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.

The EPA provides an overview on caulk containing polychlorinated biphenyls (PCBs) that was used in some buildings, including schools, in the 1950s through the 1970s. It discusses how to minimize exposure and where more information can be obtained.

Advises on testing and abatement of PCB-laden caulk typically found in school applications from 1950 to 1977. Caulk that is in place and fallen into the soil are potential sources of contamination. State and national guidelines are cited for handling theses hazardous materials. 4p.

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.

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.

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.

The EPA's web-based tool kit helps schools start chemical management programs that will improve their chemical management practices by: 1) removing inappropriate, outdated, unknown and unnecessary chemicals from schools; 2) preventing future chemical mismanagement issues in schools through training, curriculum and policy change, and long-term management solutions; and 3) raising awareness of chemical issues in schools and promoting sustainable solutions.

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.

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.

Many States mandate that career-technical schools and institutions have safety and health programs in place, conduct hazard analyses for each career-technical program, do safety inspections and maintenance, and comply with safety and health and environmental regulations. This Safety Checklist Program provides information needed by schools to maintain safe classrooms, shops, and labs for teachers and students in career-technical education, and includes the following: Chapter 1: Making Sense of Regulations gives background information concerning the regulatory agencies and regulations that are applicable to career-technical education; Chapter 2: How to Establish an Effective Occupational Safety and Health and Environmental Safety Program outlines ways to ensure that an effective program is instituted and maintained; Chapter 3: Implementing a Safety Checklist Program describes how to implement a checklist program in your school to identify hazards and determine regulatory compliance; Chapter 4: Safety Checklists contains the checklists. Appendices are provided as references for additional information or help.

Describes how cooling towers work, citing issues associated with chemicals used to control bacterial in them, the amount of water they consume, and their proximity to school students. The use of ozone to control bacteria and reduce water and chemical discharge is described. 2p.

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.

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.

The U.S. Environmental Agency recommends removal of all pre-1979 flourescent light ballasts in schools to prevent accidental exposure of occupants to highly toxic polychlorinate biphenyls (PCB's). This guide provides step-by-step instructions for identifying, properly managing, and ultimately replacing PCB-containing light ballasts in schools. 10p.

This fact sheet describes the standards and some of the hazards and health effects of chemicals that school maintenance workers may be exposed to. It details important protective measures that should be undertaken. 7p.

Presents the audit results of an arrangement in which the three Districts and the Town, in an attempt to acquire athletic fields at no cost, allowed dirt haulers to dump construction and demolition debris on their properties in exchange for the dirt haulers renovating their athletic fields. The report claims that the only parties to profit from this scheme were the dirt haulers who received cost savings of between $7.4 million and $19.4 million for dumping debris on District and Town properties. Also claimed is that by accepting debris in exchange for athletic fields, the Districts and the Town operated solid-waste disposal facilities without obtaining appropriate permits, and without adhering to environmental requirements. Because the debris was found to be contaminated, the school districts and town were left with mounds of dirt and debris that cannot be used as athletic fields until the Districts and the Town receive environmental approval, which the report estimates will reach $2 million. The local authorities' responses are included as appendices. 80p.

Advises on preventive strategies for school security. Facilities issues covered include assessment of buildings and grounds, safe storage and handling of hazardous materials, disaster management. Numerous checklists, forms, and additional resources are provided. 88p.

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.

Offers guidance to school districts in selecting, hiring, and working with an environmental consultant. Environmental consultants are recommended to help guide projects through regulatory complexities, with types and suggested numbers of consultants recommended according to the size and nature of the project. Advice on preparing RFP's, evaluating the responses, contracting, and working with the consultant is detailed, with particular attention to procedures specific to California. A CD-ROM of additional resources is included, containing links to federal and state authorities, as well as professional and educational institutions. 31p.

Examines the issues confronting school districts across the United States when they must decide where to locate new school buildings. Considering the realities of a high-priced urban real estate market, the lack of green space on which to locate new schools, and local budgetary concerns, the article advises on how school districts should proceed during the school siting process and address property contamination issues to ensure schools are safe, public health is protected, and communities are involved. 14p.

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.

This pocket guide includes the following: 1) Chemical Names, synonyms, trade names, conversion factors, CAS, RTECS, and DOT Numbers; 2) NIOSH Recommended Exposure Limits; 3) Occupational Safety and Health Administration (OSHA) Permissible Exposure Limits; 4) NIOSH Immediate Dangerous to Life and Health values; 5) A physical description of the agent with chemical and physical properties; 6) Measurement methods; 7) Personal Protection and Sanitation Recommendations; and 8) Respirator Recommendations. Information on Health Hazards including route, symptoms, first aid and target organ information.

Informs parents, advocates, and school personnel about existing laws and resources available to ensure that every school in New York is an environmentally safe and healthy school. The guide reveals how to recognize air quality and other environmental problems and who to contact when adverse conditions are discovered. It examines problems associated with asbestos and lead, the importance of proper ventilation, fire hazard identification, hazardous structural problems, playground safety, and bathroom sanitation. Also included are ways of making a school free of pesticides. Each environmental hazard highlights the applicable laws involved and lists who to contact when these specific problems are uncovered. Appendices provide sample of complaint letters, the affirmative steps that can be taken to make a school safer and healthier, and Congressional contact information. 42p.

Explains the necessity to properly recycle flourescent lamps, rather than discard them in a landfill, due to the mercury they contain. 3p.

Provides information on potential health and safety hazards associated with school renovation and construction and what precautions to take in order to prevent or control them. These include dust, debris, asbestos, lead, volatile offgassing from new furnishings and coatings, machine exhaust, mold, bird droppings, and noise. 6p.

Assists school systems in identifying and remedying indoor environment health and safety problems. Chapter 1 contains a checklist for schools to use to identify important environmental health and safety issues that may be present in a school building. By maintaining the checklist for each issue, school personnel will be able to determine if there are any specific areas that may warrant attention. Chapter 2 contains references that provide specific regulations for each issue and any industry standards/guidelines that are available. This section also provides a quick resource guide for additional assistance. Chapter 3 provides a list of resources for further guidance. 24p.

Presents a methodology for estimating exposure of school users to toxic chemicals found as contaminants at existing and proposed school sites, and the health risks from those exposures. Exposure factors unique to the school environment, the activity patterns of children from birth through age 18 and of adult school employees, and uncertainties that may arise in the process are covered. Includes 17 references. 71p.

Offers a checklist to determine if a school playgrounds wood components are arsenic treated, and if so, what the remediation plan is, and what to do if the school administration is unresponsive. 2p.

In a Q&A format, this answers such questions as: How do I determine whether my child's school has a problem with lead paint?; Why should we be concerned only about peeling and chipped paint?; and What is considered to be an unacceptable level of lead in paint? This includes sources for further information.

Describes the health hazards of mercury exposure, sources of mercury in schools, and steps to be taken by facilities personnel, which include an inventory of mercury within the school, a response plan, and proper containment and spill cleanup protocols. 2p.

Part one presents results of a literature review related to school indoor environmental quality and, in the context of limited resources facing American schools, practical science-based recommendations to improve and promote good school indoor environmental quality and prevent or reduce potential occupant exposure to toxic biological, chemical, and physical agents. Part two offers recommendations for improving school environmental health and safety based on today's known science. It draws together the knowledge, data, and research regarding school facilities, children's environmental health, and school facility impact on student achievement, to demonstrate that school facility issues are integral to school reform and equity debates. (Includes 302 references, a list some state and federal government sponsored Internet sites on school IEQ and energy, and a list of existing noise guidelines for school environments at local, state and international levels.) 87p.

This handbook provides physicians with a tool for identifying, treating, and preventing pediatric environmental health hazards. The 2nd edition includes 10 new chapters addressing a wide range of hazards and health issues, including arsenic; gasoline and its additives; irradiation of food; nickel, manganese, and chromium; chemical-biological terrorism; and risk assessment and risk management. 723p.

Offers a checklist to identify and monitor important environmental health and safety issues that may be present in a given school building. The issues are organized under categories for renovations in buildings, HVAC, building envelope issues, chemical management, drinking water, asbestos management plans, integrated pest management, underground storage tanks, septic systems/sanitary sewers, and miscellaneous maintenance/custodial issues. 14p.

For many years a quick, quiet, and inexpensive solution to school flooring needs has been to install carpeting. This paper discusses the side effects from this solution, including some significant health consequences. This looks at carpet manufacturing chemicals, carpets as sinks, carpet maintanance chemicals, carpets and mold, and some alternatives to carpeting. 4p.

Checklist covers these areas: purchasing, science department, art department, wood and metal shops, facilities department/custodial staff, administrative/computer labs, cafeteria, nurse's station, chemical storage, hazardous waste regulatory requirements, fluorescent lamps and batteries, and student safety. 4p.

As part of multi-hazard emergency planning for schools, these guidelines are intended to assist in a hazard identification and risk analysis process. Includes the following sections: 1) preparing for hazard identification; school grounds hazard assessment; 3) building hazard assessment; 4) classroom hazard assessment; 5) identifying potential hazards along evacuation routes; and 6) identifying potential hazards in the neighborhood and community. 8p.

This guide offers some facts about Chromated Copper Arsenate (CCA) treated lumber used in playgrounds, the New York State Law, and resources for further information. 2 p.

This guide's primary focus is to recommend good health and safety practices to help ensure safer schools in Washington state. Some of the safety practices that are recommended affect school operation and maintenance, repairs and minor construction, as well as the school's administrative organization and lines of communication. The guide also focuses on practices that can be undertaken during the design, construction, renovation, operation, maintenance, or inspection of any school. The guide's sections address general procedures; building maintenance and operations; general safety; plumbing, water supply, and fixtures; sewage disposal; indoor air quality; HVAC preventative maintenance; sound control; lighting; food service; science classrooms and laboratories; career and technology education; blood borne pathogens and exposure control plans; playgrounds; animals in schools; emergency and disaster preparedness; pesticide use in school; visual and performing arts education; and athletics. (Contains appendices on inspection protocols, health district fee guidelines, agency roles and responsibilities, restricted chemicals in laboratories, inspection protocols and special considerations for visual and performing arts classrooms, references, Web sites, and related documents.) 91p.

This paper will attempt to address both practical and legal issues that confront science educators, in general, and chemistry teachers, in particular. Liabilities of teaching science, collection of material safety data sheets, preparation and maintenance of chemical inventories, suggestions for stockroom organization, and some practical hints for proper disposal of unwanted or unneeded chemicals will be addressed. [Author's abstract]

This primer was prepared by the Healthy Buildings committee of the Child Proofing Our Communities campaign. The campaign aims to connect local efforts across the country, raise awareness of toxic threats to children's health, and promote precautionary approaches most protective of children. Following an introduction, chapter II, "Special Vulnerabilities of Children," discusses why children are more susceptible to toxins and how inadequately they are protected. Chapter III, "Toxins in Schools and Building Materials," explains the threat from the most common toxic substances found in schools. While the threats from building materials such as lead and asbestos are subsiding, mold, vinyl, and toxic fumes from carpeting present a new generation of hazards. Chapter IV, "Building Materials: From Hazardous to Healthier Choices," puts the hazards identified in Chapter III in context, identifying especially problematic building materials. Chapter V, "The Indoor Environment," discusses ways to improve indoor air quality and lighting as well as maintenance practices that avoid the use of toxic chemicals. Chapter VI, "Designing a Healthy School," outlines the lengthy process of designing and renovating a school from conception to completion. It explains how to construct or renovate a healthy school to avoid or minimize toxic hazards. Chapter VII, "Getting Your School Community Involved," explains how to mobilize support for a healthy school building and work with architects, school boards, and contractors to ensure that children's health is protected at school. Finally, chapter VIII, "The Safety of Our Children Is in Our Hands," describes steps that parents can take to identify and address some of the most common environmental health problems in schools. 58p.

This report is a guide to environmentally preferable cleaning products and methods that have been effectively used in office buildings, schools, hospitals and other facilities in the United States and Canada. It describes pioneering product evaluation programs and lists the brands that were chosen based on environmental and performance criteria. It also provides a model specification, as well as manufacturer contacts and other resources for those who want to develop a safer cleaning program for their buildings. 86p.

Children are at greater risk than adults for lead poisoning because children absorb lead more readily than adults, and a small amount of lead in children's bodies can do a great deal of harm. Some of the causes and effects of childhood lead poisoning and suggests some lead poisoning prevention strategies that parent educators can share with parents are summarized in this document. How blood lead levels are measured is also explained, the occurrence of elevated blood lead levels among children, physical symptoms and effects, and broader social effects of the damage caused by lead poisoning is then examined. The digest then looks at ways parents can prevent lead poisoning, advising how to attend to specific lead risks in the home, at work, within children's diets and consumer products, and the medical establishment. Finally, the parents' role in the prevention of lead poisoning is highlighted, concluding the digest. 4p.

These recommendations for basic measures for a school to implement in order to reduce elevated formaldehyde levels in classrooms include the following: 1) reduce total amount of formaldehyde sources in the classroom; 2) provide sufficient ventilation; and 3)test the air. 3p.

Discusses safety issues concerning the use of CCA, chromated copper arsenate, a chemical preservative that is used to protect wood from being destroyed by microbes and insects, on outdoor playground equipment. Children's risk from exposure to arsenic is discussed, as well as CCA manufacturers' voluntary withdrawal of this preservative from the market in February 2002. 4p.

This report is a follow-up to the first publication of the Child Proofing Our Communities Campaign, titled "Poisoned Schools: Invisible Threats, Visible Actions." The previous report looked at the problems of public schools built on contaminated land years ago, the trend of proposing new schools on contaminated land, the the threat of toxic pesticide use in schools. The current report addresses the need for protective laws concerning building new schools. It presents data from five states (California, Massachusetts, Michigan, New Jersey, and New York) on the number of schools located on or near hazardous chemical waste sites or other contaminated sites. It describes children's special vulnerabilities, the school siting process, and examples of schools built on or near contaminated land. Based on its findings, the report calls for state laws to ensure that the locations for new schools are safe and that contaminated property is properly cleaned up. It provides model school siting legislation for use in drafting legislation on the state level and for local school policies. The report also outlines action steps that parents can take to ensure that their children are not placed in harm's way. 50p.

Presents findings from an indoor air quality study of homes and childcare facilities in nonmetropolitan counties of New York State. Specific pollutants examined were lead, radon, carbon monoxide, asbestos, and mold. High levels of pollutants were observed homes and childcare facilities, raising questions about constant pollutant exposure to children. Recommendations are made for lowering exposure levels in low income households and childcare facilities. (Includes eleven references.) 6p.

Presents guidelines for laboratory personnel in the event of a spill or release of Biological Safety Level 2 agents in their laboratory. Immediate response actions are followed by detailed actions that include exiting and sealing the area, cleanup, re-entry, reporting, investigation, risk assessment, spill kits, and transportation of materials. 16p.

This factsheet is for anyone responsible for modernization projects in California's public schools where materials containing lead may be disturbed or where lead abatement is planned. It explains the state requirements for properly dealing with lead hazards so that children and workers are protected. Its sections address why to be concerned about lead in schools, what lead regulations apply to school districts, non-compliance, proper procedures, and resources. 12p.

Reports on a laboratory study evaluating emissions of toxic and/or odorous volatile organic compounds (VOCs) used to finish the interiors of new relocatable classrooms. The study implemented a procedure for VOC source reduction by testing and selecting lower-emitting materials as substitutes for standard materials. In total, 17 standard and alternate floor coverings, wall panels and ceiling panels were tested for emissions of VOCs using small scale environmental chambers. Working with a manufacturer of conventional relocatables and two school districts, specifications were developed for four new relocatables predominantly finished with standard materials. Alternate carpet systems, an alternate wall panel covering and an alternate ceiling panel were selected for the two other relocatables based on the results of the laboratory study and considerations of cost and anticipated performance and maintenance. 36p.

This study of 180 pressure-treated wood samples shows that treated wood is a much greater source of arsenic exposure for children than arsenic-contaminated drinking water. The report determines that an average five-year-old, playing less than two weeks on a chromated- copper-arsenate-treated (CCA) wood play set would exceed the lifetime cancer risk considered acceptable under federal pesticide law. The report’s final chapter presents study conclusions and recommendations. An appendix presents a summary of data for surface arsenic levels of CCA wood and soil beneath treated wood structures. 19p.

This report embodies the findings of several studies, which conclude that America's schools have fallen into disrepair and sometimes present students and teachers with an unhealthy, unsafe, or even harmful educational environment. The researchers say that no guidelines are in place to help school districts select safe school sites. School sites are regularly sprayed with pesticides, and these chemicals are thought to be partly responsible for a whole generation of children who are increasingly hyperactive, slow to learn, and disruptive in school. The report offers specific recommendations to protect children from chemical contamination in air and soil surrounding schools and from exposure to toxic pesticides in schools and on school grounds. The report presents recommendations for school site selection and for developing integrated pest management programs. The report lists resources for additional information, and its appendices provide samples of school siting and pest management surveys. 80p.

This guide was prepared while working with many Massachusetts schools to remove items that contain mercury and to find suitable alternatives. It contains fact sheets on: mercury in science laboratories and classrooms, mercury in school buildings and maintenance areas, mercury in the medical office and in medical technology classrooms in vocational technical schools, mercury in HVAC laboratories in vocational technical schools, establishing hazardous and universal waste collection areas, and mercury-free purchasing policies. The fact sheets contain information on items that contain mercury, non-mercury alternatives, storing unwanted items, how to handle a spill, and additional resources. 23p.

Examines the lead issue in school buildings, noting that even minimal exposures to lead can create diagnosable health problems in children. Includes comments about current regulations and laws pertaining to the areas of soil, water, air, debris disposal, surfaces, and level of lead in the blood. Lists responses to lead that schools should take and those that they should avoid. Includes a list of safeguards for schools undergoing renovation or remodeling programs to reduce or remove lead, a suggested school board policy statement for lead poisoning prevention, and a lead metal information sheet. 17p.

The purpose of this guide is to provide basic information about the use of sanitizers and disinfectants in schools. The Healthy Schools Network recommends schools follow all public health laws and regulations, and proceed with extreme caution when using any chemicals around children or staff. Includes a germ reduction and pesticide exposure prevention checklist, and a glossary. 4p.

During the investigation of an indoor air quality complaint in schools, building design, maintenance and school activities can all play roles in adversely affecting air quality. Improper storage of chemicals in school chemistry departments has served as a source of indoor environmental pollutants as well as potential safety hazards. This paper provides examples of storage conditions of science laboratory chemicals. Each example lists poor storage conditions that could either be safety or chemical off-gassing hazards that can affect indoor air quality 5p.

Asserting that school buildings under renovation and even newly built schools may have polluted indoor environments that cause health problems and hinder learning, this guide introduces special education and anti-discrimination laws designed to remove barriers to education for children with disabilities such as chronic health impairments. The guide addresses the Individuals with Disabilities Education Act, Section 504 of the Rehabilitation Act of 1973, effective communication and advocacy, some signs and symptoms of indoor air pollution, and how to address a problem. The guide also includes organizational and published resources. [Free registration required.] 8p.

Ensuring a safe and hazard-free classroom should begin with a thorough inventory and understanding of the existing conditions. This is an outline of questions that should be asked when collecting that information. Includes a description of twenty things art teachers can do to make their classrooms hazard-free. 2p.

Provides guidance to the campus community on the safe handling of hazardous materials, focusing on procedures for materials that are no longer needed. The document emphasizes safety and provides guidance on compliance procedures, also placing emphasis on how to reduce waste and prevent pollution. For this purposes of this document, hazardous chemicals are those that exhibit one or more of the following characteristics: ignitability, corrosivity, reactivity, and toxicity. 40p.

This guide is intended to help public and not-for-profit campus-based organizations in New York State to comply with local, state, and federal environmental regulations. The environmental self-audit serves as a basic diagnostic tool for campus-based organizations (centralized schools, colleges/universities, correctional facilities, mental health institutions, etc.) to evaluate possible compliance problems. Included is information for the organization that is about to begin operations, for the facility that has never examined its environmental health before, and for the organization that is about to move or expand. This self-audit should serve as a preliminary self-diagnostic tool to identify possible environmental compliance problems in the regulatory categories of air, water, land use, petroleum and chemical storage tanks, solid waste, and hazardous materials. 61

Two California bills effective January 1, 2000 made additions and changes to the Education Code related to the required assessment and remediation or clean-up of toxic contamination of school sites (i.e., hazardous materials, including those naturally occurring). Compliance with these laws, intended to help ensure that sites selected for school construction are free of significant contamination, is required to obtain funding through the State School Facilities Program. New toxics procedures for site and plan approval, and contigent site requited for hazardous materials response action are described.

This document presents background information and testimony concerning the cleanup of potentially contaminated vacant or underutilized property for use as future school sites in low-income and minority communities. Various proposals are offered that would allow the state, where necessary, to facilitate the cleanup of these "brownfields" to create safe schools and meet the demand for classroom space in underprivileged areas. Testimony covers the need to remediate brownfields for school sites in urban areas; the current process for evaluating environmental conditions and conducting cleanup; and the current funding mechanisms. The final section provides a roundtable discussion on how to make the process work better. 101p.

This guide presents cautionary tips for protecting children's health during school renovation and construction projects, the New York state laws regarding school renovation and construction, and the steps the law requires to eliminate dangerous conditions for children during these projects. Included is a checklist of uniform safety standards during school renovations and construction and several examples illustrating the negative outcomes when districts renovated or constructed their schools without regard to the effects on children's and adult's health. Selected resources for additional information are provided. [Free registration required.] 6p.

This kit contains four trainers tools for educating California school maintenance and operations personnel on providing lead-safe schools. Contents include the "Lead-Safe Schools Curriculum" that has complete lesson plans and masters for overheads and handouts. Separate sets of overheads and handouts are also provided for easy copying. Also included are the "Lead-Safe Schools Guide" that provides in-depth background information on lead hazards and state policies on managing lead in schools. The "Working in a Lead-Safe School" booklet is of for use by class participants and is designed to accompany the curriculum. Finally, the kit provides a video, "Lead The Invisible Threat", that is shown during the class and focuses on lead exposure and lead-safe work practices.

This document provides information on the most commonly asked science safety questions by science teachers primarily at the secondary school level. Topics include the legal responsibilities of a science teacher, a general safety checklist, proper labeling and storing of chemicals, purchasing of new chemicals and disposing of old chemicals, a chemical hygiene checklist, general guidelines in case of student accidents, precautions for animal or plant use in the laboratory, a list of protective equipment for teacher and student use in the laboratory, general information on federal safety mandates, and a checklist describing the physical layout of a science lab. 33p.

This booklet is intended for school custodians and maintenance staff who may work around lead while doing their day-to-day tasks. The discussion includes facts about where lead is found, exposure risks and ways that exposure can take place, effects on the body, and ways to help eliminate lead from school property. The booklet discusses Occupational Safety and Health Administration requirements for protecting workers who are involved in lead work, how much lead exposure is too much, and ways to safely work around lead. 28p.

This guide addresses existing New York laws and available resources to ensure that every child and school employee has an environmentally safe and healthy school. Topics discussed involve indoor air quality; toxic and hazardous chemicals; pests and pesticides; mold, mildew, fungus, bacteria; asbestos; lead; radon; exhaust fumes from idling vehicles; renovation and construction pollution; structurally sound buildings; heat; classroom size and environment; fire hazards; usable and sanitary restrooms; safe playgrounds; and emergency management. Appendices present resource information by topic area, a form for information from the Healthy Schools-Healthy Kids Information and Referral Clearinghouse, examples of toxic and hazardous products used in New York schools, information on right-to-know laws concerning school environments, laws concerning access to public school-related meetings, rights to participating in health and safety committees, guidelines for school facility report cards, sample complaint letters to agencies about unsafe schools, a list of New York State Board of Regents/legislators, and New York State Environmental Conservation Regional Office locations and occupational health resources. (Contains 62 references.) 79p.

This guide provides California school districts with information for creating safer lead-free school environments through better custodial and maintenance policies and practices. The guide examines the health effects of lead, elements of a lead program, strategies to identify lead in schools, maintenance task analysis, worker protection guidelines, safe work practices, worker training strategies, and program documentation and evaluation. Examples of program forms are also provided. Appendices contain summary reports from the California Department of Health Services, Lead in Construction Standards, Hazard Communication Standard, and Injury and Illness Prevention Program. Also included is information on the Lead-Safe Schools Protection Act and Title 17 of California's regulations for working around lead hazards, contractor requirements, volunteer guidelines, a resource list, and glossary. 172p.

This guide presents lesson plans, overheads, and handouts that can be used to present a five-hour course on lead hazards in school maintenance work. The course is designed to give school employees the necessary information and skills they need to protect themselves and school children from exposure. The course requires no health or safety expertise to teach. Each topic is taught using participatory learning activities. Lessons cover reasons why there should be concern over the presence of lead in schools, where lead is found in schools, effects of lead exposure, ways that lead exposure typically takes place, respiratory protection, lead-safe work practices, and a summary lesson. 81p.

A survey of school pesticide use finds that California school children face possible exposure to particularly hazardous pesticides that can cause cancer, reproductive or developmental effects, endocrine disruption, acute sytemic or nervous system damage. This discusses the problem with children and pesticides, the use of highly toxic pesticides in California, IPM programs,current California laws, and recommendations. 32p.

Survey results are presented from 65 individuals using 39 different schools about environmental conditions in New York City public schools. Among the findings are that 40 percent of the respondents reported medical conditions present such as asthma or allergies, and 39 percent reported the school conditions made their health worse. Thirty-five percent of the schools either had fire extinguishers and/or alarms easily accessible in classrooms or had a playground. Thirty-three percent of the schools reported having poor ventilation, 24 percent had inadequate heat, 26 percent had obvious roach or rodent problems, 45 percent did not have clean bathrooms or lacked soap and toilet paper, 37 percent had drinking water that tasted strange, 24 percent indicated unclean cafeterias, 40 percent reported garbage and discarded waste present around the school, and 40 percent were overcrowded. Recommendations include enforcement of existing laws, linking school maintenance funding to environmental health needs of school occupants, and the closing of schools that threaten health. Appendices contain a list of the schools/sites surveyed. 88p.

This report provides findings of fact on the development of the Belmont Learning Complex of the Los Angeles Unified School District (LAUSD), and contains recommendations to remedy identified deficiencies in the LAUSD's current policies and procedures for siting and developing school buildings. The report addresses the following issues: (1) all contracts and payments to outside consultants and attorneys involved with Belmont; and (2) any account(s) controlled by the former Bond and Asset Management/Planning and Development offices. Principle findings reveal the LAUSD Board of Education and senior staff did not place sufficient priority on financial management from 1995 to 1999; that the Office of Planning and Development Personnel failed the LAUSD on Belmont; and that the contractors, consultants, and LAUSD staff failed to provide proper oversight of expenditures by the developer, contractor, and subcontractors. A list of the report's 72 exhibits is included. 142p.

This report provides findings of fact on the development of the Belmont Learning Complex of the Los Angeles Unified School District (LAUSD), and contains recommendations to remedy identified deficiencies in the LAUSD's current policies and procedures for siting and developing school buildings. The report addresses the following issues: (1) the acquisition, environmental assessment, and remediation of all land associated with Belmont; (2) alleged existence of conflicts of interest relating to Belmont; (3) the selection, negotiation, and contracting process for the development and construction of Belmont; and (4) pursuit of legal rights and remedies including restitution in the event of the discovery of any wrongdoing regarding Belmont. Recommendations include reforming school board practices, developing new environmental/public health and safety policies, reviewing and restructuring professional staff functions, disciplining certain LAUSD employees, pursuing legal action against LAUSD's professional consultants or vendors, negotiating with and/or pursuing legal action against the Belmont developer, reforming the safety team, and implementing all requirements imposed by the California Department of Toxic Substances Control regarding the completion of Belmont. 195p.

Parents of children in the Saugus Union School District in California were concerned about the safety of classrooms, particularly portable classrooms. Their concerns were amplified by assertions of a local medical toxicologist following evaluations of some teachers and students, and by an Environmental Working Group report about alleged problems with portables throughout California. Efforts by the school district, environmental consultants, and Los Angeles County health authorities were not sufficiently reassuring to some parents. This report discusses results from an evaluation of the classrooms by the Environmental Health Investigations Branch (EHIB) of the California Department of Health Services. Findings indicated no elevated health risks to students. The report's first part details evaluation methods and findings, while the second part directly answers each of the questions posed to EHIB staff at a parent meeting. Data tables provide results of environmental sampling at each school. (Consultations with outside authorities are appended. Contains 68 references.) 70p.

This report concerns the Belmont Learning Complex (BLC) and the Los Angeles Unified School District's (LAUSD) propensity for engaging in a series of school construction projects on contaminated land. It suggests that the LAUSD was made aware of the BLC site's toxic problems as early as 1989, yet apparently had not followed applicable regulations by seeking State approval of the site prior to ensuring that the wastes had been removed. The LAUSD may have also violated many regulations of the California Environmental Quality Act (CEQA) and the Health and Safety Code. The BLC, reported to be the most expensive high school in California history, may cost tens of millions of dollars more as remediation efforts to rid the toxic wastes from the site get underway. 94p.

This document presents many of the Federal, State, and New York City laws that apply to the health, safety, and environmental conditions of schools. The relevant portions of the law have been selected along with the mechanisms of legal enforcement that may exist and contact information where applicable. Legislative categories covered include air quality, toxic substances, and chemicals; asbestos; athletic equipment; washrooms; boarding; school buildings; buses, vehicles, traffic, and transportation; drugs and alcohol around educational facilities; fire safety; food and nutrition; student health; and lighting and radiation. Also included are laws governing plans for future educational facilities grants, recreational areas and playgrounds, pest control, sanitation, smoking, and ventilation. 36p.