Appendix_A-2_EPA_Technical_Guidance_for_Reducing_Lead_in_Drinking_Water_In_Schools.pdf

3Ts for Reducing Lead in in Schools

Drinking Water

Revised Technical Guidance

RFP W912BU-17-R-0032

Appendix A-2 Page 1

This October 2006 version of the 3Ts for Reducing Lead in Drinking Water in Schools: Revised Technical Guidance is a modification of the December 2005 version. The modifications in this version clarify the instructions for collecting samples from drinking water outlets, please see sections 4.2, 4.4.1, and 4.4.2.

Additionally, EPA made some minor modifications to the nomenclature in Chapter 4. Please visit www.epa.gov/safewater/schools for the complete Errata sheet.

Disclaimer

This manual contains recommendations on how to address lead in school drinking water systems; these are suggestions only and are not requirements. This manual does, however, also contain an overview of requirements concerning lead in drinking water. The statutory provisions and regulations described in this document contain binding requirements.

The general description here does not substitute for those laws or regulations; nor is this document a regulation itself.

As a result, you will need to be familiar with the details of the rules that are relevant to your school drinking water; you cannot rely solely on this guidance for compliance information. Also, many states (or tribes) and localities have different, more stringent requirements than EPA’s, so you will need to find out what other laws and regulations apply to school drinking water in addition to the ones described here.

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3Ts for Reducing Lead in Drinking Water in Schools:

Revised Technical Guidance

Contents

Introduction

I. Training

1. What You Should Know about Lead in Drinking Water

1.1 Health Effects of Lead

1.2 Sources of Lead

1.3 How Lead Gets into Drinking Water

1.4 How Lead in Drinking Water is Regulated

2. Planning Your Program and Establishing Partnerships

2.1 Assigning Roles

2.2 School Records

2.3 Establishing Partnerships

2.3.1 Assistance from Your Public Water Supplier

2.3.2 Assistance from Your Local Health Office

2.3.3 Assistance from Your State Drinking Water Program

2.3.4 Assistance from Certified Laboratories

2.3.5 Assistance from Local Community Organizations

II. Testing

3. Assessment and Strategy: Plumbing Profile and Sampling Plan

3.1 Development of a Plumbing Profile for Your Facility’s Plumbing

3.2 Who Should Create the Sampling Plan? - Leadership in Sampling

3.3 Where Should I Sample? - Determining Sample Locations

3.4 Who Should Collect the Samples and Where Do Samples Go for Analysis?

Collection and Analysis of Samples

4. Conducting Sampling

4.1 General Sampling Procedures

4.2 Collection Procedures

4.3 Laboratory Analysis and Handling of Sample Containers

4.4 Overview of the Two-Step Sampling Process

4.4.1 Step 1: Initial Sampling

4.4.2 Step 2: Follow-Up Sampling

4.4.3 Initial and Follow-Up Sampling Protocol

4.4.4 Sampling for Other Parameters

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3Ts for Reducing Lead in Drinking Water in Schools: Revised Technical Guidance

5. Remedies

5.1 Routine Control Measures

5.2 Interim (Short-Term) Control Measures

5.3 Permanent Remedies

III. Telling

6. Informing the Public about Lead

6.1 Techniques for Disseminating Public Information

6.2 The Components of an Effective General Communication Strategy

6.3 Participants

6.4 Timing

6.5 Content

6.6 Methods and Manner of Communication

6.7 Sample Public Notice Materials

Appendix A – Glossary of Terms

Appendix B – Publication List

Appendix C – Resources

Appendix D – List of State Drinking Water Programs

Appendix E – Water Cooler Summary

Appendix F – Sample Recordkeeping Form

Appendix G – Preservation of Samples and Sample Containers

Appendix H – Example Scenarios for Water Sample Results

Appendix I – Plumbing Profile Questionnaire

Appendix A-2 Page 4

Exhibits

Exhibit 1.1: Potential Sources of Lead in Schools Exhibit 1.2: Common Drinking Water Outlets Exhibit 3.1: Sample Plumbing Profile Questionnaire Exhibit 3.2: Plumbing Configuration for a Single-Level Building Exhibit 3.3: Plumbing Configuration for a Multi-Level Building Exhibit 4.1: Pipe Volumes for Copper Pipe Exhibit 4.2: Sample Strategy Flowchart Exhibit 4.3: Service Connection Sampling Exhibit 4.4: Drinking Water Fountains: Bubblers Exhibit 4.5: Drinking Water Fountains: Water Coolers Exhibit 4.6: Drinking Water Fountains: Bottled Water Dispensers Exhibit 4.7: Ice Making Machines Exhibit 4.8: Water Faucets (Taps) Exhibit 4.9: Sampling Interior Plumbing Exhibit 4.10: Sample Sites for a Single-Level Building Exhibit 4.11: Sample Sites for a Multi-Level Building Exhibit 5.1: Flushing Directions by Outlet Type Exhibit 5.2a: Remediation Flow Chart (part 1) Exhibit 5.2b: Remediation Flow Chart (part 2) Exhibit 5.2c: Remediation Flow Chart (part 3) Exhibit 5.3: Case Study 1 Exhibit 6.1: Sample Public Notice Letter Exhibit 6.2: Sample Press Release for Local Media Exhibit 6.3: Sample Newsletter Article

Appendix A-2 Page 5

Introduction

The Environmental Protection Agency (EPA) developed this guidance manual because the Agency is concerned about the potential for elevated lead levels in drinking water in schools. Children are most susceptible to the effects of lead, because their bodies are still undergoing development. The adverse health effects from lead include reduced IQ and attention span, learning disabilities, poor classroom performance, hyperactivity, behavioral problems, impaired growth, and hearing loss.

There is no federal law requiring testing of drinking water in schools, except for schools that have their own water supply and are thus regulated under the Safe Drinking Water Act (SDWA). The vast majority of public water suppliers do not include schools in their sampling plans because regulations (specifically the Lead and Copper Rule) require sampling of single family dwellings. States and local jurisdictions may, however, establish their own programs for testing drinking water lead levels in schools. EPA suggests that schools implement programs for reducing lead in drinking water as part of the school’s overall plan for reducing environmental threats. Safe and healthy school environments foster healthy children, and may improve students’ general performance.

Lead most frequently gets into drinking water by leaching from plumbing materials and fixtures as water moves through your school’s distribution system. Even though the drinking water you receive from your water supplier meets federal and state standards for lead, your facility may have elevated lead levels due to plumbing materials and water use patterns. Because lead concentrations can change as water moves through the distribution system, the best way to know if a school might have elevated levels of lead in its drinking water is by testing the water in that school. Testing facilitates an evaluation of the plumbing and helps target remediation. It is a key step in understanding the problem, if there is one, and designing an appropriate response.

This guidance manual is intended for use by school officials responsible for the maintenance and/or safety of school facilities including the drinking water. The guidance introduces the 3Ts for reducing lead in drinking water. The 3Ts are:

Training school officials to raise awareness of the potential occurrences, causes, and health effects of lead in drinking water; assist school officials in identifying potential areas where elevated lead may occur; and establishing a testing plan to identify and prioritize testing sites.

Testing drinking water in schools to identify potential problems and take corrective actions as necessary.

Telling students, parents, staff, and the larger community about monitoring programs, potential risks, the results of testing, and remediation actions.

The purpose of this manual is to help schools minimize their students’ and staff ’s exposure to lead in drinking water. This manual is specifically targeted at schools that receive water from water utilities or water suppliers such as cities, towns and water districts. This guidance manual replaces the 1994 EPA guidance document Lead in Drinking Water in Schools and Non-Residential Buildings. By following the steps below, you will be assured your facility does not have elevated levels of lead in the drinking water.

Appendix A-2 Page 6

Training

(1) Conduct a thorough review of this guidance document. Other reference documents are available. See Appendix B.

(2) Review available resources to find out what may already have been done and what assistance may be available to you. See Chapter 2.

(3) Develop a plumbing profile to assess the factors that contribute to lead contamination. See Chapter 3.

(4) Develop a drinking water sampling plan. See Chapter 3.

Testing

(5) Test the water. See Chapter 4.

(6) Correct any problems that are identified. See Chapter 5.

Telling

(7) Communicate to students, parents, staff, and the larger community about what you are doing to protect them from possible exposure to lead in drinking water. See Chapter 6.

Appendix A-2 Page 7

I. Training

1. What You Should Know about Lead in Drinking Water

1.1 Health Effects of Lead

Lead is a toxic metal that is harmful to human health. Lead has no known value to the human body. The human body cannot tell the difference between lead and calcium, which is a mineral that strengthens the bones. Like calcium, lead remains in the bloodstream and body organs like muscle or brain for a few months.

What is not excreted is absorbed into the bones, where it can collect for a lifetime.

Young children, those 6 years and younger, are at particular risk for lead exposure because they have frequent hand-to-mouth activity and absorb lead more easily than do adults. Children’s nervous systems are still undergoing development and thus are more susceptible to the effects of toxic agents. Lead is also harmful to the developing fetuses of pregnant women.

No safe blood lead level in children has been determined. Lead can affect almost every organ and system in your body. The most sensitive is the central nervous system (brain), particularly in children. Lead also damages kidneys and the reproductive system. The effects are the same whether it is breathed or swallowed.

Low blood levels of lead (those below 10 μg/dL) have been associated with reduced IQ and attention span, learning disabilities, poor classroom performance, hyperactivity, behavioral problems, impaired growth, and hearing loss. Very high lead level (blood lead levels above 70 μg/dL) can cause severe neurological problems such as coma, convulsions, and even death. The only method to determine a child’s lead level is for them to have a blood lead test done by a health provider.

The degree of harm from lead exposure depends on a number of factors including the frequency, duration, and dose of the exposure(s) and individual susceptibility factors (e.g., age, previous exposure history, nutrition, and health). In addition, the degree of harm depends on one’s total exposure to lead from all sources in the environment - air, soil, dust, food, and water. Lead in drinking water can be a significant contributor to overall exposure to lead, particularly for infants whose diet consists of liquids made with water, such as baby food, juice, or formula.

1.2 Sources of Lead

Lead is distributed in the environment through both natural and man-made means. Today, the greatest contributions of lead to the environment stem from past human activities. Sources of lead exposure include the following:

(1) Lead based paint. The most common sources of lead exposure for children are chips and particles of deteriorated lead paint. Although children may be exposed to lead from paint directly by swallowing paint chips, they are more often exposed by house dust or soil contaminated by leaded paint. Lead paint chips become ground into tiny bits that become part of the dust and soil in and around homes.

This usually occurs when leaded paint deteriorates or is subject to friction or abrasion (as on doors and windowsills and window wells). In addition, lead can be dispersed when paint is disturbed during demolition, remodeling, paint removal, or preparation of painted surfaces for repainting.

Appendix A-2 Page 8

(2) Lead in the air. Lead in the air comes from industrial emissions.

(3) Lead in soil. Lead deposits in soils around roadways and streets from past emissions by automobiles using leaded gas, together with paint chips and lead paint dust.

(4) Lead industry. Byproducts brought home by industrial workers on their clothes and shoes.

(5) Lead in consumer products and food. Lead may be found in some imported candies, medicines, dishes, toys, jewelry, and plastics.

(6) Lead in water. Lead in water occurs through corrosion of plumbing products containing lead.

The U.S. government has taken steps over the past several decades to dramatically reduce new sources of lead in the environment: by banning the manufacture and sale of leaded paint; by phasing out lead additives in gasoline, and by encouraging the phase-out of lead seams in food cans; by banning the sale of pipes and plumbing for drinking water that are not “lead-free”; and by banning lead-lined water coolers, among other activities. More recently, the government has begun to address persistent sources of lead in the environment.

For example, programs have been instituted to minimize the hazards posed by lead paint covering millions of homes across the United States, more stringent air control standards are being applied to industries emitting lead, and more stringent regulations are in place to control lead in drinking water. Regulations affecting lead in drinking water are described at the end of this chapter.

1.3 How Lead Gets into Drinking Water

Lead can get into drinking water in two ways:

(1) by being present in the source water, such as coming from contaminated runoff or water pollution.

(2) through an interaction between the water and plumbing materials containing lead, such as through corrosion.

(1) At the Source

Most sources of drinking water have no lead or very low levels of lead (i.e., under 5 parts per billion).

However, lead is a naturally occurring metal and in some instances can get into well water. Lead can enter surface waters (waters from rivers, lakes, or streams) through direct or indirect discharges from industrial or municipal wastewater treatment plants or when lead in air settles into water or onto city streets and eventually, via rain water, flows into storm sewers, or waterways, which may enter the water supply. Lead from these sources can be easily removed by existing treatment plant technologies.

(2) Through Corrosion

Most lead gets into drinking water after the water leaves the local well or treatment plant and comes into contact with plumbing materials containing lead. These include lead pipe and lead solder (commonly used until 1986) as well as faucets, valves, and other components made of brass. The physical/chemical interaction that occurs between the water and plumbing is referred to as corrosion. The extent to which corrosion occurs contributes to the amount of lead that can be released into the drinking water.

The critical issue is that even though your public water supplier may deliver water that meets all federal and state public health standards for lead, you may end up with too much lead in your drinking water because of the plumbing in your facility. The potential for lead to leach into water can increase the longer the water

Appendix A-2 Page 9 remains in contact with lead in plumbing. As a result, facilities with intermittent water use patterns, such as schools, may have elevated lead concentrations. Testing drinking water in schools is important because children spend a significant portion of their day in these facilities and are likely to consume water while they are there. That is why testing water from your drinking water outlets for lead is so important. Drinking water outlets are locations where water may be used for consumption, such as a drinking fountain, water faucet, or tap.

The corrosion of lead tends to occur more frequently in “soft” water (i.e., water that lathers soap easily) and acidic (low pH) water. Other factors, however, also contribute to the corrosion potential of the water and include water velocity and temperature, alkalinity, chlorine levels, the age and condition of plumbing, and the amount of time water is in contact with plumbing. The occurrence and rate of corrosion depend on the complex interaction between a number of these and other chemical, physical, and biological factors.

As illustrated in Exhibit 1.1, once the water leaves the public water supply system or treatment plant, drinking water comes into contact with plumbing materials that may contain lead. Some lead may get into the water from the distribution system – the network of pipes that carry the water to homes, businesses, and schools in the community. Some communities have lead components in their distribution systems, such as lead joints in cast iron mains, service connections, pigtails, and goosenecks. These components may or may not be owned by your water supplier.

Sediments containing lead may also collect in the low-lying sections of pipe or behind sediment screens. Lead-containing sediments may result from minute particles of pipe, mineral deposits (scales), valves, fixtures, solder, or flux that accumulate in the plumbing. This may happen during the initial construction of the plumbing system, during repairs, when connecting new fixtures, when plumbing is otherwise disturbed, or during normal use (e.g., turning of faucet handles, movement of valves, etc.). Sediment can also originate from the public water system’s water mains and service taps.

If the public water supplier finds unacceptable levels of lead at customers’ homes, the system may have to provide centralized treatment to minimize the corrosion of lead into the water (see “How Lead in Drinking Water is Regulated” in section 1.4). However, centralized treatment by a public water system does not guarantee that corrosion of lead from plumbing will not occur within buildings served by the public water system, i.e., your school.

Interior plumbing, soldered joints, leaded brass fittings, and various drinking water outlets that contain lead materials are the primary contributors of lead in drinking water. It is also important to note that brass plumbing components contain lead. Examples of some of the common drinking water outlets are shown in Exhibit 1.2. (The glossary in Appendix A provides definitions of the various drinking water outlets discussed in this document.) Although there is an increased probability that a given plumbing component installed prior to the 1990s could contain more lead than the newer components, the occurrence of lead in drinking water can not be predicted based upon the age of the component or the school facility.

Appendix A-2 Page 10

Exhibit 1.1: Potential Sources of Lead in Schools

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Exhibit 1.2: Common Drinking Water Outlets

Appendix A-2 Page 12

1.4 How Lead in Drinking Water is Regulated

Lead is regulated in public drinking water supplies under a federal law known as the Safe Drinking Water Act (SDWA). This Act was initially passed in 1974 and, in part, requires EPA to establish regulations for known or potential contaminants in drinking water for the purpose of protecting public health.

The requirements developed by EPA apply to public water systems. Schools that are served by a public water system (i.e., a drinking water system that they do not own or operate) are not subject to the SDWA monitoring and treatment requirements, because those schools do not meet the definition of a public water system. However, some states may have monitoring and treatment requirements for these schools. Nearly all states have a drinking water office that implements the SDWA on behalf of EPA. Questions regarding the regulation of your drinking water may be directed to the appropriate state drinking water program office (see Appendix D for a directory of state programs).

Additional requirements under the Safe Drinking Water Act include specific provisions for controlling lead in drinking water:

THE LEAD BAN (1986): A requirement that only lead-free materials be used in new plumbing and in plumbing repairs.

THE LEAD CONTAMINATION CONTROL ACT (LCCA) (1988): The LCCA further amended the SDWA. The LCCA is aimed at the identification and reduction of lead in drinking water at schools and child care facilities. However, implementation and enforcement of the LCCA has been at each state’s discretion. School monitoring and compliance has varied widely.

THE LEAD AND COPPER RULE (1991): A regulation by EPA to minimize the corrosivity and amount of lead and copper in water supplied by public water systems.

The table below summarizes the significant elements of the SDWA with respect to lead in drinking water.

Note that the 1991 Lead and Copper Rule does not apply to schools that receive water from a public water system.

Appendix A-2 Page 13

REQUIREMENTS UNDER THE SAFE DRINKING WATER ACT

• The 1986 SDWA Lead Ban. This provision of the SDWA requires the use of “lead-free” pipe, solder, and flux in the installation or repair of any public water system or any plumbing in a residential or non-residential facility providing water for human consumption. Solders and flux are considered to be lead-free when they contain less than 0.2 percent lead. Before this ban took effect on June 19, 1986, solders used to join water pipes typically contained about 50 percent lead. Pipes and pipe fittings are considered “lead-free” under the Lead Ban when they contain less than 8 percent lead. Plumbing fixtures that are not “lead-free” were banned from sale after August 6, 1998. Plumbing fixtures are subject to the NSF International standard.

NOTE: “Lead-free” pipe is allowed to contain up to 8 percent lead and “lead-free” solder and flux may contain up to 0.2 percent lead. Lead-free plumbing components are not necessarily “free” of lead.

• The 1988 Lead Contamination Control Act (LCCA). The purpose of the LCCA is to reduce lead exposure and the health risks associated with it by reducing lead levels in drinking water at schools and child care centers.

The LCCA created lead monitoring and reporting requirements for all schools, and required the replacement of drinking water fixtures that contained excessive levels of lead (see Appendix E for a listing of these fixtures). The provisions are not enforceable. As a result, states have the option to voluntarily enforce the provisions of the Act (or alternate provisions) through their own authority.

• The 1991 Lead and Copper Rule (LCR). The LCR requires public water suppliers to monitor for lead in drinking water and to provide treatment for corrosive water if lead or copper are found at unacceptable levels.

EPA strongly recommends that schools test their facilities for lead. However, unless a school owns its water system, testing for lead and copper within the school is not specifically required. Therefore, many schools served by water systems owned by cities, towns, or other entities may have never been tested for lead under the LCR.

PUBLIC WATER SUPPLY TESTING VS. TESTING AT SCHOOLS

(15 ppb vs 20 ppb)

• It is important to note that the lead testing protocol used by public water systems is aimed at identifying system-wide problems rather than problems at outlets in individual buildings. Moreover, the protocols for sample size and sampling procedures are different. Under the LCR for public water systems, a lead action level of 15 parts per billion (ppb) is established for 1 liter samples taken by public water systems at high-risk residences. If more than 10 percent of the samples at residences exceed 15 ppb, system-wide corrosion control treatment may be necessary. The 15 ppb action level for public water systems is therefore a trigger for treatment rather than an exposure level.

• EPA recommends that schools collect 250 mL first-draw samples (i.e., samples of stagnant water before any flushing or use occurs) from water fountains and other outlets used for consumption, and that the water fountains and/or outlets be taken out of service if the lead level exceeded 20 ppb. The sample was designed to pinpoint specific fountains and outlets that require remediation (e.g. water cooler replacement). The school sampling protocol maximizes the likelihood that the highest concentrations of lead are found because the first 250 mL are analyzed for lead after overnight stagnation.

Appendix A-2 Page 14

2. Planning Your Program and Establishing Partnerships

Monitoring for lead in your school’s drinking water is extremely important. If you have never or have not recently monitored for lead in your school’s drinking water, you are encouraged to begin the process by identifying any lead problems that you may have in your drinking water. You should start by identifying your existing resources, which include school records, available finances, and personnel. You should also research opportunities for assistance from your local public water supplier, state and local health agencies, and certified water testing laboratories.

2.1 Assigning Roles

Your school should assign responsibility to a key individual(s) to ensure that testing and follow-up actions are completed. A person should also be appointed to serve as the contact person for communication with interested parties (civic groups, the media, etc.). One person or more may be involved in these activities, but it is important to clearly define responsibilities and to support those people in their roles. An effective program will require a team effort.

If your school decides to use consultants or lab personnel, their roles should be defined with respect to the responsible person(s) at the school. Contact your state drinking water program or local health department if you need advice on how to identify a qualified consultant.

2.2 School Records

To determine if previous monitoring efforts have been made at your school, you should review your school records. Some schools conducted voluntary monitoring in cooperation with state or local officials in response to the 1988 Lead Contamination Control Act (LCCA). Other schools may have sampled for lead in response to state requirements. This information will be useful in filling out your Plumbing Profile Questionnaire (see Chapter 3), a tool that may be used to help determine whether lead is likely to be a problem in your facility.

Records should also be reviewed to determine whether remediation actions have been taken. For example, have water coolers that contain lead been replaced (see Appendix E for a listing of banned water coolers)?

While these records may not make additional testing or remediation unnecessary, they will help to prioritize your efforts and make them more efficient.

If testing or remediation was conducted in response to the 1988 Lead Contamination Control Act, it may have taken place 10 years ago or more. If you are not familiar with what activities may have taken place at your school and your records are incomplete or absent, you are encouraged to contact individuals that may have been involved in the past. Personnel that were involved may remember activities that were not well-documented. They may also remember whether other agencies or the local public water supplier were involved, which may mean that additional records are available.

2.3 Establishing Partnerships

2.3.1 Assistance from Your Public Water Supplier

Some public water suppliers have devoted resources to helping schools conduct testing for lead even though they may not be legally required to do so. As discussed in the previous chapter, public water suppliers are

Appendix A-2 Page 15 required by the Lead and Copper Rule to monitor for lead at customers’ taps. However, testing at schools was not specifically required unless the public water system was owned and operated by the school.

Therefore, unless a school served by a public water system tested for lead on its own, or had testing voluntarily conducted by the public water system, neither the school nor the public water system is likely to have any record of testing. Although the public water system may treat the water to minimize corrosion, it is very important that you test to determine to what extent lead is leaching from plumbing within the school.

You are encouraged to contact your public water supplier to determine whether assistance or information on previous efforts is available. Although utilities are under no obligation to do so, assistance may be available through technical guidance, sampling, or sharing in sampling costs. Some utilities may be willing to help develop sampling plans (see Chapter 3) and plumbing profiles (see Chapter 3). The American Water Works Association (AWWA), a non-profit organization of water system professionals, recently prepared a summary of information for water suppliers on options for providing assistance to schools.

You should obtain the results of your water supplier’s required monitoring under the Lead and Copper Rule to determine whether they are in compliance with the requirements of the Lead and Copper Rule. Your water utility should be able to tell you whether lead monitoring is current, whether the monitoring results are below the lead action level, and whether corrosion control treatment is provided. Your water supplier should also be able to tell you whether they have conducted lead monitoring at your school, and they may be able to give you some indication of whether lead could be a problem within your building(s).

You may wish to begin by contacting your local director of public works, water superintendent, or water department, depending upon how your utility is organized. Some utilities have Web sites with contact information. All public water suppliers are required to produce and distribute an annual Consumer Confidence Report (CCR). You may want to get in the habit of thoroughly reviewing your utility’s CCR for important information about the water chemistry and overall water quality. Changes in water chemistry or quality may affect your school’s long-term sampling plan. The CCR also provides the name(s) and contact information for those at your utility who may be able to answer any questions you have.

Questions to Ask Your Drinking Water Supplier

It is important to know who supplies your facility’s drinking water, and whether and how the water entering your facility is treated. Some kinds of treatment can make the water more corrosive, while others will reduce the problem.

If the water is corrosive, treatment can reduce lead levels throughout the system and can save you and the supplier money by reducing damage to plumbing. The following are some questions you may want to ask your public water supplier:

• Ask for a copy of the most recent annual water quality report (CCR).

• Is the water system in compliance with federal and state standards for lead monitoring and treatment?

• What steps have been taken to maintain compliance with the Lead and Copper Rule?

• Does the utility have sample results from the school?

• Is the water corrosive? If so, what is the system doing to minimize corrosion?

• If a corrosion control chemical is used, does the chemical form a protective coating inside the piping?

• Does the water distribution system have any lead piping (for example, lead gooseneck at service connections), and does the system plan to remove these sources of lead?

Appendix A-2 Page 16

2.3.2 Assistance from Your Local Health Office

Many local governments have established programs that are responsible for a wide variety of public health protection activities, such as a Lead Poisoning Prevention Program. These programs are often the first line of defense when public health risks arise. Lead programs for children are often a high priority for local health offices.

You may wish to contact the local health office to discuss your needs. Although resources may be limited, the office may be willing to provide assistance in a variety of ways. For example, a representative may be able to attend Parent and Teacher Association meetings to discuss potential health effects, as well as to act as a contact with state programs to obtain information and assistance. A representative may even be able to assist in developing the plumbing profile, conducting sampling, or in taking follow-up action.

The phone number for your local health office should be in the listings under your county or city government. Many offices also have a Web site. The following Web site contains information about many local health departments listed by state http://www.healthguideusa.org/local_health_departments.htm.

2.3.3 Assistance from Your State Drinking Water Program

As discussed in Chapter 1, the only federal requirement that applies uniformly to schools that receive water from a public water system is the ban on the installation of water system components that are not lead-free (the Lead Ban).

You are encouraged to contact your state program to determine whether any other requirements apply, or whether technical assistance is available. The drinking water program may be housed in the department of health or the department of the environment. A listing of state program contacts is contained in Appendix D.

Most state programs also have Web sites with contact information. The following Web site contains information about many state health departments http://www.healthguideusa.org/state_health_departments.htm. When discussing the issue with your state program, you may wish to request assistance with voluntary compliance with the Lead Contamination Control Act. Since most state programs are familiar with the Act, this should help to clarify your request.

If you have not been able to make contact with your local public water supplier, you may also wish to ask whether the state program can provide information on monitoring compliance, results, and treatment. Your state program regulates all such water suppliers for compliance with the Lead and Copper Rule, and therefore should have this information readily available.

You may also wish to ask the state drinking water program staff about other state programs that are involved in reducing lead risks for children. There may be an interest in developing a cooperative effort between state programs or between state and local agencies.

2.3.4 Assistance from Certified Laboratories

Your state drinking water office should be able to provide a list of certified laboratories in your area. You should only use a laboratory that is certified by the state or EPA for testing lead in drinking water for public water systems.

Some laboratories will provide assistance in addressing the activities described in this manual. For example, some laboratories will collect samples for clients to ensure proper sampling technique and sample preservation.

However, costs for services will vary and you may wish to contact several certified labs.

Appendix A-2 Page 17

If outside laboratory personnel are used, you should ensure that they understand the testing procedures described in this manual because these procedures differ from those used by public water suppliers for compliance with the Lead and Copper Rule.

2.3.5 Assistance from Local Community Organizations

Your community has a variety of local organizations that can help; for example community volunteer groups, senior citizens groups, the Parent and Teacher Associations, and local environmental groups. Tap into the expertise of people in your community who may be able to help with all aspects of your lead in drinking water reduction program. Another useful resource is your region’s Pediatric Environmental Health Speciality Unit (PEHSU). Your region’s PEHSU may be able to provide risk communication support to school districts; for more information please visit http://www.aoec.org/PEHSU.org.

Contacting these groups is another way for your school to foster support. These groups might be willing to volunteer time to collect samples and train others to collect samples.

Appendix A-2 Page 18

II. Testing

3. Assessment and Strategy: Plumbing Profile and Sampling Plan

3.1 Development of a Plumbing Profile for Your Facility’s Plumbing Before testing and correcting lead problems, it is important to target potential problems and to assess the factors that can contribute to lead contamination and the extent to which contamination might occur in your facility. You can best accomplish these objectives by developing a plumbing profile of your facility. If your facility has additions, wings, or multiple buildings built during different years, a separate plumbing profile may be recommended for each. A plumbing profile can be created by answering a series of questions about your facility’s plumbing. Every school is unique and a plumbing profile will help you understand the potential sources of lead in your facility. Conducting this survey of your facility’s plumbing will enable you to:

• Understand how water enters and flows through your building(s).

• Identify and prioritize sample sites. EPA recommends the following sites as priority sample sites:

drinking fountains (both bubbler and water cooler style), kitchen sinks, classroom combination sinks and drinking fountains, home economics room sinks, teachers’ lounge sinks, nurse’s office sinks, sinks in special education classrooms, and any other sink known to be or visibly used for consumption (e.g., coffeemaker or cups are nearby).

• Understand whether you may have a widespread contamination problem or only localized concerns.

• Plan, establish, and prioritize remedial actions, as necessary.

Exhibit 3.1 provides a plumbing profile questionnaire discussion and interpretations of possible answers designed to help you plan your testing strategy and develop your sampling plan. Planning your strategy will enable you to conduct testing in a cost-efficient manner. For a blank copy of the plumbing profile questionnaire, see Appendix I.

Appendix A-2 Page 19

Ex h ib it

.1

P lu m b in g P ro fi le Q u es ti o n n ai re

W ha t Y ou r A ns w er s t o th e

Pl um bi ng

P ro fil e

Q ue st io ns M ea n

T he q ue st io ns i n th is c ol um n w ill

P lu m bi ng P ro fi le Q ue st io ns

T hi s co lu m n di sc us se s th e si gn ifi ca nc e of p os si bl e an sw er s to t he p lu m bi ng p ro fil e qu es ti on s.

he lp y ou d et er m in e w he th er l ea d is lik el y to b e a pr ob le m i n yo ur fa ci lit y, a nd w ill e na bl e yo u to pr io ri ti ze y ou r sa m pl in g ef fo rt

1.

W he n w as t he o ri gi na l bu ild in g

O ld er B ui ld in gs

T hr ou gh t he e ar ly

0s le ad p ip es w er e co m m on ly u se d fo r in te ri or p lu m bi ng i n co ns tr uc te d?

ce rt ai n pa rt s of t he c ou nt ry i n pu bl ic b ui ld in gs a nd p ri va te h om es

Pl um bi ng i ns ta lle d be fo re is m or e lik el y to c on ta in l ea d th an n ew er p ip es

B et w ee n a nd

0, g al va ni ze d pi pe s w er e al so

W er e an y bu ild in gs o r ad di ti on s us ed f or p lu m bi ng

A ft er

0, c op pe r ge ne ra lly r ep la ce d le ad a s th e m os t co m m on ly u se d m at er ia l ad de d to t he o ri gi na l fa ci lit y?

If s o, fo r w at er p ip es

U p un ti l th e m id to l at e-s

(u nt il th e le ad -f re e re qu ir em en ts o f th e

S af e co m pl et e a se pa ra te p lu m bi ng p ro fil e

D ri nk in g W at er

A ct

A m en dm en ts t oo k ef fe ct l ea d so ld er w as t yp ic al ly u se d to j oi n th es e co pp er fo r ea ch b ui ld in g, a dd it io n, o r w g.

pi pe s.

e ff or ts o f yo ur p ub lic w at er s up pl ie r ov er t he y ea rs t o m in im iz e th e co rr os iv en es s of t he w at er m ay h av e re su lte d in m in er al d ep os it s fo rm in g a co at in g on t he i ns id e of t he w at er p ip es (p as si va ti on hi s co at in g in su la te s th e w at er f ro m t he p lu m bi ng a nd r es ul ts i n de cr ea se d le ad l ev el s in w at er

I f th e co at in g do es n ot e xi st o r is d is tu rb ed th e w at er i s in d ir ec t co nt ac t w it h an y le ad i n th e pl um bi ng s ys te m

N ew er B ui ld in gs

N ew b ui ld in gs a re n ot l ik el y to h av e le ad p ip es i n th ei r pl um bi ng s ys te m s, b ut th ey a re v er y lik el y to h av e co pp er p ip es w it h so ld er j oi nt

B ui ld in gs c on st ru ct ed p ri or t o th e la te s, b ef or e th e le ad -f re e re qu ir em en ts o f th e

S af e D ri nk in g

W at er A ct A m en dm en ts m ay h av e jo in ts m ad e of l ea d so ld er

B ui ld in gs c on st ru ct ed a ft er t hi s pe ri od s ho ul d ha ve j oi nt s m ad e of l ea d-fr ee so ld er

E ve n if

“l ea d-fr ee m at er ia ls w er e us ed i n ne w c on st ru ct io n an d/ or p lu m bi ng r ep ai rs le ad le ac hi ng m ay o cc ur

Appendix A-2 Page 20

2.

b ui lt or r ep ai re d si nc e

T he

A m en dm en ts t o th e Sa fe D ri nk in g

W at er A ct b an ne d pl um bi ng c om po ne nt s th at c on ta in ed w er e le ad -f re e pl um bi ng a nd s ol de r el ev at ed l ev el s of l ea d.

Le ad -f re e so ld er a nd f lu x

(n ot m or e th an

.2 l ea

d) a nd p ip e, p ip e fit ti ng s, a nd us ed i n ac co rd an ce w it h th e le ad -f re e fix tu re s

(n ot m or e th an l ea d) m us t no w b e us ed

T he l ea ch in g po te nt ia l of l ea d-fr ee i.e ti n-re qu ir em en ts o f th e

S af e an ti m on

y) s ol de r is m uc h le ss t ha n le ad s ol de r.

T he l ea ch in g po te nt ia l of l ea d-fr ee p ip e, p ip e fit ti ng s, D ri nk in g W at er

A ct

A m en dm en ts an d fix tu re s is a ls o le ss bu t le ac hi ng i s st ill p os si bl e.

W ha t ty pe o f so ld er h as b ee n us ed

In s om e ar ea s of t he c ou nt ry it i s

If l ea d-fr ee m at er ia ls w er e no t us ed i n ne w c on st ru ct io n an d/ or p lu m bi ng r ep ai rs el ev at ed l ea d le ve ls po ss ib le t ha t hi gh -l ea d m at er ia ls w er e ca n be p ro du ce t he f ilm r es ul ti ng f ro m p as si va ti on d oe s no t ex is t or h as n ot y et a de qu at el y fo rm ed us ed u nt il o r pe rh ap s ev en an y le ad t ha t is p re se nt i s in d ir ec t co nt ac t w it h th e w at er la te r.

Yo ur l oc al p lu m bi ng c od e au th or it y or b ui ld in g in sp ec to r m ay be a bl e to p ro vi de g ui da nc e re ga rd in g w he n hi gh

-l ea d m at er ia ls w er e la st us ed o n a re gu la r ba si s in y ou r ar ea

3.

n w er e th e m os t re ce nt

C or ro si on o cc ur s (1 as a r ea ct io n be tw ee n th e w at er a nd t he p ip es a nd

2) a s a re ac ti on b et w ee n th e pl um bi ng r ep ai rs m ad e (n ot e co pp er a nd s ol de r (m et al

-t o-m et al

T hi s la tt er r ea ct io n is k no w n as g al va ni c co rr os io n, w hi ch c an b e lo ca ti on s) vi go ro us i n ne w p ip l ea d so ld er s w er e us ed i n th e pi pi ng o r if br as s fa uc et s, v al ve s, a nd f it ti ng s co nt ai ni ng a llo ys o f le ad w er e in st al le d

(s ee r es po ns e to

Q ue sti on b el ow f or f ur th er d isc us sio n of b ra ss) le ad l ev el s in t he w at er m ay b e hi gh

A ft er a bo ut y ea rs ho w ev er th is t yp e of r ea ct io n

(g al va ni c co rr os io n) s lo w s do w n an d le ad g et s in to w at er m ai nl y as a r es ul t of w at er b ei ng c or ro si ve

If t he w at er is n on -c or ro si ve pa ss iv at io n is l ik el y to h av e oc cu rr ed a nd t o ha ve r ed uc ed o pp or tu ni ti es f or l ea d to g et in to t he w at er s ys te m

Fo r th es e re as on s, i f th e bu ild in g (o r an a dd it io n, n ew p lu m bi ng or r ep ai r) i s le ss t ha n ye ar s ol d an d le ad s ol de r or o th er m at er ia ls e.

g.

br as s fa uc et s co nt ai ni ng l ea d al lo ys w er e us ed yo u m ay h av e el ev at ed l ea d le ve ls

If w at er s up pl ie d to t he b ui ld in g is c or ro si ve le ad c an r em ai n a pr ob le m r eg ar dl es s of t he p lu m bi ng

’s ag e.

Appendix A-2 Page 21

4.

it h w ha t m at er ia ls i s th e se rv ic e Le ad p ip in g w as o ft en u se d fo r th e se rv ic e co nn ec ti on s th at j oi n bu ild in gs t o pu bl ic w at er s ys te m co nn ec ti on th e pi pe t ha t ca rr ie s se rv ic e co nn ec ti on i s th e pi pe t ha t ca rr ie s dr in ki ng w at er f ro m a p ub lic w at er m ai n to a b ui ld

So e w at er t o th e sc ho ol f ro m t he p ub lic lo ca lit ie s ac tu al ly r eq ui re d th e us e of l ea d se rv ic e co nn ec ti on s up u nt il th e le ad -f re e re qu ir em en ts o f th e w at er s ys te m ’s m ai n in t he s tr ee t)

S af e D ri nk in g

W at er A ct A m en dm en ts t oo k ef fe ct

A lth ou gh a p ro te ct iv e la ye ri ng o f m in er al s m ay m e?

N ot e th e lo ca ti on w he re t he ha ve f or m ed o n th es e pi pe s, v ib ra ti on s ca n ca us e fla ki ng o f an y pr ot ec ti ve b ui ld

-u p an d, t hu s, a llo w l ea d se rv ic e co nn ec ti on e nt er s th e co nt am in at io n to o cc ur bu ild in g an d co nn ec ts t o th e in te ri or pl um bi ng

5.

Sp ec ifi ca lly w ha t ar e th e po ta bl e Su rv ey y ou r bu ild in g fo r ex po se d pi pe s, p re fe ra bl y ac co m pa ni ed b y an e xp er ie nc ed p lu m be r w ho s ho ul d w at er p ip es m ad e of i n yo ur f ac ili ty be a bl e to r ea di ly i de nt ify t he c om po si ti on o f pi pe s on s

M os t bu ild in gs h av e a co m bi na ti on o f

(n ot e th e lo ca ti on s) di ff er en t pl um bi ng m at er ia ls

Le ad p ip es a re d ul l gr ay i n co lo r an d m ay b e ea si ly s cr at ch ed b y an o bj ec t su ch a s a kn ife o r ke y.

L ea d Le ad p ip es a re a m aj or s ou rc e of l ea d co nt am in at io n in d ri nk in g w at er

P la st ic

G al va ni ze d m et al p ip es a re g ra y or s ilv er -g ra y in c ol or a nd a re u su al ly f it te d to ge th er w it h th re ad ed

G al va ni ze d

M et al jo in ts

In s om e in st an ce s, c om po un ds c on ta in in g le ad h av e be en u se d to s ea l th e th re ad s jo in in g th e

C as t I ro n pi pe

D eb ri s fr om t hi s m at er ia l, w hi ch h as f al le n in si de t he p ip es m ay b e a so ur ce o f

C op pe r co nt am in at io n.

O th er

C op pe r pi pe s ar e re d-br ow n in c ol or

C or ro de d po rt io ns m ay s ho w g re en d ep os

C op pe r pi pe

N ot e th e lo ca ti on o f th e di ff er en t jo in ts w er e ty pi ca lly j oi ne d to ge th er w it h le ad s ol de rs u nt il th e le ad

-f re e re qu ir em en ts o f th e ty pe s of p ip e, i f ap pl ic ab le an d th e

Sa fe

D ri nk in g W at er

A ct

A m en dm en ts t oo k ef fe ct di re ct io n of w at er f lo w t hr ou gh t he

Pl as ti c pi pe s, e sp ec ia lly t ho se m an uf ac tu re d ab ro ad m ay c on ta in l p la st ic p ip es a re u se d, b e bu ild e th e ar ea s of t he su re t he y m ee t N

SF

I nt er na ti on al s ta nd ar ds

(N ot e:

N

SF

I nt er na tio na l is an i nd ep en de nt th ir d-pa rt y bu ild in g th at r ec ei ve w at er f ir st an d te sti ng o rg an iz at n.

Pr od uc t lis tin gs c an b e ob ta in ed b y vi sit in g th ei r W eb s ite a t ht tp w w w .n sf.

or g/ w hi ch a re as r ec ei ve w at er l as t.

bu sin es s/s ea rc h_ lis ti ng s/i nd ex

/a sp

So m e ol de r ta nk s m ay c on ta in c oa ti ng s th at a re h ig h in l ea d co nt en t.

6.

D o yo u ha ve t an ks i n yo ur pl um bi ng s ys te m pr es su re t an ks

Ta nk s m ay a cc um ul at e se di m en t th at c ou ld b e flu sh ed b ac k in to t he p lu m bi ng s ys te m u nd er c er ta in gr av it y st or ag e ta nk s) ci rc um st an ce

Y o u m ay w is h to c on ta ct t he s up pl ie r or m an uf ac tu re r to o bt ai n in fo rm at io n ab ou t co at in gs

Yo u m ay a ls o w is h to h ir e a pl um be r or t an k se rv ic e co nt ra ct or t o in sp ec t y o ur t an ks es pe ci al ly

N ot e th e lo ca ti on o f an y ta nk s, a nd gr av it y st or ag e ta nk s th at a re l oc at ed o ut si de o f th e bu ild in g.

an y av ai la bl e in fo rm at io n ab ou t th e ta nk e.

g.

m an uf ac tu re r, da te o f in st al la ti on

Appendix A-2 Page 22 he

A m en dm en ts t o th e Sa fe D ri nk in g

W at er A ct b an ne d pl um bi ng c om po ne nt s th at c on ta in ed pl um bi ng s ys te m

N ot e th e

7.

as l ea d so ld er u se d in y ou r hi gh l ev el s of l

Le

-f re e so ld er a nd f lu x (n ot m or e th an

.2 l ea d) m us t no w b e us ed lo ca ti on s of l ea d so ld er le ac hi ng p ot en ti al o f le ad -f re e

(i .e ti n-an ti m on y) s ol de r is m uc h le ss t ha n le ad s ol de r.

I t is l ik el y th at hi gh

-l ea d so ld er a nd f lu xe s co nt in ue d to b e us ed u nt il a nd e ve n la te r in s om e ar ea s of t he c ou nt ry

Yo ur l oc al p lu m bi ng c od e au th or it y or b ui ld in g in sp ec to r m ay b e ab le t o pr ov id e gu id an ce r eg ar di ng w n hi gh

-l ea d so ld er w as l as t us ed o n a re gu la r ba si s in y ou r ar ea

B ra ss f it ti ng s, f au ce ts an d va lv es a re g ol de n ye llo w i n co lo r, si m ila r to c op pe r in a pp ea ra nc e, o r ar e va lv es u se d in y ou r dr in ki ng w at

8.

A re b ra ss f it ti ng s, f au ce ts or pl at ed w it h ch ro ra ss i s co m po se d pr im ar ily o f tw o m et al s, c op pe r an d zi nc

M os t br as se s co nt ai n sy st em

(N ot e:

M os t fa uc et s ar e le ad r an gi ng f ro m p er ce nt t o pe rc en t.

T ha t le ad c an c on ta m in at e th e w at er c on ta ct s ur fa ce w he n it br as s on t he i ns id e.

is s m ea re d on t he m ac hi ne d su rf ac es d ur in g pr od uc ti on

A ft er

6, b ra ss f it ti ng s in st al le d in d ri nk in g w at er o ut le ts s uc h as f au ce ts a nd w at er c oo le rs m us t m ee t

N

SF

s ta nd ar ds f or l ea d co nt en t.

W hi le t hi s

Yo u m ay w an t to n ot e th e lo ca ti on s pe rc en ta ge i s co ns id er ed l ea d-fr ee u nd er t he

Sa fe D ri nk in g

W at er A ct A m en dm en ts so m e on a m ap o r di ag ra m o f yo ur f ac ili ty co nt am in at io n pr ob le m s st ill m ay o cc ur

O ld er b ra ss f au ce ts m ay c on ta in h ig he r pe rc en ta ge s of l ea d an d m ak e ex te ns iv e no te s th at w ou ld an d le ad s ol de r in t he ir i nt er io r co ns tr uc ti on a nd p os e co nt am in at io n pr ob le e th at y ou r st at e or fa ci lit at e fu tu re a na ly si s of l ea d lo ca l go ve rn m en t m ay h av e im po se d th is s ta nd ar d pr io r to

8.

sa m pl e re su lt d eg re e to w hi ch l ea d w ill l ea ch f ro m b ra ss p ro du ct s co nt ai…