Presentation

Keith Gourlay CEFM
Steve Sluka CEFM
NJSBGA Executive Director
RUTGERS CGS Instructor
NJSBGA Training Coordinator
RUTGERS CGS Instructor
Safety and Risk
• To keep all school building
occupants safe, we must;
1. Manage maintenance &
operations to keep schools
clean, energy efficient, & well
kept.
2. Manage school safety issues.
3. Develop and manage a
comprehensive risk
management program.
UNDERSTANDING it ALL!
• You must know Environment and Code
Compliance Regulations that impact your
buildings.
• You have to keep occupants safe,
especially CHILDREN.
• When we can have our buildings safe for
children, all other occupants will fall
under that same umbrella of protection.
• How do you keep on top of all those Laws
and Regulations?
NJSBGA - The “BIG 80”
• A listing of Code and
Environmental Regulations
we must follow in schools
EVERY DAY.
• To date, we have;
• 32 ENVIRONMENTAL and
• 48 CODE COMPLIANCE
•These comprise the
“BIG 80.”
ENVIRONMENTAL
1.
ACID WASTE TANKS – OIL
INTERCEPTS
2.
AHERA – ASBESTOS
3.
BLOODBORNE PATHOGENS
4.
CHEMICAL HYGIENE PLAN
5.
ELECTROMAGNETIC FIELDS
21. NJ RTK-HAZCOM LAW
6.
EMERGENCY GENERATORS
7.
FERTILIZER LAW
22. POLYCHLORINATED BIPHENYLS
(PCBs)
8.
FLUORESCENT BULB DISPOSAL
23. POLYCHLORINATED BIPHENYLS
(PCBs)
9.
GLOBALLY HARMONIZED SYSTEM
24. RADIUS (Stack Regulations)
10.
GREASE TRAP INTERCEPTORS
11.
HAZARDOUS WASTES
12.
HEALTH INSPECTIONS
13.
INDOOR AIR QUALITY
14.
INTEGRATED PEST
MANAGEMENT
17. LEAD AND COPPER RULE
18. LEAD IN PAINT
19. MERCURY VAPOR BULBS
20. MOLD
25. RADON
26. RECYCLING
27. REFRIDGERANT RECYCLING
28. REGISTERED MEDICAL WASTE
29. SEWERAGE TREATMENT PLANTS
15.
LAB SAFETY
30. UNDERGROUND STORAGE TANKS
16.
Latex Paint Disposal
31. VEHICLE IDLING
32. WATER TESTING FOR SCHOOLS
CODES
1.
AED, JANETS LAW
13.
2.
AMERICANS WITH
DISABILITIES ACT
EMERGENCY RESPONSE
PLAN
14.
ERGONOMICS
15.
FIRE DRILLS
16.
FIRE EXTINGUISHERS
17.
FIRE INSPECTIONS
18.
FIRE SAFETY
19.
FIREPROOF STAGE CURTAINS
20.
FIRST AID
21.
FOLDING DOOR
INSPECTIONS
22.
GREEN SEAL CERTIFIED
CLEANING
3.
BACKFLOW PREVENTION
TESTS
4.
BLEACHER INSPECTIONS
5.
BOILER LAWS
6.
CABELING SUPPORT ABOVE
DROP CEILINGS
7.
CAFETERIA TABLE
INSPECTIONS
8.
CEFM - CONTINUING
EDUCATION
9.
CEILING INSPECTIONS
10.
CONFINED SPACE
23.
HID LIGHTING
11.
ELEVATOR REGISTRATION
AND INSPECTIONS
24.
INSPECTION REQUIREMENTS
25.
JOURNEYMAN ELECTRICIAN
LAW
CODES
25. KITCHEN HOODS
26. LADDER SAFETY/AERIAL LIFTS
27. LOCK OUT/TAG OUT
28. LOCKDOWN DRILLS
29. LONG RANGE FACILITIES PLANS
& CMP's
30. NJ AED DEFIBRILATOR LAW
31. NJAC TITLE 6A-CHAPTER 26
32. NJAC TITLE 6A-CHAPTER 26A
33. NJ SCHOOLS PURCHASING LAW
34. NOISE POLLUTION
35. PLAYGROUNG SAFETY
36. PLUMBING LICENSE IN SCHOOL
37. PUBLIC SCHOOLS CONTRACTS
LAW
38. QSAC
39. RECORDS RETENTION
40. ROOF SAFETY - FLAT ROOF
SAFETY
41. SAFE DRIVING
42. SEXUAL HARASSMENT
43. SLIP'S, TRIP'S and FALL’S
44. SPRINKLER INSPECTIONS
45. SUSTAINABILITY
46. TEMPERATURE CONTROL LAW
47. TRAINING REQUIREMENTS
48. WORKERS COMPENSATION
TODAYS
DISCUSSION
• Boiler Room Safety
• Chemicals in the
Classroom/Green Cleaning
• Lead
in
Water
BOILER ROOM SAFETY
6 essential elements for Boiler Room Safety.
WHEEL of
SAFETY
6
1
5
2
4
3
1
TOP MANAGEMENT
SUPPORT
2
PREPARE SAFETY &
POLICY PROCEDURES
3
COMPLIANCE OF SAFETY
RULES
4
MOTIVATION FOR
SAFETY TRAINING
5
CONTROL OF
OCCUPATIONAL HEALTH
6
INCREASE IN
PRODUCTIVITY
Boiler Room Safety
• The boiler room is for the boiler.
• The boiler room should not be considered an
all-purpose storage area.
• The burner requires proper air circulation in
order to prevent incomplete fuel combustion
and production of carbon monoxide.
• Therefore,
• Knowledge is powerful, as are boilers.
• Ensure all personnel who operate or
maintain the boiler room are properly
trained on all equipment, controls, safety
devices, and up-to-date operating
procedures.
Boiler Room Safety
• Look for potential problems.
• Before startup, ensure the boiler room is free
of all possibly dangerous situations, such as
flammable materials or mechanical or
physical damage to the boiler or related
equipment.
• Clear intakes and exhaust vents; check for
deterioration and possible leaks.
• Inspection matters.
• Ensure a thorough inspection by a properly
qualified inspector, such as one who holds a
National Board commission is completed and
recorded.
Boiler Room Safety
• Develop a maintenance schedule.
• Use boiler manufacturers’ recommendations,
operating log sheets & maintenance records
to establish a preventive maintenance
schedule based on operating conditions, as
well as on past maintenance, repairs, and
replacements performed on the equipment.
• Create thorough checklists.
• Establish a checklist for proper startup and
shutdown of boilers and all related
equipment according to manufacturers’
recommendations.
Boiler Room Safety
• Don’t overlook automated systems.
• Observe equipment extensively before
allowing an automated operation system to
be used with minimal supervision.
Follow all requirements as prescribed by the;
Department of Labor and Workforce
Development
Labor Standards and Safety Enforcement
Division of Public Safety and Occupational Safety
& Health
Bureau of Boiler and Pressure Vessel Compliance.
All accidents must
also be reported to:
OSHA Accident Reporting
• Under the OSHA Recordkeeping
regulation (29 CFR 1904), covered
employers are required to prepare and
maintain records of serious occupational
injuries and illnesses, using the OSHA 300
Log.
• This information is important for
employers, workers and OSHA in
evaluating the safety of a workplace,
understanding industry hazards, and
implementing worker protections to
reduce and eliminate hazards.
Boiler Room Safety
• Boiler room accidents can occur at any
time.
• Even though safety precautions are
followed, the possibility of an accident
still exists.
• Injuries resulting from accidents must be
handled quickly and intelligently.
• After an accident, an accident report is
filed.
Boiler Room Safety
• An accident report is a document that details
facts about an accident in the facility.
• Accidents that occur must be reported
regardless of their nature.
• Accident reports commonly include the
name of the injured person, the date, time,
and place of the accident, the name of the
immediate supervisor, and the circumstances
surrounding the accident.
• Accident report forms are required for
insurance claims and become a permanent
part of plant operation records.
What events am I
required to report
directly to OSHA?
You can report to OSHA by;
• Calling OSHA's free and
confidential number at
• 1-800-321-OSHA (6742).
• Calling your closest Area
Office during normal
business hours.
• Using the new online form.
Chemicals in the
Classroom/Green Cleaning
• Hazardous chemicals are in
your schools, in classrooms,
Custodial closets, Labs, Boiler
Rooms…….
• You name it, they are there.
• Just check your NJ-RTK
Chemical Survey to see for
yourself.
Know what’s in your building.
NAME THAT PRODUCT?
(Info taken from actual MSDS)
• Product is flammable.
• May produce hazardous decomposition
products.
• Contains Methylcyclohexane.
• If vapors are deliberately inhaled, the following
symptoms may occur: respiratory irritation, dizziness,
drowsiness, headache, nausea, unconsciousness,
convulsions, cardiac sensitization, coma, and death.
• Methylcyclohexane (108-87-2)
• Mustard Oil (57-06-7)
• Naphtha (8032-32-4)
• Fragrances
• No precautions under normal use conditions.
LIQUID PAPER
• Inhalant abuse is purposely breathing
in or sniffing common household
products to "get high." Almost any
aerosol or liquid solvent can be used
as an inhalant.
• A 13 year-old boy was inhaling fumes
from cleaning fluid and became ill a
few minutes afterwards. He died 24
hours after the incident.
•
An 11 year-old boy collapsed in a public bathroom. A
butane cigarette lighter fuel container and a plastic bag
were found next to him. He also had bottles of typewriter
correction fluid in his pocket. CPR failed to revive him,
and he was pronounced dead.
THE SOLUTION?
GREEN CLEANING
- Cleaning for Health!
• Cleaning that:
•
•
•
•
•
•
•
•
•
Protects health of workers, children, public
Improves indoor air quality
Reduces environmental impacts
Does not allow ingredients that cause cancer,
asthma, or that impact reproductive health
Not harmful to eyes or skin
Won’t pollute air
Concentrated; dilute on site
Tested for its performance
Independent Certification Programs:
• Green-seal www.greenseal.org
• Ecologo www.ecologo.org
CfH – Best Practices
• Choose safer products: Use less-toxic, thirdparty certified cleaners, paper products and
hand soaps.
• Keep the dirt out; use easy-to-clean flooring
and walk-off mats at building entrances.
• Reduce quantities of chemicals, Minimize
exposures, Dilute properly.
• Update and maintain equipment – HEPA
vacuums, micro-fiber, dilution stations.
• Disinfect only in target areas.
• Avoid aerosols & fragrances - clean doesn't
have an odor.
Minimize Disinfectant Use!
•
•
•
•
All disinfectants are toxic, THEY KILL THINGS!
There are no “green” disinfectants
Disinfectants are EPA-registered pesticides
Disinfectants should be…
•
•
•
•
•
Used only when needed.
Applied only after surface is cleaned.
Mixed and Properly diluted.
Avoid “Quats!”
Require training of workers.
Hydrogen Peroxide Cleaners
• Hydrogen peroxide-based disinfectants
offer different levels of disinfection.
• They destroy microorganisms through
oxidation and they have broad-spectrum
efficacy (bacteria, viruses, yeasts and
molds).
• They are sometimes incompatible to
surfaces.
• They do not usually affect indoor air
quality.
Green Cleaning Products:
Performed as Well or Better
• Peroxide cleaner/disinfectant – H2O2
• effective at removing dirt
• whitened grout, cleaned carpets and
mirrors
• left no residue to rinse
• eliminated restroom odors and “blue”
staining
• Green Seal-certified floor stripper
removed old wax with less rinsing needed
• Microfiber mops more effective,
especially around edges
Dilute Properly
• Use automatic dilution
equipment
• Prevents exposure
• Saves money
• Follow instructions
Try Microfiber
• Cost-effective (life-cycle basis)
• Reduce chemical use (~1/2)
• Minimize water use (up to 95%)
• Prevent injuries (chemical exposure, back
strain, accidents)
• Effective (reduce dirt, avoid crosscontamination)
Adequate IAQ
• Adequate Outdoor Air Ventilation
can improve ability to perform, raise
test scores and reduce airborne
transmission of infections.
• Children in classrooms with
higher outdoor air ventilation
rates tend to achieve higher
scores on standardized tests in
math and reading than children
in poorly ventilated classrooms.
Ability to Perform
• Studies demonstrate a connection between
improvements in IAQ — either from
increased outdoor air ventilation rates or
from the removal of pollution sources
(cleaning chemicals)— and improved
performance of children and adults.
• Controlled studies show that children
perform school work with greater speed as
ventilation rates increase.
• The performance of adults, including
teachers and school staff, has also been
shown to improve with higher ventilation
rates.
Classrooms
The Good, Bad and the Ugly
Bad
Good
Keeping the top of a
Unit Ventilator clear
and clean is a
REQUIREMENT of the
IAQ Law.
Ugly
The RTK Law
• The RTK law requires public
employers to have SDSs and
HSFSs in their RTK Central File.
• The PEOSH HCS and the new
GHS requires chemical labels.
• All hazardous chemicals must
contain the identity of the
product and appropriate hazard
warnings.
Labeling
• Chemical Containers Require
Labels
• Most Products Come in with
appropriate Labels and
Information.
Unlabeled containers
• If Employees bring their own
chemicals into the building, you
are breaking the Law and could
get fined by PEOSH and OSHA.
NONE, NOTHING, NADA…..
• No Air Fresheners,
• No Bug Sprays,
• No Hand Sanitizers,
• NO AEROSOLS!
COMMUNICATIONS
• Communicate this information
to all Teachers during your start
of school presentations.
• These are all covered in the
IAQ and HazCom Laws.
• Make sure your Building and
Grounds Supervisor ensures
the Teachers are complying
with all requirements.
CHILDREN, LEARNING
& POISONS DON’T MIX
• While no one in school should be exposed to dangerous
chemicals, children are especially vulnerable to
environmental health hazards.
• Medical research shows that children’s organ systems
are still developing.
• They proportionally eat, drink, and breathe more per
pound of body weight than adults.
• Their behavior exposes them to more environmental
threats and they are least able to identify or protect
themselves from hazards.
• Air pollutants can cause respiratory ailments such as
nasal congestion, shortness of breath, wheezing or
worsening of asthma, nosebleeds, a cough, or other
symptoms such as itchy, watery eyes, headaches or
dizziness, fatigue, nausea, rashes, fever, muscle aches
and more.
HOW CHILDREN ARE EXPOSED
TO TOXIC CHEMICALS IN SCHOOL
• Whether a product is freshly applied or misapplied,
mixed improperly (some common cleaning products,
when mixed together, can give off deadly gas), used in
an undiluted state, stored in an unventilated hall closet,
or leaves a heavy residue, there are three exposure
routes.
• Inhalation: Aerosols, vapors, fumes, or dusts can be
inhaled causing breathing problems, and/or
absorbed into the bloodstream and carried to other
body organs.
• Skin contact: Residues from chemicals can damage
skin by burning skin tissue or by being absorbed
through the skin and carried to body organs,
resulting in dryness, redness, or dermatitis.
• Ingestion: Children play on the floor or ground, put
their hands in their mouth, and rarely wash their
hands before eating lunch or snacks. They can
accidentally eat chemicals via hand-to-mouth
contact.
Indoor Air Quality (IAQ),
Sick Building Syndrome (SBS) and
Building Related Illness (BRI)
• Sick Building Syndrome is used to describe situations in
which building occupants experience acute health
effects that appear to be linked to time spent in a
building when no specific illness or cause can be
identified.
• The complaints may be localized in a particular room
or zone or may be widespread throughout the
building.
• Building Related Illness is a term used when symptoms
of diagnosable illness are identified and can be
attributed directly to building contaminant.
• (Source: EPA Indoor Air Facts, No. 4, April 1991).
• The use of cleaning and maintenance products
containing toxic chemicals has been directly linked to
IAQ, SBS and BRI (EPA Tools for Schools, 2002).
PROTECT HUMAN HEALTH
• Choose products that:
• Contain no known carcinogens.
• Have neutral pH. High pH= caustics; Low
pH=acids. Choose products with moderate pH
(7).
• Are non-irritating to eyes & skin. If irritation
information is not available, go back to neutral
pH.
• Are free of, or are low in, Volatile Organic
Compounds (VOCs). VOCs are organic
chemicals that evaporate easily. They
contribute to indoor air pollution and may
cause headaches, nausea, respiratory
problems and may cause the formation of
ground level ozone/smog.
PROTECT HUMAN HEALTH
• Choose products that:
• Are non-flammable.
• Are non-reactive. Mixing should not create toxic
gases, fire or other violent reactions.
• Are not packaged in aerosol/spray cans.
• Provide dispensing systems that minimize exposure
to concentrated solutions. Dispensing method should
be designed to eliminate exposure to the
concentrated solution and reduce waste.
• Are biodegradable.
• Can be used for more than one task (multipurpose
cleaners) to reduce waste containers and the need
for use and storage of several products.
• Are made from or contain ingredients from
renewable resources such as corn (corn starch),
coconut oils and orange peels.
lead
in
water
Pb
Lead
What Is Lead?
• Lead is a blue-gray metal found in nature
combined with other elements.
• Lead is toxic and has no nutritional value,
but is very valuable in manufacturing.
• Lead is used to make batteries, paints,
ammunition, and some glazed ceramics.
Prior to 1990, lead was also used to make
plumbing materials.
• Due to health concerns, the lead content
in gasoline, paints and ceramic products
has been dramatically reduced.
HEALTH RISKS OF LEAD AND COPPER
• Children are especially susceptible to lead
and copper exposure because their
bodies absorb these metals at higher
rates than the average adult.
• Children younger than six are most at risk
due to their rapid rate of growth.
• Exposure to high levels of lead can cause
damage to the brain, red blood cells, and
kidneys.
• Exposure to even low levels of lead can
cause low IQ, hearing impairment,
reduced attention span, and poor
classroom performance.
Lead Action Levels
• The LCR established an action level of 0.015
mg/L (15 ppb) for lead and 1.3 mg/L (1300
ppb) for copper based on the 90th percentile
level of tap water samples.
• This means no more than 10 percent of your
samples can be above either action level.
• Because children spend so much time in
school and child care facilities and their
bodies are developing rapidly, it is
important to provide safe drinking water to
avoid health problems linked to lead or
copper exposure.
SOURCES OF LEAD AND
COPPER IN DRINKING WATER
• When lead and copper are found in tap water it
is typically due to leaching from internal
plumbing materials.
• If the water is too corrosive, it can cause lead or
copper to leach out of the plumbing materials
and enter the drinking water.
• The potential for leaching increases the longer
the water is in contact with the plumbing
components.
• School water supplies tend to have extended
periods of no water use (e.g., overnight,
weekends, holidays, summer) that increase the
likelihood of elevated lead levels at the tap.
When was your building built?
• Older buildings built prior to the mid-1950’s
are more likely to have lead pipes and
service lines.
• Buildings built between the mid-1950s and
1989 are not likely to have lead pipes or
service lines.
• However, there may be lead in some fixtures or
solder used to connect your pipes.
• Buildings built after 1989 are unlikely to have
lead in pipes, service lines, solder or joints.
• It is also possible that submersible pumps,
especially the leaded-brass variety, could release
lead into the drinking water and, therefore, may
be a concern for those that rely on a well.
Lead and Copper Rule
• Schools and child care facilities that have their
own water supply and are considered nontransient, non-community water systems
(NTNCWSs) are subject to the Lead and Copper
Rule (LCR) requirements.
• The LCR was developed to protect public health
by minimizing lead and copper levels in drinking
water.
• The most common source of lead and copper in
drinking water is corrosion of plumbing
materials. Plumbing materials that can be made
with lead and copper include pipes, solder,
fixtures, and faucets.
•
SENATE, No. 2022
• INTRODUCED APRIL 18, 2016
• Sponsored by:
• Senator STEPHEN M. SWEENEY
• District 3 (Cumberland, Gloucester and Salem)
• Senator M. TERESA RUIZ
• District 29 (Essex)
• Senator RONALD L. RICE
• District 28 (Essex)
• SYNOPSIS
• Requires public and nonpublic schools to test
drinking water for lead and install lead filters or
treatment devices on drinking fountains and
food preparation sinks; appropriates funds
therefor.
May 2, 2016
New Jersey will test the water in
its 3,000 schools for lead
exposure beginning later this
year and publicly release the
findings,
Gov. Christie announced
Monday.
The NEW LAW
,
and requires
ALL SCHOOLS
to test for lead no matter
where the water comes
from.
• The governor also announced the state will
adopt stricter guidelines recommended by
the U.S. Centers for Disease Control and
Prevention that will trigger an investigation
sooner when lead is detected in a child's
blood.
• Under the governor's new regulations, all
public schools will also need to post and
notify parents of their lead testing results,
and provide them with a description of any
steps the school is taking to ensure safe
drinking water will be made available to
students.
$10 million to cover the costs
• The Governor called on the
Legislature to appropriate
$10 million to cover the costs
of the new statewide school
lead testing mandate, which
will take effect at the start of
the next school year this fall.
$10 million to cover the costs
• Sen. Christopher "Kip" Bateman (RSomerset) said he would introduce a
budget resolution to add the money to
the proposed state budget.
• Sen. Ronald Rice (D-Essex), also a sponsor
of the lead bill, said he was "glad the
governor did not wait for the legislation
to reach his desk."
• All school districts will be able to seek
reimbursement for the costs of the new
school testing mandate from the state.
BASIC REQUIREMENTS …..
• This bill would require every public and
nonpublic school to immediately test the
drinking water in the school for the
presence of lead.
• In addition to immediately testing the
drinking water upon enactment of this bill
into law, the bill would also require every
public and nonpublic school to test the
drinking water in the school for the
presence of lead at least twice annually.
BASIC REQUIREMENTS …..
• The first test would be conducted within
30 days prior to the start of the school
year, and the second test six months later.
• This testing would be conducted in
accordance with guidelines provided by
the Department of Environmental
Protection (DEP) in conjunction with the
Department of Education (DOE).
LEAD AND COPPER TAP
SAMPLING REQUIREMENTS
• KEY POINTS;
“First draw” samples must
be collected.
Samples must be collected
after the water has had time
to sit in the pipes for at least
6 hours.
ACTION LEVELS
If either action level is exceeded, water
quality parameter (WQP) and source water
sampling may be required.
The number of lead and copper or WQP
samples collected depends on the daily
population served by the school or child care
facility.
Lead and copper samples must be collected
every 6 months, unless the system qualifies
for reduced monitoring.
Samples for subsequent rounds of
monitoring must be collected from the same
sites used in the initial round.