Healthy Schools Heroes 2006  
Westborough (MA) parent Kathy King 
School Committee member Bruce Tretter

Every year to mark the anniversary of the March 18, 1937 Texas School Explosion, I salute Indoor Air Quality Heroes whose inspirational leadership protects children from school hazards and unhealthy school conditions. As many safety champions know, it often takes enormous persistence and courage to take leadership for safety in schools and overcome indifference to a wide range of health and safety problems.

My 2006 Healthy Schools Heroes are Westborough (MA) School Committee member Bruce Tretter and parent Kathy King. Tretter and King have transformed the Westborough Public Schools into a unique model of district-wide responsibility, responsiveness and commitment to health and safety.

Tretter and King make safety and health a high priority, something that was overlooked when the burgeoning oil-rich East Texas boomtown built its new state-of-the-art school.

Today, 69 years since the Texas School Explosion, its story should be part of our national legacy. Let's make March 18 a national day dedicated to bringing the "Lessons of the 1937 Texas School Explosion" to our nation's schools and celebrating the heroes whose leadership saves children's lives.

BEYOND TOOLS FOR SCHOOLS

Bruce Tretter calls Westborough's successful process, "Beyond Tools for Schools" because of its highly detailed IAQ Program Manual and the high level of support from school staff. The IAQ Program Manual is available online at no cost at www.westborough.org.

GETTING STARTED

The small Massachusetts community has come a long way.

Kathy King is the mother of Kellianne who suffered headaches, sinus infections, chest pains and seizures that were linked to a variety of indoor air quality problems and chemicals in her school. Once King realized the school was the source of Kellianne's symptoms, she spoke up early and persistently for the children of Westborough, confronting years of official denial and resistance.

King and another parent, Nancy Meany, a nurse, presented the school committee with over 500 signatures they had collected from parents and other community members, including senior citizens, to show support for adopting the US EPA IAQ Tools for Schools program.

Bruce Tretter was a relative newcomer to Westborough and had never heard of the term "IAQ" when the Hastings Elementary Schools was suddenly closed because of wide-spread upper respiratory symptoms among students and staff.

Later, when he heard Kathy King testify about her daughter's severe illness related to the Hasting's poor indoor air quality, he remembers thinking she was crazy. Finally, Tretter realized that she was making a lot of sense and they became allies. When Bruce saw that the school administration was slow to make changes, he got more involved.

Tretter served on the school council for two years (2000 and 2001) and then was elected to the Westborough School Committee in 2001. He pledged to improve school indoor air quality and specifically, to work on a district-wide monitoring program for the budget as well as for facilities. Tretter became and still is chair of the district's IAQ committee that has evolved into a comprehensive Facilities Committee.

IT TAKES A VILLAGE TO RAISE A CHILD

"Bruce has been a very important part of our village," says King. "Bruce saw the urgent need for change in the way Westborough managed its buildings and the way the administration communicated. He recognized that the countless health complaints of staff and students were valid and needed to be addressed properly."

"After finding out the facts about our schools' extensive IAQ problems and the stonewalling for over a decade, Bruce ran for school committee. Bruce took the IAQ issue to the max. He was not satisfied to stop when the minimum requirements of an IAQ team were met. He continuously looked for ways to make the teams more effective."

"The school children and staff now have the benefit of many watchful people in the village. They have site-based teams and a central team watching, inspecting, reporting, and fixing IAQ problems before they become health issues. These teams work very well with the administration, another very important partner in the village."

King's continued input on Westborough's Facility Committee and her ability to work with the media to promote Westborough's turnaround will inspire many others to speak up for changes in school design, operations and maintenance on behalf of children.

THE WESTBOROUGH MODEL

In the beginning Bruce Tretter and Kathy King looked far and wide for a school that had an authentic functioning model of the US EPA IAQ Tools for Schools program, but neither US EPA, the Massachusetts Department of Public Health, nor any of the healthy schools advocacy groups could provide one.

So, as part of Westborough's nascent Indoor Air Quality team, King and Tretter assembled a district-wide committee, including representatives from the state teachers' union. They set out to create a plan appropriate for all six of their district's schools and also readily adaptable by any school district in the nation.

The IAQ team sought input from the school staff and administration. The Massachusetts Teacher Association's training emphasized that the program would benefit everyone in all of the school buildings. In 2001-2002, the MTA also contributed their lawyer, Sarah Gibson, who helped make the program as comprehensive as it is today.

After a year of drafting and editing, the committee had a district IAQ manual complete with detailed building checklists, schedules and timelines for completing the checklists, building inspections, detailed responsibilities for follow-up and protocols for follow-up reports.

Tretter describes the program's first year as "slow going" because they didn't have a template or model to learn form. However, the process improved, especially with the interest and cooperation of the superintendent and the new school nurse.

IAQ IS A SHARED RESPONSIBILITY

Today, everyone in the Westborough School community shares a high sense of responsibility for making the IAQ plan work. The average classroom checklist completion rate across the district has been over 90% over the past three years. Rooms without a completed checklist are inspected by the individual school Health and Safety teams who conduct comprehensive inspections twice a year.

GOOD IAQ EQUALS GOOD PRESS

Eventually the Westborough School System's bad press changed to good press, especially after Westborough was recognized by the US EPA in 2003 for creating an IAQ program that featured district-wide awareness and a proactive approach.
In October 2005, Kathy and Kellianne King and the Westborough Schools exemplary turnaround were featured on ABC's Good Morning America, in the Boston Globe, and in other news stories around the country.

In the Good Morning America report: "Girl's Illness Traced to 'Toxic' School," Kellianne says, "I feel very proud to have a mom that would do that for her kid instead of just giving up...and not just for me but for other kids."

LEARNING FROM EXPERIENCE

A significant feature of Westborough's process is continuous improvement. The Facility Committee works to improve the checklist procedure. At first, staff members were asked to fill out separate autumn and spring classroom checklists. 

Later, staff members were reissued their completed autumn checklist and asked to note any changes on a condensed spring checklist. This new procedure reinforces awareness of room conditions noted previously. It also allows for a more accurate comparison season to season and contributes to the sustained high rate of checklist completion.

Each school's checklists are used to create a report about facility conditions and maintenance at each school. Following a review of the checklists, the district facility committee does extensive walk-throughs. Instead of meeting only in the central administration building, the committee holds district meetings in each of the school buildings on a rotating basis. This allows the committee to see first hand the problems cited in the report. They also see how repairs are going, for example, the remediation of a water infiltration/plumbing problem in the recently constructed Mill Pond School.

There are also many examples of the school systems heightened responsiveness. Teachers fill out maintenance requests regularly. When diesel fumes from idling equipment in an attached garage space were getting into the school, the principal stopped it immediately. In the new K-3 school, the architect designed the room for the copy machine to vent fumes into the school hall. Now the school is going to relocate the machine to a more properly ventilated location.

KEYS TO SUCCESS

Tretter identifies three keys to IAQ success: persistence, awareness and communication.'

Persistence was required to bring all parties on board and to implement the plan and to keep improving it. Now everyone understands that continuous vigilance is required to ensure the system responds appropriately to practical operational needs as they arise.

Awareness: At first some staff members expressed con-erns that the IAQ plan was creating a program only to address problems at one school. However, staff learned that IAQ problems can arise in any building and that proper prevention and mitigation of problems relies on properly trained and prepared staff.

The program has proven its value in responding to indoor air quality problems at other schools, especially those undergoing construction and renovation projects. Although unforeseen at the outset, the awareness of IAQ solutions, especially the importance of building maintenance, has been especially appreciated as the district has budgetary constraints.

Communication: Problems are shared, not hushed up. From the beginning, the program depended on comprehensive, straightforward and open communication among all members of the school community.

Everyone knows that the future success of the program depends on maintaining good communication among the district facilities committee, each school's health and safety team and building staff, the school department and school committee. 

Communication maintains the benefits of the IAQ program even as committee members and school personnel change.

Implementation of Westborough's program has increased IAQ awareness so it is now a cornerstone of school and community culture. Westborough is a true model of success. Bruce Tretter is eager and willing to mentor other school districts.  

THERE IS A HERO IN YOUR AREA. 

It could be you!

Bring the Lessons of the 1937 Texas School Explosion to your school. In response to the growing number of accidents such as mercury spills and lab injuries, many states as well as the US EPA Schools Chemical Cleanout Campaign have created resources and programs to help schools conduct chemical clean-outs and to provide training to staff to implement the necessary chemical management programs. They can be allies and resources to anyone who takes leadership for school safety.

For other references and resources see What You Can Do online at www.healthy-kid.info. Find information and suggestions for school programs and events to improve school safety and security, plus links to national and state resources and model programs.

Let me know how it goes.
Ellie Goldberg, healthykids@rcn.com

Heroes 2005
Dr. James Kaufman, Laboratory Safety Institute Christopher Erzinger, Colorado Department of Public Health and Environment Monona Rossol, Arts, Crafts and Theatre Safety On the anniversary of the March 18, 1937 New London School Explosion, I salute safety experts who specialize in helping schools understand the explosives and other hazardous materials in their schools. They work to promote the safety standards, safety plans and staff training necessary to promote health and safety in every aspect of school activities. These "Healthy Schools Heroes" are champions of school safety and security. They serve as environmental health resources and mentors to the school community, setting up in-house systems for community participation, health surveillance, and ongoing hazard identification and control. Schools need these heroes because too many school communities overlook opportunities to act when conditions in the school are making people sick or where there is a high risk of explosion, fire, and chemical spills -- from either accidental or intentional acts. Dr. James Kaufman is the founder and President of the Laboratory Safety Institute, a national non-profit network and resource center for safety in science education. He is a safety consultant dedicated to making health and safety an integral and important part of science education, work and life. LSI's lectures, training programs, AV lending library and publications help academic institutions throughout the world. LSI publishes "Speaking of Safety," a newsletter of information, inspiration and motivation to raise the standard of science education and school safety. LSI has recently published "Safety is Elementary: The New Standard for Safety in the Elementary Science Classroom." Christopher Erzinger, is one of three employees of the Colorado Department of Public Health and Environment's Hazardous Materials and Waste Management Division and a Denver attorney honored by the U.S. Environmental Protection Agency for helping to remove hazardous chemicals from Colorado schools. They worked with Colorado school districts; fire departments; the Colorado State Patrol; law enforcement agencies; local health departments; and county public health nursing services over the past five years to remove old, deteriorated and unsafe chemicals from school and college storerooms used by chemistry classes throughout Colorado. Erzinger is the Hazardous Materials Compliance Officer for the Colorado Department of Public Health and Environment. His educational Powerpoint presentation "When Good Chemicals Go Bad" dramatically documents the school hazards and the work of first responders and bomb squads who conducted the clean outs and disposals including detonations of explosives that makes it possible to imagine what could happen to schools that do not act to remove hazards. Monona Rossol, is the founder of Arts, Crafts and Theater Safety, a not-for-profit corporation providing a variety of health and safety services. She is a chemist, artist, author, industrial hygienist and an international consultant on safety and risk reduction for schools, individuals, organizations and institutions. She travels the world promoting safety in a wide range of school activities and for a wide range of students including the youngest and most vulnerable. Her book The Artists ' Complete Health and Safety Guide (Allworth Press) provides the basic concepts and vocabulary necessary for understanding the acute and chronic health hazards posed by a variety of chemicals and environmental pollutants. She also describes the practical steps necessary to control them. Written for artists and teachers in the arts, the book is useful reading for anyone interested in healthier schools. The chapter, "Classroom Hazards," discusses teacher qualifications, emergency planning, sanitation, cleanup, choosing safe materials and activities, and the importance of obtaining information on students' special needs. There is a table on products and materials to avoid and safer options. ACTS FACTS is the monthly 4-page newsletter that provides information about occupational health hazards and safety research, regulations and standards affecting people in the arts, especially teachers, students, and those with allergies and other sensitivities. THERE IS A HERO IN YOUR AREA It could be you. In response to the growing number of accidents such as mercury spills and lab injuries, many states have created resources and programs to help schools conduct chemical clean-outs and to provide training to staff. They can be allies and partners to anyone who takes leadership for school safety. Today, there is a website and a New London Museum dedicated to remember the "lost generation" and educating people of all ages about safety and the aftermath of the School Explosion across generations. Make March 18 Healthy Schools Heroes Day In Your School ****************** No permission needed to forward or reprint, whole or in part, if text is unedited and proper credits are included.

IAQ Hero Joellen Lawson

Newtown, CT, former special education teacher Fairfield Public Schools: Lawson wants state standards for school maintenance and building renovation. Her 'Canary Committee' also backs required training for school district personnel on indoor air quality.        

Excerpt from hearings held by 107TH CONGRESS

Last Fall when I agreed to be interviewed for NEA Today and Schoolhouse News my motivation was to warn others of the dangers of poor indoor air quality before it is too late. I have learned my case is not an isolated one as teachers throughout the U.S. have told me about mold contamination in their schools and the physical symptoms they have endured which are sadly reminiscent of mine.

Their stories have strengthened my resolve to campaign for legally enforceable air quality standards. I believe if such policies had been in place the McKinley School disaster might have been averted. The extensive and extremely hazardous mold contamination at McKinley would not have been allowed to fester for years. The 'deferred maintenance' that contributed to the building's deterioration would not have been so readily tolerated had regular air quality testing been implemented.

Those of us with pre-existing conditions such as allergies and asthma who are most vulnerable to the effects of toxic air quality would have been more cognizant of the risks we were undertaking by simply coming to work at a sick building. I only wish I had been armed with the knowledge I have acquired since McKinley was shut down, before I was assigned there in 1991 and especially after my trip to the emergency room in 1998.

Many of the health and career decisions I made in 1998 would have been dramatically different had I comprehended the connection between my illness and work environment. First of all, I would never have exposed myself to such air quality again by re-entering the building. Secondly, I would have immediately filed for a workman's compensation claim. Finally, I would have sought the advice of a physician with a background in mold related illnesses. In that way, I might have avoided the waste of time, energy and expense of meeting with fourteen medical practitioners who ordered testing and the use of medicines which for the most part actually aggravated my condition.

Believe me, I do not relish exposing parts of my medical history in a public forum such as this. I realize doing so will not repair my health, fix my financial woes or bring back the daily contact with my students that made my job such a deeply satisfying one. However, if in some way my testimony helps to protect the basic civil right of teachers and students to work in a safe and healthy environment, then this will have been worth it. Thank you for you kind attention.

Read more:

CBS News: Kids Getting Sick From School, FAIRFIELD, Conn., June 5, 2002

National Education WEEKLY December 9, 2002 Vol. 1 No. 8
CANARIES IN A SCHOOLHOUSE: Former teacher Joellen Lawson was tired of the mold, dirt, poor ventilation and chemical fumes overtaking the Newton, Conn., school she once taught in. So she organized the Canary Committee to sing loudly of the ills of unhealthy school buildings. Lawson wants state standards for school maintenance and building renovation. The Canary Committee also backs required training for school district personnel on indoor air quality procedures. Now, who can argue against cleaning up the dirt in schools? In Lawson's view, the Fairfield school district did. The district was forced to spend more than $21 million to build a new school after closing the one where Lawson worked. (AP/Boston Globe, 12/2)

Connecticut Education Association: Schoolhouse News, Winter 2001-2002, The personal cost of poor air quality, School mold ends Fairfield teacher's career.
 

Who are Healthy Schools Heroes?

HEROES understand that when it comes to making decisions that impact children, "no risk is acceptable if it is avoidable."  

HEROES are committed to building schools for occupancy by children recognizing that standards, building codes, and guidelines that are based on the average adult male or workplace regulations are not safe for children because children are not little adults.
   
HEROES serve as a resource and mentor to the school community, setting up in-house systems for community participation, health surveillance, and ongoing hazard identification and control.
   
HEROES support the rights of parents to be involved in the decisions that affect their children, acknowledging that without informed parents, there will never be enough experts or inspectors to ensure schools are the healthy places and safe havens they are supposed to be. 
 
HEROES educate community members, preparing them to exercise their special rights as parents, employees, patients, students and citizens.  
 
HEROES advocate for precautionary standards and protective measures as active members of building committees, school health advisory councils, site-based management boards, and environmental quality teams that set child safety standards and guidelines for school design, renovation, operations and maintenance, pest-proofing, lab safety, and all activities in and around the school.