Describes the benefits of thermal displacement ventilation (TDV), which delivers cool air just above the floor at a very low velocity, after which it falls toward the floor and spreads across the room. As the air picks up heat from occupants and equipment, it rises to the ceiling and is exhausted from the space. Contaminants, including germs from the occupants, are carried up and out of the space instead of being mixed with the room air as they are with conventional ventilation schemes. TDV systems differ from underfloor air distribution systems in that they do not require a raised floor and they supply air at lower velocities. 2p.

Features presentations by nine researchers investigating the connections between school building practices and boundary decisions, including the creation and maintenance of community environments for health where schools for all are clean, safe, and high quality, where children can walk or bike to school, and where decision-making processes involve multiple agencies and a broad spectrum of citizens. The symposium was attended by professionals from the Florida Departments of Transportation, Education, and Health; from the Leon County School District; facilities planners; and Florida State University faculty and students.

Outlines current scientific understanding of the links between environmental factors and learning and developmental disabilities. It also identifies important research areas that hold promise of further advancing our understanding of these links. The document reviews findings from diverse research disciplines concerning environmental contaminants and the biological basis of compromised learning and development, identifies conclusions that could be drawn with confidence from existing data, addresses critical knowledge gaps and areas of uncertainty, suggests key elements of a coherent research agenda to help fill these gaps, and promotes a foundation of current scientific knowledge upon which to make policy decisions that promote and protect an environment in which children can reach and maintain their full potential. 35p.

Assists facilities and campus safety professionals in meeting the basic requirements of environmental regulations. The guide provides a basic understanding of obligations and responsibilities, and helps develop compliance plans for a campus. It includes a listing of current laws and regulations, such as the Clean Air and Water acts, CERCLA, FIFRA, RCRA, and more. This second edition updates the key environmental rules and regulations affecting physical surroundings of campuses. 106

Assists families in performing an on-site inspection of a potential school. The guide presents descriptions of favorable situations and questions that should be considered while visiting the campus. These questions address the accessibility and safety of the campus, as well as the design of classrooms, availability of technology, the dining environment, the recreation areas, and the design and condition of restrooms and furnishings. 16p.

Analyzes laws governing American school building to determine whether alternative government interventions at either the federal or state level can improve the built school environment. The study determines that federal mandates are more likely to influence district policy and school behavior than state-level mandates, and that there is no government entity leading the effort to enforce compliance with minimum standards for healthy school environments. 275p.

Addresses risks to children after wildfire have passed, including exposure to ash, debris, water damage, water quality, spoiled food, deceased animals, traffic, and construction. Preventive measures and psychological hazards are also addressed. 9p.

Reviews the health risks to children of active wildfires, and includes recommendations for minimizing smoke exposure by staying indoors, sealing buildings, wearing masks, and evacuation. The psychological effects of wildfires on children are also addressed. 6p.

Reviews how California's Williams Settlement Agreement and its subsequent legislation, together with action from parents and community members, teachers, school administrators, and school officials altered the state's educational landscape during the first two years of implementation. The first two chapters provide a general summary of key findings, the case, and the settlement legislation. Chapter three discusses the statewide impact of implementation, with special focus on the entire state, as well as on specific geographical regions. Throughout the report, facility improvement information is combined with that for textbooks, materials, and qualified teachers. 62p.

Proposes procedures for ensuring that schools are properly sited to avoid environmental hazards. Sections include advice on meaningful public participation in school siting decisions, exclusion of certain sites, and a step-by-step guide for the evaluation of candidate sites and the cleanup of contaminated sites. 20p.

Establishes a new child-specific health guidance value (HGV) for lead, for use in health risk assessment at school sites pursuant to California's Health and Safety Code Section 901(g). These models can be used to estimate acceptable lead levels in soil and other media to be compared with measured concentrations in the environment at existing or proposed school sites. 107p.

Based on the Leadership in Energy and Environmental Design (LEED) rating system for new construction, the LEED for Schools Rating System considers the unique nature of the design and construction of K-12 schools, addressing issues such as classroom acoustics, master planning, mold prevention, and environmental site assessment. By addressing the uniqueness of school spaces and children's health issues, LEED for Schools provides a tool for schools that wish to build green, with measurable results. LEED for Schools is a third-party standard for high performance schools that are healthy for students, comfortable for teachers, and cost-effective. It provides parents, teachers and the community a "report card" for their school buildings, by verifying that schools are built healthy, efficient, and comfortable. 77p.

Offers guidance for risk analysis of pipelines near schools. The document assists local educational agencies with evaluating whether aboveground or underground petroleum, petroleum product, or natural gas pipelines pose an unreasonable safety hazard to a school campus. The two-volume work covers a risk analysis overview, consequences and likelihood of pipeline failures, pipeline risk estimate calculations, risk analysis reporting, and technical assistance for modeling and determining pipeline risk. 225p.

Pursuant to an act of the Vermont legislature, these recommendations were created to develop a comprehensive proposal to incorporate high performance school design and construction standards into Vermont school construction projects. The authoring committee recommends adopting the Northeast High Performance School Protocol, which makes up the majority of this document, along with their own Vermont addenda, which is also included. 143p.

This webpage features videos of a series of investigative reports concerning the Los Angeles Unified School District's notorious Belmont High School, sited on a former oil field, halted during construction, partially demolished, and ultimately renamed and completed as "Vista Hermosa High School."

Highlights the accomplishments of Charlotte Mecklenburg School District and Milwaukee Public Schools using superintendent leadership to create healthier learning environments, particularly in the areas of indoor air quality. The publication includes a CD-Rom with forms, action plans, checklists and other resources. 8p.

Describes the problem caused by unneeded, excessive, or dangerously mismanaged chemicals in K-12 schools, recommends ways to address the problem, and provides "lessons learned" from state and local chemical management programs to address chemical mismanagement in schools. 32p.

Summarizes the U.S. Environmental Protection Agencys "Schools Chemical Cleanout Campaign (SC3) program partners, funding sources, and components of the programs. Categories in the "program elements" described include: 1) Regulations/Guidelines - state or local regulations or guidelines that are relevant to hazardous chemicals in schools. 2) Chemical Inventory - a program that has a specific chemical inventory component. 3) Waste disposal a program that includes chemical removal and disposal of unwanted, excess, dangerous, or inappropriate chemicals. 4) Training a program that includes a training component for relevant school staff on aspects of conducting a chemical inventory, cleanout, and responsible chemical management. 5) Responsible Chemical Management a program that includes development and implementation of practices to sustain long-term chemical management such as purchasing policies or chemical hygiene plans. 6) Compliance/Technical Assistance - a program that offers resources to schools to assist in implementation of program components during the life of the SC3 program and beyond. 7) Additional Tools/Resources a program that provides a variety of resources to assist with program implementation such as Web sites, templates, manuals, or experts to call for assistance. 34p.

Identifies potential sources of small glass fibers in school building products, their irritating potential, acceptable exposures, and long-term health consequences that might be attributed to them. Includes 27 references. 8p.

Examines the potential of environmentally-conscious school design for improving education. This book provides an assessment of the potential human health and performance benefits of improvements in the building envelope, indoor air quality, lighting, and acoustical quality. The report also presents an assessment of the overall building condition and student achievement, and offers an analysis of and recommendations for planning and maintaining green schools including research considerations. Includes 390 references. 180p.

Summarizes state laws relating to healthy, high performance school design and construction. New and updated legeislation is listed on the website as it is enacted.

Provides a checklist for estimating potential Leadership in Energy and Environmental Design (LEED)certification, listing the attributes of site selection and design, water efficiency, energy use, effect on atmosphere, building materials, indoor air quality, and innovation in design that are considered under the LEED system. The number of required points in each category are shown, with an opportunity to indicate whether or not features within that category are in place, and then add up the points. 2p.

This table lists products that have been certified by its manufacturer and an independent laboratory to meet the CHPS Low-Emitting Materials criteria-Section 01350-for use in a typical classroom as described in a CA Department of Health Services (CDHS) Standard Practice. The list includes recommended materials for building insulation; adhesives, sealants, and concrete sealers; gypsum board; acoustical ceilings or wall panels; wood flooring; resilient flooring; carpet; and paint.

When developing the Pandemic Influenza Preparedness Plan, California districts are encouraged to consider how such an emergency might affect the school facilities. Issues such as school closings, accommodation of students with special needs, schools designated as contingency hospitals, establishing policies for transporting ill students, modified maintenance practices during an emergency epidemic or pandemic to reduce or slow the spread of the disease, storage of adequate supplies (food, water, cleaning supplies, soap, hand towels, etc.), and removal of trash during a break-out, etc. This links to resources to assist schools in developing these emergency plans.

Presents facility-related information from The Centers for Disease Control's 2006 School Health Policies and Programs Study (SHPPS). Text, graphs, and tables illustrate percentages of states, districts, and individual schools setting requirements for indoor air quality, pest management, drinking water, hazardous materials handling, foodservice facilities, and cleaning procedures. 2p.

This regularly updated guide offers advice and information on using the LEED for Schools Green Building Rating System for K-12 school projects. The reference guide provides crucial information for all projects seeking LEED for Schools certification. For each credit, the Guide provides overview and points per credit, documentation requirements, summary of the reference standard, importance and benefits of compliance, recommended design strategies and technologies, potential design synergies and trade-offs, economics, calculation methods and formulas, resources and definitions, and a case study(when available). 456p.

The School Health Policies and Programs Study (SHPPS) is a national survey periodically conducted by the Centers for Disease Control to assess school health policies and practices at the state, district, school, and classroom levels. Data on the school physical environment is represented in the areas of indoor air quality, pest control, and cleaning practices.

Presents a chemical analysis of synthetic turf "crumb rubber" fill, revealing the parts per billion of 23 metals and volatiles found in how many samples, taken from five synthetic turf suppliers. 6p.

The guide briefly outlines five "green cleaning" steps that will enhance the school environment and describes independent organizations that establish standards for and certify cleaning supplies and equipment. The CD-ROM contains comprehensive information, practical advice, tools and resources to help schools take action. It also includes a purchasing guide that lists products that are consistent with HSC Green Clean recommendations. 6 + CD-ROMp.

Presents research revealing that tire crumbs used in athletic fields typically contain volatile organic compounds (VOC's) with carcinogenic potential that are released into the air and groundwater. Based on uncertainty as to what these exposures mean for childrens health, as well as the environmental leaching of the materials into the ground water, a moratorium on use of tire crumbs was recommended, as well as caution in the use of existing fields with tire crumbs. This includes not using the fields on very warm days, avoidance by people with respiratory conditions, and further study. Includes 14 references. 30p.

Provides a summary of the October 12, 2006 Children's Environmental Health Leadership Symposium, held in Albany, New York, as well as classifying and cataloguing the major environmental health hazards linked to chronic childhood diseases. The report reviews the current status of children's health protection in New York State through a series of interviews with key staff from the state departments of Health, Education and Environmental Conservation. It also examines other state agencies with responsibilities for providing services to children, noting their frequent lack of access to the information and resources they need to effectively address children's environmental health needs. 56p.

Describes negative consequences of poor and unhealthy facility conditions, mold, overcrowded classrooms, and noise in schools. Recommendations for federal and state actions to renovate or build new and improved schools using proven, cost-effective and environmentally sound solutions are presented, illustrated with examples from districts around the country. Includes 21 references. 23p.

Helps identify sources, sometimes obscure, of dangerous chemicals in schools and advises on steps to oversee chemical management activities including establishing a leadership team, implementing pollution prevention and "green" chemistry, establishing a chemical management policy and chemical hygiene, conducting periodic inventories, establishing environmentally friendly purchasing, implementing appropriate storage, handling, and training programs, and developing communication plans for chemical awareness and emergency response. 34p.

Advises on how to recognize, remove, replace, and seal arsenic-treated wood found at school playgrounds. 2p.

Explains why a school facility should reduce lead in drinking water, including information on the health effects of lead in drinking water, how lead gets into the facility, the benefits and challenges of testing, two case studies, and the proper sampling procedures for testing for lead in drinking water.

Highlights a variety of efforts that the Environmental Protection Agency has undertaken to improve the environments where children live, learn, and play. Nine EPA school environment programs are described that cover efforts to address asthma, lead poisoning, inadequate ventilation, moisture, mold, improper use of pesticides, and chemical management. 20p.

Provides an environmental compliance model for a typical K-12 school or school. The manual is divided into organizational units that have common regulatory compliance requirements or would likely be managed as separate operational units of the school or school district. Next, the target audience for each organizational unit is defined. The manual then defines numerous activities that would likely occur within each organizational unit, and for each activity it discusses what is required to comply with the appropriate federal environmental regulations and/or which best management practices apply to ones area of responsibility. 224p.

Provides detail on 65 potential funding resources to help school and child care facilities implement drinking water quality programs. The guide includes information on the funding priorities, grant-making history, available funding, eligibility criteria, and geographic focus of each donor. 79p.

Based on a study of 30 "green" schools, this reports reveals that building "green" would save an average school $100,000 each year - enough to hire two new additional full-time teachers. The report demonstrates that green schools (schools designed to be energy efficient, healthy and environmentally friendly) are also extremely cost-effective. Total financial benefits from green schools outweigh the costs 20 to 1. With over $35 billion dollars projected to be spent in 2007 on K-12 construction, the conclusions of this report have far-reaching implications for future school design. The report's methodology is detailed, numerous tables illustrate the data, and 89 references are included. 23p.

Advises on "green" cleaning practices and products for New York State schools. Sections of the document cover characteristics of green cleaning products, best cleaning management practices, consulting to develop advanced custodial practices, designation of green cleaning products, cleaning product categories and definitions, and reporting requirements. 48p.

Provides guidance concerning the use and implementation of displacement ventilation (DV) for K-12 schools. It serves architects, engineers, and educators seeking to understand why DV is beneficial, addresses the implications of installing DV in schools, and details a design procedure for DV systems in school applications. It contains recommendations from a range of sources, including PIER research, ASHRAE Guidelines and Standards, and practical experience gained in the design, installation, and performance monitoring of DV systems in two California schools. Topics covered include general design requirements for classrooms, air supply characteristics, diffuser specifications, architectural design issues, load calculations, system sizing, HVAC design options, and estimating energy savings. Case studies from six installations are included, as are 42 references, a glossary, and numerous figures and tables. 123p.

Covers HVAC design considerations for displacement ventilation systems, drawn from completed research of the project, a computational flow dynamics analysis, and the results of the first demonstration classroom. The report addresses diffuser selection and layout, load calculations and system sizing and energy modeling options. The report also describes HVAC system requirements for displacement ventilation and control options. For the design phase, this report covers design requirements for TDV, load calculation procedures, energy modeling, and equipment selection. For the construction phase, the report documents show typical diffuser locations, ductwork layout, control details, and installation requirements. 23p.

Documents the performance monitoring results of a displacement ventilation demonstration project at Kinoshita Elementary in San Juan Capistrano, California. The report also documents the processes of design, financing and construction of the demonstration classrooms. The unit is designed to supply a steady 65-degree supply temperature, with variable air volume to maintain comfort in the space. This report assesses the performance of the unit in meeting specifications, and a comparison of comfort, indoor air quality, and energy use with a control classroom that is served by a conventional 4-ton packaged rooftop unit. 36p.

Documents the development of a unit that can tightly control supply air temperature in a classroom thermal displacement ventilation (TDV) cooling system, in response to varying load and outdoor conditions. Also described are the steps that the manufacturer has taken towards making it a production unit. The report provides an evaluation of the unit with all available data, and identifies the steps required to make this a production unit. 20p.

Serves as the final project report for Project 2, Thermal Displacement Ventilation (DV) in Schools, under California's PIER IEQ-K12 Program. Key outcomes included the following: 1)Two demonstration DV systems were installed, commissioned, and monitored in two classrooms; one in southern and one in northern California. 2)Results of the DV demonstration classrooms showed that significant energy savings are possible. 3)Other results of the DV demonstration classrooms showed improved IAQ and acoustics with acceptable humidity levels. 4)Teacher feedback was positive for the DV demonstration classrooms. 5)The demonstration classrooms confirmed that DV provides good thermal comfort for classrooms with normal ceiling heights (9 feet). 6)A supply of 1,100 cfm of 65-degree air is sufficient for most classrooms in California climates. 7)The use of a tuned VAV control strategy will optimize energy savings. 8)DV can be achieved today using a variety of HVAC system designs. 9)DV provides many compelling benefits including energy savings. 43p.

Discusses how schools can increase students' physical activity levels through recess and after-school programs as well as by supporting initiatives that make safe walking/biking to school and the use of the school "after hours" as a community resource. More community- centered schools and site considerations are covered on pp. 20-29 of the report. 52p.

Provides background information on the potential energy use, indoor air quality and acoustic benefits of displaced ventilation as well as field experience with DV in schools and commercial buildings. The applications that could benefit from use of displacement ventilation are described including facility requirements, acoustic requirements, climate-related factors, and indoor air quality. Displacement ventilation system requirements for K-12 schools are defined, including diffuser requirements, HVAC requirements, and optional HVAC system features. Mechanical system options are described including central (chiller-based) plants, packaged direct expansion (DX) variable air volume systems and packaged single zone direct expansion units. Alternative control strategies are discussed and diffuser options are presented. Includes nine references. 15p.

Summarizes a study quantifying the impact of ultraviolet irradiation in the "C" band (UVC) on evaporator coil disinfection of California K-12 Schools, with the goal to determine if UVC is effective in reducing mold and mildew in HVAC systems, thereby improving airflow, indoor environmental quality, energy savings, and attendance. The study concluded that the UVC technology is effective in reducing microbial growth on air conditioning cooling coils. Since microbial activity is correlated with the amount of moisture present, the more humid the climate, the more applicable this technology. Additionally, this technology is more applicable in regions with high annual cooling hours, or inland climate zones, where the potential for mold growth is greater. The study team could not conclusively determine if there were any improvements in air flow or efficiency of the air conditioning units with UVC disinfection systems. 66p.

Presents a collection of laws in the Institute's database that deal with school indoor air quality. The chart includes laws that address schools directly or exclusively, but does not include general laws that may also affect schools. States without such laws are not represented in the chart, and the list does not claim to be exhaustive compilation. 14p.

Reports on evidence linking poor Boston school conditions with high rates of asthma. Using data from school environmental audits collected in 2004 - 2005, the report shows that those students attending the schools ranking worst on three major environmental factors for asthma (mold, pests, and leaks) also have high asthma rates. Eighty-five percent of Boston Public Schools reported leaks or water stains, 36 reported visible mold growth, 63 percent reported overt pest signs, 83 percent reported repairs needed and 61 percent reported improper chemical storage. Over 80 percent reported one or more of these problems. The schools with the highest percentages are often located in the lowest income areas and those with the highest incidences of asthma some double the state average. Though the city has an average 7-12 percent child asthma rate, there are some Boston Public Schools with as high as 27 percent of their students suffering from asthma. 13p.

Provides school administrators, school boards and community members with guidance to help make informed decisions about health and energy efficiency issues important to schools. This resource guide contains the design elements of a healthy, high performing school and the policies to support the school once it is open. Also included are case studies from new schools in Illinois, information on financial resources, tips on selecting a design team and a glossary of terms, and information about educational materials that can help turn a school into a hands-on learning laboratory for students. 83p.

Advises on maintaining the chemical inventory, chemical purchasing, storage, labeling, waste minimization, laboratory ventilation, protective equipment, and spill prevention and cleanup. Includes 16 references. 9p.

The goal of this manual is to create a new generation of high performance school facilities in California. It is split into four volumes. Volume I describes why high performance schools are important, what components are involved in their design, and how to navigate the design and construction process to ensure that they are built. Volume II contains design guidelines for high performance schools. These are tailored for California climates and are written for the architects and engineers who are responsible for designing schools as well as the project managers who work with the design teams. It is organized by design disciplines and addresses specific design strategies for high performance schools. Volume III is the Collaborative for High Performance Schools (CHPS) Criteria. These criteria are a flexible yardstick that precisely defines a high performance school so that it may qualify for supplemental funding, priority processing, and perhaps bonus points in the state funding procedure. School districts can also include the criteria in their educational specifications to assure that new facilities qualify as high performance. Volume IV (2004) covers maintenance and operations. It provides M&O staff, teachers, and administrators with strategies for avoiding improper use of building systems and poor maintenance practices that can diminish the energy performance of a school. Topics covered in this volume inlcude cleaning and calibrating building systems, selecting cleaning products, and reducing waste. 717p.

Assists art instructors in complying with hazardous waste management, and to expand the focus of educational standards for the arts to include basic environmental, health and safety training information on the hazardous materials, hazardous substances, and hazardous waste found in various art mediums and processes. Sections cover hazardous waste management basics, hazardous waste generator requirements, and then dangers and safety suggestions for each of a wide variety of art and craft activities. Appendices offer advice on types of waste, best management practices, forms, and additional resources. 130p.

This looks at how educational design can contribute to healthier children through such design solutions as improved food service and physical education facilities, and site selection to encourage more walkable schools. 66p.

This short video defines healthy, high-performing school facilities. It emphasizes important aspects of high-performing facilities such as good indoor air quality, natural daylighting, and thermally comfortable learning environments. It was produced in cooperation with the United States Environmental Protection Agency, Indoor Environments Division. The movie focuses on Westwood Elementary School in Elk River, Minnesota. There are several versions available of this video that can be played on QuickTime, Windows Media Player, or RealPlayer.

Details findings and recommendations of a National Research Council study that discovered a lack of evidence-based studies on the benefits of green schools, a large number of confounding factors and variables complicating the research, a need for more attention to moisture control in green school guidelines, considerable evidence concerning the effect of indoor air on occupant productivity, inconsistent results on the association between daylighting and student performance, and a link between decreased noise levels and increased student achievement. Includes 146 references. 80p.

Defines environmentally sensitive "green cleaning" and cites the benefits of green cleaning to learning, as it improves school morale and indoor air quality. Twelve basic principles of green cleaning are provided. Includes four references. 3p.

Encourages re-thinking and changes regarding health and safety practices in the performing arts at all educational levels. Units of the text address the administrator and the performing arts program; the purchase, replacement, and preventive maintenance of equipment; fire prevention and suppression; emergency preparedness; safety during performances; stage housing, rigging, and the audience; shops and storage; environmental concerns; special effects; skill sets for the performing arts instructor, and stage equipment. The book identifies areas that performing arts personnel and administrators might not think of as dangerous or hazardous, such as aging or outdated equipment or facilities, providing readers with pertinent health and safety information, pointing out hazardous conditions and recommended practices. 434p.

Explores the school environment using the methods and perspectives of environmental health science. Each section of the book addresses a different concern facing schools today. In the first six sections, the various aspects of the school environment are examined. Chapters include the physical environment of the school, air quality issues, pest control, cleaning methods, food safety, safe designs of playgrounds and sports fields, crime and violence prevention, and transportation. In the last two sections, recommendations are made for school administrators on how to maximize the health of their schools. Appropriately evaluating the school environment, implementing strategies to address children and adults with disabilities, emphasizing health services, infectious disease prevention and recognition, and occupational health for faculty and staff are all addressed. 462p.

Outlines leaning center design that is based on human need and diverse teaching and learning styles. Elements of human-centered design are characterized as healthful, stimulating, balancing community and solitude, and adaptable. Under these headings lighting, ergonomics, sensory cues, elements of surprise, transparency, connection to nature, color, texture, diverse shapes, social space, refuges, flexibility, adequate space, ownership, and technology integration are covered. Includes 18 references. 10.1-10.13p.

Discusses remediation issues with ground contamination at school sites, including assessment, public interest, benefits of using brownfield sites, and the removal of contaminants from both existing and potential school sites. 2p.

Provides information about sources of lead in drinking water and its health effects, particularly in young children and infants. Simple instructions for testing water and recommended solutions for fixing a lead problem are included, as are suggestions on how to share information on lead testing and results with parents and staff. A list of state drinking water programs and additional resources are included. 28p.

Provides EPA manuals and supplemental materials to assist schools and child care facilities in their efforts to develop programs and policies to reduce lead leveles in drinking water.

Provides training for school officials to raise awareness of the potential occurrences, causes, and health effects of lead in drinking water; to assist school officials in identifying potential areas where elevated lead may occur; and to establish a testing plan to identify and prioritize testing sites. Instruction for testing drinking water in schools to identify potential problems and take corrective actions is included, as is advice on how to keep students, parents, staff, and the larger community aware of lead monitoring programs, potential risks, the results of testing, and remediation actions. The manual is specifically targeted at schools that receive water from water utilities or water suppliers such as cities, towns and water districts. Appendices include a glossary, 18 references and referrals, and a list of state drinking water programs. 99p.

Documents the financial costs and benefits of "green" schools compared to conventional schools, with specific reference to Massachusetts. This review of 20 schools nationwide demonstrates that "green" schools cost 1.5 to 2.5% more to build, but provide financial benefits that are 10 to 20 times as large. Individual sections discuss energy savings, emission reduction, water and wastewater impacts, construction and demolition waste, and health and learning benefits. 72p.

Offers guidance to help school districts identify areas of strength and weakness in accommodating asthmatic students. Topics assessed include providing school district leadership, identifying and monitoring students with asthma, ensuring that students with asthma receive appropriate care and reducing environmental contributors. Education of staff, students, families, and caregivers, along with collaboration with health-care providers and the community is also covered. 4p.

Through the constructive advice of experienced parents, this discusses emergency planning for schools. The events of September 11 and its aftermath have challenged health, environment, and education agencies to understand how children are different from adults in relation to environmental hazards, and how schools are different from offices in terms of their responsibilities for the occupants and the demands on the facilites. 8p.

Summarizes a general HVAC load calculation for a hypothetical single-level classroom building in coastal Southern California, and an identical building in Sacramento, including accommodations for thermal displacement ventilation (TDV). Subsequent sections of the report provide a schematic description of three design options for applying TDV in the hypothetical classroom building. For each of the three options, a summary of the system design, major components, HVAC sequences of operation, and estimated capital costs are indicated. For each design option, an effort has been made to address the relative advantages, disadvantages, and limitations of each TDV design option, and to highlight differences from conventional HVAC design approaches. A general schematic of the system layout, room layout and room section are included for each system design. 18p.

Documents the requirements for new products designed specifically for thermal displacement ventilation (TDV), with the objective of identifying new products for TDV that are not currently available. The identification of new products springs from the TDV design charrette, system design options study, and market barriers study performed in this California research project. 12p.

Presents the research plan to quantify the impact of ultraviolet C-band (UVC) light on coil disinfection and indoor air quality of California K-12 Schools. The plan includes research on biological sampling, school selection, qualification of HVAC units, pre-installation microbiological testing, pre-installation air conditioning performance testing, installation of UVC lamps, post-installation testing, analysis, and reporting. 43p.

Surveys state laws, regulations, and policy guidance documents regarding the siting of schools on sites contaminated by toxic substances, summarizing their key provisions and listing in an appendix the legal citations for each authority referenced in the survey. The general findings include that 19 states have no laws that regulate the criteria a potential school site must meet, 14 of the remaining 31 states prohibit siting schools in areas that pose health and safety risks due to man-made or natural environmental hazards, and eight states include direction for districts to evaluate site contamination. Vaguely worded criteria rarely provide school districts with the tools necessary to select, evaluate, and either eliminate from consideration, or if absolutely necessary, remediate a contaminated site. 46p.

This document serves as USDA guidance for the implementation of a HACCP-based (Hazard Analysis and Critical Control Point) food safety program in schools participating in the National School Lunch Program or the School Breakfast Program. It is a systematic approach to constructing a food safety program designed to reduce the risk of foodborne hazards by focusing on each step of the food preparation process, from receiving to serving. 79p.

The Environmental Protection Agency (EPA) has signed a memorandum of understanding (MOU) with several federal agencies, state drinking water programs, and drinking water associations that represent water utilities to promote voluntary efforts to reduce children’s lead exposure in schools and child care facilities. The MOU is a partnership between EPA, Department of Education, the Centers for Disease Control and Prevention, the American Water Works Association, the Association of Metropolitan Water Agencies, the National Association of Water Companies, the National Rural Water Association, and the Association of State Drinking Water Administrators to focus attention on testing for lead in drinking water for schools and child care facilities. The signatories have agreed to encourage schools and child care facilities to take steps such as testing drinking water for lead; disseminating results to parents, students, staff and other interested stakeholders; and taking appropriate and necessary actions to correct problems. The signatories also agree to encourage drinking water utilities to assist schools and child care facilities in their efforts to understand and reduce lead exposure from drinking water. 14p.

This North Carolina legislation establishes guidelines for reducing exposures to pesticides, diesel fumes, mold & mildew, arsenic treated wood, and elemental mercury in the states schools. Specifically, the legislation directs schools to do the following: 1) Adopt a recommended model Integrated Pest Management (IPM) program in order to reduce pesticide exposures. 2) Notify parents and school staff when high-hazard pesticides are to be used on school property. 3) Exempt certain low-hazard pesticide products (such as baits) from notification requirements. 4) Prohibit new uses of arsenic-treated wood on playgrounds or other areas where children are at risk of exposure. 5) Seal existing arsenic-treated wood on playgrounds and/or develop a timeline for its removal from public school property. 6) Ban the use of elemental mercury in classrooms. 7)nEstablish a school bus exhaust and no idling policy to reduce exposure to diesel fumes. 8)Follow guidelines for mold and mildew prevention when building new school facilities. The bill also directs the State Board of Education to adopt guidelines to assist schools in accomplishing each of these goals. 3p.

In the fall of 2003, the Boston Urban Asthma Coalition (BUAC) and the Massachusetts Coalition for Occupational Safety and Health (MassCOSH) launched the Healthy Boston Schools Project to test cleaning products currently in use in Boston schools and to recommend substitution of some products with more environmentally-friendly formulations, or so-called green cleaners. The success of the project led to an agreement with the Boston School Department to adopt a policy requiring all vendors to bid products that meet the Green Seal 37 health and safety environment criteria by March 2006. It also led to the establishment of a subcommittee of the city-wide Healthy Schools Taskforce that would provide an ongoing mechanism for reviewing cleaning products and building maintenance issues. This includes a summary of the findings, the methods used, next steps, and works cited. 25p.

While 31 million Americans have been diagnosed with asthma, children are most severely affected. Asthma also is common among teachers, indicating that the school building environment may be associated with asthma prevalence among occupants. This provides concise recommendations for laws and regulations that control indoor air quality problems, with the goal of reducing the occurrence and severity of asthma and other respiratory diseases. The recommendations address ventilation, maintenance, chemicals and products, and building design, construction, and renovation. 18p.

Proposes stricter than typical VOC emission criteria for materials and furnishings used in schools and other children's areas, as children have higher inhalation rates per pound of body weight. 1p.

This paper helps those concerned with keeping schools clean and properly maintained in adopting healthier cleaning and maintenance practices and promoting the purchase and use of environmentally preferable products which perform well and are cost effective. It explains how children are exposed to toxic chemicals in school cleaning and maintenance products, highlights the problem of indoor air pollution, and cautions about the lack of toxic testing on commercially used cleaning chemicals. A checklist for prevention of dirt and grime by anticipating people and their messes is detailed. Also discussed are tips on purchasing environmentally preferable cleaning products, including a checklist of human health and environmental considerations. Final sections cover vendor, price and performance considerations; and thoughts on how schools buy cleaning and maintenance products. Lists of helpful organizations and agencies and how-to guides are included. 8p.

Presents the results of a workshop that identified. Chapter 1 summarizes the discussions and presentations that took place during the course of the workshop. Chapters 2 through 6 summarize the formal presentations given, which include reviews of knowledge about indoor environments and occupants' health, research and empirical evidence to support health- related policies and practices in buildings as well as barriers to their implementation, knowledge about the effects of lighting on people's visual and circadian systems, how an improved physical environment can be used as a legitimate treatment modality in health care, and five case studies that analyzed the impacts on cost and time of changes to construction projects to incorporate specific health-related design elements interior partitions, exterior enclosures, service systems, and structural elements. Proven approaches for incorporating desirable features across a wide range of buildings quickly and effectively are identified. Includes 72 references. 72p.

Reviews a recent study investigating the link between exposure to volatile organic compounds (VOC's) and asthma in young children. The study determined which VOC's presented the highest risk, and that the most common allergy among both asthmatics and non-asthmatics was house dust mite. Sources and types of VOC's commonly found in schools are listed, along with several measures for maintaining good school indoor air quality. Includes nine references. 6p.