Indoor Air Quality - Tools for Schools Action Kit for Canadian Schools
Chapter 14: Renovation And Repair Checklist
This checklist is intended for use by:
- Facilities maintenance staff
- School custodial staff
- Contract service providers
This checklist discusses these major topic areas:
Instructions
- Read the IAQ Action Kit - Introduction, Backgrounder and How to Get Started sections.
- Read each item on this checklist. Check off each box (
 ) as you complete the activity.
- Check the triangle (
 ) if you do not require help with the activity OR check the circle ( ) if you need additional help.
- Return this checklist to the school board's IAQ coordinator and keep a copy for future reference.
Name
Room or Area
School
Date Completed
Signature
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Introduction
The IAQ Action Kit is a practical tool to help school boards and school employees understand and address indoor air quality (IAQ) problems. The kit provides clear and easily applied information that can be used to improve the indoor environment of schools, help prevent indoor air quality problems, and resolve problems promptly if they do arise.
This checklist provides instructions to help facilities maintenance staff, custodial staff, and contract service providers identify and prevent potential IAQ problems resulting from school renovations and repairs.
The tasks in this checklist should be performed by individuals with appropriate training in building renovation and safety procedures including personal safety. Ensure that work is carried out in compliance with appropriate fire and building codes.
Basics
When planning and conducting renovations in schools, it is important to remember some potential causes of indoor air problems:
- workers entering non-work areas to use washrooms, telephones, or other services;
- demolition that releases toxic materials;
- construction dust and fumes;
- designs that interfere with ventilation or create potential areas for concealed condensation;
- off-gassing from building materials and new products;
- providing access for inspection and maintenance; and
- masking/deodorizing products used to cover up the odour from mould, sewage, or fire.
These problems can be minimized by making good indoor air quality one of the criteria during project planning. Start with good design based on building science fundamentals. Renovations must be carefully thought through to ensure they do not interfere with the building performance or create new problems. Sensitive individuals should be notified of upcoming activities so they can be aware of potential issues. Scheduling should ensure that exams, conferences, and other time-critical activities are not compromised. Contract language and negotiations with the service providers (contractors) can help ensure that proper materials and procedures are used. This checklist is intended for use before and during renovation projects.
Depending on who is performing the work, it may be necessary to give certain sections of this checklist to in-house staff or contractors. Instruct those who receive a portion of the checklist to return it to the IAQ coordinator.
Design
Careful planning can eliminate existing IAQ problems and prevent new ones. Adding carpet to a poorly insulated floor, which was previously covered in tile, may encourage the growth of microorganisms and prevent effective cleaning. Bookshelves and cabinets added to the interior of exterior walls can change the thermal conditions and cause condensation and mould growth within the wall and millwork.
Key questions to ask include:
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Will the work cause a change in air movement or thermal conditions within the building envelope?
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Will the work allow adequate access for inspection and maintenance?
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Are the materials and systems appropriate for this application?
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Who is responsible for the design and inspection of the work? |
General Activities
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Do not disturb asbestos during demolition. Most schools have identified and dealt with asbestos in the school under provincial or federal requirements. Schools that have asbestos-containing materials should have a management plan on file. Refer to the management plan when considering whether the planned renovations will require disturbing areas that contain asbestos. Use an asbestos professional to consult and assist with such renovation work. Be sure to update the asbestos management plan to reflect any abatement activities.
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Test for lead-based paint before removing old paint. Use a certified inspector or a reputable testing firm for areas to be demolished, sanded, or stripped. Use appropriate personnel and precautions when removing and disposing of lead-based paint.
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Avoid exposure to fungi and bacteria. If the renovation is likely to expose large areas of growing microorganisms such as mould and mildew (for example, while re pairing water damage), consult with an environmental professional about adequate protective measures to ensure both worker and occupant safety. Refer to the reference documents listed in the IAQ Action Kit - Introduction for more information.
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Plan to isolate students and staff from any dust or fumes generated during renovation work. Use plastic sheeting, portable fans, and a mechanical ventilation strategy (where applicable) to prevent dust and fumes from reaching school occupants through hallways, doors, windows, and the ventilation system. Consider conducting renovation work during times when the school is unoccupied.
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Provide alternate washrooms, showers, eating areas, and telephones so that workers do not enter non-work areas in the school.
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Consider the effect of the renovation on ventilation and the mixing of air in rooms. Beware of cutting off a room from its supply of outdoor air, enclosing a pollutant source (like photocopiers) in a room with inadequate exhaust or supply air, or erecting barriers that prevent the adequate movement of air throughout the occupied area of a room.pied area of a room.
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Consider the long-term maintenance and custodial requirements of materials and systems. For example, flooring systems require a range of maintenance, and some maintenance systems generate more air contaminants that the original product.
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Minimize and provide engineering controls for off-gassing from new products. New products contain volatile components, such as resins, solvents, and binders, which off-gas volatile organic compounds for a period of time. Whenever possible, obtain information on the emissions of potential new products to be installed in the school, and select lower-emitting products when available. Be sure that the information is specific for the actual product being considered. Generic information or information on a similar product is not reliable when making specific material choices. Whenever new products with the potential for off-gassing are installed, allow adequate time for off-gassing before reoccupying the area, and increase ventilation with outdoor air until off-gassing odours and any irritation symptoms no longer occur.
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The emissions from building products vary greatly, both within a class of products (e.g., types of paneling) and between classes or products (e.g., carpet vs. sheet vinyl flooring). For many materials, the chemical emissions can last for long periods of time (months or years), so the building should be designed accordingly. Examples of products that will potentially off-gas include:
- wall-paneling and wallpaper
- draperies
- furniture and cabinets
- cubicle dividers
- carpet and vinyl flooring
- paints and finishes
- adhesives
- manufactured and solid wood products
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Repairs to smoke, fire, mould, or sewage-damaged buildings should focus on the removal or cleaning of contaminated materials. The use of masking agents or deodorizers will add additional chemicals to the building. Many of these products can cause additional IAQ problems. |
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