EPA Schools Programs • Office of Children’s Health Protection (OCHP) • Office of Air & Radiation: – Indoor Environments Division (IED/Tools for Schools, SHIELDS) – Energy Star • Office of Environmental Education • Office of Pesticide Programs/School IPM
National Environmental Education Act (1990) • Established EPA’s Office of Environmental Education (OEE) and National Environmental Education Foundation (NEEF) • OEE renewed focus on turning information into education. • NEEF is an independent 501(c)(3) that works in partnership with EPA.
Environmental Management of Pediatric Asthma: Guidelines for Health Care Providers • Environmental History Form (p18) applies to school ‐ settings, homes, and other places kids spend time – asks about cockroaches and rodents • Intervention Guidelines (p21, 22) recommend IPM for those same asthma triggers • Also available in Spanish www.neefusa.org/health/asthma/asthmaguidelines
Pediatric Environmental Health Training Resource • Outcome of NEEF and Children’s Environmental Health Network (CEHN) collaboration • 12 modules and accompanying user guides for health care providers and faculty on various environmental health topics, including pediatric asthma (IPM intervention) • "This set of modules puts ready ‐ to ‐ use material directly into the hands of pediatric environmental health educators.” ‐ Editor ‐ in ‐ Chief James R. Roberts, MD, MPH
Pesticides Initiative • National Strategies for Health Care Providers: Pesticides Initiative Implementation Plan • National Pesticide Competency Guidelines for Medical and Nursing Education • National Pesticide Practice Skills for Medical and Nursing Practice (English and Spanish) • National Strategies for Health Care Providers Pesticides Initiative National Forum Proceedings • Educational Needs Assessment for Pediatric Health Care Providers on Pesticide Toxicity— Balbus JM, Harvey CE, McCurdy LE. Journal of Agromedicine 2006; 11(1):27 ‐ 38 www.neefusa.org/health/pesticides
School Health and Indoor Environments Leadership Development (SHIELD) Network Indoor Air Quality (IAQ) Master Class
Master Class — Purpose • The purpose of the Master Class is to improve school district staff’s ability to START, IMPROVE or SUSTAIN an IAQ management program. • The Master Class will help to achieve the goals of the SHIELD Network: By 2020, 5000 school champions will be in action to achieve transformative health, academic and facilities improvements by committing to IAQ Mastery.
Master Class IAQ Technical Core Competencies 1. HVAC 2. IPM 3. Moisture and Mold 4. Cleaning and Maintenance 5. Materials Selection 6. Source Control 7. Asthma Management 8. Energy Efficiency
Why join the Master Class? • Learn – Engage with technical experts and knowledge resources/assets within SHIELDS network through webinars, Q&A sessions, in ‐ person trainings, mentoring relationships, etc. • Take Action – Develop action plan and gain tools to implement actions that promote healthy indoor school environments • Gain Recognition – Receive acknowledgement (certificates of training completion, announcements, and award opportunities) of knowledge acquisition, use of best practices, and achievements.
Enroll Who is in the Master Class? • Recruitment of participants w/demonstrated commitment (150 nominees invited) • Benchmarking Worksheet • Declaration of Commitment • Rolling Enrollment • Google Site Virtual Learning Cohort
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Educate What is the curriculum for Master Class? • Specific to the learning and action goals of each participant (based on benchmarking) • 10 hours of core curriculum webinar courses: – Framework Overview (52 attendees) – Making the Case – 6 Technical Solutions – Asthma Management and Energy Efficiency • One ‐ to ‐ one mentorship and peer learning
Core Knowledge Competency Design for: IPM (DRAFT/June 2014 SHIELD meeting)_ Why What Risks arising from pests and pesticides in IPM is smart approach to pest control: • • school setting ● ● smart, sensible, sustainable. ● ● Diseases vectored by biting insects ● ● Manage pests and reduce children’s and • • staff exposure to pests and pesticides. ● Asthma attacks from cockroach and rodent • infestations ● ● Practical strategies to reduce sources of • food, water, and shelter for pests in school Protecting the health and lives of all • buildings. ● students and staff, including the most Emphasis is on prevention—economically sensitive (potentially life threatening). ● ● • advantageous approach (sustainability). ● IPM approaches promote healthy learning • environments—multiple benefits (facilities, energy efficiency) ● ● Easy to start/potential to integrate with • other initiatives ● ● How Who Develop a model policy for school/school Pest management professionals ● • • district, including contract language. ● School champions and personnel (nurses, • teachers, facilities, administrators, coaches) Designate an IPM coordinator, conduit with • ● all team members. ● Parents ● Complete regular assessments, ongoing • • Students ● training for team members. ● •
Core Knowledge Competency Design for: Asthma Management (DRAFT/June’14 SHIELD mtg)_ _ Why What Cultural competency Asthma is a problem in my school (stats and Asthma basics (what happens during an • • prevalence) asthma flare ‐ up and symptoms) # 1 reason for school absenteeism Asthma triggers • • Asthma costs schools $$$ Environmental management • • Attendance/Academic Performance Medical management/asthma action plan • • Improving the quality of life for occupants of Resources (for more education & training and • • the school building to make the case) Connection between the school environment Coordinated approach to asthma management • • and asthma management (school health team, parent, student, provider) We all impact the school environment • How Who Environmental management/control (technical All school staff (administrative staff, teachers, • • solutions) heath staff, custodial, facilities/maintenance Emotional issues for the child staff, PE staff) • Medical management (how to handle a Students • • breathing emergency [911], self ‐ Transportation Director • administration, emergency medication School Medical Director • How to make the case teach it Policymakers • • School ‐ based health centers (if available) • Tribal EPA • ALA, AAFA, AANMA, NASN, EPA, AAP
Asthma Management Learning Objectives (DRAFT from Sept. 2014 SHIELD call) • Identify symptoms of asthma in school. • Define expectations of asthma control. • Examine the "Symptom Threshold" to achieving effective asthma management in schools. • Demonstrate an understanding of the value of an asthma action plan. • Recognize the role of school staff in responding to a breathing emergency. • Explain the six technical solutions for the environmental management of asthma. • List the key components of an Asthma ‐ Friendly School.
Webinar Schedule Webinar Agenda times 1:00 pm. – 2:00 p.m. EDT/EST 2:00 p.m. – 2:30 p.m. Q&A for Master Class Webinar Title Dry run Presentation Making the Case 9/30/14 10/16/14 HVAC 10/27/14 10/30/14 EE 11/03/14 11/13/14 IPM 12/1/14 12/11/14 Moisture and Mold 1/12/15 1/22/15 Cleaning and Maintenance 2/02/15 2/12/15 Materials Selection 3/02/15 3/12/15 Source Control 4/13/15 4/16/15 Asthma Management 4/27/15 5/07/15 Online Convening Event May/June
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