Find Local Indoor Air Quality Champions
Is your school or district facing an indoor air quality issue? Are you interested in receiving mentorship and guidance from a school district in your area? Click on your state on the U.S. map or use the accordion menu to connect with an IAQ Champion in your area who may be able to offer you peer-to-peer learning and sharing. We encourage you to reach out to these exemplary programs to learn more about the strategies, challenges and commitments they have taken to protect student and staff health and safety.
These IAQ Champions, consisting of individuals, schools and school districts, have been recognized by EPA for their achievements in improving IAQ. They demonstrate an exceptional commitment to maintaining healthy educational facilities while institutionalizing comprehensive IAQ management practices. This list is periodically updated, so please check back.
IAQ Champions by EPA Region
Region 1 IAQ Champions
EPA Region 1 Contact
Eugene Benoit (benoit.eugene@epa.gov)
Phone: (617) 918-1639
Address: 5 Post Office Square, Boston, MA 02109-3912
Connecticut
Amity Regional School District # 5, Woodbridge, Conn.
Contact: Jack Levine (jack.levine@reg5.k12.ct.us)
Amity Regional School District #5 adopted the IAQ Tools for Schools guidance after parents threatened to remove their children from school due to mold IAQ issues that caused an auditorium to be closed. To create healthy facilities, the district hired a new director of finance and administration who had a track record of successful implementation of a district-wide IAQ management program. The district also formed IAQ teams and committees and developed standard operating procedures for responding to IAQ complaints. The complaints are filed through an online work request system and the IAQ team investigates the complaints and informs stakeholders of all steps taken to mitigate the issues of concern.
Connecticut School Indoor Environment Resource Team, CT Department of Public Health, Hartford, Conn.
Contact: Kenny Foscue (kenny.foscue@ct.gov)
The Connecticut School Indoor Environment Resource Team (CSIERT) was founded in 1999 by the Connecticut Department of Public Health, EPA New England and the Connecticut Council for Occupational Safety and Health. CSIERT is now a statewide network of IAQ specialists, trainers and health experts. CSIERT is one of just a few state-based programs in the country and has become a one-stop resource for schools that need help with the basics of IAQ to the most sophisticated of issues involving school environmental health.
Connecticut Technical High School System, CT Department of Education , Middletown, Conn.
Contact: John Woodmansee (john.woodmansee@ct.gov)
The Connecticut Technical High School System (CTHSS) used the IAQ Tools for Schools guidance to establish an IAQ management program for technical high schools called Tools for Techs. Tools for Techs targeted trade and technology instructional areas and received instant support from stakeholders including the teachers union, superintendent and assistant superintendent. CTHSS kicked off the program with a series of informative walkthroughs at several technical high schools to assess the needs of the schools and create customized checklists. These checklists are available online to encourage the participation of other schools in the system and to maintain open communications between stakeholders. CTHSS also helped form IAQ committees at each school and trained members on IAQ management skills.
Hartford Public Schools, Hartford, Conn.
Contact: Dr. Alex Nardone
Hartford Public Schools believes in providing students with safe, clean and healthy schools throughout the district. The district utilized the IAQ Tools for Schools Action Kit to mobilize staff to address IAQ issues and establish procedures that would lead to sustained improvements. With the IAQ Tools for Schools guidance in hand, the district responded proactively to Connecticut's legislation requiring school systems to adopt IAQ management programs. Each school established a School Health and Safety Team that was trained to use information in the IAQ Tools for Schools Action Kit to identify, organize and prioritize IAQ issues. District mentors are available to help teams at the schools and are viewed as a powerful force to foster new partnerships and success. In addition, IAQ management in the Hartford Public School system has expanded and is now included in initial planning for new facilities and is a critical element of renovation.
North Haven Public Schools, North Haven, Conn.
North Haven Public Schools used the IAQ Tools for Schools guidance to address IAQ issues, high rates of absenteeism and a tarnished public image due to mold problems. After completing walkthrough inspections, the district found that most of the IAQ issues could be addressed through low-impact measures, such as cleaning or equipment calibration. To improve communication on IAQ management, findings from the inspections are immediately reported to parent-teacher organizations. District officials have also appeared on local access television to explain their involvement with IAQ management.
Norwich Public Schools, Norwich, Conn.
Norwich Public Schools utilizes the IAQ Tools for Schools guidance to address and resolve IAQ issues. The district conducts monthly IAQ team meetings and offers trainings on the IAQ Tools for Schools checklists and guides for teachers, staff, custodians and maintenance personnel. The director of facilities works with the local health department, fire department, police department, department of public works, Yale University and the University of Connecticut to implement and enhance the school's IAQ management plan. Faculty members have expressed great appreciation for noticeable improvements to the classroom environment, particularly increased airflow and cleanliness.
Philip Apruzzese, Connecticut Education Association, Hartford, Conn.
Contact: Phil Apruzzese (phila@cea.org)
To improve IAQ in Connecticut schools, Phil Apruzzese used his marketing savvy and commitment to student performance and staff retention to make it a top priority. Phil organized two well-attended conferences that raised public awareness of IAQ, spoke at public hearings and lobbied key officials. His advocacy led to state requirements to identify and correct environmental problems in existing buildings and monitor for respiratory illnesses. Phil has made it his mission to provide healthy learning and working environments in Connecticut schools, earning the gratitude of parents, administrators, students and teachers.
Ridgefield Public Schools, Ridgefield, Conn.
A number of prompts — including mold found on carpeting, a series of renovation and construction projects, and environmental legislation — gave Ridgefield Public Schools incentive to implement IAQ Tools for Schools in 2003. The district immediately hired an IAQ Coordinator as well as two HVAC mechanics. Each school then established an IAQ team, with those teams were trained by the state Department of Health. If an IAQ incident occurs, teams react promptly, using an electronic work order system and while working closely with the IAQ Coordinator. Since the program's implementation, the district has noticeably cleaner and drier buildings, fewer teacher and staff health issues, fewer student visits to the school nurse for breathing difficulties — and a decrease in absenteeism each year.
Westport Public Schools, Westport, Conn.
Contact: Elliott Landon and JoAnne Duncan, jduncan@westport.k12.ct.us
Westport Public Schools used the IAQ Tools for Schools guidance to develop their very own IAQ management program to combat a mold crisis. The program was supported by immediate buy-in from the school administration that recognized the short and long-term return on investment. Administrative support led to putting procedures in place for IAQ management, including standard cleaning; heating, ventilation and air conditioning (HVAC) maintenance; and IAQ incident checklists. Along with the director of facilities, a full-time IAQ coordinator position is now dedicated to ensuring that IAQ is a priority within the district. The coordinator ensures the district is systematic in all its IAQ management practices, including regular HVAC filter changes, scheduling the bi-annual walkthroughs of all the schools, and promoting the use of the online computer work order system in conjunction with consistent record keeping. Westport has institutionalized its IAQ management program by putting a strong emphasis on continuous education for staff and effective internal and external communication of its IAQ policies through regular newsletters and emails.
Maine
Contact your Regional representative to find an IAQ Champion in your state.
Massachusetts
Boston Urban Asthma Coalition, Dorchester, Mass.
Contact: Laurita Kaigler-Crawlle (lcrawlle@hria.org)
The Boston Urban Asthma Coalition, in collaboration with the Healthy Schools Taskforce (HST), has successfully advocated for asthma-friendly schools and environmental policies in Boston Public Schools. With a multi-pronged effort and strong asthma management leadership role in Boston, the coalition has advised environmental committees in 22 schools through a city-wide "wellness" initiative resulting in increased awareness about school building conditions that affect asthma, health and learning.
Parent leaders and school union representatives are involved with the coalition. They provide routine communication and feedback about the effectiveness of HST policies and best practices. Additionally, they educate city officials about asthma and the need to repair school buildings to create healthy learning environments free of pests, clutter, leaks and other IAQ issues that put students and staff at risk.
Chicopee Public Schools, Chicopee, Mass.
Contact: Ronald Simard (rsimard@chicopee.mec.edu)
The Chicopee Public School District was the one of the first districts in the nation to equip all of its buildings with an IAQ Tools for Schools Action Kit. Additionally, the district created an IAQ Team that represented a cross-section of the district, including trade union representatives, a teacher, nurse and parent. It established short-term solutions to IAQ problems and long-term practices resulting in better communication between teachers and custodial and maintenance personnel. Chicopee continues to tailor the IAQ Tools for Schools Action Kit to each school in the district and shares its experiences with other districts.
Sharon Public Schools, Sharon, Mass.
Contact: Patricia Terrell (Pterrell@attbi.com)
Sharon Public Schools used the IAQ Tools for Schools guidance to identify IAQ problems by distributing questionnaires, map problem areas and collect building data. After reviewing this information, Sharon Public Schools was able to remove hazardous chemicals, improve the ventilation system, replace water-damaged tiles and purchase several HEPA filter vacuum cleaners. To better track IAQ issues, the district created a database that staff could use to report their IAQ-related questions and complaints. The district also expanded communication efforts by meeting with the school committee to provide IAQ updates and by discussing its participation and successes using the IAQ Tools for Schools guidance with other school districts.
Westborough Public Schools, Westborough, Mass.
Contact: Dr. Les Olsen (olsonl@westborough.k12.ma.us)
Since implementing the Tools for Schools guidance and creating clear and open communication channels, Westborough Public Schools have seen significant improvements in student and staff health. The assistant superintendent became the IAQ coordinator overseeing maintenance and compilation, prioritization, and distribution of a list of IAQ repairs. Additionally, the IAQ committee was renamed the "facilities committee" to reflect the integrated nature of IAQ and facility maintenance. Open meetings are held at the various schools in the district three times a year. At the school level, all teachers complete an IAQ checklist for their classrooms in the fall and spring. In the spring, teachers receive a copy of the previously submitted checklist so they can note any changes without having to completely reassess the room.
New Hampshire
Little Harbour School, Portsmouth, Portsmouth, N.H.
Contacts: Peter Torrey (ptorrey@portsmouth.k12.nh.us) or Priscilla Santiago (psantiago@portsmouth.k12.nh.us)
After years of complaints from school staff about chronic bronchitis, sinusitis, and rising asthma cases, Little Harbour School turned to IAQ Tools for Schools guidance to address the problems and find solutions. Its IAQ committee included members from across the school community and outside experts. Little Harbour has identified its ventilation problems and set short-term and long-term goals, steadily improving IAQ and winning people's confidence. The school nurse's office reported that student visits for headaches and stomach aches were down by at least 15 percent, and school staff reported fewer bronchitis cases.
Nashua School District, Nashua, N.H.
Contact: Jeanette Kotopoulis (kotopoulisj@nashua.edu)
Since the early 1990s, school staff in Nashua School District had reported the smell of musty, stale air, which was the result of poor ventilation and leaky roofs. With the help of the IAQ Tools for Schools guidance, the district introduced yearly inspections of all facilities, set new standards for building maintenance, and gave janitors better equipment and training for using chemicals. Nashua continues to be innovative, by adapting the IAQ Tools for Schools Action Kit to the needs of individual schools. Nashua also shares its expertise with other school districts by hosting training sessions and conference, inviting other local districts to learn from their IAQ management experiences.
Rhode Island
Contact your Regional representative to find an IAQ Champion in your state.
Vermont
Burlington School District, Burlington, Vt.
Contact: Betsy Liley (Bliley@bsdvt.org)
Burlington School District overcame a tight budget and aging facilities to become a statewide leader and mentor in promoting good IAQ for students and staff. The district built a cooperative IAQ management team, employed direct communications with vendors, and utilized grants to improve HVAC systems and purchase HEPA vacuum cleaners. Additionally, the district implemented an anti-idling policy and installed a new emergency response system that enables community members to report IAQ concerns and the district to quickly respond and keep detailed tracking records. Since promoting good IAQ for students and staff, the district saw a drop in one school's annual absenteeism rate among asthmatic students from 31 days to two days in just one year.
North Country Union High School, Newport, Vt.
Contact: Mary Scarpa (mscarpa@northcountryhs.k12.vt.us)
In 1997, North Country Union High School's school board formed an ad hoc IAQ Committee to address student and staff health complaints — including two lawsuits filed by employees. Using an employee questionnaire, based on materials in the IAQ Tools for Schools Action Kit, the committee identified trouble spots (e.g., idling delivery trucks that pumped diesel fuel fumes into the building). Most important, the committee recommended a radical upgrade of the entire ventilation system at Union High, to ensure sufficient fresh air in every room. School board members agreed and successfully campaigned for a bond issue and budget that are financing the renovation.
Region 2 IAQ Champions
EPA Region 2 Contact
Larainne Koehler (koehler.larainne@epa.gov)
Phone: (212) 637-3745
Address: 290 Broadway, New York, NY 10007
New Jersey
Arthur N. Pierfy, New Jersey Association of Buildings and Grounds, Rockaway, N.J.
Contact: Art Pierfy (arthurp@rocktwp.morris.k12.nj.us)
Over the past decade, Arthur Pierfy has implemented several ambitious, state-wide initiatives to properly manage IAQ concerns. He used his years of firsthand IAQ management experience to organize workshops and training materials to assist schools across the state in meeting IAQ regulatory standards. In his own school district, he organizes health and safety committees to address IAQ and other environmental concerns, and evaluate the successes of remediation. Pierfy also developed a school environment IAQ checklist for assessing and addressing environmental complaints. He has established clear lines of communication with his staff and the community and emphasizes that students, educators and community members do not need to settle for an uncomfortable environment: there is a solution for every IAQ concern.
Clatie Campbell, Allergy & Asthma Network Mothers of Asthmatics (AANMA) Outreach Service, Trenton, N.J.
Contact: Clatie Campbell, RT (clatiec@aol.com<)
Clatie Campbell, a volunteer with AANMA, helped change attitudes in her community and local school system about IAQ. Her creative thinking, determination and patience enabled her to bring the IAQ Tools for Schools guidance into her community.
Newark Public Schools, Newark, N.J.
Contact: Steve Morlino (smorlino@nps.k12.nj.us)
Realizing the importance of IAQ, Newark Public Schools used the IAQ Tools for Schools guidance to develop an individualized IAQ plan for each of its schools. Each school designated an IAQ team, consisting of the school principal, head custodian, school nurse, and a representative from the facilities department, teaching staff, student body and parent's association. The district held special training sessions to facilitate the implementation of the plans and create open communications. To reduce response times, prevent IAQ issues and address IAQ issues when they occur, the district developed an interactive work order system and command center. Newark Public Schools has also performed hazardous chemicals analysis and removed more than 60 tons of chemicals from schools. For its innovative work, the district has repeatedly received the Association of School Business Officials (ASBO) International Award.
Ocean Township School District, Oakhurst, N.J.
Ocean Township School District has fully institutionalized IAQ management into all levels of building and ground maintenance and has ensured that IAQ procedures are consistent and practiced daily across the district. IAQ metric analyses are standard, as are regularly scheduled HVAC inspections and the use of green cleaning products for all applications. The director of facilities has computerized control of the heating, ventilation and air conditioning (HVAC) system, and Ocean Township fully engages its staff in IAQ management practices to ensure that all involved are well-informed and empowered to achieve IAQ success. Outside of school, the community is made aware of the district's IAQ policies at Parent Teacher Association meetings and through postings on the district's website and in local newspapers. The district has obtained funding for their program by documenting the return on investment and through capital improvement funding initiatives.
The Pediatric/Adult Asthma Coalition of New Jersey, Union, N.J.
Contact: Teresa Lampmann (teresa@pacnj.org)
Over the years, the Pediatric/Adult Asthma Coalition of New Jersey (PACNJ) has bestowed its Asthma Friendly Schools Award on nearly 300 New Jersey schools, recognizing them for their demonstrated commitment to IAQ. Qualifying schools must provide IAQ training to onsite nurse and facility staff members and pledge to avoid school bus idling. These initiatives promote the value of the IAQ Tools for Schools guidance in reducing asthma and related illnesses. These and other efforts focus squarely on preventive actions and risk management as a way to promote student and staff health.
New York
Baldwin Union Free School District, Baldwin, N.Y.
Contact: Michael Sheehan (sheehanm@baldwinschools.org)
The Baldwin Union Free School District (BUFSD) used the IAQ Tools for Schools Action Kit to create a comprehensive IAQ handbook that identifies and aggressively employs a broad range of measures to reduce sources of possible IAQ problems. As a result, the district adopted low-odor, low-VOC paint, and began to use HEPA vacuums exclusively throughout its facilities to remove dust and other air particles. BUFSD officials implemented a comprehensive integrated pest management program and took other preventive measures to reduce the number of pesticide applications, which led to cleaner air for both students and staff. The district conducts environmental surveys three times a year and building inspections twice a year to maintain good IAQ within its schools.
Healthy Schools Network, Inc. (HSN), Albany, N.Y.
Contact: Claire Barnett (cbarnett@healthyschools.org)
HSN was founded in 1994 and advances policies to improve the health of school environments as well as children's health overall. Its work is both innovative and broad-based. The organization has advocated for policies that support the IAQ Tools for Schools guidance and has helped inform numerous initiatives which support IAQ management activities in schools. HSN makes communications its top priority, reaching out to public education stakeholders. Its work has raised awareness and action across the country to address IAQ in schools.
Michael Sheehan, Baldwin Union Free School District, Baldwin, N.Y.
Contact: Russ Randazzo (randazzor@baldwinschools.org)
For more than 20 years, Michael Sheehan has been an activist in promoting the well-being of students and staff within Baldwin Union Free School District. In his position as district safety officer, Sheehan has led the effort in developing a sustainable IAQ management program for the district based on the IAQ Tools for Schools Framework and Action Kit. He has institutionalized IAQ practices by creating an IAQ handbook that outlines procedures that encouraged healthy and safe school environments and has shared it with several hundred school districts across the country. In addition, he has made numerous presentations at meetings for groups such as PTA, Chamber of Commerce, Kiwanis, National School Plant Management Association, New York State Association of School Superintendents of Buildings and Grounds, and Nassau County (NY) Association of School Superintendents of Buildings and Grounds.
Nassau County Board of Cooperative Educational Services (BOCES)
Contact: Peter LaDuca (pladuca@mail.nasboces.org)
Nassau County BOCES coordinates educational, safety and health services for all schools in Nassau County. This highly respected organization encourages school districts to use the IAQ Tools for Schools guidance, form an IAQ Team and develop an IAQ management plan. The group provides materials and training on the Action Kit and effectively communicates with school staff. Nassau BOCES is in a unique position to provide coordinated educational support services for all schools in the county and partners with key school decision makers. To date, the board has succeeded in getting 12 schools/districts to implement IAQ Tools for Schools guidance and continues to reach out to other Boards of Cooperative Educational Services throughout New York.
Puerto Rico
Universidad del Turabo
Escuela de Ciencias y Tecnología (School of Science and Technology)
Teresa Lipsett Ruiz, Ph.D. (ut_tlipsett@mail.suagm.edu)
U.S. Virgin Islands
Contact your Regional representative to find an IAQ Champion.
Region 3 IAQ Champions
EPA Region 3 Contact
Cristina Schulingkamp (schulingkamp.cristina@epa.gov)
Phone: (215) 814-2086
Address: Mail Code (3AP50), 1650 Arch Street, Philadelphia, PA 19103-2029
This information will be updated, so please check back. The page was last updated on April 24, 2012.
Delaware
Contact your Regional representative to find an IAQ Champion.
District of Columbia
Contact your Regional representative to find an IAQ Champion.
Maryland
Cecil County Public Schools, Cecil County, Md.
Contact: Jim Fite (jfite@ccps.org)
Cecil County Public Schools used the IAQ Tools for Schools guidance to identify solutions for several IAQ concerns, including a printing operation, custodial procedures and boilers requiring replacement. The IAQ Tools for Schools guidance gained widespread support in the community because information was presented that tied IAQ to student performance. Since using this guidance, Cecil County Public Schools has experienced a 40 percent reduction in IAQ complaints. In addition, roughly 96 percent of IAQ complaints are investigated within 24 hours.
The Baltimore County Public Schools, Middle River, Md.
Contact: Sean Joyce (sjoyce@bcps.org)
Baltimore County Public Schools continues to expand its IAQ management plan and has successfully incorporated a group of 54 schools into an IAQ program based on the IAQ Tools for Schools guidance. They established IAQ teams in all county schools and created an annual training for new IAQ coordinators. IAQ concerns now receive the highest priority in the school district's maintenance work order system, resulting in quick resolution of potential problems. The county also improved communication in schools by modifying checklists from the Action Kit to include a summary page to report key findings, recommendations and resolutions. An IAQ newsletter keeps staff up-to-date on IAQ issues.
Frederick County Public Schools, Frederick, Md.
Contact: Laura Olsen (laura.olsen@fcps.org)
Frederick County Public Schools recognized the critical importance of healthy school environments to their educational mission and launched an IAQ management program based on the IAQ Tools for Schools guidance. With senior management support, a multi-disciplinary team created maintenance clusters to organize and divide maintenance responsibilities across small groups of schools and streamline necessary repairs. The team institutionalized a building maintenance and repair tracking system to identify IAQ needs at the individual building level. The district uses low VOC chemicals and ensures that HVAC equipment is easily accessible to facilitate the maintenance and replacement of air filters. Lastly, the district encourages open and honest communication about IAQ issues by accepting IAQ complaints in a variety of ways, including work orders, phone calls or emails. The IAQ management team conducts annual assessments through customer satisfaction surveys in order to improve their service from year to year.
Harford County Public Schools, Bel Air, Md.
Contact: Keith Jewell (Keith.Jewell@hcps.org)
Working in partnership with the American Lung Association, Harford County Public Schools established IAQ guidelines for team formation, walkthrough inspections and reporting complaints, but allows flexibility to meet the needs of individual schools. Harford County Public Schools has an effective communications plan that involves the school community, including training on IAQ and maintenance and parent notification through newsletters and cable access programming. This school district's IAQ efforts have been successful due to the effective communication and partnerships within the community.
Montgomery County Public School District, Rockville, Md.
Contact: Sean Yarup (sean_r_yarup@mcpsmd.org)
Montgomery County Public School District recognizes that indoor air pollutants can trigger asthma problems and allergic reactions. The district works with Montgomery County health officials, parents, employee groups and the Montgomery County Asthma Improvement Resources Coalition to take the message of the IAQ Tools for Schools guidance into the school community and beyond. The district is also participating in a study titled "Health, Energy and Productivity in Schools," which is run by the HP-Woods Research Institute.
Pennsylvania
Millcreek Township School District, Erie, Pa.
Contact: Brad Dunn (bdunn@troy.mtsd.org)
Millcreek Township School District modeled proactive IAQ management techniques in district schools. The district maintenance supervisor visited each school, showed a walkthrough video, conducted initial inspections and prepared work orders for any apparent problems. This significantly improved the IAQ in each school in the district. Millcreek Township School District shares information about its IAQ program and progress with a union network of 20 other districts.
North Penn School District, Landale, Pa.
Contact: Mark Stein (steinmr@npenn.org)
The administration at North Penn School District jumped on the idea of utilizing the IAQ Tools for Schools Framework to proactively avoid problems in the future. All facilities department supervisors and head custodians participated in trainings. The district began utilizing an innovative IAQ scorecard to track IAQ considerations so that schools could identify problems early on. The scorecard, coupled with an internet-based work order system and monthly inspections, now helps North Penn continuously assess and monitor all indoor environments. In addition, the district utilizes an integrated pest management program and green cleaning practices to minimize student and staff exposure to chemicals. The facilities department has also implemented a 24-hour response time for any IAQ complaint. After a thorough investigation, the building occupants are advised of the results of the investigation. This exemplary responsiveness combined with continuously looking for ways to proactively manage IAQ threats, allows North Penn to provide a healthy and safe environment for both students and staff.
The School District of Philadelphia, Philadelphia, Pa.
Contact: Francine Locke (flocke@philasd.org)
As the eighth largest school district in the country, with approximately 25,000 staff, 163,000 students, and over 350 buildings that have an average building age of 63 years, The School District of Philadelphia has faced significant challenges in creating healthy indoor environments within its schools. To tackle its challenges, the district developed an IAQ management program using the IAQ Tools for Schools guidance and received mentorship from a successful school district — Baltimore County School District. The IAQ program is comprised of empowered sub-committees that focus on solving IAQ issues in all schools. Using a collaborative approach, the school district successfully addressed and remediated IAQ issues by securing staff and stakeholder buy-in of IAQ management efforts, conducting building walkthroughs to identify issues, and tracking and evaluating data to inform program impact and revisions. By prioritizing its IAQ issues and communicating its efforts throughout the school community, the district has made strides in creating healthy learning and working environments for all students, staff and faculty.
Radnor Township School District, Wayne, Pa.
Contact: Leo Bernabei (leo.bernabei@rtsd.org)
Radnor Township School District not only established an exemplary IAQ management program based on the IAQ Tools for Schools guidance, but additionally, built a new school designed to be free from toxins and other IAQ hazards. This school won the Governor's Award for Environmental Excellence. Radnor also developed a written protocol for maintenance procedures in all of the district schools.
Reading School District, Reading, Pa.
Contact: Craig Bramble (bramblec@readingsd.org)
Reading School District has implemented an extensive IAQ communications and outreach effort in each of the district's 19 schools. The district educates school staff, school board officials, community members, parents and school nurse associations about IAQ issues in schools by distributing IAQ Tools for Schools Action Kits and supporting materials. The district involved local businesses in an innovative "Adopt a School" program to secure funding for building repairs while providing opportunities for positive recognition of participating organizations. After IAQ improvements were made, school nurses noticed a decline in the number of student visits to the nurse's office for asthma medication and health complaints. The IAQ Tools for Schools Action Kit helped Reading School District establish a successful IAQ management program for identifying and resolving IAQ problems, including asbestos, lead and mold.
Robert K. Shafer Middle School, Bensalem Township School District, Bensalem, Pa.
Contact: Tom Vasek (tvasek@bensalemsd.org)
Bensalem School District implemented the IAQ Tools for Schools guidance in response to citizen concern over poor IAQ in schools. Six schools were pilot IAQ Tools for Schools partners, and all have identified and mitigated a long list of IAQ problems — ranging from bird nests in HVAC systems to chlorine infiltration in classroom air. The district continues its dedication to sustaining a comprehensive IAQ management program and ensuring healthy learning environments for students and staff.
Virginia
Contact your Regional representative to find an IAQ Champion.
West Virginia
West Virginia Department of Education, Charleston, W.Va.
Contact: Bill Elswick
West Virginia's Department of Education implemented a proactive IAQ program that is supported by the West Virginia Bureau of Public Health and the West Virginia Legislative bodies. Staff members have completed IAQ reviews, identified problems, and provided technical assistance and recommendations to schools for resolution of problems. Outreach and education to the public, school personnel and local county officials has been accomplished through the presentation of training programs and cooperative efforts with the Department of Health.
Region 4 IAQ Champions
EPA Region 4 Contact
LaShon Blakely (blakely.lashon@epa.gov)
Phone: (404) 562-9136
Address: Sam Nunn Atlanta Federal Center, 61 Forsyth St., SW, Atlanta, GA 30303
This information will be updated, so please check back. The page was last updated on January 31, 2013
Alabama
Jefferson County Public Schools, Birmingham, Ala.
Contact: Eddie Brown (ebrown@jefcoed.com)
Jefferson County Public Schools (JCPS) experienced an unusual and expensive IAQ problem when a smoke and chemical backup during a roof replacement led to the medical treatment of students and staff and required a $450,000 cleanup effort. The local chapter of the American Federation of Teachers brought the IAQ Tools for Schools guidance to the attention of the district administrators and, along with the National Education Association, provided grant funding for IAQ trainings. Initial walkthrough inspections revealed technical problems, such as closed dampers and clogged filters. Addressing problems that had existed for years, such as inadequate ventilation in the classrooms and asthma triggers, became higher priorities once channels of communication had improved and response procedures were in place. While continuing to resolve existing problems, JCPS is focusing on the future by introducing a green cleaning pilot program in eight schools while serving as an IAQ mentor for other Alabama school districts.
Florida
Hillsborough County Public Schools, Tampa, Fla.
The IAQ team at Hillsborough County Public Schools credits its program ─ which is based on the IAQ Tools for Schools guidance ─ with saving thousands of dollars and creating a greater understanding of IAQ issues among staff. The district trained its safety specialists in the identification and resolution of basic IAQ problems. The district continues its dedication to sustaining a comprehensive IAQ management program and ensuring healthy learning environments for students and staff.
Okaloosa County School District, Walton Beach, Fla.
Contact: Bill Smith (smithw@okaloosa.k12.fl.us)
Prior to developing an IAQ management program, Okaloosa County used to receive hundreds of IAQ complaints each year. Led by Dr. William (Bill) Smith, district Director of Facilities, the school district aggressively implemented an IAQ management program based on the IAQ Tools for Schools guidance and has seen a dramatic drop-off in IAQ problems. Its success led the school board to adopt the IAQ Tools for Schools approach as policy, making it mandatory for all facilities.
Pinellas County School Board, Largo, Fla.
Contact: Thomas Ladun (ladunt@pcsb.org)
Located in Florida's most densely populated county, Pinellas County Schools (PCS) faced a challenging climate and tight budget constraints. After a serious mold outbreak, PCS adopted an IAQ management plan and appointed a single coordinator to standardize responses to IAQ concerns — with an emphasis on prevention and prioritization. Integrated pest management, radon screening, and other procedures are used to help prevent future problems. The district initially implements short-term fixes to address any problems that arise, and then seeks to identify long-term solutions.
The School Board of Broward County, Fort Lauderdale, Fla.
Contact: Jeffery Moquin (jeffrey.moquin@browardschools.com)
The district operates its IAQ management program with complete senior level buy-in, from the superintendent to the school board. Technology also plays a major role in the district's success. IAQ information is collected during building walkthroughs by hand-held personal data assistants, which automatically assign a priority code and upload to a district database. Reports and follow-up actions are then placed on the district's website, where stakeholders can easily access them. Other innovations include a no-idling policy for school buses and the adoption of sustainable building approaches such as the use of green cleaning products. The IAQ Tools for Schools guidance has become institutionalized through the budgeting process as well, with resources earmarked for HVAC and roof maintenance needs.
The School District of Palm Beach County, West Palm Beach, Fla.
Contact: Chris Skerle (cskerlec@palmbeach.k12.fl.us)
The School District of Palm Beach County maintains good IAQ in their 160 schools through continual training, policies and perseverance. Palm Beach County School District established the Environmental Control Office, which used the methods and analysis outlined in the IAQ Tools for Schools Action Kit to develop programs for HVAC preventive maintenance, integrated pest management, carpet removal and classroom pets. The district has noted a drop in IAQ-related complaints since this program was developed.
Georgia
Richmond County Board of Education, Augusta, Ga.
Contact: Benton Starks (benton@rcboe.org)
The Richmond County Board of Education believes that a safe, healthy and orderly environment is essential to learning. For this reason, when the district encountered costly IAQ issues, it decided to follow the IAQ Tools for Schools guidance in order to turn its reactive approach to IAQ into a proactive low-cost, environmental and energy management program. Believing that effective communication is key to creating healthy learning environments, the IAQ team presented an IAQ management plan to the board and it was approved. Now that the plan is in place, the district educates staff on IAQ issues, conducts walkthroughs, and develops low-cost solutions to maintaining a healthy learning and working environment for students, faculty and staff. Additionally, the district fosters friendly competition among its schools through contests that encourage cleanliness and recognizes its own IAQ champions.
Savannah-Chatham County Public School District, Savannah, Ga.
School nurses work on the front lines of the Savannah-Chatham County Public School District's IAQ efforts. In August 2000, the district and the Chatham County Board of Health's Environmental Health Division provided the IAQ Tools for Schools Action Kit and training to nurses at all 54 schools. The nurses began implementing this guidance by developing asthma management plans and sharing information with parents and school staff. The district's risk manager also provided IAQ training to maintenance and custodial staff. The district and Health Department are taking the IAQ message beyond the school, cooperating with community groups and government agencies to promote improved IAQ in homes.
Kentucky
Jefferson County Public Schools, Louisville, Ky.
Contact: Jim Vaughn (jim.vaughn@jefferson.kyschools.us)
Developing a proactive approach to managing IAQ district wide, Jefferson County Public Schools took steps to improve knowledge, communications and teamwork. Using the information provided in the IAQ Tools for Schools Action Kit, the district offers training for team building and problem solving skills focused on managing and preventing IAQ problems. Team members conduct weekly walkthroughs in all schools, implement an integrated pest management program, conduct routine radon testing and mitigation, and regularly monitor airflow in its buildings. These efforts have led to concrete results — student attendance rates and test scores are rising, and there are fewer complaints about IAQ issues. The district's other outreach efforts include serving on various organization boards, participating in school and organization meetings, and encouraging other school districts to adopt good IAQ practices.
Mississippi
Contact your Regional representative to find an IAQ Champion.
North Carolina
Charlotte-Mecklenburg Schools, Charlotte, N.C.
Charlotte-Mecklenburg Schools has systematized its IAQ management efforts. Any building occupant can draw attention to a potential issue by submitting a request online or through a call center — and get a response within 24 hours from one of the district's trained building services staff. The district completed a baseline assessment of its buildings, and analyzed the data with the University of Tulsa. The district has also embraced the U.S. Green Buildings Council's LEED certification program for high-performance schools. District staff trained 22 other North Carolina school districts and participated on a state panel focusing on K-12 sanitation rules and contributed articles on IAQ, mold and radon.
South Carolina
Buist Academy for Advanced Studies, Charleston, S.C.
Students played a pivotal role in launching the Buist Academy for Advanced Studies' IAQ management program. In 2000, a sixth grade class designed a model classroom to demonstrate how the learning environment could be improved. Using checklists provided in the IAQ Tools for Schools Action Kit, students, along with staff members, performed walkthroughs to identify areas of primary concern. They focused on window restoration and researched the impacts of natural lighting in classrooms on health, academic performance and energy costs. The following year's sixth graders continued the project by conducting several months of research to determine alternatives to worn-out carpet in the school. After reviewing the students' report, the school board and PTA approved new window and carpet purchases for the school using outside funds, including contributions from student fundraisers, local businesses and manufacturers. The students have also participated in presentations to local youth service organizations and prepared a video to help other schools implement the IAQ Tools for Schools guidance. This involvement has generated positive publicity and interest from organizations and other school districts.
Tennessee
Blount County School System, Maryville, Tenn.
Contact: Brian Bell (bellb@blountk12.org)
Blount County School System established an IAQ prevention and remediation structure, using the IAQ Tools for Schools guidance to address mold and HVAC issues in their schools. The central IAQ committee includes school administrators, county government, an HVAC contractor and a school architect.
Don Ray, Tennessee Department of Environment and Conservation's Air Quality Division, Nashville, Tenn.
Don Ray of the Tennessee Department of Environment and Conservation's Air Quality Division — through his effective collaboration with local and state health and education departments — works to improve IAQ in Tennessee schools. He has regularly organized regional semi-annual IAQ workshops for schools' administrators, teachers, nurses and facility personnel. Don's unflagging support and tenacious school outreach efforts have contributed to the increased use of the IAQ Tools for Schools Action Kit.
Williamson County School District, Franklin, Tenn.
After its success with the American Lung Association's Open Airways Program, Williamson County School District decided to implement the IAQ Tools for Schools guidance — starting out with completing IAQ walkthroughs. The walkthroughs led to the development of IAQ-related goals for the maintenance department. These changes included replacing plug-in deodorizers with natural alternatives, limiting classroom pets and drafting plans for ventilation system replacement. The IAQ team educated school staff during faculty meetings and coordinated district-wide asthma training during teacher in-service days. The maintenance department also played a critical role by creating detailed packets that explained the district's IAQ management plan, results of walkthroughs and reference materials.
Region 5 IAQ Champions
EPA Region 5 Contact
Jeanette Marrero (Marrero.Jeanette@epa.gov)
Phone: (312) 886-6543
Address: 77 West Jackson Blvd., Mail Code (AT-18J), Chicago, IL 60604-3590
Illinois
East Dubuque Community Unit School District #119, East Dubuque, Ill.
In fall 2000, the superintendent and maintenance director for East Dubuque Community Unit School District began conducting IAQ Tools for Schools walkthroughs in their school buildings. In May 2002, the team expanded to include the school nurse, home economics teacher, bus driver, cooks, art teachers, science teachers and custodians. The nurse currently collects data on asthma-related visits to her office, which will be used to determine trends in asthma and other IAQ-related illnesses in the district before and after IAQ improvements. With the support of the school board, the team has successfully responded to IAQ issues in the school district and networks with other schools in the region to promote their program.
IL Education Association IAQ Task Force, Springfield, Ill.
Contact: Amy Courson-Brock (amy.courson-brock@ieanea.org)
Sue Schoff (sue.schoff@yahoo.com), Environmental Issues Task Force
The Illinois Education Association IAQ Task Force advocates for healthy school environments across the state. The Task Force educates administrators, facilities management workers, teachers, nurses and principals about the importance of healthy indoor environments and highlights the IAQ Tools for Schools Six Key Drivers as the gold-standard approach in effective IAQ management. Each year, members of the Task Force speak at a variety of local and state meetings and conferences, provide materials to school districts across the state, and encourage these districts to implement an IAQ management program based on the IAQ Tools for Schools guidance.
Naperville Public School District, Naperville, Ill.
Contact: Tom Malamos (tmalamos@naperville203.org)
Naperville Public School District decided to implement an IAQ management program based on the IAQ Tools for Schools guidance to help improve resolution of IAQ issues and complaints of flu-like symptoms. The district used the Action Kit as a starting point, adding a teacher survey, developing a flow chart to organize complaint procedures, regularly reporting to the School Board and other initiatives. The district has steadily gained positive media coverage of its efforts.
Indiana
Art Henderlong, Indiana State Teachers Association, Merrillville, Ind.
Art Henderlong has been instrumental in ensuring that IAQ in Indiana's schools is conducive to teaching and learning. Art has been involved in educating students for more than 20 years — first as a high-school science teacher and now as a nationally-recognized advocate for children and good IAQ in schools. Henderlong's work stresses the importance of collaboration with local, state and national agencies to foster action. As a UniServ Director for the Indiana State Teachers Association, Henderlong represents seven school districts, 43 schools and 1,300 members across the state. At the state level, Art has forged partnerships with EPA Region 5, the Indiana Department of Environmental Protection and other agencies that have helped raise awareness and supported action through education, trainings and other outreach efforts.
Michigan
Contact your Regional representative to find an IAQ Champion in your state.
Minnesota
Dale Dorschner, Minnesota Department of Health
Contact: Dale Dorschner (Dale.Dorschner@state.mn.us)
Dale Dorschner, a Minnesota Department of Health employee, provides statewide support for the IAQ Tools for Schools approach. He consistently provides expert technical IAQ-related advice, offers specialized support, and conducts trainings for schools and districts throughout the states of Minnesota and Washington.
Elk River Area Schools (Independent School District 728), Elk River, Minn.
Contact: Tom Baranick (thomas.baranick@isd728.org)
Elk River Area Schools have been pioneers in IAQ program design and maintaining healthy schools. They have implemented proactive IAQ management practices by providing annual reminders to all staff about how to register IAQ concerns and conducting regular walkthrough inspections of the school facilities. Elk River has emphasized research and resource development, and their efforts were the subject of a University of Minnesota School of Medicine study that measured the carbon dioxide reduction and health effects of improved ventilation on students and staff. With support from the Minnesota Office of Environmental Assistance, the district created a guidebook for school board members.
Mankato Area Public Schools, Mankato, Minn.
Contact: Joe Meixl (jmeixl1@isd77.org)
Mankato Area Public Schools has engaged the entire staff in the process of identifying and resolving IAQ issues. In addition to a convenient and efficient complaint process, the district sends an annual survey to each employee, thereby drawing attention to situations that had yet to generate complaints or illness. The districts training process is just as thorough. All administrators and principals receive an annual overview of the IAQ program, while frontline personnel receive detailed updates.
New Ulm Public Schools, New Ulm, Minn.
After carpeting upgrades adversely affected air quality and student health, New Ulm Public Schools established a district-wide IAQ program that involved staff, students and unions. The program, which made good air quality in the learning and teaching environment a policy priority, is regarded as a national model for rural school districts with limited means.
Rochester Public Schools, Rochester, Minn.
Since 1995, Rochester Public Schools has maintained high standards of IAQ by implementing a major maintenance plan. This plan helped the district plan roof, window, carpet, floor tile, and mechanical replacements and upgrades in order to keep buildings in good operating condition. Rochester Public Schools has not experienced any major IAQ problems due to their proactive and well-planned preventive maintenance program.
Wayzata Public Schools, Plymouth, Minn.
Contact: Rodger Schaefbauer (rodger.schaefbauer@wayzata.k12.mn.us)
After dealing with asbestos, mold and other issues, Wayzata Public Schools distributed staff surveys and completed IAQ testing to demonstrate to the community that IAQ has a significant impact on student safety and staff health. With the help of the IAQ coordinator, the district launched an IAQ management plan. This leadership, combined with the dedicated health and safety team and senior level support for the program, ensures that the district's IAQ management program is integrated and included in the annual budget. In addition to a detailed IAQ management plan being reviewed yearly, district staff or a vendor conducts annual building walkthrough assessments. To respond to IAQ concerns, the IAQ coordinator investigates each staff concern, while repair and follow-up are conducted through the district's work order system embodying the team approach.
Ohio
Barbara Johnson, Allergy & Asthma Network Mothers of Asthmatics (AANMA), Columbus, Ohio
As an Allergy & Asthma Network Mothers of Asthmatics Outreach Service volunteer, Johnson helped change attitudes about IAQ in schools in her community. Barbara's creative thinking, determination and patience enabled her to bring the IAQ Tools for Schools guidance to schools with IAQ issues in her area and help them realize the value and benefits of healthy indoor environments for students and staff.
Delaware Joint Vocational School, Delaware, Ohio
Delaware Joint Vocational School implemented an IAQ management program using the IAQ Tools for Schools guidance to address humidity, carpet maintenance, chemical use and storage, and water intrusion issues. Working with the Delaware General Health District and the Ohio Department of Health, the school organized an IAQ team representing staff from all levels. They then modified the checklists provided in the Action Kit to meet the specific needs of a vocational school setting comprised of several laboratories and wood working areas. Team members completed checklists and made suggestions to improve building air quality. The IAQ Coordinator presented the team's IAQ management plan and the school's success with IAQ Tools for Schools at Board of Education meetings and statewide conferences. Delaware Joint Vocational School continues to use the resources provided in the IAQ Tools for Schools Action Kit to help team members identify facility problems, make repairs, and address staff concerns for better communication and a healthier school environment.
Huber Heights City Schools, Huber Heights, Ohio
After attending seminars on IAQ Tools for Schools sponsored by the Ohio Department of Health and the American Lung Association, the district's maintenance supervisor met with the Safety Committee to communicate the importance of good IAQ. After the school board approved implementation of the Action Kit, the maintenance department organized a kickoff meeting and received positive recognition from local media. The maintenance supervisor organized an IAQ Team at each school and conducted workshops to train staff. The IAQ teams participated in walkthroughs and completed checklists to help maintenance staff identify problems. Several low-cost solutions were implemented, including installing ventilator filters to capture more contaminants, using anti-bacterial tablets to inhibit mold and mildew growth in HVAC coils, removing carpet and installing tiles, fixing or replacing exhausts and vent fans, and replacing spray pesticides with baits and traps for better pest management.
Mayfield City School District, Mayfield Heights, Ohio
Contact: Frank Sever (fsever@mayfieldschools.org)
Mayfield City School District designated an IAQ Coordinator to address its concerns. By using the IAQ Tools for Schools guidance, the district was able to take steps to create a healthy learning environment for all students and staff. The steps taken included: comprehensive training for custodial staff; an anti-idling policy for school buses; an integrated pest management initiative; and regular meetings with teachers, who learned how to complete the IAQ Tools for Schools checklist for each of their classrooms. The district's program relies on strong collaboration between the administration, building operations and maintenance personnel, and the teachers union. This has resulted in improved awareness, communication and commitment to IAQ, as well as increased trust, confidence and pride throughout the school system.
Perkins Local Schools, Sandusky, Ohio
After a mold contamination issue, Perkins Local Schools turned to the IAQ Tools for Schools guidance to complete mold remediation, rebuild community and student trust, and create a healthy learning environment for students and staff. The district established an IAQ newsletter and opened IAQ committee meetings to the press. Perkins Public Schools cooperated with Erie County and the Ohio Department of Health to customize their walkthrough checklists and adapt the IAQ Tools for Schools Action Kit for the needs of the district.
West Carrollton City School District, Delaware, Ohio
Starting with top management, West Carrollton City School District is fundamentally committed to good IAQ. The Board of Education established five district goals, one of which was "to continuously provide for a healthy/safe learning/working environment." The district follows up on each IAQ complaint by interviewing the complainant before and after the problem has been addressed. The results speak for themselves: one school experienced a 12.2 percent decrease in absenteeism in one year (8.6 percent district wide). West Carrollton is becoming known as a regional resource for IAQ management.
Wisconsin
Greendale School District, Greendale, Wis.
Contact: Erin Green (erin.green@greendale.k12.wi.us)
Greendale School District used the Indoor Air Quality IAQ Tools for Schools guidance as a guide to improve their maintenance program. The IAQ program strategy includes IAQ trainings, regular duct system cleaning, inspection of roofing materials and replacement and repair to reduce risks, and facility inspections throughout the year to identify IAQ risks early. Greendale's commitment to healthy school environments has evolved into a holistic approach to environmental management. The district implemented policies to improve and protect outdoor air quality in areas that children frequent, including relocating school bus loading areas farther away from schools, limiting bus idling time and initiating a recycling program. Funds saved from these environmental management practices have remained in custodial budgets and are used for IAQ preventive maintenance efforts.
Kenosha Unified School District #1, Kenosha, Wis.
Contact: Kevin Christhoun (kchristo@kusd.edu)
With two new maintenance staff members and a pre-existing environmental crew, Kenosha Unified School District No. 1 incorporated the IAQ Tools for Schools guidance into its regular maintenance regimen. After developing IAQ guidelines the crew started an air monitoring program to ensure that occupied spaces met American Society of Heating, Refrigerating, and Air-Conditioning Engineers (ASHRAE) ventilation standards. To ensure proper communication, results are posted online and emailed to all parties involved. A work order system helps the crew stay abreast of IAQ problems and respond quickly. The district also adopted an integrated pest management program in combination with animal control and hazardous chemical policies to further mitigate IAQ risks. District custodial staff members developed numerous presentations given statewide on all topics related to IAQ. Putting that knowledge into practice allows the district to continuously assess and track IAQ metrics. Since the launch of the IAQ program, year-to-year attendance rates have risen while the number of IAQ complaints has decreased.
Milwaukee Public Schools, Milwaukee, Wis.
Contact: Michael R. Gutierrez (gutiermr@milwaukee.k12.wi.us)
Milwaukee Public Schools (MPS) established an IAQ committee to address aging facilities. The MPS Facilities Division augmented its existing air quality activities with the IAQ Tools for Schools guidance. The district administration has utilized grant monies from EPA Region 5 to facilitate health fairs and teacher training on IAQ issues. Teachers have been participating in a classroom survey pilot program in conjunction with Fight Asthma Milwaukee. The result has been a sense of empowerment by the teachers and staff to take charge of their own indoor environments to reduce air quality incidences, promote good will, and, in turn, reduce absenteeism.
Region 6 IAQ Champions
EPA Region 6 Contact
Stacy Murphy (murphy.stacy@epa.gov)
Phone: (214) 665-7116
Address: 1445 Ross Ave. (6PD-T), Dallas, TX 75202-2733
This information will be updated, so please check back. The page was last updated on April 24, 2012
Arkansas
Contact your Regional representative to find an IAQ Champion in your state.
Louisianna
Recovery School District of Louisiana, New Orleans, La.
Contact: Tiffany Delcour (tiffany.delcour@rsdla.net)
Hurricane Katrina damaged 80 percent of the Recovery School District's (RSD's) facilities, causing $1.8 billion in damages and a slew of IAQ problems. But the issue of IAQ didn't start with Katrina, it began with deferred maintenance costs before the storm. After Katrina, RSD created a district-wide, master rebuilding plan encompassing all aspects of the renovation process — including how to tackle the issue of IAQ. As part of the master plan, RSD used the IAQ Tools for Schools guidance to implement a specific IAQ strategy tailored to the district's needs. Not only did RSD establish an air quality team at each school, RSD also implemented recommended guidelines, prioritized remediation issues, employed focused preventative maintenance strategies, and reached out to community organizations and leaders for mentorship and support.
New Mexico
Contact your Regional representative to find an IAQ Champion in your state.
Oklahoma
Contact your Regional representative to find an IAQ Champion in your state.
Texas
Carrollton-Farmers Branch Independent School District, Carrollton, Texas
Contact: Victor Melton (meltonv@cfisd.edu)
The Carrollton-Farmers Branch Independent School District recognized that managing IAQ was critical to ensure the health and safety of school building occupants. In 2002, the district developed a TEAMS (Tools for Schools, Energy, Asbestos, Moisture Management, Safety and Security) approach to managing school environments and established a team to identify and address health and safety issues. IAQ Tools for Schools was instrumental in helping the district develop policies and educational tools within the TEAMS framework. One of the most inspiring aspects of the TEAMS approach is that it is not sustained through mandated policies; TEAMS is a concept that exists to educate and explain items that can negatively impact the learning environment. Principals and campus leadership can then establish policies to suit the needs of their students. It is because of this integrative approach that faculty and campus leadership take full program ownership and ensure its continued implementation.
Cypress — Fairbanks Independent School District, Houston, Texas
Contact: Tammy Blankenship (tammy.blankenship@cfisd.net)
Cypress-Fairbanks (Cy-Fair) is one of the 50 largest school districts in the country and is located in a climate that can promote mold growth and other IAQ hazards. Cy-Fair has met its challenges by developing significant in-house expertise. For example, 17 employees trained in mold assessment and remediation saved the district funds by doing mold remediation in the summer while building up the team's skills. By applying the full range of IAQ Tools for Schools recommendations, this program has established credibility and confidence in the district's ability to address IAQ issues. Teachers, staff, parents, and administrators know their IAQ concerns are heard and acted upon in an effective and timely manner.
Eanes Independent School District, Austin, Texas
Contact: Laura Santos-Farry (lfarry@eanesisd.net)
Eanes ISD encountered IAQ problems seven years ago when facilities staff received reports of poor air quality in certain schools. Immediately, district staff relied on the IAQ Tools for Schools Kit's Problem-Solving Wheel to detect IAQ problems, including poor ventilation, water damage, and foul odors. Staff attended workshops and seminars addressing IAQ issues, which helped guide the formation of the district's IAQ Management Program and Team. The IAQ Team currently shares updates on the district's IAQ improvements via the internal staff newsletter and discusses issues during faculty and parent association meetings. In the spring of 2002, Eanes ISD approved a $67 million bond issue to renovate schools and upgrade equipment and maintenance practices for better air quality and ventilation. The district continues to be proactive in addressing concerns and is committed to sustaining their IAQ management program to improve the condition of school facilities.
El Paso Independent School District, El Paso, Texas
El Paso Independent School District responded to mounting indoor air quality concerns during the 1998/99 school year by implementing IAQ Tools for Schools guidance. It used information from the IAQ Tools for Schools Kit to establish a district-wide (72 of 84 school campuses) air quality survey, response, and problem prevention program. The district reports that IAQ Tools for Schools enabled a highly organized, logical response to indoor air quality issues that fostered teamwork and a sense of mission district wide, resulting in a higher quality learning environment.
Fort Bend Independent School District, Stafford, Texas
Contact: Bill Steber (Bill.Steber@fortbend.k12.tx.us)
Fort Bend Public School District worked hard to overcome problems with communication and bring representatives from across the school community embrace the IAQ Tools for Schools guidance. For example, each school sent an IAQ fact sheet in English and Spanish to parents. IAQ information pamphlets are available at front offices and clinics, while teachers can complete their checklists on line. Two district IAQ coordinators manage IAQ management efforts in each school. Fort Bend has overcome hurdles of communication and organization to build an effective IAQ program. Today, Fort Bend assists other districts with communications issues related to IAQ.
Katy Independent School District, Katy, Texas
Contact: Peggy Caruso (peggylcaruso@katyisd.org)
Katy Independent School District continues to step up its commitment to IAQ since winning the National Excellence Award in 2005. An indoor air quality specialist heads its Environmental Department, and leads a ten-member team responsible for investigating any complaint within 24 hours and following up until resolved. Many other personnel have been trained to look for potential IAQ problems in the course of their routine duties. The district has developed an IAQ training manual, with program procedures and other guides continuing to be written. Three years after Katy ISD established its program, voters in the district passed a bond issue that financed new roofs and waterproofing for 15 schools. The return on investment can also be affirmed through standardized test scores, where Katy ISD students consistently outperform both their state and national peers. As the district continues its tremendous growth, IAQ is an established part of the culture.
Keller Independent School District, Keller, Texas
Contact: Frank DiNella (frank.dinella@kellerisd.net)
A decision was made in 2007 to incorporate the IAQ Tools for Schools guidance into all campuses in the Keller Independent School District. This effort was made in response to the district's desire to address student health and academic performance. School nurses are highly regarded in the district and were designated as the eyes and ears of the IAQ Team at each school. The IAQ program features a strong asthma management component, including changes to the physical buildings, such as removing all carpeting from classrooms and utilizing green cleaning products. Using tools, such as School Dude, an online work order system, and HealthySEAT, also assists the district in proactively managing IAQ risks. A dedicated IAQ technician helps not only assess the indoor environments, but also assists in communicating with the local PTA and staff about the district's IAQ efforts. Newsletters, websites, health fairs and written guidance make up just a few of Keller Independent's communication methods. The district also has implemented a comprehensive evaluation system, where annual surveys of all campus administrators are conducted to obtain feedback on the IAQ program.
North East Independent School District, San Antonio, Texas
Contact: Diane Rhodes (drhode@neisd.net)
Since North East Independent School District received the IAQ Tools for Schools National Excellence Award in 2008, it has engaged in a rigorous effort to institutionalize its IAQ management plan. As a part of this process, the district revised its custodial services management practices, implemented a green cleaning program and developed a "Campus Analysis" internal accountability system to integrate independent school and student databases into one data analysis system to be used in strategic planning. Just as significant, the district moved 202 classrooms that were once held in portable buildings into brick framed permanent two story classroom buildings. North East consistently communicates with both internal and external audiences about healthy indoor environments. In order to educate students about asthma management and indoor environments, IAQ curriculum is now integrated into a year-long 'Healthy Lifestyles' freshman health course. The district's IAQ management plan also features a comprehensive health data reporting system.
Peggy Caruso, Katy Independent School District, Katy, Texas
Contact: Peggy Caruso (peggylcaruso@katyisd.org)
Though Peggy Caruso has served as the Assistant Director of Maintenance and Operations, Environmental Department, at the Katy Independent School District (KISD) for the past six years, she has been involved with IAQ Tools for Schools since 2000. Peggy is a strong champion for IAQ management and has set up IAQ Tools for Schools in KISD, as well as in her previous district. Peggy partnered with the American Lung Association and Texas Department of State Health Services to educate others about utilizing IAQ Tools for Schools in their schools. Thanks to her efforts, KISD, which received EPA's Model of Sustained Excellence Award in 2007, continues to promote and fund the IAQ management program. KISD recently funded a $10 million bond for building envelope projects.
Plano Independent School District, Plano, Texas
Contact: Bruce Larson (Bruce.Larson@pisd.edu0
and Tony Pearson (Tony.Pearson@pisd.edu)
After the facility department spent $60,000 to eliminate mold contamination from a rented facility used for an early childhood center, district administrators realized the importance of a proactive approach to IAQ issues. IAQ Tools for Schools, supported by top-level management from the very beginning, was the driving force for their IAQ management plan. Their support began at a principal's meeting in December 2001, in which the Deputy Superintendent committed to implementing the Action Kit. Facilities staff posted electronic versions of the building inspection checklists on the district's Intranet site and regularly reported public IAQ updates on the district's website. The district developed a software program to analyze data collected from building checklists and walkthrough inspections. Facilities staff are progressively developing the IAQ program as a tool to implement and support the Preventive Maintenance Program and continues to receive the support of the district administrators for large IAQ projects.
Region 7 IAQ Champions
EPA Region 7 Contact
Bob Dye (dye.robert@epa.gov)
Phone: (913) 551-7605
Address: 901 North Fifth Street, Mail Code: AWMDAPDB, Kansas City, KS 66101
Iowa
Indianola Community School District, Indianola, Iowa
Contact: Jim Garrett (garrettj@indianola.k12.ia.us)
Indianola Community School District became aware of the IAQ Tools for Schools guidance through an Iowa Department of Education IAQ Tools for Schools workshop. During walkthroughs, staff found numerous and significant air quality problems. The IAQ Tools for Schools guidance enabled the district to develop a management plan and build team support with teachers and other staff. Initial air quality improvements in a pilot program at an elementary school have led to implementation of the program district-wide.
Kansas
Beth Marolf, American Lung Association of Kansas, Topeka, Kan.
Contact: Beth Marolf (bmarolf@breathehealthy.org)
EPA selected Beth Marolf as the first recipient of the Mentor of the Year Award for her outstanding achievement in promoting IAQ Tools for Schools. As the IAQ Tools for Schools Project Coordinator for American Lung Association of Kansas, she provided significant training and technical assistance to schools and formed IAQ management partnerships with hospitals, health clinics, and county health departments. She utilized a variety of methods to communicate the benefits of the program such as public marketing through local media, health fairs, conferences, and specialty publications developed for school administrators, maintenance staff, and parent-teacher organizations. Ms. Marolf also utilized an interactive satellite network to reach diverse populations and to train facilitators and school personnel in remote locations about the importance of IAQ management in schools.
Blue Valley School District #229, Overland Park, Kan.
Contact: Dave Hill (dhill@bluevalleyk12.org)
The District, a winner of a 2003 Indoor Air Quality Tools for Schools National Excellence Award, has shown tremendous leadership in its enthusiasm to explore innovative solutions to create exceptional indoor learning environments. Blue Valley has made IAQ management an integral component of its Strategic Plan, prioritizing target goals and institutional supports. Their success includes an active mentorship program providing leadership, education, and positive impacts to school districts in Kansas and Missouri. They have also adopted new protocols including low moisture carpet cleaners, Green Seal Certified cleaning chemicals, improved pest management procedures, dust control floor cleaning machines, micro fiber cleaning programs, and diesel bus retrofit initiatives. Recently, Blue Valley School District received full funding for a seven year comprehensive district-wide building envelope plan and major mechanical systems upgrade and replacement program, totaling more than $26 million in capital funds.
Wichita Public Schools — USD 259, Wichita, Kan.
Contact:Tim Phares (tphares@usd259.net)
Proactive is the hallmark of this district's program, which won the Indoor Air Quality Tools for Schools National Excellence Award in 2005. Its efforts begin with each school building having an onsite registered nurse trained to communicate any potential issues to the district's Environmental Services staff. Training is also emphasized, whether online or in-service. IAQ investigations are generated through a work order system; indoor air quality is also part of the annual safety inspection of all school buildings. Written protocols have been incorporated into the district's Safety and Health Manual. IAQ surveys and reports are also widely disseminated. All of these factors make for sustainable incorporation of the IAQ Tools for Schools guidance in the Wichita Public Schools.
Missouri
Independence School District, Independence, Mo.
Contact: Bob Robinson (brobinson@indep.k12.mo.us)
Independence School District (ISD) began working with the American Lung Association's Open Airways Program to help students manage their asthma and identify asthma triggers in school buildings. Health problems, such as sinus infections, bronchitis, and asthma, reported by staff prompted ISD to explore IAQ Tools for Schools. Facilities staff now use IAQ Tools for Schools checklists during regular building walkthroughs and have implemented a few routine cleaning practices for better maintenance, including changing filters every four months and notifying schools before pesticides are applied on school grounds. ISD maintains positive community relations, working with Lowe's Home Improvement Warehouse to collect building supply donations for IAQ projects. ISD staff are proactive in addressing complaints and have established a strong partnership with the City of Independence Health Department, earning the district positive recognition throughout the community.
Nebraska
Omaha Public Schools, Omaha, Neb.
Contact: Shelley Bengston (shelley.bengtson@ops.org)
Since receiving EPA's National Excellence Award in 2006, the Omaha Public Schools IAQ program has quickly taken their efforts to a higher level. Both the IAQ Team and coordinator have helped the district foster a culture where staff members now constantly seek out opportunities to improve IAQ. Mechanical and building systems, occupant activities, and cleaning and maintenance procedures are all reviewed for their potential detrimental impact on the indoor environment. Another cornerstone of Omaha's program is internal and external communication. All IAQ-related happenings are shared with staff members and the public via regular Web site postings, public meetings, and handbook and guidance revisions. In addition to this network, Omaha has utilized many state and local agencies that have offered guidance or provided technical review of proposed approaches to district IAQ problems. Omaha's leadership extends beyond their own community through their mentoring of other organizations and programs, including the Nebraska School Chemical Cleanout Campaign, where the district's chemical management plan was used as the prototype throughout the state. The program has taken great strides to ensure future financial sustainability by spreading out the cost of IAQ-related repairs across the entire Building and Grounds Department budget.
Scott Middle School, Lincoln, Neb.
Contact: Scott Wieskamp (swieska@lps.org)
Scott Middle School implements the IAQ Tools for Schools Kit in a creative way. The school formed not one but five IAQ management teams of teachers. Teachers use checklists to identify IAQ problems and take their findings back to their teams. This process happens twice a year and has led to improvements. For example, the school has documented high levels of formaldehyde, an issue that has been resolved by bringing in more fresh air. School personnel detected outside air pollutants wafting into the building from an illegal construction site trash fire, a problem which was easily fixed. Scott Middle School is seeing good results from this work. Before implementation of IAQ Tools for Schools, several children were diagnosed with symptoms of early respiratory complaints. The school's health office reported no such problems since the introduction of IAQ Tools for Schools.
Region 8 IAQ Champions
EPA Region 8 Contact
Ron Schiller (Schiller.Ron@epa.gov)
Phone: (303) 312-6017
Address: Mail Code (8P-AR), 1595 Wynkoop St., Denver, CO 80202-1129
Colorado
Adams Twelve Five Star Schools, Thorton, Colo.
Contact: Justin Laboe (Justin.M.Laboe@Adams12.org)
Adams Twelve Five Star Schools successfully bargained with the teachers union to implement standard procedures (such as phasing out volatile organic compound-based cleaning supplies) to ensure indoor air quality issues are handled expeditiously in their school district. To solidify the level of trust with teachers and parents, the district uses various communications methods, from the school cable channel to bulletin boards, to keep the community informed. Sharing their experience through the Colorado Association of School Executives, they serve as mentors to other schools within the state.
Montana
Contact your Regional representative to find an IAQ Champion in your state.
North Dakota
Mandan Public School District, Mandan, N.D.
Mandan Public School District first learned of IAQ Tools for Schools guidance from the American Lung Association of North Dakota, who conducted an information session for the district superintendent and several principals. Team leaders and volunteer staff completed checklists during walkthroughs and prepared an action plan to prioritize building repairs. The district identified three key problem areas: general cleaning practices, ventilation, and thermal comfort, which resulted in the suggested implementation of several low-cost solutions, including repairing air handling systems, replacing air filters regularly, using HEPA filter vacuum cleaners, cleaning floor drains and dry sink drains weekly, and landscaping grounds to divert water drainage from building foundations. Team leaders developed news releases and provided them to local media to share information on the district's successful IAQ program. Mandan Public School District continues to sustain their comprehensive IAQ management program based off the IAQ Tools for Schools guidance and uses the IAQ action plan to identify solutions and make repairs.
St. Mary's Central High School, Bismarck, N.D.
In October 2000, St. Mary's Central High School began using the IAQ Tools for Schools Kit to identify IAQ concerns and set priorities. Using checklists, IAQ team volunteers discovered the foundation surrounding the music room had settled and cracked, letting water seep through. The school used its own funds plus donations to fix the problem and replace the carpet. The school carried out numerous repairs and upgrades to the kitchen and dining areas based on evidence collected through the checklists. St. Mary's made good progress in a short time and continues to share its experiences with other schools.
South Dakota
Rapid City Area School District No. 51-4, Rapid City, SD
Contact: Ron Mincks (ronald.mincks@k12.sd.us)
Rapid City Area School District No. 51-4 (RCAS) exemplifies the importance of resourceful champions in producing results, especially given the fact that the district experienced no IAQ crisis. Leah Lutheran addressed IAQ as a private citizen, and was elected to the school board in 1998. Since that time, RCAS has mainstreamed IAQ into daily policies and procedures and has drawn upon a variety of available resources. The South Dakota Lung Association provided the district with their initial IAQ Tools for Schools Kits. A grant from the American Association of School Administrators allowed a six-member delegation to attend the IAQ Tools for Schools Symposium in 2002. EPA's Region 8 office awarded Rapid City a grant and they were instrumental in assisting with the implementation of the IAQ Tools for Schools guidance in the school district. EPA's Region 8 office also sponsored a workshop for administrators, nurses and custodial staff. Two schools that performed HVAC system upgrades documented a decline in absenteeism of almost five percent.
Utah
Salt Lake City School District, Salt Lake City, UT
Contact: Gregg Smith (gregg.smith@slcschools.org)
Salt Lake City School District maintains high standards of indoor air quality through an extremely thorough set of policies and a simple proactive plan. The district has implemented guidelines and policies to ensure proper maintenance of mechanical systems and school facilities. Careful logs of maintenance efforts are documented as part of the preventive maintenance policy. IAQ Tools for Schools has played a vital role in shaping their program. The District also has sustained a comprehensive integrated pest management (IPM) program for several years.
Wyoming
Contact your Regional representative to find an IAQ Champion in your state.
Region 9 IAQ Champions
EPA Region 9 Contacts
Barbara Spark (spark.barbara@epa.gov)
Phone: (415) 947-4189
Address: 75 Hawthorne Street, Mail Code: AIR-6, San Francisco, CA 94105
Shelly Rosenblum (rosenblum.shelly@epa.gov)
Phone: (415) 947-4193
Address: 75 Hawthorne Street, Mail Code: AIR-6, San Francisco, CA 94105
Arizona
Mesa Unified School District #4, Mesa, Ariz.
Regular complaints of stuffy air, mold, headaches, nausea, fatigue, and increased asthma episodes prompted Mesa Public Schools to develop a comprehensive IAQ management program. The district began using IAQ Tools for Schools guidance and designed a prototype modular classroom to test and monitor equipment that increases fresh air intake, maintains carbon dioxide levels, and eliminates IAQ problems in portable classrooms. IAQ Team members used checklists and the Problem Solving Wheel provided in the Kit to develop a flow chart for addressing IAQ and related health problems. Over the last several years, test scores have noticeably increased. The IAQ Team conducts regular meetings with faculty, parents and the community to share Mesa's experience and status with IAQ management. The Team has presented information on IAQ and mold at national workshops. Mesa Public Schools has received positive local and national recognition for its IAQ program and is committed to establishing a healthy learning environment in district schools.
California
Clovis Unified School District, Clovis, Calif.
Contact: John Poytress (jpoytress@cusd.com)
The experience of Clovis Unified School District demonstrates the importance of a team approach and the power of good communications to assure a healthy environment. Teachers were turning off their air handling systems to reduce noise levels, causing poor indoor air quality in the classrooms. School staff worked to find a solution that included reconfiguring the ductwork to lower the noise level in classrooms. Currently, students are able to learn in quiet areas with good ventilation due to this successful team approach.
Novato Unified School District, Novato, Calif.
Contact: Marie Chan (my.ch@comcast.net)
Novato Unified School District (NUSD) was confronted with a serious IAQ incident in 2001, prompting the need to more closely examine and manage IAQ. Beginning with a volunteer IAQ Steering Committee in 2003, the IAQ conversation evolved, eventually resulting in the introduction of the IAQ Tools for Schools guidance in pilot schools. In 2009, the district designed and launched its own customized online survey tool which has proven to be extremely useful for tracking IAQ and, along with the IAQ Tools for Schools guidance, has been progressively implemented throughout the district. During the 2008-2009 school year, the district established a Board-level Sustainability Committee. This Committee now considers IAQ, IPM, recycling, organic gardens and energy conservation issues in its advisory capacity to the Board. Additionally the entire district transitioned to green cleaning supplies, at no additional cost, including eliminating bleach and toxic floor strippers by switching to an aqueous-based floor coating for gym floors. The enforcement of existing policies, such as a ban on unapproved substances brought into the classroom, has also played an important role in the success of the NUSD IAQ management program.
San Francisco Unified School District/IAQ Policy Implementation Committee, San Francisco, Calif.
Contact: John Bitoff (jbitoff@muse.sfusd.edu)
San Francisco Unified School District (SFUSD) began working with EPA's Region 9 San Francisco Office in 1998 to address community concerns over rising asthma rates in district schools. SFUSD formed an IAQ Policy Implementation Committee to conduct building walkthroughs, identify sources of IAQ problems contributing to the rise in asthma cases, and establish maintenance guidelines to improve the condition of school facilities. The school nurse participating on the Team tracks health complaints submitted by district schools and recently reported that the use of asthma inhalers decreased dramatically after IAQ improvements were made. Committee members participate in the district's planning process and attend school staff meetings where they promote the importance of good IAQ practices.
Saugus Union School District, Saugus, Calif.
Contact: Adina Neale (aneale@saugus.k12.ca.us)
In 1999, Saugus Union School District (SUSD) implemented the IAQ Tools for Schools guidance and incorporated it into its environmental safety policy. SUSD appointed a teacher to be the district IAQ coordinator. As part of the focus of IAQ in the schools, teachers at each school elect a colleague to participate as the health and safety/IAQ coordinator each year. The school IAQ coordinator provides an IAQ Tools for Schools walkthrough checklist and in-service IAQ training to all school staff, prioritizes IAQ projects and files work orders. Twice a year, each school's IAQ committee conducts walkthroughs and administers an IAQ-related staff survey. Each school maintains an IAQ file of IAQ data from the current and previous year that is available to parents and community members. In 2002, the district created a safety and risk management department to better manage the program and standardize procedures for school IAQ coordinators. SUSD reports that asthma-related visits to the school nurse are now rare.
Visalia Unified School District, Visalia, Calif.
Contact: Joe Haley (jhaley@visalia.k12.ca.us)
Visalia Unified School District (VUSD) has incorporated indoor air quality (IAQ) best practices into every aspect of its operation. School board regulations require the superintendent to implement an IAQ program and to follow specific guidance on air quality, integrated pest management, lead exposure reduction, and asbestos management. VUSD actively communicates with its stakeholders and provides annual IAQ training for new site coordinators, maintenance and custodial staff. Each year, the IAQ coordinator and other staff inspect each school, sharing what they find during staff meetings and educating teachers and other staff about steps they can take to ensure good IAQ. Issues that are discovered are dealt with in a proactive manner to minimize disruption to the educational process. This ensures a strong link between assessment and reporting activities.
Hawaii
Contact your Regional representative to find an IAQ Champion in your state.
Nevada
Contact your Regional representative to find an IAQ Champion in your state.
Region 10 IAQ Champions
EPA Region 10 Contact
Susan Titus (titus.susan@epa.gov)
Phone: (206) 553-1189
Address: Mail Code (AWT 107), 1200 Sixth Avenue, Seattle, WA 98101-9797
Alaska
City and Borough of Juneau School District, Juneau, Ala.
Contact: Cathy Boutin (boutinc@jsd.k12.ak.us)
The American Lung Association (ALA) of Alaska helped Juneau School District implement the IAQ Tools for Schools guidance by coordinating training sessions and involving local experts on asthma and IAQ issues. The IAQ Team, led by Allergy & Asthma Network Mothers of Asthmatics (AANMA), encountered early resistance from district administrators. However, after sharing information on the importance of good IAQ in schools, they earned the support and approval of the district to continue the IAQ program. The team developed an IAQ plan, which included policies and procedures for maintenance and building management. Juneau School District continues to work cooperatively with ALA of Alaska, AANMA, and EPA Headquarters to keep up-to-date on IAQ issues, receive continued training for district staff, and fund building improvements to reduce asthma rates.
Idaho
Contact your Regional representative to find an IAQ Champion in your state.
Oregon
Portland Public Schools, Portland, Ore.
Contact: Patrick Wolfe (pwolfe@pps.k12.or.us)
Portland Public Schools (PPS) began using elements of IAQ Tools for Schools in 1998 and fully implemented an IAQ management program after one of PPS' middle schools was closed in 2002 due to radon and mold problems. PPS established a centralized IAQ management program ─ focusing on informing staff about available IAQ services, developing a sophisticated IAQ management information system. This system included a standard procedure for responding to IAQ events with a key component that focused on ensuring that parents or teachers who file IAQ complaints are informed of the resolution of the problem. This institutional commitment ensures that IAQ repairs are addressed within five days. To regain community and staff trust and broaden awareness of IAQ, the health and safety department uses the school safety committee as the 'hub' for IAQ management activities. Now, many school safety committees conduct IAQ walkthroughs each quarter and report findings to the school district community.
Washington
Bellingham School District, Bellingham, Wash.
Contact: Mike Anderson (Mike.Anderson@bellinghamschools.org)
In the early 1990s, Bellingham School District (BSD) recognized how important IAQ was to the success of its education system. The district fought tirelessly to demonstrate this link to the community. After receiving community support, BSD worked with the Northwest Air Pollution Authority, Washington State University Extension Energy Program, and EPA Region 10 to incorporate IAQ into its maintenance and operations manual. Providing recognition and sharing information within the community became a centerpiece of the BSD program. The district fully engages staff into the program and provides custodians with an active role, including recognition, empowerment and training. After gaining more participation, the district created the Good Apples Program to recognize outstanding IAQ achievements within the school system.
Cle Elum-Roslyn School District, Cle Elum, Wash.
Contact: Evelyn Nelson (nelsone@cleelum.wednet.edu)
Cle Elum-Roslyn School District has applied a "never give up" attitude to challenges that few districts will ever face. Persistent mold problems at a district school resulted in a student walkout, formal complaints to state authorities, and negative media coverage. Cle Elum-Roslyn School District responded by remediating the mold as well as developing a communications plan that successfully won back community trust. A series of student assemblies and community meetings helped clarify the issues and explain the attempts to rectify past problems. Posters with a plan of the high school are updated yearly to show improvements. The results were extraordinary, as IAQ complaints from this issue dropped from 180 in 2001 to 10 in 2002, and continue to decrease.
Educational Service District 101, Spokane, Wash.
Contact: Eric Dickson (edickson@esd101.net)
In 2000, ESD 101, determined to make its IAQ management efforts more effective. The District opened its doors to experts from the Washington State University Cooperative Extension Energy Office in Spokane, which assesses implementation of IAQ Tools for Schools under an EPA grant. The Washington State University team conducted walkthroughs in more than 50 of ESD 101's 242 schools. The experts discovered small IAQ problems that were easily fixed and more serious concerns that were corrected using IAQ Tools for Schools guidance. Despite a lack of funds in rural communities, ESD 101 is working hard to advance IAQ management implementation in its schools.
Kent School District, Kent, Wash.
Contact: Beth Gilbertson (beth.gilbertson@kent.k12.wa.us)
The success of Kent School District (KSD) is largely a result of constant and innovative communication. IAQ information is included in the orientation program for new administrative staff. Custodians receive semi-annual training. All employees receive a weekly electronic newsletter featuring tips on preventing and identifying IAQ problems. Engaging parents has also been a priority. When an IAQ issue has a potential impact on a group of students, their parents are notified by letter and automated phone message with key medical information and a clear explanation of how the problem is to be addressed.
Everett School District #2, Everett, Wash.
The Everett School District #2 (ESD) turned to the IAQ Tools for Schools guidance after a major IAQ issue. In 1994, ESD closed a middle school because children complained of watery eyes and nausea when they were in a particular classroom. ESD formed an Indoor Environment Program and used the IAQ Tools for Schools guidance as a starting point. Using recommendations from the IAQ Tools for Schools Kit, ESD gathered data about asthma and IAQ tests, which it shared with the public and school employees. This was an important step in maintaining the trust of the community. Now every school has institutionalized an IAQ management program.
Northshore School District 417, Bothell, Wash.
Contact: Brad Taylor (btaylor@nsd.org)
Northshore School District 417 formed an IAQ team in the mid 2000s in an effort to improve IAQ throughout the district. Seeking to build a "best in class" IAQ management program, the district implemented the IAQ Tools for Schools guidance in 2008. Northshore's current IAQ program is truly a team effort, including students, teachers, staff, IAQ coordinators and administrators. This diverse participation in the IAQ management program has enabled Northshore to provide innovative, meaningful and effective solutions to IAQ issues. The district's IAQ initiatives range from a student-led emissions study to assess the impact of bus idling, to in-class training on IAQ risks and how to prevent them, to implementation of a comprehensive preventative maintenance program to support IAQ management goals. The district has reduced reported IAQ issues to less than one per month per school, which represents a 40 percent reduction over previous years.
Northwest Air Pollution Authority and Washington State University Cooperative Extension, Mount Vernon, Wash.
Contacts: Dave Blake (Northwest Air Pollution Authority), (Dave@nwair.org) or
Rich Prill (Washington State University Cooperative Extension), (prillr@energy.wsu.edu)
In 2000, EPA grantees Dave Blake, with Northwest Air Pollution Authority, and Rich Prill, with Washington State University Cooperative Extension, developed a condensed training manual, Indoor Air Quality Tools for Schools Implementation: 3 Easy Steps as a supplement to the IAQ Tools for Schools Kit. They coordinated several free training sessions for school district staff throughout Washington, Oregon, Idaho, and Alaska. During the 2001-2002 school years, Dave Blake and Rich Prill helped more than 240 schools implement the IAQ Tools for Schools guidance. They received extended funding from their organizations to continue the project and promote the training booklet at the Washington State National Environmental Health Association Conference and the Northwest Energy Efficiency Council's Building Operator Certification courses attended by school facilities staff. They went on to develop a virtual school walkthrough video entitled School Walk-through: Identifying and Solving Common Indoor Air Quality Problems (see: Link: Northwest Clean Air Agency Air Quality Program&nsbpExit), which has been used by dozens of school districts across the country to help complement their IAQ management programs.
Sedro-Woolley School District, Woolley, Wash.
Contact: Mike Riddle (mriddle@swsd.k12.wa.us)
High levels of CO2 became the focus of indoor air improvements after an IAQ Tools for Schools walkthrough revealed problems in an elementary school, particularly in the portable classrooms. The district approved special funds to address its IAQ issues. Upgrades and behavioral changes were implemented, and significant improvements in indoor air quality have already been achieved. A close relationship with the Northwest Air Pollution Authority has helped the district continue to strive for good IAQ and healthy classrooms.
Spokane Public Schools, Spokane, Wash.
Spokane Public Schools IAQ Team has been working tirelessly to continue, and develop new, effective strategies for IAQ management for even greater IAQ success. One strategy revolves around the collection and communication of IAQ information. An industrial hygienist and senior level technicians from numerous disciplines help track metrics and aid in implementation of IAQ practices. These staff members — along with upper-level administrators — meet regularly to move forward on all IAQ action items. The district disseminates information using the local public access television channel, as well as newsletters, video presentations and take-home flyers. This innovation and attention to detail adds to the legitimacy of the program and helps solidify the case for robust funding from the community for regular IAQ improvements that are part of the 25-year modernization plan for the district's buildings.
Vashon Island School District, Vashon Island, Wash.
Contact: Dave Wilke (dwilke@vashonsd.org)
Indoor Air Quality Tools for Schools guidance was introduced in the Vashon Island School District in 2001 as a direct result of several challenging IAQ-related events. These discoveries led to the district-wide implementation of a comprehensive IAQ management program and dramatic improvements to IAQ. First, the Kit was introduced and piloted in three school buildings, before the program was implemented district-wide. The top priority for Vashon was to develop a work order system that involved all stakeholders and included immediate reporting tools. In addition, the District developed a preventative maintenance program. Vashon adopted an outstanding communication strategy enabling stakeholders to regularly hear about IAQ updates through emails, flyers, student assemblies, quarterly reports, letters home, and the Internet.