Indoor Air Quality - Tools for Schools Action Kit for Canadian Schools

Chapter 4: How To Get Started

How to Get Started: Putting the IAQ Kit into Action

Using this Kit

The Tools for Schools IAQ Action Kit provides a process and tools to help a school board or administrative unit address all aspects of indoor air quality in each of its schools. The kit aims to foster an interdisciplinary team-based approach, which draws on the skills and commitment of everyone involved in the planning, maintenance, operation and use of a school building. The How to Get Started section will provide you with advice on how to put this kit into action.

Most school boards already have a structure in place to address health and safety issues. Typically, larger boards have a health and safety officer while individual schools may have designated health and safety representatives. Some boards have developed their own procedures for responding to IAQ complaints. Since situations vary, the IAQ Action Kit is intended to be flexible. School boards and schools may use it in its original form, or adapt it to suit their needs and augment existing IAQ procedures.

The successful implementation and management of the IAQ program requires that each school board designate an IAQ coordinator to oversee the program. In some cases, a school may elect to use the kit independently. However, the IAQ coordinator should ensure that adequate training or external resources are available to support the process, if necessary.

At a minimum, an individual designated to assess a specific area of the school should be provided with the Introduction, How to Get Started section, the IAQ Backgrounder, and the appropriate checklist. Teachers are important members of the IAQ management team and should be encouraged to assess their own rooms at least once a year.

It is recommended that implementation of the Tools for Schools program be started early in the school year.

School Administration and the IAQ Process

The commitment to address indoor air quality (IAQ) starts at the highest level of administration. To be most effective, the school must identify and the administration must empower an IAQ Coordinator. (The role and functions of this position are explained later in this chapter.)The school should also ensure that all school staff are motivated to carry out the problem-solving and problem prevention guidance provided in this Kit.

The importance of this role must be recognized by senior management. Adequate resources and time must be provided to ensure that a successful IAQ program is maintained. The IAQ coordinator position and mandate must be clearly defined so that different IAQ program elements are integrated into a comprehensive program.

Before Using this Kit

It is recommended that the IAQ Coordinator read the entire How to Get Started section and IAQ Backgrounder prior to implementing the IAQ process.

"How to Get Started" at a Glance

• Choose an IAQ Coordinator (task for school board and/or school administration)
• Become familiar with the IAQ Action Kit (this is particularly important for the IAQ Coordinator).
• Make note of Start-Up Hints in this chapter.
• Gain top administrative support
• Launch the IAQ Team - includes teachers, administrative staff, facility operators, custodians, health officers/school nurses, school board representatives, contract service providers, students, parents.
• Assemble the IAQ Action Packets.
• Activate the IAQ management plan.
• Diagnose and solve IAQ problems.
• Evaluate effectiveness of your solution.
• Ensure effective communication.
• Keep track of IAQ assessments
• Develop indoor air policies as required.

Start-Up Hints

In addition to the Coordinator's Forms, there is other information you should gather to make starting an IAQ program easier:

• Get a map/blueprint of the school (this will be invaluable).
• Count the number of staff and their job category, for example, the number of teachers, the number of maintenance staff, etc. (You'll need this information to distribute checklists to staff.)
• Obtain the names and contact information for any outside contractors the school uses, such as maintenance staff, or heating, ventilation, and air-conditioning contractors.

Before starting the program, some IAQ Coordinators have also found it useful to:

• Get support from the school and/or school district administration.
• Read the Introduction, IAQ Backgrounder and the How To Get Started sections of this kit and familiarize yourself with the checklists and other forms.
• Meet with the heating, ventilation, and air-conditioning technician to acquire a working knowledge of the various ventilation units at your school. Learn which systems serve which rooms.
• Set up a filing system for all the paperwork you will generate. Keep it in a convenient location. (Portable file boxes work nicely.) Set up a location for turning in checklists.
• Set up an IAQ Resource Center at your school in an area where staff members can access information at their leisure. This is also a great place to post important reminders and communicate with your staff when something comes up.

Implementing an IAQ management program is an on-going process. Be patient, consistent, and organized and remember that you are doing something important for the staff and students at your school.

Importance of the IAQ Coordinator

IAQ management within schools requires leadership and team management. Effective leadership will assist people in making informed choices regarding activities and issues that could affect indoor air quality. To be most effective, the school must identify, and the administration must empower, an IAQ Coordinator. This person will serve as a focal point for collecting IAQ information and handling IAQ issues.

Functions of the IAQ Coordinator

The IAQ Coordinator serves as a focal point for collecting IAQ information and handling IAQ issues. The coordinator should also ensure that adequate technical support and training/education is available for all school sectors and that all activities and issues are followed up.

Ideally, an IAQ Coordinator will oversee the assessment of all the schools in a school board. The IAQ Coordinator will prioritize the school assessments, based on need or urgency; identify individual coordinators for each school; ensure that people are assigned to complete the checklists; ensure that the assessments are carried out; compile the results, and implement any needed actions.

The primary functions of the IAQ Coordinator are:

Providing Team Leadership:

• Coordinates an "IAQ Team" and encourages cooperation and a sense of shared responsibility.
• Develops an implementation strategy for each IAQ control group, and determines which checklists and activities will be conducted by whom.
• Implements the IAQ Management Plan. Provides the team with the Team Information Packets (Action Packets) supplied in this Kit, and, in coordination with the IAQ Team.
• Ensures that all staff and contractors assume and complete their required roles and that all elements of the IAQ management plan are fully implemented.

Coordinating Emergency Response:

• Prepares for emergency response as outlined in the IAQ Management Plan.
• Follows the kit and makes decisions as outlined in Resolving IAQ Problems.
• Determines if and when outside professional assistance is needed, and coordinates their activities.

Serving as Key Authority:

• Disseminates IAQ information.
• Registers IAQ complaints and directs the response.
• Communicates IAQ issues and status to school administration, staff, students, parents, and the media as necessary.

Choosing an IAQ Coordinator

The choice of IAQ Coordinator will probably depend on the structure of your school system. In larger school boards, the IAQ Coordinator may be a school board-level administrative person, such as the business official, a health and safety officer, facilities manager, or someone else designated by the school board. In smaller school systems and individual schools, the IAQ Coordinator may be the principal, the school nurse, a teacher, or other school staff.

Who is chosen should be based on the functions and level of leadership required, and a genuine interest in improving the indoor environment in the school(s). Success depends on having someone who can manage the team and who is empowered to take action. This includes authority to interact with school board-level administration, school staff, students, and parents, and to make budget recommendations. The IAQ Coordinator does not need to be an expert in IAQ issues, but should have a broad technical knowledge of buildings, building systems, and IAQ principles. By using this Kit, the IAQ Coordinator and all team members will learn about indoor air quality as the work progresses.

In a few situations, it may become necessary to share the responsibilities of the IAQ Coordinator by having a Co-Coordinator, or by delegating many of the administrative items to a committee. The committee could include selected individuals from the community, such as local environmental or health department staff, parents, and volunteers from local businesses who have special skills, such as commercial building engineers.

Independent of team leader, it is important that the staff and students at each school have the opportunity to learn about the basics of indoor air quality (IAQ Backgrounder) so that their daily decisions and activities (IAQ Checklists) will not unnecessarily cause indoor air problems.

Launching the IAQ Team

The IAQ Team

In most schools using this kit, a committed team works with the IAQ Coordinator to implement the program. Apart from team management and leadership, which is the IAQ Coordinator's primary role, most of the other work can be shared among IAQ team members and the rest of the school staff. For example, others can assist with copying and disseminating the Action Packets to the staff, and summarizing responses from the checklists.

The IAQ team can (and probably should) include representatives from nine distinct groups:

Teachers: play a strong role because their decisions and activities can affect the sources of pollutants and levels of ventilation in their classrooms. Some teachers (ie. art, science, vocational and industrial arts, and home economics teachers) manage unique pollutant sources and ventilation equipment.

Administrative Staff: encompasses all administrative and support staff. They may manage unique pollutant sources such as printing and kitchen areas, or operation of the ventilation equipment in their areas.

Facility Operators: the people who have direct technical responsibility for operating and servicing the heating, cooling, and ventilation systems within the school. Their role is crucial in preventing and solving IAQ problems.

Custodians: and their responsibilities vary widely between school boards. (The Building Maintenance Checklist focuses on housekeeping activities within the school.

Health Officers/School Nurses: this group can assist by monitoring and recognizing trends in reported illnesses that may give early warning of IAQ problems.

School Board Representatives: can provide the resources and authority necessary to implement an IAQ Management Plan, and for solving any IAQ problems which may arise.

Contract Service Providers: need to be informed and active members of the IAQ Team because their activities can have a direct and significant impact on the quality of air within your school. Examples of these activities include pesticide application, renovation work such as re-roofing, and maintenance of ventilation equipment and air filters.

Students: the primary customers in your school. Information should be shared with students so they understand their role in maintaining good IAQ, such as maintaining good personal hygiene, and keeping lockers and classrooms clean.

Parents: it is important that they be included and made aware of the steps the school is taking to promote good IAQ. Sharing information with parents not only helps avoid miscommunication, it also has the potential to attract additional resources and expertise to the school.

Each team member may want to read the Introduction, How To Get Started, and IAQ Backgrounder for more detailed information on IAQ and on the process of using this Kit to prevent, identify and solve IAQ problems in the school.

Assembling the IAQ Action Packets

The Action Packets are designed to be useful during the three basic modes of improving a school's IAQ:

• developing a profile of the school's current indoor air quality;
• preventing IAQ problems; and,
• solving any IAQ problems which may arise.

Action Packets should be distributed to the school staff in order to complete the three tasks listed above. You may wish to introduce the Action Packets and the IAQ Management Plan during a meeting of the school faculty and staff.

Action Packets should be tailored to each specific group of people within the school (i.e. teachers, administrative staff, facility operators, custodians, health officers, school nurses, contract service providers, and others). Most of the Action Packets should include all of the three basic components. The exception is the Packets for parents and local media, which should contain only the first two components. The three components are:

1. School Memo: the memo or letter for school staff includes the school administration's request that staff members perform the activities as provided in their individual Action Packets. For the school board, contract service providers, students and parents, the memo notifies them that the school has undertaken an IAQ management program, and presents the IAQ Backgrounder. Sample memos are included in the Appendix of this section. These can be adapted to your needs.
   
   
2. IAQ Backgrounder: this generic backgrounder (chapter #3 of this kit) will provide all team and staff members with a summary of the important issues regarding indoor air quality.
   
   
3. IAQ Checklists: The IAQ Checklists provide detailed, yet simple, IAQ activities for each staff member. These activities - which deal with a specific pollutant source or ventilation issues - are based on the unique functions and locations of each staff member. A Checklists Log in the Appendix of this section, will assist in summarizing the data from the returned checklists.

Activating the IAQ Management Plan

To help ensure that the IAQ Management Plan gets off to a good start, the IAQ Coordinator can carry out the following steps as presented, or tailor the steps to the specific needs of the school. The checklist entitled Activating the IAQ Management Plan (in the Appendix of the section), simplifies tracking completion of these steps.

1. Select an IAQ Coordinator: this position is critical to the success of the IAQ Management Plan.
   
   
2. Become Familiar with this Kit: this is particularly important for the IAQ Coordinator.
   
   
3. Gain Top Administrative Support: the highest levels of a school or school board administration should be fully committed to implementing the IAQ Management Plan.
   
   
4. Establish an IAQ Checklist Interval: To help maintain a high level of indoor air quality, it is recommended that the IAQ Coordinator's Checklist be completed at least once, and preferably twice, each year. Completing the Checklist more than once each year is desirable, because the additional checkups will catch any new and potential IAQ problems. Since many compl aints occur at the start of the new school year, completing the IAQ Coordinator's Checklist shortly before school begins would reduce these complaints. Midway through the school year, for example during winter break, could be an appropriate time for the second checkup.
   
   
5. Establish an Emergency Response Plan: Acute IAQ problems such as a chemical spill, unintentional shutdown of ventilation systems, and other events such as a flooded carpet will require some form of immediate response. Preparing for such events will help ensure that timely and cost-effective actions result.
   
   
6. Inform Appropriate Committees and Groups: IAQ activities may need to be coordinated with some committees such as a school or school district health and safety committee, or the parent-teacher association.
   
   
7. Establish IAQ Policies as Needed: Some activities that affect indoor air quality in schools may require clearly written policies from top management to ensure that all school occupants understand the issue and what is required to protect IAQ. Sample policies can be found in the Appendix of this section.

The IAQ Management Plan

Successful IAQ management requires the development and use of a systematic approach. If you receive complaints that seem to indicate a potential IAQ problem, and the problem is self-evident, try to correct the problem at the school level. If the problem cannot be corrected, or if the complaint seems to indicate a potentially severe IAQ problem, you should contact the IAQ coordinator immediately. Some problems may require professional assistance. Actions should be timely, thorough, and followed up to ensure the problem is resolved. Keep a complete written record of all the actions that you take.

The IAQ Management Plan involves implementing the following 16 steps on a periodic basis, at least once each year. The IAQ Coordinator and Team can perform the steps as presented, or tailor the steps to the specific needs of the school.

A checklist that simplifies tracking completion of these steps is found in the Appendix of this section. Complete the checklist entitled Activating the IAQ Management Plan before using the IAQ Coordinator's Checklist.

The steps are grouped into three categories:

• Assess Current Status
• Perform Repairs and Upgrades
• Final Steps.

Assess Current Status

1. Start the Checklists Log: This log, found in the Appendix of this section, is used to list all the people who will receive an Action Packet. The log is also used to keep track of which IAQ Checklists have been returned, and what unresolved IAQ problems, if any, have been identified.
   
   
2. Activate the IAQ Team by Distributing the Action Packets: Copies of the appropriate Action Packets should be provided to each of the team members as listed on the Checklists Log (Step 1). Refer to Assembling the IAQ Action Packets (earlier in this chapter) regarding what each Action Packet should contain.
   
   Please note that many items in the checklists are marked with either a square, triangle, or circle. The meaning of those symbols is explained below. It is recommend that the IAQ Coordinator provide this explanation in the IAQ Action Packets:
   
   
   • Square: denotes action to be undertaken on a specific issue (check the square once the action has been completed).
   • Triangle: check the triangle if you do not require help with the activity.
   • Circle: check the circle if you need additional help with the activity.
     
     
3. Receive and Summarize the IAQ Checklists: follow up until all checklists have been completed and returned. Then review the information on the checklists and transfer pertinent data to the Checklists Log. Make a list of irregularities that should be reviewed during the walkthrough inspection.
   
   
4. Perform a Walkthrough Inspection: Based on the new perspective you have gained from the information in this kit, and from the summary of the checklists, perform a walkthrough inspection of the school. The walkthrough is intended to be a quick overview of the conditions that affect the quality of air within your school. You may wish to have someone who is familiar with the operation of the building, such as a facility operator or custodian, assist you during the inspection.
   
   During the walkthrough inspection, you can learn a lot by using your sense of sight, smell, feeling, and hearing to gain information on factors that affect indoor air quality:
   
   
   • Observe the general level of cleanliness in classrooms and mechanical rooms. Look for pollutant sources such as mold, improperly stored chemicals, or excessively dirty air filters and ducts, and look for blocked airflows, such as those caused by books or papers on top of unit ventilators or plywood covering outdoor air intakes.
   • Smell for unique or objectionable odors as you move from room to room.
   • Feel for uncomfortable air temperatures, drafts, and high or low humidity, and feel for air flowing into and out of grilles and air vents.
   • Listen to the concerns of school occupants regarding IAQ. Do they provide clues to problems such as turning off a ventilation unit because it's too noisy during class-time? Do you hear unusual equipment noises which may indicate potential problems, and do you hear air blowing out of supply vents?
     
     
   The walkthrough inspection should also be carried out in all special-use areas, such as the cafeteria, art rooms, industrial arts areas, and science laboratories.
   
   
5. Identify Recent Changes that Affect IAQ: Consider whether there have been any recent changes to the school building, around the building, to the school schedule or activities, or to occupants, that could have an impact on IAQ. Examples include:
   
   
   • Has there been any flooding? Look and smell for mold growth and an increase in IAQ complaints in flooded areas.
   • Have night or weekend classes started? Check time clock(s) setting on the ventilation system(s) for these class areas.
   • Are there any new staff? Give them an Action Packet.

Perform Repairs and Upgrades

6. Set Repair and Upgrade Priorities: In many cases, the checklists (Step 3) and your walkthrough inspection (Step 4) will identify some IAQ problems that have not been corrected. Based on your knowledge of the problem, and your resources of school staff and funding, set repair and upgrade priorities based on your specific needs, and make a to-do list. Include any unresolved problems from previous IAQ Coordinator's Checklists.

See Diagnosing and Solving IAQ Problems in this chapter for ideas on what may be involved in solving the problems, and basic criteria for determining the practicality of the proposed solutions ("Evaluating Solutions").

7. Gain Consensus and Approvals: an agreement from top school management and appropriate committees will probably be necessary in order to set priorities for repairs and upgrades (Step 6), and commit school resources.

8. Distribute Status Report: Keep school occupants and constituents informed about the general status of IAQ in your school (see Effective Communication in this chapter).

9. Perform Repairs and Up-grades: Ensure that the priorities set in Step 6 are met as the repairs and upgrades are being performed (see Evaluating Solutions in this chapter).

10. Conduct Follow-up Inspections: Determine if the repairs and upgrades were performed according to plan or specifications, and determine if the intended results were achieved (see Diagnosing and Solving IAQ Problems in this chapter).

Final Steps

11. Develop a Schedule of IAQ Events: It would be very helpful for the IAQ Coordinator to develop and maintain a schedule of events which may affect IAQ:

• Establish a date for the next round of implementing the IAQ Coordinator's Checklist.
• If any renovation or new construction are planned during school time, school breaks, or the summer, mark it on your schedule with enough lead time so that you can provide Action Packets or other information to the people performing the work.
• If new staff are being added, make a note to give them the appropriate Action Packets so that they can become part of the IAQ Team

12. Assess Problem-Solving Performance: this will help you determine if changes need to be made in your ability to:

• respond to IAQ complaints and incidents quickly;
• solve IAQ problems, preferably permanently; and
• communicate in a way that prevents or reduces the concerns of school occupants and constituents.

13. Establish and Update IAQ Policies: Assess whether an IAQ policy needs to be established to prevent IAQ problems from recurring. Address any existing IAQ policies that are not being properly followed. See Developing IAQ Policies in this chapter.

14. Distribute Summary Report: It is important that school occupants and constituents, as well as the school administration, receive a report of IAQ issues from this round of the IAQ Management Plan.

15. Check Contacts List: Ensure that the contact information is still valid, so that assistance can be quickly obtained if needed.

16. File all Paperwork: file Checklists, Reports, Notes, Memos, and copies of letters and communication for future reference.

Effective Communication

Good communication can help prevent indoor air quality problems and allay unnecessary fears. Communication can assist school occupants in understanding how their activities affect IAQ, which will enable the occupants to maintain and/or improve their indoor environment through proper choices and actions.

The following five objectives are important in assuring good communication between you and the school occupants:

1. Provide accurate information about factors that are affecting IAQ.
2. Clarify the responsibilities and activities of the IAQ Coordinator.
3. Clarify the responsibilities and activities of each occupant.
4. Notify occupants and parents of planned activities that may affect IAQ.
5. Use good listening skills.

The Action Packets, forms, and information contained in this Kit will assist you in accomplishing the first three objectives.

The level of communication required often depends on the severity of the indoor air quality complaint. If the complaint can be resolved quickly and involves a small number of people (i.e., an annoying but harmless odor from an easily identified source), communication can be handled matter-of-factly like other minor problems without risking confusion and bad feelings among school occupants. Communication is more critical when there are delays in identifying and resolving an IAQ problem and when serious health concerns are involved.

The fourth objective deals with informing occupants and parents before the start of significant planned activities that produce odors or contaminants. If occupants and parents are uninformed, they may become concerned about unknown air contaminants, such as strange odors or excessive levels of dust, and register an IAQ complaint. Examples of planned activities include pest control, painting, roofing, and new flooring. Notification of planned activities can also prevent problems from arising with students and staff with special concerns, such as asthma.

Finally, effective communication also involves effective listening. Listening may provide information that helps prevent problems, and it may help defuse negative reactions by occupants if indoor air problems should occur.

Keeping Track of IAQ Assessments

The school, school board, and IAQ Coordinator should jointly determine the frequency of indoor air quality assessments. In schools with no history of IAQ problems, an annual assessment may be sufficient. When problems exist or are identified during an assessment, specific follow-up actions will be required.

If IAQ problems are not resolved in a timely fashion, the school or school board should consult a professional with experience in investigating IAQ issues in schools.

The outcomes of IAQ assessments, actions taken, and effectiveness of follow-up steps should be integrated into a long-term tracking system.

Over time, the use of the IAQ Action Kit will:

• increase general awareness of IAQ issues;
• minimize the occurrence of IAQ problems; and
• improve the ability of school boards and schools to effectively and efficiently manage their facilities.

Diagnosing IAQ Problems

The goal of diagnosing an IAQ problem is to discover the cause of the problem so that an appropriate solution can be implemented. Often, there will be more than one problem, requiring more than one solution.

The IAQ diagnostic process begins when a complaint is registered or an IAQ problem is identified. Many problems can be diagnosed easily, and require only a basic knowledge of IAQ and some common sense. If the cause (or causes) of the IAQ problem has already been identified, move on to the solution phase (see Solving IAQ Problems in this chapter).

How to Diagnose Problems

The Problem-Solving Checklist will help simplify the process. It helps lead the investigation in the right direction and offer suggestions for other areas to evaluate. Enlist the assistance of school staff to answer questions or perform activities posed by the Checklist. Remember that pollutant sources and the ventilation system may act in combination to create an IAQ problem.

If the investigation identifies a potential problem (e.g., you find a blocked vent), remedy the situation to see if the symptoms stop. You may find problems unrelated to the symptoms or a number of potential causes. Resolve as many problems as is feasible and make note of any problems that you intend to fix later.

Once the likely cause of the IAQ problem has been identified, or if the solution is readily apparent, move on to the solution phase.

Spatial and Timing Patterns

If the cause has not been identified, use the spatial pattern (locations) of complaints to help define the complaint area. The Spatial Patterns of Complaints table in this chapter will assist you. Locations in the school where symptoms or discomfort occur should determine the rooms or zones that are given particular attention during the investigation. However, the complaint area may need to be revised as the investigation progresses. Pollutant pathways can cause complaints in parts of the school that are far removed from the source of the problems.

Spatial Patterns of Complaints table

Spatial Patterns of Complaints	Suggestions
Widespread, no apparent spatial pattern	Check ventilation and temperature control for entire building Check outdoor air quality Review sources that are spread th roughout the building (e.g., cleaning materials or microbiological growth inside the ventilation system) Check for distribution of a source to multiple locations through the ventilation system Consider explanations other than air contaminants
Localized (e.g., affecting individual rooms, zones, or air handling systems)	Check ventilation and temperature control within the complaint area Check outdoor air quality Review pollutant sources affecting the complaint area Check local HVAC system components that may be acting as sources or distributors of pollutants
Individual(s)	Check for drafts, radiant heat (gain or loss), and other localized temperature control or ventilation problems near the affected individual(s) Consider that common background sources may affect only susceptible individuals Consider the possibility that individual complaints may have different causes that are not necessarily related to the building (particularly if the symptoms differ among the individual(s)

After a location or group of locations have been defined, look for patterns in the timing of complaints. The timing of symptoms and complaints can indicate potential causes for the complaints and provide directions for further investigation. Review the data for cyclic patterns of symptoms (e.g., worst during periods of minimum ventilation or when specific sources are most active) that may be related to HVAC system operation or to other activities in and around the school. See the Timing Patterns of Complaints table in this chapter.

Timing Patterns of Complaints table

Timing Patterns of Complaints	Suggestions
Symptoms begin and/or are worst at the start of the occupied period	Review HVAC operating cycles. Pollutants from building materials, or from the HVAC system itself, may build up during unoccupied periods
Symptoms worsen over course of occupied period	Consider that ventilation may not be adequate to handle routine activities or equipment operation within the building, or that temperature is not properly controlled
Intermittent symptoms	Look for daily, weekly, or seasonal cycles or weather-related patterns, and check linkage to other events in and around the school
Single event of symptoms	Consider spills, other unrepeated events as sources
Symptoms relieved on leaving the school, either immediately, overnight, or (in some cases) after extended periods away from the building	Consider that the problem may be buildingassociated, though not necessarily due to air quality. Other stressors (e.g., lighting, noise) may be involved
Symptoms never relieved, even after extended absence from school (e.g., vacations)	Consider that the problem may not be buildingrelated

Solving IAQ Problems

The purpose of this section is to provide an understanding of basic principles involved in solving IAQ problems. This guidance can be helpful in selecting a mitigation strategy, and in evaluating the practicality and effectiveness of proposals from in-house staff or outside professionals.

Developing Solutions

Selection of a solution is based on the information gathered during diagnosis. For each problem that the diagnostics identify, develop a solution using the basic control methods described below. Some solutions, such as major ventilation modification, may not be practical due to lack of resources or the need for long periods of non-occupancy so that the work can be safely completed. In such cases, use temporary measures to ensure good IAQ in the meantime.

There are six basic control methods for lowering concentrations of indoor air pollutants. Often only a slight shift in emphasis or action using these control methods is needed to more effectively control indoor air quality. Specific applications of these basic control strategies can be found in each team member's checklist.

The six basic control methods are:

1. Source Management is the most effective control method when it can be practically applied. It includes source removal, source substitution, and source encapsulation
   
   
   • Source removal is very effective. However, policies and actions that keep potential pollutants from entering the school are even better at preventing IAQ problems. Examples of source removal include not allowing buses to idle near outdoor air intakes, not placing garbage in rooms where HVAC equipment is located, and banning smoking inside the school.
   • Source substitution includes actions such as selecting a less toxic art material or interior paint than the products that are currently in use.
   • Source encapsulation involves placing a barrier around the source so that it releases fewer pollutants into the indoor air.
     
     
2. Local Exhaust is very effective in removing point sources of pollutants by exhausting the contaminated air outside before it can spread inside.
   
   
3. Ventilation involves using cleaner (outdoor) air to dilute the polluted (indoor) air that people are breathing. The ventilation system, when properly designed, operated, and maintained, will automatically take care of "normal" amounts of air pollutants. For emergency situations, such as quick removal of toxic fumes, increased ventilation can be useful. However, when considering long-term operating costs, it is better to try reducing the source of the pollutant before using "dilution as the solution".
   
   
4. Exposure Control includes adjusting the time, amount, and location of use to reduce exposure.
   
   
   • Time of use. Try not to use a pollutant source when the school is occupied. For example, strip and wax floors on Friday after school is dismissed, so that the floor products have a chance to off-gas over the weekend, reducing the level of pollutants in the air when the school is reoccupied on Monday.
   • Amount of use. If less of an air polluting source can be used, then less of it will end up in the air.
   • Location of use. Move the polluting source as far as possible from occupants, or relocate susceptible occupants.
     
     
5. Air Cleaning primarily involves the filtration of particulates from the air as it passes through the HVAC equipment. Gaseous pollutants can also be removed, but these removal systems must be tailored to each case.
   
   
6. Education of school occupants about IAQ is a very important part of the process. If people have information about the sources and effects of pollutants in their control, and about the proper operation of the ventilation system, they can act to reduce their personal exposure.

Evaluating Potential Solutions

To help ensure a successful solution, mitigation efforts should be evaluated at the planning stage by considering the following criteria:

• Permanence - mitigation efforts that create permanent solutions to indoor air problems are clearly superior to those that provide temporary solutions, unless the problems are also temporary.
  
  
• Durability - IAQ solutions that are durable are more attractive than solutions that require frequent maintenance or specialized skills.
  
  
• Operating principle - The most economical and successful solutions to IAQ problems are those with an operating principle that makes sense and is suited to the problem. For example, if a specific point source of contaminants has been identified, treatment at the source by removal, sealing, or local exhaust is almost always more appropriate.
  
  
• Installation and operating costs - The solution with the lowest initial cost may not be the least expensive over the long run. Long-term economic considerations include: energy costs; increased staff for maintenance; differential cost of alternative materials and supplies; and higher hourly rates if odor-producing activities such as cleaning must be schedules for unoccupied periods.
  
  
• Control capacity - Select a solution whose size and scope fits the problem. For example, a local exhaust system should be strong enough and close enough to the source so that the contaminant doesn't spread to other areas of the building.
  
  
• Ability to institutionalize the solution - A solution will be most successful when it is part of the normal building operations. Supplies, procedure and schedules related to building maintenance may need to be altered as part of the solution.
  
  
• Conformity with codes - Any modifications to building components or mechanical systems should be designed and installed to comply with applicable fire, electrical, and other building codes.

Evaluating the Effectiveness of Your Solution

Two kinds of indicators can be used to evaluate the success of an effort to correct an indoor air problem:

• Reduced complaints - reduction or elimination of complaints may appear to be a clear indication of success, but it is not always the case. Occupants who realize that their concerns are being heard may temporarily stop reporting discomfort or health symptoms, even if the actual cause of their complaints has not been corrected. On the other hand, lingering complaints may continue after successful mitigation if people have become upset over the handling of the problem. A smaller number of ongoing complaints may indicate that there were multiple IAQ problems and that one or more problems are still unresolved.
  
  
• Measurement of indoor air properties - comparing measurements of airflows, ventilation rates, and air distribution patterns before and after can be used to assess the results of control efforts.While in some cases the measurement of pollutant levels can be used as a means of determining whether indoor air quality has improved, in many cases this may be difficult and/or prohibitively expensive. Concentrations of indoor air pollutants typically vary greatly over time; further, the specific contaminant measured may not be causing the problem. Measurement of a specific pollutant by a professional is appropriate if the problem was limited to that pollutant.

Persistent Problems

Even the best-planned investigations and actions may not solve some IAQ problems. If you have made several unsuccessful efforts to control a problem, then it may be advisable to seek outside assistance. The problem may be fairly complex, and it may occur only intermittently or cross the borders that divide traditional fields of knowledge. It is also possible that poor indoor air quality is not the actual cause of the complaints. Bringing in a new perspective at this point can be very effective.

Developing Indoor Air Policies

Written policy statements regarding specific indoor air quality issues are a good way to help prevent future IAQ problems. Policy statements can also be helpful if there have been problems with staff understanding or following through on verbal communication regarding specific activities that affect IAQ.

An IAQ policy statement demonstrates a strong commitment by the school administration to address the health and comfort of staff and students, as well as the environmental quality in the school. In addition, an IAQ policy sets an overall direction for efforts to prevent and correct IAQ problems. General issues which may require policies include, but are not limited to: painting; smoking; renovations and repairs; pest management; ventilation system operation; school supply and purchasing; food or pets in the classroom; and disinfectants.

This section presents general considerations related to developing an IAQ policy. Sample policies can be found in the Appendix to this section. The samples presented are only intended as guides, and may be modified in any way to meet the site-specific needs and intent of individual schools.

General Considerations

An IAQ policy could include the following components:

• a statement indicating that the school administration is concerned about IAQ and the health, safety, and comfort of staff and students;
• a statement indicating that the school administration is committed to preventing and correcting IAQ problems;
• authorization of an IAQ Coordinator for each school or district, and delegation of authorities to the IAQ Coordinator;
• guidance on appropriate steps for maintaining good IAQ (see specific activities in the various IAQ Checklists for ideas);
• guidance on appropriate actions for correcting IAQ problems;
• reporting requirements.

Developing an IAQ policy should be an open process. A health and safety committee is a good forum for developing consensus recommendations.