IAQ Tools for Schools
Find an IAQ Champion
EPA Region 9 Contacts
Barbara Spark
Email: spark.barbara@epa.gov
Phone: (415) 947-4189
Address: 75 Hawthorne Street, Mail Code: AIR-6, San Francisco, CA 94105
Shelly Rosenblum
Email: rosenblum.shelly@epa.gov
Phone: (415) 947-4193
Address: 75 Hawthorne Street, Mail Code: AIR-6, San Francisco, CA 94105
Region 9 IAQ Champions
Arizona | California | Hawaii | Nevada
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.