Food Defense Plan

1. Food Defense Plan

2. USDA Food Defense Supplement Assessment Physical Security • PAMS was assessed in three areas of security measures for food defense • Results of the assessment indicate that although PAMS could improve on procedural issues, the PAMS facility structure provides adequate security measures for food defense • Click each blue hyperlink on the floor plan for assessment details Shipping/Receiving Security Storage Security

3. ACEF Vulnerability/ Hazard Checklist • PAMS was assessed using the ACEF Vulnerability/Hazard Checklist • Deficiencies identified from the assessment are summarized in the adjacent display • Click each blue hyperlink on the floor plan for specific plans of action Flooring Bottlenecks Over Capacity Tables & Chairs

4. Indoor Air Quality (IAQ) Reflection

5. IAQ Reflection • The following IAQ Reflection consists of a review of the following resources: • EPA Tools for Schools Resources • Seven Steps to 21st Century Building Performance: Green in a Box • The IAQ Reflection will specifically identify: • Knowledge I had prior to reviewing the resources • What I learned from reviewing the resources • What I feel is still important to know • How I could apply lessons learned from the resources to my administrative practice

6. IAQ Reflection • Knowledge I had prior to reviewing the resources: • I honestly had almost zero knowledge of the potential negative impacts of poor IAQ on building occupants, prior to reviewing the resources. I merely had a vague notion of how IAQ could impact students and staff in a school. • I also was not aware of the resources that exist (e.g. Green in a Box program) to help school administrators proactively and collaboratively: measure IAQ; establish IAQ management teams, programs, and plans; and improve IAQ in schools.

7. IAQ Reflection • What I learned from reviewing the resources: • Characteristics of the air in indoor environments can impact occupant health, comfort, performance, concentration, and attendance • IAQ is typically two to five times worse than outdoor air, and can potentially be up to 100 times worse • An IAQ management program can save schools money, improve health, and decrease student and staff absenteeism • The Green in a Box program is available to school districts to test IAQ • Schools can collaboratively identify IAQ issues by conducting building walkthroughs with handheld air testing equipment • Teams should measure "the Big Four": • Temperature • Particulate Size • Co2 • % Relative Humidity • Schools are also provided spreadsheets for logging measurement data • Logging data is imperative to determine success of conducting the IAQ assessment

8. IAQ Reflection • What I learned from reviewing the resources: • The most common issues that schools need to address to effectively manage IAQ risks include: • HVAC – inspect regularly, establish maintenance plan, change filters regularly, clean air supply diffusers • Moisture and Mold – routine moisture inspections, mold prevention/remediation plan, monitor/maintain indoor humidity levels, promptly address moisture problems • Integrated Pest Management (IPM) – inspect/monitor for pests, avoid broad pesticide application (use spot treatments/baits), communicate with occupants & mark areas when using pesticides • Cleaning and Maintenance – routine inspections, preventative maintenance plan, train staff on IAQ protocols, MSDS availability • Materials Selection – maintain product inventory, use low-emitting products, base product selections on product rating systems, use least toxic cleaners possible • Source Control – test for radon, implement hazardous materials plan, establish chemical management/inventory plan

9. IAQ Reflection • What I learned from reviewing the resources: • Programmatic actions and strategies that schools can take to create effective IAQ management programs include: • Organize – designate an IAQ coordinator, establish IAQ team consisting of school & community, develop standard operating procedures • Communicate – share IAQ team goals, be transparent/inclusive, communicate results • Assess – assess environment by creating IAQ profiles of buildings, communicate/share findings • Plan – develop an IAQ management plan, communicate plan/timeline • Act – educate/train staff to change behavior, address sources of IAQ problems • Evaluate – solicit feedback, measure program impacts

10. IAQ Reflection • What I feel is still important to know: • I think that additional research and case studies which highlight the results of specific school districts’ IAQ management programs would be useful. • The resources explained that logging data obtained from IAQ assessment measures can promote school health factors, such as: • Decreased absenteeism • Increased academic achievement • Increased amounts of federal and state aid, based on student attendance funding formulas • Decreased teacher sick days • Decreased utility costs for educational facilities • I would be interested in reviewing additional case studies and research which show how school districts specifically improved in the aforementioned areas, and how those school districts approached their IAQ management programs.

11. IAQ Reflection • Application of lessons learned to my administrative practice: • As a future campus/district administrator, I could apply lessons learned from the IAQ resources in the following ways: • I could establish a comprehensive IAQ management program and a collaborative, inclusive IAQ team in order to proactively measure and improve IAQ in my school; thereby improving occupant health, comfort, performance, concentration, and attendance. • I could take advantage of the Green in a Box program as a tool to test IAQ in my school. • I could improve IAQ in my school by using: • the EPA IAQ Tools for Schools Framework to help build a comprehensive IAQ management program, and • the EPA Action Kit to obtain best practices, industry guidelines, sample policies, and a sample IAQ management plan.