Lead Testing in Schools 3Ts Training

“Training”

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Training & Communication

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Module 1: Communicating

the 3Ts

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Overview of Communicating the 3Ts

Developing a Communication Plan• Create a Contact List• Identify Target Audience• Know Your Methods of Communication• Identify Times for Communicating• Start Communicating!

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Developing a CommunicationPlan

Developing a Communication Plan• Create a Contact List• Identify Target Audience• Know Your Methods of Communication• Identify Times for Communicating• Start Communicating!

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Get Your Team Together

• Assemble a team with technical and communication expertise.

• Examples:• Program Communication• Web/Social Media• Public Hotline/Phones• Lead Health Officials

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Create a Contact List

• Gather the names, phone numbers, and emails of key people, such as:• Superintendent• Board Members• Legislators• County Officials• Media• TCEQ

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Identify Your Target Audiences (Stakeholders)

• School community• Building community• Larger community• Local community organizations• State drinking water programs• Drinking water community

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Methods of Communication

• Public notification methods can be done independently or in combination to communicate about drinking water issues and the meaning of sampling program results.

• Examples:• Press Releases• Letters/Fliers• Staff Newsletters• Email & Websites• Social Media

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Times for Communicating

• Before Sampling Begins• Include how and why sampling will take place.• What will be done if there are elevated levels.• Use factsheets that include information about:

• Lead in Drinking Water• Sources of Lead• How to Reduce Risk

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Times for Communicating(Continued)

• After Sampling is Completed• Provide sample results to stakeholders

ASAP.• Include remedial actions and health

effects if elevated levels are detected.• After remedial actions are completed, if

needed.• Describe actions taken.

• In response to interest in the program

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Start Communicating

Ensure your communication materials include:• Details about your local 3Ts program.• Sample results and corrective action plans.• Public health effects and risks of

exposure to lead in drinking water.• Include information about other sources of

lead in the environment.• Where and how families may seek blood-

lead level testing information.1212

Continue Communicating

• Communicate with stakeholders throughout the process• Promote and ongoing campaign of

education and awareness.• Utilize factsheets.• Keep webpages updated with

current information and plans.

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Communication Recordkeeping

• Keep records of all pubic outreach and communication activities.

• Quick Tip – Keep a list of questions received from the public to enhance futurecommunications.

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Module 2: Learning AboutLead in Drinking

Water

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Training

• What you should know about lead in drinking water:• Common terminology used.• Health effects of lead.• Sources of lead.• How lead gets into drinking water.• Your facilities and the PWS relationship.• How lead in drinking water is regulated.

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Health Effects of Lead• No safe blood lead level for children.

• Young children are very susceptible as theirbodies absorb metals at a higher rate than adults do.

• Lead can affect almost every organ and system in the body.• Bones• Central nervous system• Kidneys• Reproductive organs

• Lead is a toxic metal that is harmful to human health.

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Potential Health Effectsof Childhood Lead Exposure

• Reduced IQ and attention span• Learning disabilities• Poor classroom performance• Hyperactivity• Behavioral problems• Impaired growth• Hearing loss

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Sources of Lead in the Environment

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Lead-based paint Lead in Air Lead in Soil

Lead industry Lead in Consumer products Lead In Water

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Lead in Drinking Water: SourceWater

• Lead is rarely present in the source water used for drinking water supplies.• Lakes, streams, and groundwater.

• If source water is contaminated by runoff or water pollution.• Water Treatment Plant technology can

remove lead from sources

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Lead in Drinking Water: Corrosion of Plumbing

• Lead can enter drinking water through an interaction between the water and plumbing materials containing lead, known ascorrosion.

• It is recommended to have a relationship with the public water system that provides the drinking water for your facility.

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Have You Been Exposed to Lead?

• The only way to specifically know if someone has been exposed to lead or is being exposed to lead is to test.• Blood lead levels – contact health

care provider• Lead in drinking water – test the water

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Regulating Lead in DrinkingWater

• Safe Drinking Water Act (SDWA) Lead Ban• 1986• Required only “lead-free” materials be used

in new plumbing and in plumbing repairs.• Lead Contamination Control Act (LCCA)

• 1988• Aimed at identification and reduction of lead in

drinking water at schools and child carefacilities.

• Recall of drinking water coolers with leadlined tanks.

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Regulating Lead in Drinking Water (continued)

• EPA Lead and Copper Rule (LCR)• 1991• EPA regulation to minimize the corrosivity and

amount of lead and copper in water suppliedby public water systems.

• Reduction of Lead Drinking Water Act• 2011• Further reduced the amount of lead in

plumbing materials and redefined lead-free under the SDWA.

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Lead in Schools: Public Water Supply

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Lead in Schools: Interior Plumbing

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Module 3:PlanningYour 3TsProgram

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Planning Your 3Ts Program

• Review Records• Use 3Ts Checklist

• Establish Partnerships• Assign Roles

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Use the 3Ts Checklist

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Review School SamplingRecords

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• Determine if sampling has already been conducted at your facility.• Contact your public water system to see if

they have any historical sampling at theschool.

• If sampling has been conducted in the past, was any remediation performed?

Review School Maintenance Records

• Compile and review all available plumbing and maintenance records.• Contact your local municipal permitting

department for any records they mayhave.

• If records are sparse, contact/interview previous personnel that may know year built, type of plumbing, previous maintenance projects, etc.

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Review School PlumbingRecords

• Has a facility plumbing profile (3Ts Appendix G) or a customer service inspection already been conducted?

• Has the facility replaced banned water coolers (3Ts Appendix B)?• Review all coolers to verify they are not on

the banned cooler list.• Immediately remove (or remove from

use) all banned water coolers, if found.

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Water Coolers

• Drinking Water Fountain: A fixture connected to the water supply that provides water asneeded.

• There are four types of drinking waterfountains:(1)bubblers without central chillers, (2) bubblers with central chillers, (3) water coolers, and (4) bottled water dispensers.

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Water Coolers With Lead-Lined Tanks

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Water Coolers With Other Lead Components

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Water Cooler Example 1

Drinking Water Fountain: Model & Serial numbers

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Water Cooler Example 2

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• Drinking Water Fountain: Model & Serial numbers

Establishing a Partnership With Your PWS

• Contact your Public Water System (PWS)• Review the most recent Consumer Confidence Report.• Is PWS in compliance with the Lead and Copper Rule?

• Has the PWS ever exceeded the lead action level?• Does the PWS treat to minimize corrosivity?

• Are there lead pipes or lead goosenecks in the distribution system?

• Can the PWS share in testing costs?• Can the PWS help develop your sampling plan?• Can the PWS help develop your plumbing profile?

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Establishing Other Partnerships

• U.S. Environmental Protection Agency.• State and/or Local Health Department.

• Helpful for establishing contacts through programs the local health office may already have in place.

• Local Community Organizations.• Such as volunteer groups, parent-teacher associations,

local environmental groups, Pediatric Environmental Health Specialty Unit, etc.

• TCEQ Water Supply Division, 512-239-4691.• Certified / Accredited Laboratories.

• Costs can vary widely, so contact multiple labs.

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Assigning Roles

• Assign responsibilities to key individuals to ensure actions are completed.

• An effective 3Ts program will require a team.• Identify and assign specific roles and

responsibilities before initiating the program to give structure and accountability.

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Identify Key Individuals

• Key school staff to develop plan:• Principal and/or School Board• Facilities staff• Cafeteria staff• Teachers and Athletic staff• School nurse

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Identify Key External Individuals

• Key external stakeholders to develop plan• Public water system• Customer service inspector• Students• Parents• Parent Teacher Association (PTA) or

similar

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Questions to Ask

• Before developing the testing plan, answer the following questions:• Who will create the sampling plan?• Who will collect the samples?• What laboratory will analyze samples?• Who will ensure proper remediation?• How and when will you be notifying stakeholders

of key steps?• Who will be in charge of maintaining records?

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Recordkeeping

• Maintain records of water coolers on-site that are not lead free.• Include records of any remediation efforts.

• Maintain a list of common drinking water outlets used in the school.

• Use the 3Ts checklist to ensure an effective program.

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Questions

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