DOCUMENT RESUME
UD 033 691
Environmental Action Guide for New York City Schools.
Advocates for Children of New York, Inc., Long Island City.;
Healthy Schools Network, Inc., Albany, NY.
1999-00-00
42p . ; "We gratefully acknowledge the New York Foundation
whose generous support has enabled this project."
Guides - Non-Classroom (055) -- Reference Materials -
Directories/Catalogs (132)
MF01/PC02 Plus Postage.
Crowding; *Educational Facilities; Elementary Secondary
Education; * Environmental Standards; Health; *Occupational
Safety and Health; Public Schools; *School Safety; Urban
Schools
*New York City Board of Education
The purpose of this guide is to inform parents, advocates,
and school personnel about existing laws and resources available to ensure
that every child and every school employee has an environmentally safe and
healthy school that is clean and in good repair. An environmentally safe and
healthy school is one of the principles adopted by the New York State Board
of Regents; others are that schools should be role models of environmentally
responsible behavior and that public officials should be held accountable for
school conditions. The guide identifies typical hazards, explains why the
hazards are important, and describes how and where to look for them. It also
points toward laws that the school might be violating by allowing problems to
go uncorrected. The rights identified for users of New York schools are: (1)
clean indoor air,* (2) an asbestos-safe school; (3) a lead-safe school; (4) an
appropriate and uncrowded classroom; (5) safe heat and ventilation; (6)
freedom from fire hazards; (7) crack- free walls and ceilings,* (8) a safe
playground; (9) usable and sanitary bathrooms; (10) a pest -free school; (11)
a pesticide- free school; and (12) information about the school building.
Appendixes contain sample complaint letters, further affirmative steps, and
congressional contact information. (SLD)
ED 443 909
TITLE
INSTITUTION
PUB DATE
NOTE
PUB TYPE
EDRS PRICE
DESCRIPTORS
IDENTIFIERS
ABSTRACT
o
ERLC
Reproductions supplied by EDRS are the best that can be made
from the original document.
New York City Healthy Schools Working Group
A
Environmental Action Guide
for
New York City Schools
U S DEPARTMENT OF EDUCATION
Office ot Educational Research and improvement
EDUCATIONAL RESOURCES INFORMATION 1
/ CENTER (ERIC)
H This document has been reproduced as
received from the person or organization
originating it.
□ Minor changes have been made to
improve reproduction quality.
• Points of view or opinions stated in this
document do not necessarily represent
official OERI position or policy.
£
33
Advocates for Children of New York, Inc.
and
Healthy Schools Network, Inc.
PERMISSION TO REPRODUCE AND
DISSEMINATE THIS MATERIAL HAS
BEEN GRANTED BY
Jill CJdAi fkh.
C J" l<Wi
TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC)
Copyright ® 1999
Table of Contents
Preface ^
Introduction ^
Your Right to Clean Indoor AIR 5
Your Right to an ASBESTOS-safe School 9
Your Right to a LEAD-safe School ^
Your Right to an APPROPRIATE and UNCROWDED CLASSROOM 13
Your Right to a School that is Safely HEATED and VENTILATED 15
Your Right to a School that is Free From FIRE HAZARDS 17
Your Right to CRACK-FREE Walls, Ceilings and Floors 19
Your Right to a SAFE PLAYGROUND 20
Your Right to USABLE and SANITARY BATHROOMS 22
Your Right to a PEST-free school ^3
Your Right to a PESTICIDE-free School 24
Your Right to Information about the SCHOOL BUILDING • 26
27
Appendices
Appendix A: Sample Complaint Letters 27
Appendix B: Further Affirmative steps ^2
Appendix C: Congressional Contact Information 34
PREFACE
Families and communities are working hard to protect the next generation from
the threats of violence and addictions. Yet, other threats such as childhood asthma,
learning disabilities, behavior problems, and some cancers are increasing rapidly despite
parents' best efforts and advances in medicine. New research demonstrates that young
children are uniquely vulnerable to environmental health hazards, and some health and
learning problems are linked to pollutants. This means we must protect our children
against environmental hazards in homes, schools, and communities that can threaten or
impair their long-term health and ability to leam. Indeed, our success as a society will be
judged on the relative health, independence, and success of the next generation.
The purpose of this GUIDE is to inform parents, advocates, and school personnel
about existing laws and resources available to ensure that every child and every school
employee has an environmentally safe and healthy school. There are several Principles of
School Environmental Quality adopted by the New York State Board of Regents in
December 1994: that every child and school employee has a right to an environmentally
safe and healthy school which is clean and in good repair; that schools are role models of
environmentally responsible behavior; and that public officials are held accountable for
school conditions. We hope this guide can help assure that each of these principles is met
for every school in New York.
The Guide is a joint project of Healthy Schools Network, Inc. (HSN) and
Advocates for Children of New York, Inc. (AFC). We gratefully acknowledge the New
York Foundation whose generous support has enabled this project. We would like to
thank all the members of the New York City Healthy Schools Working Group who
contributed their expertise and editing skills.
1
INTRODUCTION
As our children go off to school, we hope they will learn, play, and have good
experiences with other students and their teachers. But we also worry- about gangs,
violence, and drugs or alcohol. We rarely hear or think about the environmental threats
that face our children and their teachers in school every day: walls covered with peeling
lead-based paint or mold; stopped up sinks and over-flowing toilets; indoor air
contaminated with asbestos, dust, or chemical fumes from cleaning agents or construction
materials; hazardous art, sciences, and vocational education supplies; pest infestations
temporarily checked with toxic pesticide applications to buildings and grounds;
playgrounds that invite children to swing, climb and slide, but with lead and pesticide
contaminated dirt and no cushioned surfaces for the youngest learners. In addition to
exposure to construction hazards and noise during the regular school year, children in
school during the summer may have a magnified exposure risk to environmental hazards
since schools schedule heavy cleaning and renovations for the summer.
NEWS ABOUT CHILDREN'S ENVIRONMENTAL HEALTH
Children are particularly at risk from many environmental threats. Ultimately,
they are exposed to more hazards because their body organs and systems are still
developing, they eat proportionally more food, drink more fluids, and breathe more air
per pound of body weight than adults, and they are least able to protect themselves. This
is why we all must work to keep our children safe from the environmental threats we are
able to control or avoid.
INFORMATION ABOUT SCHOOL ENVIRONMENTS
Nationally, the US Government Accounting Office (US GAO, 1995) reported that
the nation’s children faced an epidemic of indoor air pollution at school and other threats
due to decayed, neglected infrastructure. US GAO estimated that some 14 million
children attended the one-third of schools needing major repairs, including environmental
problems that can threaten their health and learning. In New York State, the Education
Department over the last four years has held dozens of hearings on the conditions of
5
2
schools. The state has also reported that the poorest children have the schools in the worst
condition and that environmental problems have adversely impacted learning. According
to the New York State Education Department, the state's 4,200 schools enroll 2.8 million
children every year. Over one-third of the schools these children attend have polluted
indoor air and/or building failures that lead to indoor contamination. Environmental
hazards such as leaky roofs, poor ventilation, out-dated boilers, and faulty wiring are
impairing children’s rights to a free appropriate public education. We have a duty to act
to make sure this no longer occurs.
THE LEGAL ACTION GUIDE: Children and School Environments
This Guide, written for students, parents, school employees, and other concerned
members of the New York City education community, is intended to provide information
about correcting environmental problems in New York’s schools. While focused on New
York City public schools, many laws also apply to other New York State public schools
as well. The Guide can help you protect your child or yourself from environmental
hazards found in too many schools. Not all buildings have the same problems. The Guide
identifies typical hazards, explains why the hazards are important, and describes how or
where to look for them. In addition, the Guide points you towards the laws that your
school might be violating by allowing problems to go uncorrected. Most importantly, we
have provided phone numbers of offices and organizations that can help you if you spot
any of these problems in your school. We recommend that before calling any of the
offices outside your school, first speak to your principal, or a member of your School
Leadership Team.
If you are a school employee you should talk to your union representative. We
also urge you to share your information with parents of any affected children. There is
nothing that destroys parents' trust in schools more than finding out that school personnel
and school officials who knew of possible hazards failed to act or concealed information.
Parents: always ask if someone in your school is aware of the problem, or is
willing to work with you to solve the problem. Good people to talk to at scncoi include
the Head Custodian and the head of the Parents’ Association as well as the principal and
members of the school leadership team. If, after you have given the person you have
O
ERIC
6 BEST COPY AVAILABLE
3
spoken with a chance to take action, and you see that nothing is being done to remedy the
situation, you should take action yourself by calling the numbers provided in this guide.
To get problems fixed almost always takes more than one phone call. Short letters
work best because they leave a 'paper trail'; keep a copy for yourself. To help we have
printed sample letters at the end of this guide - just change the details so the letter fits
your situation. And don't forget to involve friends, parents, or other groups in the
neighborhood to help you. You have a right to ask and to take some actions. No one
should live, go to work, or learn in unsanitary or hazardous conditions.
We have placed asterisks (*) next to the organizations that we think can be most
helpful. Additionally, at the back of the guide is a list of government officials you can
call if you're not getting help or answers from the school or the organizations we’ve
listed.
If you have no success at getting the problem corrected, please call Advocates for
Children of New York at 212-947-9779 or the Healthy Schools Network at 5 1 8-462-0632
to get assistance.
7
9
ERIC
4
Your Right to Clean Indoor AIR:
Why is INDOOR AIR QUALITY important?
It is extremely important for children to have learning places that are free from air
pollution. Air-bome pollutants in schools include dirt, dust, lead, asbestos fibers,
chemical fumes, carbon monoxide and other gases, pesticides, bacteria, mold, cockroach
or pest leavings, tar and diesel fumes, and many other contaminants from machines and
people in the building. These pollutants come from surfaces in the building, cleaning
products, paints and floor finishes, carpets, other occupants of the building, buses, the
outdoor air, and they can be a result of demolition or construction. They can cause a wide
range of problems from asthma to flu-like symptoms such as headaches, sore throats,
memory problems, joint pain, and nausea. Not everyone has the same reactions, but
children and adults with pre-existing health problems including asthma, allergies, or
chemical sensitivities generally have more problems. Many of us spend up to 90% of our
time in homes, schools, stores, offices, and other workplaces, constantly exposing
ourselves to dangerous airborne pollutants.
Asthma, in particular, is of enormous concern, as it is the leading cause of school
absenteeism due to chronic disease. Nationally, it affects nearly 5 million children below
the age of 18. 1 A recent study found that the hospitalization rates were 21 times higher in
poor, minority areas than in well-off communities in New York City. Both indoor and
outdoor pollutants contribute to asthma. 2
How can you recognize AIR QUALITY problems?
As a parent, student or school employee, to diagnose air-quality problems in your school
there are three main things you can do:
1 . Think about your child. Does your child have more frequent or more severe asthma
attacks on school days? What about other health or breathing problems? Are your
child’s schoolmates also coming home from school with health complaints?
2. Go to school and get permission to walk through the halls to your child's class (es).
Are you experiencing any breathing problems or other health problems such as itchy
eyes, headaches or nausea while you are there? Are there any musty, moldy, dusty,
or strong chemical odors? Try to identify the source(s) of the smells.
3. Here are some things to look for:
1 www.epa.gov/epadocs/child/htm, 6/1 1/99
2 “Far More Poor Children are Hospitalized for Asthma, Study Shows,” The New York Times, July 27,
1999
Staining or deterioration of walls and other surfaces : This might mean mold or other
microorganisms are growing there. Any carpeting or furnishings that have been wet for
more than 74 hours need special vacuuming or cleaning. They may need removal.
Copy machines and print shops : Copy machines produce ozone, which has been linked to
lung problems; print shops may use toxic inks and cleaning fluids. In order to avoid the
harmful effects of ozone or toxic supplies, machine areas should be in a room with good
ventilation (open windows and/or exhaust fans).
Art, science, and vocational classes: Paints, glues, and other art, science and vocational
supplies contain chemicals that can be toxic to children and pollute the air. These class
spaces need to reduce their use of toxic products and/or provide good ventilation,
meaning lots of fresh air and exhaust fans.
Buses : Buses by law are not supposed to stay outside school for more than three minutes
with their engines running. If it is more than 40 degrees Fahrenheit outside, buses cannot
let their engines run at all. The fumes that are released by buses are poisonous in high
enough concentrations and can cause breathing problems.
Construction : Demolition and construction can create hazardous dust, fumes, and noise.
This can make breathing and learning very difficult or impossible for some children.
Asbestos : Dangers associated with asbestos are addressed in the Asbestos section.
Are there iaws about AIR QUALITY?
Yes, though there should be more. State law protects acceptable air quality in schools. A
law called the Public Employees Safety and Health Act (PESH) protects teachers,
administrators, and other people working at public schools from working in an
environment with certain toxins in the air. Consequently, children are indirectly
protected by law from learning in a school with poor air quality. However, there aren’t
laws requiring schools to test indoor air quality, and tests are not always good indicators
of healthful indoor air. There are no standards for indoor air established specifically for
children.
There is a state regulation that specifically addresses the right to a well-ventilated room.
8 New York Code of Rules and Regulations (N.Y.C.R.R.) 1 55. 1 (b)(3)(ii) says that each
teaching space should have a constant supply of fresh air to avoid the problem of odor,
toxins and dust build-up; In addition, the New York City Health Code, section 45.1 1 says
that each school room should be properly ventilated, but not so well-ventilated as to
cause drafts. 8 NYCRR 155.3(d) covers rules for heating and ventilating and air
conditioning for non-Big City schools in the state.
Regarding outside air pollution, Section 24-163 of the New York City Administrative
Code specifically states that buses cannot leave their motors running for more than three
minutes, and cannot leave them running at all when it is warmer than 40 degrees outside.
9
6
Low cost steps to improve school air quality
Have your school use nontoxic cleaning and other products; stop bus idling; have custodians
damp mop instead of dry sweep halls and classes; make sure the school is protecting school
occupants during renovations; increase fresh air supply by making sure windows are open; make
sure your school repairs leaks and water damage quickly; keep garbage and litter picked up and
bathrooms vented.
Who can you contact about AIR QUALITY problems at school?
New York City Board of Education (BOE), Office of Occupational Health and Safety.
718-935-2319 (They must be contacted by a principal, district office, or parents’
association. If you are having an air quality problem at your school, ask someone to
contact this office and they will investigate.)
* BOE Office of Environmental Health and Safety, 718-391-6475 (Contact the school
custodian before contacting this office so that you can be sure that the problem is not one
the custodian can handle. They will investigate and take air quality samples or should do
an occupational health survey.)
NYC Department of Health, Asthma Action Line : 1-877-ASTHMA-O (They don t
generally deal with schools, but they’re a good place to contact for general asthma
problems.)
NY Department of Environmental Conservation (DEC): 718-482-4900 (for outdoor air
quality problems)
NYC Department of Environmental Protection (DEP) air quality unit: 212-312-8950 (We
tried calling and were unsuccessful at getting a person on the phone— you can try and
maybe you’ll have better luck then us)
* BOE Office of School Facilities, Chief Executives Office, Pete Smith: 718-391-6466
BOE Office of Transportation Services: 718-392-8855 (for idling buses causing air
problems)
*New York State Department of Labor (overseas public employee safety rules, including
airborne chemical toxins; investigates complaints; can be contacted by a public school
employee bu't not by a parent/guardian) write to: New York City District, 345 Hudson
Street, Mail Stop 7F PO Box 683, New York, NY 10014 or call (212) 352-6132 or
Fax (212) 352-6138
NYS DOH Environmental Health Infoline: 1-800-458-1 158 x 2-7810
USEPA Indoor Air Quality Information Clearinghouse: 1-800-438-4318
American Lung Association: 1-800-LUNG-USA
10
7
Healthy Schools Network, Inc. 518-462-0632 or Advocates for Children at 212-947-9779
information about Guides, reports, factsheets, and technical assistance: Parent Guide to
School Air Quality; Allergies, Asthma, and Chemical Sensitivity packet; Student Health
Checklist; Memo for Physicians on Requesting Accommodation; posters; What to do if
your child has an environmental exposure at school (written by and for parents); Guide
to Healthier Cleaning Practices and Products; ...and more.
ERIC
8
Your Right to an ASBESTOS-safe School
Why is ASBESTOS bad?
For decades asbestos was used in construction to strengthen products, to pio Leat
insulation and to provide fire resistance. It is now known that asbestos fibers can have
serious effects on the health of everyone who breathes them in. When breathed in,
asbestos lodges itself in the lungs. People who are regularly exposed to asbestos may
later develop asbestosis or lung cancer. Both of these illnesses can be fatal.
Asbestos-containing materials can be managed safely in a school that is in good repair
and kept clean. Asbestos is often found around pipes in insulation, and in floor and
ceiling tiles. Not all asbestos needs to be immediately removed, but it must be controlled.
How can you recognize ASBESTOS problems?
Every school, public and private, is required to test for and notify the public of loose
asbestos. Remodeling or other types of construction can disturb asbestos fibers that are
already in the building and cause them to be released into the air where they can be
inhaled. Unfortunately, asbestos is not easily recognizable. It comes in different shapes,
sizes, exterior coverings and colors. Only proper testing can determine if what you see is
truly asbestos. Asbestos is often found as insulation around pipes and boilers. If you see
insulation that is in poor condition (ripped, peeling, etc), or floor tiles being removed for
construction, you should ask school officials to tell you what health protections are in
place or what actions will be taken.
Are there laws about ASBESTOS?
Yes! There are federal, state and local laws that act to reduce the risk of asbestos
exposure in schools. The Asbestos Hazard Emergency Response Act (AHERA) is a
federal law. The regulations are found in 40 Code of Federal Regulations (C.F.R.) Part
763. These regulations specifically discuss the management of asbestos containing
materials in schools. Asbestos may not have to be removed but just managed in a safe
manner. Every school must have an AHERA report. New York State regulations 12
N.Y.C.R.R. Part 56 and 10 N.Y.C.R.R. Part 73 address the removal of asbestos from
public places and the appropriate training required for people working with asbestos
generally.
Who can you contact about ASBESTOS problems in school?
BOE Office of Environmental Health and Safety: 718-391-6475 (Contact your custodian
before contacting this office so that you can be sure that the problem is not one the
custodian can handle. They can investigate and test for asbestos You can also ask to see
your school’s AHERA report.)
NYC DOH Bureau of Environmental Investigation: 212-442-3372 (will investigate)
12 BEST COPY AVAILABLE
NYS DEC: 7 1 8-482-4900 (for disposal, not removal problems)
NYS DOH Environmental Health Infoline: 1-800-458-1158 x27940 (will provide
information and will investigate)
Office of School Facilities, Chief Executives Office, Pete Smith: 718-391-6466
* NY State Department of Labor (overseas public employee safety rules, including
asbestos; investigates complaints; should be contacted by a public school employee and
not by a parent or guardian)
State Department of Labor
New York City District
345 Hudson Street
Mail Stop 7F PO Box 683
New York, NY 10014
Tel. (212)352-6132
Fax (212) 352-6138
US Environmental Protection Agency (enforces AHERA nationally)
National Emission Standard for Hazardous Air Pollutants Program
US EPA
290 Broadway
New York, NY 10007
Tel: 212-637-4042
New York State Education Department (enforces AHERA for all schools in the state)
NYS Education Department
Office of Facilities Planning/AHERA
Education Building Annex, 10 th floor
Albany, NY 12234
Tel: 518-474-3906
0
ERIC
13
10
Your Right to a LEAD -safe School_ i
Why is LEAD harmful?
Lead is harmful because it is a poison that is readily absorbed by children eitnei through
the lungs when it is breathed, or through the gut when it is swallowed and is carried to all
organs of the body, including the brain, which is the most sensitive organ in a young
child. Even at low concentrations, lead can permanently decrease brain function.
There are two main ways lead gets into the school environment. Old lead-based paint can
be under coats of newer, non-leaded paint, and drinking water can be contaminated by
contact from old pipes. Lead paint becomes dangerous when it begins to flake off and
turn to dust. Lead dust, like all dust, can enter our bodies when we breathe. Lead dust
can also accumulate on toys that children might put into their mouths or can settle on
something we touch, creating the risk of it clinging onto our fingers and being eaten when
we handle food. When we drink contaminated water, the lead is absorbed by our bodies.
Elevated blood lead levels have been associated with several problems, including
neurological disorders that are often permanent. These disorders include attention deficit
disorder (ADD), attention deficit hyperactivity disorder (ADHD), aggressive and
impulsive behavior, and mental retardation. Younger children are especially vulnerable
to the harmful effects of lead.
How can you recognize LEAD problems?
You can not see, smell, or taste lead. It is difficult, if not impossible, to identify lead
problems just by looking. One thing you can look for is chipping, flaking, or peeling
paint. Lead paint was banned in 1978, but some schools used paint supplies after that
date. If your school was built before 1980, it will probably have lead paint underneath the
current coat of paint. Even if your school has been painted since 1978, if the previous
paint layers have not been properly removed, lead paint may be exposed through the
chipping or peeling of the newer layers. This is one reason why school roof repair and
building maintenance are so important to your child's health. Demolition can also create
lead-contaminated dust.
If you see, or your child tells you about chipped or peeled paint, or dust from repairs that
has not been controlled or carefully cleaned up, you should take action immediately by
trying to get the paint or its dust tested for lead.
There is no easy way to determine if there is lead in your water, except by testing. Tests
must be conducted on water samples to determine what the lead content of your water is.
Some parent groups have taken school water samples to the local hospital !" u far tasPng.
If water tastes strange, that may indicate other problems that should be investigated.
Lead can still get into school supplies. Ask your school to make sure its art and other
classroom supplies are 'lead-safe'. Be careful about donated products.
1 4 BEST COPY AVAILABLE
11
Are there laws about LEAD?
Yes! There are federal laws about lead in school drinking water. 42 United States Code
(U.S.C.) 300J-24 and 42 U.S.C. 300j-25 are set up specifically to help schools identify
lead problems in their water. 42 U.S.C. 300f, The Safe Drinking Water Act, sets
standards for acceptable levels of contaminants in water, including lead.
New York State Public Health Law Sec. 1373 gives power to the Commissioner of Health
to enforce the correction of paint conditions that could lead to lead poisoning.
The New York City Health Code Sec. 45.12 makes it illegal for lead paint to be present
in kindergarten settings.
Federal laws don’t require schools specifically to test for lead in paint, soil, or dust.
Who can you contact about LEAD problems in school?
BOE Office of Environmental Health and Safety. 718-391-6475 (Contact your custodian
before contacting this office so that you are sure that the problem is not one the custodian
can handle. They will investigate and test for lead in drinking water.)
NYC DOH Lead Poisoning Prevention Program : 212-BAN-LEAD (226-5323) (We have
found they generally do not deal with school-based problems, but are a good resource if
you have a general question about lead.)
* NYC DOH Bureau of Environmental Investigation'. 212-442-3372 (will investigate
situation)
NYC BOE of School Facilities, Chief Executives Office, Pete Smith : 718-391-6466
US Environmental Protection Agency (enforces lead abatement regulations):
Toxic Substances Program
Environmental Protection Agency
Mail Code MS 500. Building 5
2890 Woodbridge Avenue
Edison, NJ 08837
732-321-6671
Drinking Water Hotline (can help locate a lab to test water), 1-800-426-4791
National Lead Information Center 800-424-LEAD
Healthy Schools Network, Inc. (518-462-0632) or Advocates for Children for Children
(212- 947-9779) for information about the State Education Department guidelines on
lead-safe school products.
12
Your Right to an APPROPRIA TE and_ UNCROWDED CLASSROOM^
o
ERIC
Why are APPROPRIATE and UNCROWDED CLASSROOMS important in terms
of health and safety?
Overcrowded classrooms, or classes conducted in non-appropriate rooms, such as
auditoriums, closets, bathrooms, hallways and basements can affect how well children
leam. Substandard environmental conditions can make it difficult to learn.
It can also be dangerous for children to leam in these settings. Overcrowding promotes
unsanitary, unsafe conditions, and can contribute to polluted indoor air. It is easy for
illnesses to spread in tight, enclosed rooms— especially if the room is not well ventilated.
And too many people crowded together make ventilation difficult.
Children often don’t have access to proper equipment in non-traditional and overcrowded
classrooms. Working at improperly sized desks and chairs can cause injury to the back
and to the neck. Children, like adults should work at proper workstations to minimize the
risk of occupational injuries.
It is also important for classrooms to have adequate lighting. Poor lighting leads to
eyestrain that can result in a permanent injury requiring a child to use corrective lenses.
How can you tell if your child has an APPROPRIATE and UNCROWDED
CLASSROOM?
This is easy. Ask your child or go look. Is your child taught in a traditional classroom?
How many children are in your child’s class? How big is the room? Are there chairs and
desks for every child? Are children forced to share desks? Are the desks squeezed into a
room too small? Is the room in the basement? Does the room have good ventilation
specifically, does the room have windows that open and close? Are the windows painted
or nailed shut? If there are no windows, does air still circulate in from somewhere else or
is the room completely stuffy?
Are there laws about APPROPRIATE and UNCROWDED CLASSROOMS?
Yes! Two state regulations address the issue of traditional and uncrowded classrooms.
State regulation 8 N.Y.C.R.R. 155.1(b)(2)(iii) says that teaching areas must have a
window arrangement that provides a view of the outside. State regulation 8 N.Y.C.R.R.
155.1 (b)(2)(i v) says that teaching areas must be properly proportioned.
A number of city laws address classroom conditions. NYC Health Code Section 49.07
guarantees that there be 15 square feet of floor space per child. NYC Health Ccd? Section
45.1 1 sets standards for the amount of lighting that is needed in each classroom. Section
45.1 1 also provides that classes cannot be conducted in the cellars of schools, and that
schools cannot be located in factories or other business buildings. Sections 49.09 and
45.13 of the Health Code stress the need for appropriately sized equipment for children.
16
13
Who can you contact if your child does not have an APPROPRIATE and
UNCROWDED CLASSROOM?
For this problem, your best bet, after speaking with people in the school is to speak to the
district superintendent or someone else at the district office. You can also try:
Office of School Facilities, Chief Executives Office, Pete Smith : 718-391-6466
NYC Dept of Health Complaints Hotline: 212-442-9666
Your Right to a School that is SAFEL Y HEA TED and VENTILA TED:
Why is it important for the school to be SAFELY HEATED AND VENTILATED?
Schools need to be heated during the winter for the obvious reason of ket-pit^ children
and school employees warm and supplied with fresh air. However, heat brings with it
some safety risks. It is necessary for schools to be well ventilated, even when they are
being heated; otherwise toxins — the kinds of air pollutants that were mentioned earlier —
build up in the air. Schools are particularly at risk of being poorly ventilated during
winter months when windows are kept closed to keep the heat in. School classrooms that
are always too hot or too cold can also affect learning.
Another heat-health risk is from boilers. All boilers need to be inspected regularly. If
boilers are not properly maintained, they can explode and cause serious injury to anyone
who happens to be in the area. Some schools still use coal boilers which if they
malfunction can release carbon monoxide or other dangerous gasses.
How can you tell if your school is not SAFELY HEATED and VENTILATED?
The easiest way to tell in terms of whether or not your school is safely heated is to simply
check the temperature inside of the school or to ask your child. If you are a school
employee, the answer will be obvious. If your child tells you she or he is cold or is
packing an additional shirt or wearing a short sleeve shirt in the middle of winter, that
may be an indication that the school is not properly heated. Is the temperature appropriate
considering the outside temperature? Are the rooms too drafty or not ventilated enough?
Find out when the boilers were last inspected. Unfortunately, that is not something that
you can just ask your child about. You will need to speak with the custodian or someone
else who is knowledgeable. Find out who inspected the boilers. Get their name title and
date that s/he inspected. Was the inspector properly licensed? If the building is being
heated by something other than a boiler, check to see that there are adequate protective
guards on the equipment.
Are there laws about schools being SAFELY HEATED and VENTILATED?
Yes! New York City Health Code Section 131.03 states that a person hired to heat a
building must heat all occupied parts of the building to at least the minimum prescribed
temperature. Section 45.1 1 of the Health Code says that a temperature between 68 and
72 degrees must be maintained in a building occupied by children whenever the outside
temperature drops below 55 degrees.
New York State Labor Law Section 204 addresses boiler inspection and New York State
Labor Law Section 216 addresses the penalty for failure to inspect boilers.
BEST COPY AVAILABLE
Who can you contact if your school is not SAFELY HEATED and VENTILATED?
* BOE Office of Environmental Health and Safety: 718-391-6475 (Contact your
custodian before contacting this office so that you can be sure that the problem is not one
the custodian can handle. They will investigate and take air quality samples)
NYS DEC : 718-482-4900 (if burning oil or chemicals are causing problems)
* Office of School Facilities, Chief Executives Office, Pete Smith: 718-391-6466
* NY State Department of Labor (overseas public employee safety rules, including
airborne chemical toxins; investigates complaints; should be contacted by a public school
employee and not by a parent or guardian)
New York City District
345 Hudson Street
Mail Stop 7F PO Box 683
New York, NY 10014
Tel. (212) 352-6132
Fax (212) 352-6138
O
ERIC
19
16
Your Right to a School tjiat is Free From FIRE HAZARDS
What types of FIRE HAZARDS are there?
Schools need to be up to par with the state and New York City Building Cocic. Schools
cannot be opened unless they have a Certificate of Occupancy (CO) from the NY C
Department of Buildings and the Fire Department. If schools do not meet Building Code
requirements, the risk of a fire increases, as does the risk of serious injury resulting from
a fire.
All schools must have interior fire alarms that are tested regularly and are connected to
the fire department. If schools are not equipped with working alarms, it takes people
longer to become aware of an actual fire and the danger is increased. If the alarms are
not connected to the fire department, the department will be unable to respond
instantaneously. Without connected alarms, they will not know to come unless someone
contacts them. The longer the delay between when a fire starts and when people become
aware of it, the greater the risk of a serious injury resulting.
Schools must also hold regular fire drills. Without fire drills, no one would know what to
do if a fire were to break out, and, again, the risk of a serious injury would be increased in
the event of an actual fire.
In rooms such as chemistry labs and custodial areas, flammable items must be stored in a
safe manner so as to limit the possibility of an explosion. When flammable items are
stored in a poorly ventilated room and in proximity to other items that they may react
with, the risk of a fire breaking out is much greater than normal. Paint can be a
flammable material. Paints should be nonflammable or stored in well-ventilated rooms
that have fire extinguishers. Even when flammable materials are stored as safely as
possible, there is still a risk that a fire will break out, so it is important that fire
extinguishers be available so that the fire can be contained and put out before it has a
chance to spread. Eliminating as many flammable and combustible items from school
supplies is an environmentally healthy practice.
Are there laws about FIRE HAZARDS in schools?
Yes! New York State Education Law 807 mandates fire drills in schools. The Rules of
the City of New York provide for the installation of fire alarms in all schools, and also
identify flammable materials and the manner in which they should be stored (2 RCNY
8.01, 3 RCNY 34.01, 3 RCNY 22.01 and 3 RCNY 28-02.)
BEST COPY AVAILABLE
20
17
Who can you contact about FIRE HAZARDS?
* Office of School Facilities, Chief Executives Office, Pete Smith: 718-391-6466
New York City Fire Department Inspection Unit (empowered to conduct safety
inspections of buildings to determine whether any conditions are present which violate
the City Fire Code or create a fire safety hazard; can order correction of any such
violation)
New York City Fire Department Inspection Unit
250 Livingston Street
Brooklyn, NY 11201
NYC Department of Buildings (can inspect construction work, machinery and equipment;
can order a dangerous condition that is “detrimental to life or health” to be fixed, or can
cause the building to be vacated. Detrimental conditions include “the overcrowding of
persons therein, defects in the construction, or deficiencies in fire alarm, or fire
extinguishing equipment or fire escape equipment.” NYC Admin Code 26-127, 26-216,
26-217, 26-219) write at:
City Department of Buildings
60 Hudson Street
New York, NY 10013
Tel: 212-312-8000
Complaint Lines:
Bronx
Brooklyn
Manhattan
Queens
Staten Island
718-579-6906
718-802-3681
212-312-8529
718-520-3402
718-816-2211
21
O
ERLC
18
Your Right to CRACK-FREE^ Walls, Ceilings and Floors
Why are CRACKS in walls, floors, and ceilings dangerous?
Cracks and other weaknesses in buildings are far too common in schools today. 1 he
inherent danger in having cracks in walls is obvious: buildings should be solid, and
building occupants should not have to worry about the ceiling falling down on them. A
more subtle issue is the dust that results from broken walls. Dust and other small particles
can make asthma and other breathing problems worse. Further, cracks in buildings
provide openings through which pests can enter and find shelter to breed. The specific
problems associated with pests will be discussed later in the guide.
Where should you look for CRACKS?
It is important to look for cracks not only on classroom walls, but on the ceiling and floor
as well. Look inside the school building as well as at the exterior of the building. Cracks
emerging from the building foundation and climbing up the outside walls are cause for
major concerns.
Are there laws about CRACKS in school buildings?
Yes! New York State Education Law 409-d directs the Commissioner of Education to
establish a school building safety program to determine the needs for repairs and
reconstruction to maintain the structural integrity of school buildings. The Rules of the
state of New York require the Board of Education to conduct a visual inspection of the
walls, doors, and roofs of all school buildings for evidence of movement, deterioration
and structural failure. If the visual inspection discloses evidence of possible defects, the
school board must retain a licensed architect or professional engineer, who shall make a
written report and submit it to the Commissioner with a claim for building aid. (8
N.Y.C.R.R. 155.1(d)). Additionally, the Rules ofNew York City require periodic
inspections of public buildings to detect fracturing and splitting in exterior walls,
cracking of masonry and brick work in brick-faced buildings, or water entry into the
walls. (Building Code, RCNY 32.03(b)(2)(v)).
Who can you contact about CRACKS?
* BOE Office of Environmental Health and Safety. 718-391-6475 (Contact your
custodian before contacting this office so that you can be sure that the problem is not one
the custodian can handle. They will investigate and take air quality samples if you are
concerned about dust.)
School Construction Authority, Facilities Inspection Division: 7 1 8-472-83 1 9 (if the
school is currently under construction or renovation) or the School Construction
Authority General Complaints number : 718-472-8052 (for construc./renov. issues)
Office of School Facilities, Chief Executives Office, Pete Smith: 718-391-6466
22
BEST COPY AVAILABLE
19
Your Right to a Safe PLA YGROUND:
Is there a right for children to have a PLAYGROUND at school?
Children in school should have access to a playground; this is a right protected by New
York City Health Code, which states that children cannot be kept in school for more than
five hours without being given a recreation period during which the outdoor play space
should be used whenever the weather permits. Another law states that no school may be
constructed in New York City without being attached to an open-air playground.
Why is PLAYGROUND safety important?
Each year, in this country alone, over 200,000 children are injured in playgrounds 3 . It is
important to monitor playgrounds so that the number of injuries can be decreased. If
playgrounds are not surveyed for various hazards, the number and severity of playground
related injuries can increase.
How can you recognize a dangerous PLAYGROUND?
There are four main things to consider when measuring how safe a playground is.
• First, it is important that the playground equipment is age appropriate . Consider the
size and difficulty of certain playground equipment. Young children have different
physical abilities than older children and should not be playing on equipment that is
meant for older children (such as horizontal ladders).
• Second, look at the surfacing in the playground. The surface should break falls.
Loose-fill or synthetic material such as wood chips or rubber matting is preferred.
Cement is not acceptable because it does not have any give when a person falls on it.
Dirt can be a problem because it can freeze in the winter.
• Third, playgrounds should always be supervised . Children should not be permitted to
play on the equipment without an adult there to monitor their activities. You should
ask at the school to make sure that a school employee is with the children at all times
when they go out to the playground. If you are a school employee this should be easy
to monitor.
• Last, take a visual survey of the playground and look at how well maintained it is.
Look to see if there is any broken equipment, how close the playground is to traffic,
and if there is any trash on the premises.
Are there laws pertaining to PLAYGROUNDS and PLAYGROUND SAFETY?
Yes! New York State Education Law Section 2556(5) mandates that no school can be
constructed in New York City without being attached to an open-air playground. State
Regulation 8 N.Y.C.R.R 155.1 (c)(1) sets the minimum of three acres for an elementary
school’s outside recreation area and ten acres for a high school’s. 24 RCNY 45.1 1 and
3 The National Program for Playground Safety, “National Action Plan for the Prevention of Playground
Injuries,” September 1996
O
ERLC
23
20
45.13 outline the need for outdoor play areas and the type of equipment to which children
should have access. New York City Health Code Section 49.13 says that children cannot
be kept at school for more than five hours without being given a recreation period during
which the outdoor play space should be used whenever the weather permits. New York
City Health Code Section 45.1 1 says that that outdoor play area should t“, “safe, clean,
easily accessible adequate in size and suitable for the needs of the children.” It also says
that a shady area should be available during the summer months. Section 45.13 of the
Health Code says that sufficient play equipment should be provided and that the provided
equipment should be appropriate to the stage of development of the children. It also says
that the equipment should be clean, readily washable, in good repair, and free from
hazards.
Who can you contact if your PLAYGROUND is not safe?
Office of School Facilities, Chief Executives Office, Pete Smith : 718-391-6466
Some playgrounds are maintained jointly between the Board of Education and the New
York City Parks Department. If your playground is one of these, than you should contact
the Parks Department in addition to contacting the Office of School Facilities.
BEST COPY AVAILABLE
Your Right to USABLE^ and_ SANITAR ¥ BA THROOMS:
What should a USABLE BATHROOM look like?
Usable bathrooms are important for all of the obvious sanitary and health reasons. When
a bathroom has broken toilets or urinals it is unusable. If the sink faucets don’t work or
there is no soap, that is unsanitary. Stalls lacking doors, overflowing toilets, and the
absence of toilet paper all are indicators of an unusable or unsanitary bathroom. There
should be an adequate number of bathrooms in the school given the number of children
that attend. Separate boys’ and girls’ bathrooms should exist as well. Usable and
sanitary bathrooms should be ample in number, well stocked with toilet paper and other
necessities, clean, and well maintained. In addition there should be bathrooms that are
barrier free so that children with handicapping conditions are accommodated.
In order to find out if your child’s school has usable and sanitary bathrooms, either ask
your child what the bathroom is like or go to the school and check for yourself. If you’re
a school employee, you should know from personal experience or by looking around the
student’s bathrooms whether or not the school’s bathrooms are usable and sanitary.
Are there laws about USABLE and SANITARY Bathrooms?
Yes! There is State Education law on toilets and restroom facilities for children. State
regulation 8 N.Y.C.R.R. 155.1(b)(4)(ii) says that bathrooms should have an adequate
number of toilets.
There are several sections of the New York City Health Code that set standards for
bathrooms in schools. Section 49.07 says that all schools should have at least two wash
basins (sinks), and that schools with more than 300 children should have at least six wash
basins, and an additional basin for every 100 additional children. Section 45.1 1 says that
there should be separate bathrooms for boys and girls over six years of age and that
toilets in these bathrooms must be separated by a partition that is at least five feet six
inches high. Section 45.1 1 also says that wash basins should have both hot and cold
water. For new schools, section 45.1 1 provides that there should be separate bathrooms
for school employees. Section 45.13 states that all bathrooms should be supplied with
soap and either paper towels or hand dryers. According to 45.13, these items should be
near the sinks.
Who can you contact if you do not have a USABLE or SANITARY Bathroom?
Office of School Facilities, Chief Executives Office, Pete Smith: 718-391-6466
Department of Health General Complaints Hotline: 212-442-9666
25
22
Your Right to a PEST-free School:
Why are PESTS bad?
The most obvious reason why schools should be pest free, is that rodents, insects and
other pests can carry diseases that can be transmitted to humans. However rodents,
insects and other pests can be harmful in other ways as well. They can cause or worsen
allergies, in addition to causing or making worse an asthma condition.
How can you recognize PEST problems?
Pest problems are most easily detected visually. Ask your child if he or she has ever seen
a pest in school, or if you are a school employee, look around for yourself and also ask
the children and other employees. If rodent(s) or insect(s) or their droppings have been
sighted inside of school, the school has a pest problem.
If pests are seen near or on school grounds, an inspection should be made to make sure
that the school is not infested and caution should be taken to prevent infestation in the
future.
Are there laws about PESTS in schools?
Yes! Section 151.03 of the New York City Health Code says that all buildings must be
kept free from conditions that might lead to infestations and that if a building is infested,
immediate action by the person in control should be taken to get rid of the pest
infestation. Also see next page on pesticide-free schools.
Who can you contact about PEST problems in school?
* State Department of Labor (overseas public employee safety rules, including airborne
chemical toxins which can include pesticides; investigates complaints; should be
contacted by a public school employee and not by a parent or guardian). Write to, New
York City District, 345 Hudson Street, Mail Stop 7F PO Box 683, New York, NY 10014,
or call, Tel. (212) 352-6132 or Fax (212) 352-6138
*NYC BOE Division of School, Food and Nutrition Services : 718-729-6100 (will
investigate problems related to the cafeteria)
NYC DOH : 212-442-1999 (We tried calling this number, but were unable to reach
anybody)
NYS DOH Environmental Health Infoline: 1-800-458-1158 x27820 (will picv-ir
information and will investigate)
O
ERIC
26
23
Your Right to a PESTICIDE-free School
Why can PESTICIDES be bad?
Pesticides are often used for ridding buildings and areas of rodents, insects, and other
pests. But they only work temporarily and need to be re-applied. However, the poisons
found in pesticides may harm more than the pests. Pesticides can be absorbed through
the skin, inhaled, or swallowed by humans. Children already have proportionately more
pesticide exposures than adults and pesticides have been linked to certain cancers,
damage to the central nervous system, neurological and behavior problems, as well as
acute poisoning. No pesticides have been tested specifically for safety around children or
in combination with other chemicals.
Pesticides can temporarily control or eliminate pests that are obviously dangerous to your
child, but clearly they bring their own dangers. There are easy, inexpensive ways of
ridding schools of pests that are both less dangerous and more permanent than pesticides,
such as caulking and screening, cleaning up spills and food waste, or confining food to
only certain areas. These methods are called non-toxic pest management. If pesticides are
still required, then a state-certified pesticide applicator should use only the least-toxic
product that will work. If pesticides must be used, they should be used in a way that
would minimize the harmful effects. Important ways schools can use to protect children
and others from pesticides are to tell people in advance of pesticide use, post signs in
treated areas, keep children away from areas where pesticides have been applied, and
have only a certified applicator who is at least 21 years old apply pesticides at school.
How can you recognize PESTICIDE problems?
Pesticides are typically not visible after they have been applied. Whether your school has
a pest problem or not, you (if you’re a school employee) or your child may still be at risk
of pesticide exposure because pesticides can be used preventatively as well. The best
way to find out if pesticides are used is to ask someone — start with the principal,
custodian or a member of the School Leadership Team (or the union rep if you're a
school employee). Some people react physically to pesticides with flu like symptoms,
headaches, rashes, nausea and tiredness. Remember to ask about pesticide use not just in
the school, but outside as well — such as in the playground or on any grassy areas nearby.
If you find out that pesticides were used, think about where they were laid down and
when. Was school in session at the time? Is it an area that kids often go to? Was there a
good alternative to the use of the pesticide?
Are there laws about PESTICIDE use in schools?
Not specifically. The only law that even peripherally addresses pesticide use is the PESH
air quality law discussed earlier. PESH can apply to pesticides as well, in that pesticides
can be air-borne and can thus affect the air quality of schools.
27
24
Approximately 30 other states have some school-pesticide regulations, including at least
four that require schools to reduce pesticide use. The New York State Education
Department has recommended that all schools reduce their use of toxic pesticides, as has
the NYS Attorney General.
Schools must follow applicable federal and state laws since schools are considered
'commerical' application sites for pesticides. For example, schools must have a certified
applicator 'on site' during an application of pesticides, but not necessarily performing the
application; schools must keep copies of the labels of pesticide products used, and places
of application must be posted. All schools must be in compliance with the OSHA Hazard
Communication Act and New York State Right to Know laws on hazardous substances.
Who can you contact about PESTICIDE problems in school?
* State Department of Labor (overseas public employee safety rules, including airborne
chemical toxins which can include pesticides; investigates complaints; should be
contacted by a public school employee and not by a parent or guardian)
New York City District
345 Hudson Street
Mail Stop 7F PO Box 683
New York, NY 10014
Tel. (212) 352-6132
Fax (212)352-6138
*NYC BOE Division of School, Food and Nutrition Services : 718-729-6100 (will
investigate problems related to the cafeteria; also operates a voluntary nontoxic pest
management program for City schools)
NYC DOH: 212-442-1999 (We tried calling this number, but were unable to reach
anyone)
NYS DOH Environmental Health Infoline: 1-800-458-1 158 x27820 (will provide
information and will investigate)
Healthy Schools Network, Inc. 518-462-0632 (literature and guides including Children,
Learning and Poisons Don't Mix: Kick the Pesticide Habit, Factsheet on Right to Know,
packet on Integrated Pest Management in Schools, What to do if your child has an
environmental exposure at school, and more.)
28
25
Your Right to Infonttation about the SCHOOL BUILDING:
You have a right to information about your school buildings and grounds. Records and
reports about the conditions of the buildings, copies of Certificates of Occupancy, Fire
Safety Inspections, Emergency Management Plans, AHERA reports, and many other
documents are public documents.
In addition, under chapters 56 and 58 of the laws of 1998 amending part 155 of the New
York State Education law, the NYS Commissioner of Education will require all districts
to have five year building condition surveys, annual visual inspections, monitoring
systems for facility conditions, health and safety committees on which parents may serve,
and Facility Report Cards. The Facility Report Cards will cover many topics, including
age of the building, square footage, enrollment and capacity, heating plant, activities of
the Health and Safety Committee, written preventive maintenance plan, whether the
building has an air quality management plan, or an Integrated Pest Management plan to
reduce pesticide use. These regulations take effect October 1999. Schools must comply
by January 2001 or sooner.
29
26
Appendix A:
Sample Complaint Letters
30
SAMPLE COMPLAINT LETTERS
The following are samples of what letters to one of the contact agencies could look like.
Feel free to copy it word for word, filling in the blanks so that it applies to your specific
situation, to use it as guide for your own letter, or simply to use it as a way of knowing
what to say when you call someone. It is important to include information such as when,
where, and what you saw, whatever it was that made you concerned. The more
information you provide, the easier it will be to fix the problem. However, just because
you don ’t know or don 7 remember every detail, doesn 7 mean that you shouldn 7 report
it or that it won 7 be fixed.
** ** ** ** ** ** ** ** ** ** ** ** ** ** ** ** ** ** ** ** ** ** ** ** ** ** ** **
Your Name
Your Address
Your City, State, Zip
Your Phone Number
Person you are contacting
Address of Person
Person’s City, State, Zip
Today’s Date
Dear Person/Organization/ Agency that will help me with my problem:
My child is a student at in district •
When I visited my child’s school on ( write date of incident) I
became concerned that my child’s health might be at risk in school because I noticed
( Explain what you or you child saw that you think could affect your child s health, for
example: mold, pests, peeling paint, something that might be asbestos, a lack of fire
extinguishers, etc.). I understand that this violates
(If a law was mentioned in the guide that addresses what you saw, list it here, for
example: New York City Health Code 45.11, the State Education Law Section 409, etc.).
What can be done to remedy this situation? I am not happy that my child is being
exposed to this condition. Please call me . (write your number
here) between the hours of (write the hours that you are
available) or write me at the above address and tell me how and when this problem is
going to be resolved.
Thank you for your time and help.
Sincerely,
Your Name
BEST COPY AVAILABLE
31
28
Your Name
Your Address
Your City, State, Zip
Your Phone Number
Person You’re Contacting
Address of Person
Person’s City, State, Zip
Today’s Date
Dear Person/Organization/Agency that will help me with my problem:
My child is a student at in district
My child has (fill in the health problem that your child has, for
example: asthma, sore throats, nausea, etc.) and I’m concerned that there is a condition
in the school that brought on the problem or is causing the problem to get worse. My
child told me she/he noticed
at
school. (Explain what you saw that you think could affect your child ’s health, for
example: toxic fumes, dust, mold, etc.) and that made me concerned about
(feel free to fill in with one of the categories from
the guide, for example: the school 's air quality, the possibility of a pest' infestation, etc.).
I believe that this problem is in violation of (If a law was
mentioned in the guide that addresses what you saw, list it here, for example: New York
City Health Code 45.11, the State Education Law Section 409, etc.). What can be done to
remedy this situation? I am not happy that my child is being subjected to this condition.
Please call me (write your number here) between the hours of
(write the hours that you are available) or write me at the
above address and tell me how and when this problem is going to be resolved.
Thank you for your time and help.
Sincerely,
Your Name
O
ERIC
32
29
Your Name
Your Address
Your City, State, Zip
Your Phone Number
Person You’re Contacting
Address of Person
Person’s City, State, Zip
Today’s Date
Dear Person/Organization/Agency that will help me with my problem:
I am a school employee at in district •
Since (insert date that problem began or you first began to notice
problem) I have been experiencing
(fill in health problem: for example: asthma, sore throats,
nausea, runny nose). I’m concerned that there is a condition in school that brought on this
problem or is causing the problem to get worse. Specifically, I’ve noticed
around school. {Explain what you saw that you think could have affected your health, for
example: toxic fumes, dust, mold, etc.) and that made me concerned about
( feel free to fill in with one of the categories from
the guide, for example: the school’s air quality, the possibility of a pest infestation, etc.).
I believe that this problem is in violation of {If a law was
mentioned in the guide that addresses what you saw, list it here, for example: New York
City Health Code 45.11, the State Education Law Section 409, etc.). What can be done to
remedy this situation? I am not happy that I am being subjected to this condition. Please
call me {write your number here) between the hours of
{write the hours that you are available) or write me at the
above address and tell me how and when this problem is going to be resolved.
Thank you for your time and help.
Sincerely.
Your Name
O
ERIC
33
30
Your Name
Your Address
Your City, State, Zip
Your Phone Number
Person You’re Contacting
Address of Person
Person’s City, State, Zip
Today’s Date
Dear Person/Organization/Agency that will help me with my problem:
I am a school employee at in district .
While walking into a classroom on . ( write date of incident ) I
became concerned that both my and some of the students’ health might be at risk in
school because I noticed
{Explain what you saw that you think could affect your or the health of a student, for
example: mold, pests, peeling paint, something that might be asbestos, a lack of fire
extinguishers, etc.). I understand that this violates
{If a law was mentioned in the guide that addresses what you saw, list it here, for
example: New York City Health Code 45.11, the State Education Law Section 409, etc.).
What can be done to remedy this situation? I am not happy that both me and my students
are being exposed to this condition. Please call me {write your
number here) between the hours of {write the hours that you
are available) or write me at the above address and tell me how and when this problem is
going to be resolved.
Thank you for your time and help.
Sincerely,
Your Name
34
31
Appendix B:
Further Affirmative Steps
0
ERIC
35
32
Affirmative steps you can take to make your school safer and healthier:
Contact the Environmental Protection Agency: call either Matt Heister at 212-637-
4003 or Jean Feola at 212-637-4025 to find out how to bring the Indoor Air Quality
Tools for Schools program to your school.
Contact the Department of Health: Call 212-676-2491 to find out about the
Department’s Open Airways for Schools program that teaches third graders about
asthma and how to bring the program to your school.
Contact the Healthy Schools Network, Inc. at 518-462-0632 to find out more about
creating a healthier school for you and or your child. Publications include guides on air
quality, lead, pesticides, nontoxic custodial products, health & safety committees, and
many other topics.
Contact Advocates for Children of New York, Inc. at 212-947-9779 if you are having
any school based problems in New York City. Our receptionist will inform you of our
intake and hotline hours or send you to our information specialist if you are interested in
written materials or workshops or trainings. AFC coordinates the NYC Healthy Schools
Working Group on behalf of the Healthy Schools Network, Inc.
Take Personal Action: Get involved! If you’re a parent or a student join your school’s
Leadership Team or for parents, join the Parents’ Association. If you re a school
employee, you can join the School Leadership Team or go to your school’s union
representative (better yet, become the representative!). Remember, action is the only way
to bring about positive change.
36
33
Appendix C:
Congressional Contact Information
Politicians to Contact
You can contact your legislators about environmental and health problems in your
school. Below are your federal legislators, though you can contact state and city officials
as well.
Senator Daniel P. Moynihan
Washington office
464 Russell Senate Office Building
Washington, D.C., 20510
202-224-4451
senatorfa),dpm. senate. eov
District office
405 Lexington Avenue, #4101,
New York, NY, 10174
212-661-5150
Senator Charles Schumer
Washington office
229 Dirksen Senate Office Building
Washington, D.C., 20510
202-224-6542
Web site
httD://www.senate.eov/~schumer/
District office
26 Federal Plaza, Suite 31-100
New York, NY, 10278
212-486-4430
Rep. Michael Forbes
First Congressional District
Washington office
416 Cannon House Office Building
Washington, D.C., 20515
202-225-3826
District office
1500 William Floyd Pkwy., #303,
Shirley, NY, 11967
516-345-9000
Rep. Rick A. Lazio
Second Congressional District
Washington office
2444 Rayburn House Office Building
Washington, D.C., 20515
202-225-3335
lazio(2).hr.house.eov
District office
126 W. Main Street,
Babylon, NY, 11702
516-893-9010
Rep. Peter T. King
Third Congressional District
Washington office
403 Cannon House Office Building
Washington, D.C., 20515
District office
1003 Park Blvd.,
Massapequa Park, NY, 11762
516-541-4225
202-225-7896
peter.king@mail.house.gov
Rep. Carolyn McCarthy
Fourth Congressional District
Washington office
1725 Longworth House Office Building
Washington, D.C., 20515
202-225-5516 5
District office
1 Fulton Avenue,
Hampstead, NY, 11550
516-489-7066
Rep. Gary L. Ackerman
Fifth Congressional District
Washington office
2243 Rayburn House Office Building
Washington, D.C., 20515
202-225-2601
District office
218-14 Northern Blvd.,
Bayside, NY, 11361
718-423-2154
Rep. Gregory Meeks
Sixth Congressional District
Washington office
1035 Longworth House Office Building
Washington, D.C., 20515
202-225-3461
District office
196-06 Linden Blvd.,
St. Albans, NY, 11412
718-849-5600
Rep. Joseph Crowley
Seventh Congressional District
Washington office
1517 Longworth House Office Building
Washington, D.C., 20515
202-225-3965
http://www.house.gov/writerep/
District office
82-1 1 37th Avenue, Suite 607
Jackson Heights, NY, 1 1372
718-779-1400
Rep. Jerrold Nadler
Eighth Congressional District
Washington office
2448 Rayburn House Office Building
Washington, D.C., 20515
202-225-5635
nita.lowev@mail.house
District office
1841 Broadway, No. 800,
New York, NY, 10023
212-489-3530
Rep. Anthony Weiner
Ninth Congressional District
39
36
Washington office District office
501 Cannon House Office Building • ' / '* 1901 Emfhons Avenue,
Washington, D.C., 20515 Brooklyn, NY, 1 1235
202-225-6616 718-332-9001
http://wmv.house.gov/writerep/
Rep. Edolphus Towns
Tenth Congressional District
Washington office
2232 Rayburn House Office Building
Washington, D.C., 20515
202-225-5936
khalil.munir@mail.house.gov
District office
545 Broadway, No. 200,
Brooklyn, NY, 11206
718-387-8696
Rep. Major R. Owens
Eleventh Congressional District
Washington office
2305 Rayburn House Office Building
Washington, D.C., 20515
202-225-6231
iacqueline.ellis@mail.house.gov
District office
289 Utica Avenue,
Brooklyn, NY, 11213
718-773-3100
Rep. Nydia M. Velazquez
_12th Congressional District
Washington office
1221 Longworth House Office Building
Washington, D.C., 20515
202-225-2361
luis.rosero@mail.house.gov
District office
815 Broadway,
New York City, NY, 11206
718-599-3658
Rep. Vito J. Fossella
13th Congressional District
Washington office
241 1 Rayburn House Office Building
Washington, D.C., 20515
202-225-3371
District office
14 New Dorp Lane,
Staten Island, NY, 10306
718-987-8400
Rep. Carolyn B. Maloney
14th Congressional District
Washington office
1330 Longworth House Office Building
Washington, D.C., 20515
202-225-7944
rep.carolvn.malonev@mail.house.gov
District office
1 10 E. 59th St., 2nd floor,
New York, NY, 10022
212-832-6531
40
37
Rep. Charles B. Rangel
15th Congressional District
Washington office
2354 Rayburn House Office Building
Washington, D.C., 20515
202-225-4365
rangel@hr.house.gov
Rep. Jose E. Serrano
16th Congressional District
Washington office
2342 Rayburn House Office Building
Washington, D.C., 20515
202-225-4361
iserrano@hr.house.gov
District office
163 W. 125th St.,
New York, NY, 10027
212-663-3900
District office
890 Grand Concourse,
Bronx, NY, 10451
718-538-5400
Rep. Eliot L. Engel
17th Congressional District
Washington office
2303 Rayburn House Office Building
Washington, D.C., 20515
202-225-2464
District office
3655 Johnson Avenue,
Bronx, NY, 10463
718-796-9700
engeline@hr.house.gov
Rep. Nita M. Lowey
18th Congressional District
Washington office
2421 Rayburn House Office Building
Washington, D.C., 20515
202-225-6506
nita.lowev@mail.house.gov
District office
222 Mamaroneck Avenue,
White Plains, NY, 10605
914-428-1707
Rep. Sue Kelly
19th Congressional District
Washington office
1222 Longworth House Office Building
Washington, D.C., 20515
202-225-5441
dearsue@hr.house.gov
District office
21 Old Main St., No. 205,
Fishkill, NY, 12524
914-897-5200
Rep. Benjamin A. Gilman
20th Congressional District
Washington oftic*.
2449 Rayburn House Office Building
Washington, D.C., 20515
202-225-3776
ben@mail.house.gov
Rep. Michael R. McNulty
2 1 st Congressional District
Washington office
2161 Rayburn House Office Building
Washington, D.C., 20515
202-225-5076
mike.mcnultv@mail.house.gov
Rep. John Sweeney
22nd Congressional District
Washington office
437 Cannon House Office Building
Washington, D.C., 20515
202-225-5614
http://www.house.gov/writerep/
Rep. Sherwood L. Boehlert
23rd Congressional District
Washington office
2246 Rayburn House Office Building
Washington, D.C., 20515
202-225-3665
rep.boehlert@mail.house.gov
Rep. John M. McHugh
24th Congressional District
Washington office
2441 Rayburn House Office Building
Washington, D.C., 20515
202-225-4611
http://www.house.gov/writerep/
i»»3trict office
407 £. Main St.,
Middletown, NY, 10940
914-343-6666
District office
U.S. Post Office, Jay St.,
Schenectady, NY, 12305
518-374-4547
District office
285 Broadway,
Saratoga Springs, NY, 12866
518-587-9800
District office
10 Broad Street, Room 200,
Utica, NY, 13501-1270
315-793-8146
District office
404 Key Bank Building,
200 Washington Street
Watertown, NY, 13601
315-782-3150
42
39
U.S. Department of Education
Office of Educational Research and Improvement (OERI)
National Library of Education (NLE)
Educational Resources Information Center (ERIC)
REPRODUCTION RELEASE
(Specific Document)
UD033^I
I. DOCUMENT IDENTIFICATION:
Title:
PVCTToM Qu \D& UewJ (Z)-xU
Author(s): ApvocAt^Tp^ C^IUpeg<0 Yo^K, >tJC- /ynt> (AeeHJi-H/ SrHooLS MeTtvotZ-fiC lAJc
Corporate Source:
Publication Date:
II. REPRODUCTION RELEASE:
m 'hi !^. 0 dlssem,n 1 at f as ^ely as possible timely and significant materials of interest to the educational community, documents announced in the
th | ly a bstract,oumal of the ERIC system. Resources in Education (RIE), are usually made available to users in microfiche, reproduced paper codv
and electronic media, and sold through the ERIC Document Reproduction Service (EDRS). Credit is given to the source of each document and rt
reproduction release is granted, one of the following notices is affixed to the document. aocument. and. if
the page. 5 ' 0 " 9r3nted l ° repr0duce and disseminate the identified document, please CHECK ONE of the following three options and sign at the bottom
The sample sticker shown below will be
affixed to all Level 1 documents
PERMISSION TO REPRODUCE AND
DISSEMINATE THIS MATERIAL HAS
BEEN GRANTED BY
TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC)
Level 1
The sample sticker shown below will be
affixed to all Level 2A documents
The sample sticker shown below will be
affixed to all Level 2B documents
PERMISSION TO REPRODUCE ANO
DISSEMINATE THIS MATERIAL IN
MICROFICHE, AND IN ELECTRONIC MEDIA
FOR ERIC COLLECTION SUBSCRIBERS ONLY
HAS BEEN GRANTED BY
PERMISSION TO REPRODUCE AND
DISSEMINATE THIS MATERIAL IN
MICROFICHE ONLY HAS BEEN GRANTED BY
sG
<5^
of
TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC)
J
TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC)
2A
2B
Level 2A
Level 2B
□ □
Check here for Level 1 release, permitting
reproduction and dissemination in microfiche or other
ERIC archival media (e.g.. electronic) and paper
copy.
Check here for Level 2A release, permitting
reproduction and dissemination in microfiche and in
electronic media for ERIC archival collection
subscribers only
Check here for Level 2B release, permitting
reproduction and dissemination in microfiche only
Documents will be processed as indicated provided reproduction quality permits.
If permission to reproduce is granted, but no box is checked, documents will be processed at Level 1.
Sign
here,-*
please
yilUl E * ucati ° na ! Re ?°urces Information Center (ERIC) nonexclusive permission to reproduce and disseminate this document
mntarimln 6 ! Reproduction from the ERIC microfiche or electronic media by persons other than ERIC employees and its system
Printed Name/Position/Title:
Till CHftiferZ; ExFruTi\JE:I)t£Rrrn4 •
Organization/Address: ILP^J
o IS 1 VJ SSC'TH j SrTH- F*(_-
New VOG-K . A) i 1 OOD\
FA 2?i
E-Mail Addcqps;
J nkairfcteL/h)
Date: Izorto
1 foverj
III. DOCUMENT AVAILABILITY INFORMATION (FROM NON-ERIC SOURCE):
If permission to reproduce is not granted to ERIC, or, if you wish ERIC to cite the availability of the document from another source, please
provide the following information regarding the availability of the document. (ERIC will not announce a document unless it is publicly
available, and a dependable source can be specified. Contributors should also be aware that ERIC selection criteria are significantly more
stringent for documents that cannot be made available through EDRS.)
IV. REFERRAL OF ERIC TO COPYRIGHT/REPRODUCTION RIGHTS HOLDER:
If the right to grant this reproduction release is held by someone other than the addressee, please provide the appropriate name and
address:
Name:
Address:
V. WHERE TO SEND THIS FORM:
Send this form to the following ERIC Clearinghouse:
However, if solicited by the ERIC Facility, or if making an unsolicited contribution to ERIC, return this form (and the document being
contributed) to:
ERIC Clearinghouse on Urban Education
Teachers College, Columbia University
Box 40
525 West 120th Street
New York, NY 10027
Toll Free: (800) 601-4868
Fax:(21 2)678-41 02
e-mail: eric-cue@columbia.edu
EFF-088 (Rev. 9/97)
ERIC
