EPA Schools Programs Office of Childrens Health Protection (OCHP) - - PowerPoint PPT Presentation

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

Certificate

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

Why

• Risks arising from pests and pesticides in

school setting ● ●

• Diseases vectored by biting insects ● ●
• Asthma attacks from cockroach and rodent

infestations ● ●

• Protecting the health and lives of all

students and staff, including the most sensitive (potentially life threatening).● ●

• IPM approaches promote healthy learning

environments—multiple benefits (facilities, energy efficiency)● ●

• Easy to start/potential to integrate with
• ther initiatives ● ●

What

• IPM is smart approach to pest control:

smart, sensible, sustainable. ● ●

• Manage pests and reduce children’s and

staff exposure to pests and pesticides.●

• Practical strategies to reduce sources of

food, water, and shelter for pests in school

• buildings. ●
• Emphasis is on prevention—economically

advantageous approach (sustainability). ● How

• Develop a model policy for school/school

district, including contract language. ●

• Designate an IPM coordinator, conduit with

all team members.●

• Complete regular assessments, ongoing

training for team members. ● Who

• Pest management professionals ●
• School champions and personnel (nurses,

teachers, facilities, administrators, coaches)

• Parents ●
• Students ●

Core Knowledge Competency Design for: IPM (DRAFT/June 2014 SHIELD meeting)_

Why

• Asthma is a problem in my school (stats and

prevalence)

• # 1 reason for school absenteeism
• Asthma costs schools $$$
• Attendance/Academic Performance
• Improving the quality of life for occupants of

the school building

• Connection between the school environment

and asthma management

• We all impact the school environment

What

• Asthma basics (what happens during an

asthma flare‐up and symptoms)

• Asthma triggers
• Environmental management
• Medical management/asthma action plan
• Resources (for more education & training and

to make the case)

• Coordinated approach to asthma management

(school health team, parent, student, provider)

How

• Environmental management/control (technical

solutions)

• Emotional issues for the child
• Medical management (how to handle a

breathing emergency [911], self‐ administration, emergency medication

• How to make the case teach it

Who

• All school staff (administrative staff, teachers,

heath staff, custodial, facilities/maintenance staff, PE staff)

• Students
• Transportation Director
• School Medical Director
• Policymakers
• School‐based health centers (if available)
• Tribal EPA

Core Knowledge Competency Design for: Asthma Management (DRAFT/June’14 SHIELD mtg)_ _

Cultural competency 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

Certificate