Purpose of this video training module

1. Demonstrate the no-cost and low-cost steps that you can take to help investigate an IAQ concern Explain the 4 factors, the 4P’s, that affect indoor air quality: pollutants, pressures, pathways and people. Highlight how to use your five senses to conduct a basic IAQ “walkthrough” of your building Discuss the unique IAQ challenges of urban schools Provide you with fingertip access to resources of the EPA’s IAQTFS program and related resources. Purpose of this video training module

2. Why is IAQ Important? Important Facts The U.S. EPA and the Science Advisory Board consider Indoor Air Quality (IAQ) to be among the top 4 environmental health hazards in the United States. Why? Americans spend 90% of their days indoors AND Air pollution levels indoors are usually two to five times higher—and in some places, 100 times higher—than those outdoors.

3. Odors from cleaning products, office equipment and construction Housekeeping problems, especially with carpets Mold and moisture control Exhaust from idling buses near entrances HVAC Filter replacement and maintenance Temperature extremes and low relative humidity Most Common IAQ Concerns in Urban School Facilities

4. The 4 P’s • IAQ problems and solutions can be boiled down to understanding four P’s: • Pollutants: what pollutant sources may be causing a problem. It could be a copier, kiln, carpeting or even a kitten in the classroom. • Pressures: air flows from high pressure to low pressure. We’ll show you simple ways to “know your flow.” • People: the same pollutant in the same concentration may affect people differently. Dust may severely afflict a single child with asthma when no one else appears affected. • Pathways: pollutants must have a pathway to reach people in your school. Vents, drains, and open doorways are all examples of possible pathways.

5. Using the 4 P’s • Use the 4 P’s to diagnosing and solve IAQ problems by: • Controlling pollutants by identifying and eliminating the source. The TFS walkthrough checklist helps you identify them. • Gauge pressures in your building with a tissue. Or an IAQ professional can use a simple smoke tube. The TFS ventilation checklist shows you how. • Identify and eliminate pathways that allow pollutants to reach people. Raising an exhaust vent away from an air intake valve may eliminate the pathway. • Keep records of the concerns that people raise. The TFS log form helps you identify patterns of times, places and dates that help reveal the source of the concern. 

6. The 4 P’s -- Pollutants • Some possible pollutant sources: • Furniture and furnishing materials, such as carpets, rugs, desks, tables and displays • Custodial Supplies, including cleaning agents, vacuums and mops • Office Equipment, especially computers, copiers, professional machinery • Microbial contamination, including mold, dust mites, and mildew • Pollution from outdoors, such as buses or traffic idling near open pathways. • Gaseous contaminants, including radon and carbon monoxide • Students and staff, from perfumes and colognes

7. The 4 P’s -- Pressures Air pressure underlies the seemingly rude saying: “Sick buildings suck, and healthy buildings blow.” “Sick” buildings have lower pressure than their pollutant source, so the building “sucks” air from pollutants to people. “Healthy” buildings have higher pressure than nearby pollutant sources, so they “blow” away from people toward potential pollutant sources.

8. The 4 P’s -- Pressures • Air flow is created by pressure differentials because air will always flow from higher relative pressure to lower relative pressure. And it will take pollutants with it! • Understanding pressure means: • Observing how air flows in your building’s pressure points, so you are aware of where your school air comes from and where it is goes! • Air flows associated with any changes, such as new carpets, furniture, construction, or cleaning, will be determined by the pressures and pathways between those areas and people in your school. Know them and respect them!

9. The 4 P’s -- Pathways Pathways: Pollutants need an opening in walls, ceilings, drains, pipes, floors, doors, windows, and HVAC systems to reach people. A balloon shows how and why. As long as inflated balloon is kept shut, no air will flow. When opened, however, air will move from the inside (area of higher pressure) to the outside (area of lower pressure).

10. The 4 P’s -- People • Many short-term, IAQ-related symptoms can be similar to symptoms of colds, allergies, fatigue, or the flu. People provide clues, however, that may indicate a link to IAQ: • Symptoms are widespread within a class or school. • Symptoms disappear when people leave the building for a day or for longer periods. • Symptoms appear after some change at school, such as painting, supply deliveries, or pesticide application. • Reactions occur indoors but not outdoors.

11. The 4 P’s -- People An IAQ warning: Some long-term health problems do not carry easily identifiable symptoms. Lack of symptoms does not mean that the IAQ in your school is acceptable. Some long-term health effects, such as radon-induced lung cancer, can take years to surface.

12. Armed with an understanding of the 4 P’s, you can begin your own IAQ investigation. A simple IAQ investigation is called a “walkthrough” and all it takes is your five senses! Walkthrough InvestigationWhere to Begin

13. LOOK for: clutter dust/dander water marks obstructions of outdoor air intakes and ventilation units LISTEN for unusual noises and communicate SMELL for chemical odors or musty or moldy areas FEEL for changes in temperature/humidity Walkthrough InvestigationWhere to Begin

14. Air flow into the building may be a pathway from pollutants to people, so start on the outside and work your way in. LOOK for normal airflow near HVAC systems You can determine airflow using a tissue You can also listen for any changes from the equipment An IAQ professional can use a $30 smoke dispenser to determine airflow. LOOK for clutter-free outdoor air intakes Outdoor pollutants will find their way inside the building otherwise, contaminating the air Be sure to remove trash, clutter, and other pollutant-carrying materials from air intake areas. This includes clearing the area of animal nests/droppings, and dirt. LOOK to see that Water Drainage/Sprinkler Systems are functioning properly Faulty systems can interfere with outdoor air intake. Stagnant water and drainage problems can contribute to water damage and possibly mold. Also, standing water on the roof near a general exhaust vent that can also enter indoor air Be sure to report and repair any water drainage problems NOTE: PLEASE USE PROPER SAFETY EQUIPMENT SUCH AS FACE MASKS AND PROTECTIVE GLOVES WHEN CLEARING CONTAMINANTS FROM THESE AREAS Walkthrough InvestigationBuilding Exterior

15. LOOK for exhaust from chimneys, smoke stacks and other sources Carbon monoxide and other chemicals are often evident in these emissions Keep buses from idling in front of entranceways and air intakes Check to ensure your ventilation systems are working properly if chimneys are evident Check to ensure that exhaust outlet air flows away from the building (usually these are located on the roof Portable generators or power equipment from construction projects can be temporary, portable pollutant sources with very high levels of contaminants PLEASE NOTE: Carbon Monoxide is odorless and colorless and undetectable without the use of CO detectors. Conversely, chimneys, smoke stacks and automobiles may also emit unburned hydrocarbonsthat give off a smell or color. Walkthrough InvestigationBuilding Exterior

16. School entrances are major sources of indoor air pollutants. Students drag in dirt and contaminants on their shoes, and open doorways allow polluted air like vehicle exhaust to flow inwards LOOK to see that entranceways remain free of pollutants Install barrier mats at entrances to trap dirt and particles. Vacuum or clean them regularly, according to manufacturer’s instructions. Keep main entrance doors closed as much as possible LOOK to see that carpeted hallways are vacuumed or hard surfaces cleaned Contaminated flooring can allow pollutants to gather and be transported through pathways created by air pressure differentials. Eliminate the source by ensuring that floors are vacuumed or cleaned regularly. The United States Environmental Protection Agency suggests using a vacuum with a high-efficiency filter, if possible. Walkthrough InspectionClassrooms and Hallways

17. LOOK for obstructed vent zones Inside as well as outside, obstructed vents can interrupt proper air flows and allow pollutants to concentrate Be sure to clear any vent pathways that may be cluttered. LOOK for dust and particles on furniture Dust and dirt on school furniture not only carries bacteria, it causes allergies and asthma because of its proximity to students Be sure to dust and clean desks regularly to protect occupants’ health LOOK for evidence of food and animals Products of animals and food can carry pollutants as well as become them Be sure to dispose of trash and to clean and vacuum regularly to rid rooms of animal presence. Also, implement rules forbidding the consumption of food in the classroom. Remember, trash should not be left out overnight. Despite the fact that classroom pets are very popular with most kids, the potentially serious problems they pose for asthmatics dictate that no feathered or furred animals be kept in classrooms or other school environments. SMELL for unusual odors Unusual odors can be signs of a chemical toxins circulating the air or a sign of mold growth encouraged by excess moisture Be sure that chemicals and cleaning agents are labeled properly and stored away from vents in isolated areas Walkthrough InspectionClassrooms and Hallways

18. LOOKat exhaust and plumbing systems Plumbing leaks can cause standing water or water damage, which can ultimately result in mold Be sure to repair leaks and drainage issues immediately Dry drain taps can also allow for toxic sewer gases to leak into the building and enter air breathable by school occupants. Exhaust malfunctions can lead to poor circulation, which can lead to contaminated airflow and temperature/humidity changes Be sure that exhaust fans are on and working properly. You can usually listen for unusual noises and/or check with a piece of tissue to examine its flow. LOOK for water damage Water damage gives pollutants a place to gather and spread. It also precedes mold growth. Be sure that plumbing fixtures are working properly to inhibit water damage LOOKandSMELLfor the existence of mold Mold spores are tiny and can pervade the air. Inhalation of mold spores can lead to asthma and lesions of the lungs. It also has a distinct odor. Be sure to check for mold on walls, ceilings, on pipes, and under plumbing fixtures Efflorescence is caused by mineral deposits in moist areas. It is not mold, and it’s not considered very dangerous like mold is. Walkthrough InspectionBathrooms, Locker Rooms, and Kitchens

19. FEEL for proper ventilation and exhaust. Pressure differences can be easily identifiable through cafeteria pathways. If you can smell the food outside the cafeteria, it’s very possible that the room is under “positive pressure.” It’s very important that working exhaust vents are installed in the kitchen to promote proper airflow throughout the area. Check to see if these are in working order with a tissue. Also, if you can smell the food outside the cafeteria, this is an indication that the air is not flowing correctly. LOOK for foodstuffs and crumbs throughout the cafeteria furniture and on the floor. Food particles can results in pest problems LOOK for proper pest management If you can spot insects or rodents, this can adversely affect IAQ. Pests often carry pollutants and invade pathways, contaminating breathable air. Walkthrough InspectionCafeteria

20. LOOK for equipment leaks, disconnections, or deterioration Any glitches in boiler room appliances can cause severe airflow defects, rendering indoor air quality poor Check all combustion appliances to ensure they’re in good condition. Ensure they contain flues or exhaust hoods that open or shut depending on the operation. LOOK for any improperly stored cleaning agents or chemicals Opened or improperly stored toxins can invade ventilation and cause breathing hazards for all occupants Be sure to store all chemicals in their proper place according to the instructions and be sure to label them properly so that they their names are visible and legible Chemicals should NEVER be stored in HVAC mixing rooms LISTEN for any mechanical malfunctions SMELL for any combustion gas or fuel odors Inhalation of gas or fuel in the air can cause headaches, dizziness, or more serious problems. Be sure that all valves are closed tightly. If you smell a leak, report it immediately and take proper actions to protect occupants and close off the source Keep in mind that not ALL combustion gases have an odor. Many dangerous gases, like CO, are odorless and can only be detected through testing instruments. FEEL for unusual temperature changes This may be indicative of a mechanical malfunction. These malfunctions will disrupt airflow. LOOK for improperly contained asbestos. Even if it’s not friable, it can still be dangerous! Check with your school’s AHERA plan or other knowledgeable personnel regarding asbestos. Walkthrough InspectionBoiler Room

21. General Considerations • LOOK at the condition of air filters in HVAC systems • Dirty filters, or improperly sized filters, can restrict airflow. Regularly replace correct filters to prevent dirt and dust from accumulating. Filter “blow outs” allow dirt in unfiltered air to accumulate on coils, which requires more frequent cleaning and reduces system efficiency. • Clean HVAC systems use less energy, too! • PLEASE NOTE: If HVAC filters are just too clean, it may be an indication that they are not working properly, because air may not be flowing through at all! • LOOK for disconnected or inoperable HVAC system controls

22. LOOK, LISTEN, and FEEL for proper ventilation Improper ventilation can cause a “healthy” building to become “sick”, allowing pollutants to contaminate the air because it doesn’t get “blown” out. Improper ventilation can also result in “discomfort” factors like temperature fluctuation. You can simply hold a tissue over a vent to examine its airflow. Be sure that vents are also free from obstructions and dust. Even if it is functioning properly, it will allow pollutants to circulate. FEEL for proper temperature and humidity control Temperature and humidity are often indicative of pressure differentials that may be creating pathways from pollutants to people. ConclusionGeneral Considerations

23. Dust. Poor Ventilation from: Improperly balanced HVAC system Overcrowding Defective windows Common IAQ Concerns in Urban Schools

24. Tight budgets; low bidders and continually deferred maintenance Special pollution sources: art supplies; bus fleets; and even hatching chicks! Multiple HVAC systems from multiple expansions and renovations Children – have different exposure thresholds Unintended uses: closets become meeting rooms and classrooms. Temporary classrooms last for decades! High occupant densities compared to office buildings What makes school IAQ unique?

25. Determine the date of your last radon test. Radon is a hazardous element known to cause lung cancer. Repeated or prolonged exposure to radon can produce these effects. Radon is one pollutant that cannot be identified with your five senses. The only safe way to determine radon levels is to test for them. If the school was built before 1980, check for peeling paint as this could be a potential lead hazard. Lead (Pb) is very dangerous and can lead to brain function impairments. ConclusionSpecial Conditions

26. Source Management Local Exhaust Ventilation Exposure Control Air Cleaning Education Practical SolutionsWhat Can I Do?

27. Prevention is the lowest cost solution This guidance is based on the following principles: Most IAQ problems can be prevented and resolved by school staff through simple, inexpensive measures. The cost and effort needed to prevent most IAQ problems is significantly less than the cost and effort required to resolve problems after they develop