PSWCT

Spring Cleaning Alert! Cleaning Guidance for Classrooms

Spray bottle spraying, over blackThe Washington State Department of Health generated an excellent best practices guide for teachers and other school personnel who choose to do additional cleaning above and beyond what is provided by district custodial services.

It addresses proper cleaning, disinfection, hand washing, and the need to reduce unnecessary overuse of chemicals and disinfectants.

A classroom where more than 25 people, some of them sensitive or asthmatic, spend long hours poses a different situation than our homes. The care and cleaning of classrooms requires special attention.

For the benefit and health of students and staff, please distribute this document as widely as possible, discuss it with staff, and incorporate it into your district’s cleaning and chemical policies.

Cleaning Guide

Resolve to Reduce Risk

Clairmonte Cappelle

Clairmonte Cappelle

While considering a message for this month’s Sound Advice, my thoughts turned naturally to New Year’s resolutions. Each year, millions of people resolve to implement preventive practices that will improve their health and well-being. They vow to start exercising, commit to a healthy diet, and get more sleep.

This type of thinking is exactly in line with the Trust’s philosophy on workers ’ compensation and the important role that loss control services play in maintaining a safe work environment and  reducing  workers’ compensation costs. Prevention is the best intervention.

The High Cost of Hazards
According to OSHA, businesses spend $170 billion each year on costs associated with occupational injury and illness. During the 2014-15 fiscal year, the Trust paid out almost $13.5 million in claims.   For a school district operating on a limited budget where new funding always presents a challenge, these dollars would be better spent on improving the education our children receive, and eliminating the opportunity gap.

In managing a high volume of injured worker claims on an annual basis, it can be difficult to believe that you have the control necessary to reduce the amount of time and money your district spends on workers’ compensation costs. But as OSHA notes, establishing safety and health management systems can reduce workplace injury and illness costs by 20 to 40%. For districts, this equates to somewhere between $2.7 and $5.4 million annually based on last year’s payments.

In the upcoming year, the Trust will be using this space to focus on our risk reduction best practices.  Each month we will highlight a different practice our districts can implement to improve the safety and well-being of their staff. One of the best practices our loss control consultants have been focusing on over the past two years is district safety committees.

When we first conducted assessments of our district safety committees, only 26% received an excellent rating. We were pleased to see those numbers go up in our most recent assessment, with 59% of districts receiving an excellent rating. While that increase is impressive, we would like to see all of our districts operating their safety committees at this level. Watch our animated presentation “6 Steps for a Great Safety Committee,” for ways to improve your district’s committee.

This month we are also focusing on little steps your district can take to improve safety. Take a look at our article on Walk-Off Mats.  Something as simple as ensuring you have the right mat in the right place can reduce slips in your buildings. Another simple step districts can take is to discourage staff from bringing candles or other scented items into district buildings. Our industrial hygienist provides many compelling reasons why something as seemingly innocuous as a candle can affect staff and students suffering from asthma and allergies in her article on Candles and Indoor Air Quality.

As you wrap up your year, you will likely look at your calendar and see that December 31 is New Year’s Eve. But did you also know that December 31 is “Make Up Your Mind Day”? Farmer’s Almanac notes this day is an occasion to “make a decision and stick with it.”

We encourage our districts to make up their minds to take another look at the way they are implementing risk reduction best practices in their schools. Doing so could reduce your district’s medical costs, time loss payments, and employee absenteeism. A savings in any one of these areas frees up money and time that can be redirected to your school’s primary mission: providing Puget Sound families with a stellar education for their children.

Have a safe and happy New Year.

Candles and Indoor Air Quality

During this dark time of year, it can be tempting for staff to bring candles into their work-spaces to create a warm, cozy atmosphere to combat the dreariness outside. However, doing so may affect the health and safety of your staff and students.

iStock_000010092826_LargeAlthough candles add a welcoming warmth and glow, they can also contribute to indoor air pollution and present a significant fire hazard.  In fact, the National Fire Protection Association (NFPA) reports that December is the peak time of year for home candle fires.

Soot Sickens
According to Elizabeth Jakab, industrial hygienist at the Puget Sound Workers’ Compensation Trust, candles emit particulates in the form of soot. They can also emit trace amounts of a range of harmful chemicals, including carcinogens such as benzene, toluene, and formaldehyde.  In addition, some imported candles have metal threads in their wicks that may release lead and zinc into the air.   Based on studies, it appears that the worst offenders are paraffin, scented, and aromatic candles.  Even soy-based and beeswax candles, which are commonly touted as healthy alternatives, may emit trace amounts of harmful chemicals.

While these harmful emissions are typically low and do not pose a significant threat to your health, they may trigger allergic reactions and asthma attacks in sensitive individuals. According to national statistics, an average 10% of students have some degree of asthma.  Symptoms of exposure to emissions from burning candles may include itchy and watery eyes, sore throat, blocked nasal passages, headaches, hives, skin irritations, and difficulty breathing.  Any of these symptoms may interfere with a student’s learning.

Candles-1

Burn mark from candle holder.

Flame Factor
The second obvious concern of burning candles at school is that they create a fire hazard.  A few years ago, a district staff member left a candle burning in an elementary school classroom.  Over the course of the evening the candle burned down and the metal plate candle holder burned into the top of a desk. Noxious fumes filled several classrooms and fire fighters responded in the middle of the night.

Luckily, a major fire was avoided. However, one teacher working late in the building was exposed to the fumes, and filed a workers’ compensation claim for respiratory irritation and toxics inhalation.

While the damage was minor in this case, candles have the potential to do serious damage. According to a report issued by the NFPA in 2013, analyzing the frequency of fires started by candles, an average of 29 home candle fires were reported per day during 2007-2011.

Healthy Indoors
To maintain an optimally healthy indoor environment in schools, we strongly discourage the use of any types of candles.  We also recommend that staff refrain from using anything else that introduces unnecessary chemicals into the air, including:

  • Candles
  • Incense
  • Scented plug-ins
  • Reeds
  • Air fresheners
  • Perfumes
  • Strongly scented personal grooming items

We want to create a healthy environment that is conducive to student and staff engagement.

For additional information on this topic, contact our industrial hygienist, Elizabeth Jakab, at ejakab@psesd.org or (425) 917-7640, or review our Scents and Indoor Air Quality handout.

 

Spotlight: Tahoma School District

By: Elizabeth Jakab, Industrial Hygiene Consultant

Elliot Traweek-Cindy Darcy

Elliott Traweek and Cindy Darcy

Holy Air Quality, Batman!
Everyone loves a good partnership, because collaboration leads to success.  Just as Gotham City is made safer by Batman and Robin, Tahoma School District’s indoor air quality and safety standards are benefiting from a partnership between Elliott Traweek, the maintenance supervisor, and Cindy Darcy, the purchasing and risk agent.

Prompted by a transition of Cindy’s role into facilities, Elliott and Cindy have worked as a team to focus on preventive maintenance and repair. This collaboration has improved district indoor air quality, hygiene, and safety, as well as communication both internally at the Maple Valley based district and with the Puget Sound Workers’ Compensation Trust (PSWCT).

Proactive and preventive are two key words we encourage all of our districts to incorporate into their daily vocabulary. Preventing unnecessary harmful exposures in the workplace, whether they are in respect to safety, indoor air quality, or chemicals, is imperative to striving for an injury-free workplace.

Elizabeth Jakab (EJ) has worked closely with the team and recently sat down with them to learn how they collaborate for success.

EJ:  Tahoma School District has a great strategy for addressing Indoor Air Quality (IAQ) issues. Where did you learn about IAQ?

Elliott: I am a Washington State licensed journeyman in refrigeration and have a thorough knowledge of HVAC. I also have a strong facilities management background, including working with McKinstry for 15 years where I managed 30 buildings.

Cindy:  Elizabeth Jakab, from PSWCT, has guided my education in the area of indoor air quality.  Tahoma has some amazing historic facilities that have offered some challenges with water intrusion and aging HVAC systems.  As Elliott mentioned, he has a strong background in HVAC and we have both learned quickly working with Elizabeth.

EJ:  What have been the most impactful changes you implemented at the district?

Elliott:  Improvements to the HVAC system have been significant. We checked all building systems in the district and corrected all failures.

Cindy:  I would also add that we have implemented some cleaning standards and offered more custodial training.  We have also partnered with great suppliers and remediation contractors.  By standardizing our procedures on carpets and cleaning strategies district-wide, we have saved time and money.

EJ:  What prompted your collaboration?

Elliott: Both Cindy and I are passionate about our work and providing a healthy
school environment.

Cindy:  Elliott and I live and work in the Tahoma community.  We have partnered and teamed together very well.  We share the same passion about providing a safe, clean working and learning environment.  Our administrators and school board have set a good direction in this area.  We are expected to continually evaluate what we do, as every task should touch and benefit a student somehow.  Healthy IAQ is paramount to our
students’ success.

EJ:  A good part of your work is responding to and solving problems. But above and beyond that, what kind of proactive measures have you implemented?

Elliott: One of the new proactive plans is for Cindy, me, and the building custodian to do scheduled IAQ site walk-throughs in all buildings. We are currently preparing the schedule for the upcoming school year.

Cindy:  Elliott and I have spent a lot of time out in our buildings resolving issues in every nook and cranny.   We have learned walking our buildings regularly and becoming proactive provides so much value.  We are excited about our regular
walk-through schedule.

EJ:  What is the role of communication in your work?

Elliott: Communication is very important in a school setting. In IAQ issues we use the work order system, emails, phone calls, and face-to-face meetings. We make sure that concerned staff understand the issue and the resolution. This kind of communication also includes quite a bit of IAQ education.

Cindy:  I have come to realize that lack of, or poor communication can really exacerbate issues.  Face-to-face and phone calls work best.   I learn something new every time I have a conversation with staff – they are the experts for their classroom or work area.

EJ:  Do you use outside resources and support in dealing with IAQ issues?

Elliott: Yes, definitely. As you know, PSWCT services have been very helpful.  In addition, we have a number of companies on contract to help us with larger issues on remediation, plumbing, roofing, and HVAC.  On a few occasions we contacted the State Department of Health’s School Environmental Health and Safety representative for collaborative problem solving.

Cindy: RESTORx DKI of Washington has been our primary remediation contractor.  They have also been very knowledgeable.

EJ:  How do you define success in the IAQ area?

Elliott: The knowledge that work is done correctly.  We actually solve problems and do not just apply temporary Band-Aids.

Cindy:  Happy, healthy staff and students and not having to review student absence/illness statistics to ensure our IAQ is good.

EJ:  What are your biggest successes?

Elliott: The implementation of our initiative to standardize the use of chemicals, cleaners, and disinfectants in the district and the support we got with this initiative.  Also, all the positive feedback we receive from employees, principals, the school board, and even the community about the IAQ improvements.

Cindy:  Also, the collaboration with Elliott’s group and myself.  I am hoping that we are gaining trust from staff that concerns will be addressed.

EJ: The biggest challenges you face?

Elliott: The occasional lack of understanding and collaboration of building staff. Tied to this is the education that we need to perform so there will be a right understanding of the real IAQ issues. We are now using PSWCT’s “Healthy Classrooms 2015” information sheet. I’ve already forwarded it to my maintenance staff and Cindy is sharing it with
administrative staff.

Cindy:  We have a lot of “under-the-counter” disinfectants, air fresheners, and cleaners that still reside in classrooms.  I believe in baby steps.  By providing staff with safe, standardized, and adequate cleaners, I am hoping we can begin to clear out all the non-maintenance purchased items.

EJ:  Plans for the upcoming school year?

Elliott: As I mentioned, the implementation of the walk-through plan and the classroom chemical management plan. From now on staff is not allowed to bring in or request parents to supply cleaning chemicals, wipes, or disinfectants. Staff can use diluted cleaners provided by the district, but all disinfection will be strictly done by the trained custodians.

Cindy:  In preparing for a district-wide facility move in the summer of 2017, we are calling 2015 – 2016 the “Year of the Purge and Clean.”   We are trying to make it as easy as possible for staff to dispose of and surplus unnecessary items.  It will be a fun year, hopefully with continued improvements in our buildings’ IAQ.

Congratulations to Cindy and Elliott for the success.  Tahoma sets a great example for all of us as we work toward healthy work environments.

Maintaining a Healthy Classroom

The month of May brings with it the promise of summer and warmer weather, however, the change in season can also mean increased irritants for those suffering from asthma. In May, agencies across the United States take part in Asthma Awareness Month to improve the lives of people with asthma and raise awareness about this disease.

The Healthy Classroom
According to the CDC, in Washington State, more than 9 percent of adults and 8 percent of children have asthma. About 5 percent of high school students with the disease report missing five or more days of school due to asthma.

Absenteeism and health issues due to asthma affect teachers and school staff as well, and the Puget Sound Workers’ Compensation Trust is dedicated to ensuring that school environments are optimal for the health and well-being of school employees.

One major factor in ensuring a healthy classroom is its  indoor air quality (IAQ).  The Trust’s Industrial Hygienist, Elizabeth Jakab, has prepared the attached IAQ Resource, “Healthy Air Quality in Schools.”

This is an important resource for educating staff. We encourage you to forward this information to your staff, to be discussed and implemented on a district-wide basis.

Aside from some industrial work areas, classrooms are the only places where there are more than 20 people in a single, small room for extended periods of time. The cumulative effects of their body functions, hygiene habits, health issues, traffic patterns, activities, and the materials used in the room can add up fast.

In the majority of cases, school IAQ problems are not due to the presence of an exotic toxin or excessive mold growth, but a matrix of smaller problems that add up to or even amplify each other. As a unique environment, classrooms need lots of attention and conscientious management to be kept healthy and contaminant-free.

Controlling Asthma Triggers
Asthma triggers such as dust, animal allergens, dust mites, and chemicals are all elements that can be present in a school environment.

The following are highlights from the Trust’s IAQ Resource on actions districts can take to eliminate or reduce common asthma triggers and improve their indoor air quality.

 Dust

  • Maintain cleanable surfaces and avoid clutter.
  • Put loose items into plastic boxes with lids that can be wet-wiped, and damp-wipe surfaces weekly with a micro-fiber cloth.
  • Do not hang items from the ceiling T-bars without special clips to prevent fraying fiberglass, and remove or clean hanging items when they become dusty.
  • Remove area rugs that cannot be regularly cleaned and replace upholstered furniture with furniture that can be easily dusted.

Animal Allergens

  • Remember that animals should not be permanent classroom residents and should only come to school for educational purposes.
  • Grate all foundation and roof ventilation.
  • Use barriers to discourage birds from roosting.

Reduce Chemicals

  • Use only chemicals, cleaners, or disinfectants provided by the district. Do not bring them from home.
  • Do not use permanent, solvent-based, or scented pens, markers, or board cleaners. Replace with water-based, unscented, crayon-based, or low-odor items.
  • Do not use room deodorizing sprays, plug-ins, scented candle warmers, scented reeds, candles, incense, therapeutic oils, or potpourris.
  • Avoid spray adhesives, contact cement, and volatile paints. If spray adhesives are necessary, use hexane and toluene-free products. Wear solvent-resistant gloves. Spray in an area away from children with local exhaust ventilation.

Indoor Air Quality Plan
The Trust also recommends that districts implement a district-wide Indoor Air Quality (IAQ) Plan and also that those programs be headed by a well-informed contact person. This individual should serve as the first contact for concerns about a districts’ indoor air quality. Teachers and staff should be informed of who the IAQ contact is for their district, and know to contact that individual should they detect odors or dust from district locations such as shops, science labs, or custodial supply rooms, among others.

Ventilation
Ventilation is another important factor in indoor air quality. Good ventilation and source control of pollutants mean healthy indoor air quality. Districts should operate their ventilation systems continually when the school is in use, and should be sure to maintain three feet of clearance around unit ventilators. Some additional tips regarding ensuring proper ventilation include:

  • Change ventilation filters regularly. Use the highest-rated, deepest pleat filters the system can accommodate.
  • Ensure that air supply, exhaust, and return vents/grills are not blocked. They should be clean and dry.
  • Do not turn off unit ventilators – ask maintenance staff to repair noisy units, control temperatures, and drafts.

If you have questions on how to set up an IAQ program or plan, or any of the information discussed in this article, please contact the Trust’s Industrial Hygiene Consultant, Elizabeth Jakab, at ejakab@psesd.org.

For additional information on loss control and industrial hygiene services available to your district, please visit our Client Relations resources page.

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