQ TfS Action Kit

The Action Kit (see diagram below) consists of a Road Map, two guides, various checklists, a problem-solving wheel, background information on IAQ, a fact sheet on district-wide implementation, a summary of the Awards Program, videos, and a companion piece on managing asthma in schools.

This Guide, the IAQ Coordinator’s Guide: A Guide to Implementing an IAQ Program, provides in-depth guidance for schools and districts just beginning their IAQ programs. This Guide describes how to launch, develop, and implement a comprehensive IAQ program and highlights tips for schools and school districts. The IAQ Coordinator may find the simple steps presented in the Road Map helpful for implementing an IAQ program. The IAQ Reference Guide contains useful background information on the importance of IAQ as well as guidance on diagnosing and solving IAQ problems, effective communication, and several important IAQ topics (including radon, asthma, mold, and secondhand smoke). In addition, there is a list of useful resources included in Appendix L of the IAQ Reference Guide, including resources available through states, regions, non-profit organizations, associations, unions, as well as a list of publications for various IAQ topics.

The various checklists, accompanied by the IAQ Backgrounder, should be distributed to and completed by various school staff. Schools will find the problem-solving wheel, videos, asthma companion piece, and fact sheet helpful in solving IAQ problems and learning more about the IAQ program and its benefits. (Although not included in this Action Kit, other valuable resources include the IAQ TfS Communications Guide [(PDF, 29 pgs., 498KB, About PDF) EPA 402-K-02-008, January 2003] and IAQ Design Tools for Schools (DTfS), are available here.

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Why Follow This Guidance?

There are many important reasons to implement this guidance:

Save Money -- The expense and effort to prevent most IAQ problems are typically much less than the expense and effort to resolve problems after they develop.
Utilize in-house staff -- Schools can prevent many IAQ problems by educating staff and students about the factors that create them. When IAQ problems do arise, they can often be resolved using skills available in-house.
Work effectively with contractors or professionals -- If you need outside assistance to solve an IAQ problem, being an informed customer will achieve the best results.
Improve IAQ -- Some of the suggested practices and policies will not only help prevent problems but will also result in improved air quality in and around the school.

Refer to the IAQ Reference Guide, included in the Action Kit, for more information on the benefits of maintaining good IAQ.

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