PLAN REVIEW
Reviewer	Date
Brian Parrie	11/14/2012

 

Contact: Al Branchaud

          =                                                                                218-679-3388

PERSONAL PROTECTIVE EQUIPMENT

 Purpose

St. Mary’s Mission School provides all Employees with required PPE to suit the task and known hazards. This section covers the requirements for Personal Protective Equipment with the exception of PPE used for hearing conservation and respiratory protection or PPE required for hazardous material response to spills or releases that are covered under separate programs.

General Policy

Engineering controls shall be the primary methods used to eliminate or minimize hazard exposure in the workplace.  When such controls are not practical or applicable, personal protective equipment shall be employed to reduce or eliminate personnel exposure to hazards.  Personal protective equipment (PPE) will be provided, used, and maintained when it has been determined that its use is required and that such use will lessen the likelihood of occupational injuries and/or illnesses.

General Rules

Design

All personal protective clothing and equipment will be of safe design and construction for the work to be performed. Only those items protective clothing and equipment that meet National Institute of Occupational Safety and Health (NIOSH) or American National Standards Institute (ANSI) standards will be procured or accepted for use.

Hazard assessment and equipment selection

Hazard analysis procedures shall be used to assess the workplace to determine if hazards are present, or are likely to be present, which necessitate the use of personal protective equipment (PPE). These procedures will be carried out by the PPE Program Manager («PPE») or Advanced Health, Safety and Security.

If such hazards are present, or likely to be present, the following actions will be taken:

• Select, and have each affected Employee use, the proper PPE
• Communicate selection decisions to each affected Employee
• Select PPE that properly fits each affected employee.

Defective and damaged equipment

Defective or damaged personal protective equipment shall not be used.

Training

All Employees who are required to use PPE shall be trained to know at least the following:

• When PPE is necessary;
• What PPE is necessary;
• How to properly don, remove, adjust, and wear PPE;
• The limitations of the PPE
• The proper care, maintenance, useful life and disposal of the PPE.

Each affected Employee shall demonstrate an understanding of the training and the ability to use PPE properly, before being allowed to perform work requiring the use of PPE.

Certification of training for PPE is required by OSHA and shall be accomplished by using the Job Safety Checklist to verify that each affected Employee has received and understood the required PPE training.

PPE Selection

Controlling hazards

PPE devices alone should not be relied on to provide protection against hazards, but should be used in conjunction with guards, engineering controls, and sound manufacturing practices.

Selection guidelines

The general procedure for selection of protective equipment is to:

a) Become familiar with the potential hazards and the type of protective equipment that is available, and what it can do; i.e., splash protection, impact protection, etc.

b) Compare the hazards associated with the environment; i.e., impact velocities, masses, projectile shape, radiation intensities, with the capabilities of the available protective equipment;

c) Select the protective equipment that ensures a level of protection greater than the minimum required to protect employees from the hazards

d) Fit the user with the protective device and give instructions on care and use of the PPE. It is very important that end users be made aware of all warning labels for and limitations of their PPE.

Fitting the Device

Careful consideration must be given to comfort and fit. PPE that fits poorly will not afford the necessary protection. Continued wearing of the device is more likely if it fits the wearer comfortably. Protective devices are generally available in a variety of sizes. Care should be taken to ensure that the right size is selected.

Devices with adjustable features

Adjustments should be made on an individual basis for a comfortable fit that will maintain the protective device in the proper position. Particular care should be taken in fitting devices for eye protection against dust and chemical splash to ensure that the devices are sealed to the face. In addition, proper fitting of helmets is important to ensure that it will not fall off during work operations. In some cases a chinstrap may be necessary to keep the helmet on an employee’s head. (Chinstraps should break at a reasonably low force, however, so as to prevent a strangulation hazard). Where manufacturer’s instructions are available, they should be followed carefully.

Eye and Face Protection

The majority of occupational eye injuries can be prevented by the use of suitable/approved safety spectacles, goggles, or shields. Approved eye and face protection shall be worn when there is a reasonable possibility of personal injury.

• Each employee shall use appropriate eye or face protection when exposed to eye or face hazards from flying particles, molten metal, liquid chemicals, acids or caustic liquids, chemical gases or vapors, or potentially injurious light radiation.
• Each employee shall use eye protection that provides side protection when there is a hazard from flying objects. Detachable side protectors are acceptable.
• Each employee who wears prescription lenses while engaged in operations that involve eye hazards shall wear eye protection that incorporates the prescription in its design, or shall wear eye protection that can be worn over the prescription lenses without disturbing the proper position of the prescription lenses or the protective lenses.
• Eye and face PPE shall be distinctly marked to facilitate identification of the manufacturer.
• Each employee shall use equipment with filter lenses that have a shade number appropriate for the work being performed for protection from injurious light radiation.

Typical hazards that can cause eye and face injury are:

• Splashes of toxic or corrosive chemicals, hot liquids, and molten metals
• Flying objects, such as chips of wood, metal, and stone dust
• Fumes, gases, and mists of toxic or corrosive chemicals; and
• Aerosols of biological substances

Prevention of eye accidents requires that all persons who may be in eye hazard areas wear protective eyewear. This includes employees, visitors, contractors, or others passing through an identified eye hazardous area. To provide protection for these personnel, activities shall procure a sufficient quantity of heavy-duty goggles and/or plastic eye protectors which afford the maximum amount of protection possible. If these personnel wear personal glasses, they shall be provided with a suitable eye protector to wear over them.

Eye / Face Protection Specifications

Eye and face protectors procured, issued to, and used by employees, contractors and visitors must conform to the following design and performance standards:

a) Provide adequate protection against the particular hazards for which they are designed

b) Fit properly and offer the least possible resistance to movement and cause minimal discomfort while in use.

c) Be durable.

d) Be easily cleaned or disinfected for or by the wearer.

e) Be clearly marked to identify the manufacturer.

f) Persons who require corrective lenses for normal vision, and who are required to wear eye protection, must wear goggles or spectacles of one of the following types:

1. Spectacles with protective lenses that provide optical correction
2. Goggles that can be worn over spectacles without disturbing the adjustment of the spectacles
3. Goggles that incorporate corrective lenses mounted behind the protective lenses

 Eye & Face Protector Use

Safety Spectacles- Protective eyeglasses are made with safety frames, tempered glass or plastic lenses, temples and side shields that provide eye protection from moderate impact and particles encountered in job tasks such as carpentry, woodworking, grinding, scaling, etc.

Single Lens Goggles- Vinyl framed goggles of soft pliable body design provide adequate eye protection from many hazards. These goggles are available with clear or tinted lenses, perforated, port vented, or non-vented frames. Single lens goggles provide similar protection to spectacles and may be worn in combination with spectacles or corrective lenses to insure protection along with proper vision.

Welders/Chippers Goggles- These goggles are available in rigid and soft frames to accommodate single or two eye piece lenses.

1. Welders goggles provide protection from sparking, scaling or splashing metals and harmful light rays. Lenses are impact resistant and are available in graduated shades of filtration.
2. Chippers/grinders goggles provide eye protection from flying particles. The dual protective eye cups house impact resistant clear lenses with individual cover plates.

Face Shields. These normally consist of an adjustable headgear and face shield of tinted/transparent acetate or polycarbonate materials, or wire screen. Face shields are available in various sizes, tensile strength, impact/heat resistance and light ray filtering capacity. Face shields will be used in operations when the entire face needs protection and should be worn to protect eyes and face against flying particles, metal sparks, and chemical/ biological splash.

Welding Shields- These shield assemblies consist of vulcanized fiber or glass fiber body, a ratchet/button type adjustable headgear or cap attachment and a filter and cover plate holder. These shields will be provided to protect workers’ eyes and face from infrared or radiant light burns, flying sparks, metal spatter and slag chips encountered during welding, brazing, soldering, resistance welding, bare or shielded electric arc welding and oxyacetylene welding and cutting operations.

Head Protection

Hats and caps have been designed and manufactured to provide workers protection from impact, heat, electrical and fire hazards. These protectors consist of the shell and the suspension combined as a protective system. Safety hats and caps will be of nonconductive, fire and water resistant materials. Bump caps or skull guards are constructed of lightweight materials and are designed to provide minimal protection against hazards when working in congested areas. Head protection will be furnished to, and used by, all employees and contractors engaged in construction and other miscellaneous work in head-hazard areas. Head protection will also be required to be worn by engineers, inspectors, and visitors at construction sites. Bump caps/skull guards will be issued to and worn for protection against scalp lacerations from contact with sharp objects. They will not be worn as substitutes for safety caps/hats because they do not afford protection from high impact forces or penetration by falling objects.

Selection guidelines for head protection

All head protection is designed to provide protection from impact and penetration hazards caused by falling objects. Head protection is also available which provides protection from electric shock and burn. When selecting head protection, knowledge of potential electrical hazards is important. Class A helmets, in addition to impact and penetration resistance, provide electrical protection from low-voltage conductors (they are proof tested to 2,200 volts). Class B helmets, in addition to impact and penetration resistance, provide electrical protection from high-voltage conductors (they are proof tested to 20,000 volts). Class C helmets provide impact and penetration resistance (they are usually made of aluminum which conducts electricity), and should not be used around electrical hazards.

Where falling object hazards are present, helmets must be worn. Some examples include: working below other workers who are using tools and materials which could fall; working around or under conveyor belts which are carrying parts or materials; working below machinery or processes which might cause material or objects to fall; and working on exposed energized conductors.

Foot Protection

General requirements

Each affected employee shall wear protective footwear when working in areas where there is a danger of foot injuries due to falling or rolling objects, or objects piercing the sole, and where employee’s feet are exposed to electrical hazards.

Selection guidelines for foot protection

Safety shoes and boots provide both impact and compression protection. Where necessary, safety shoes can be obtained which provide puncture protection. In some work situations, metatarsal protection should be provided, and in other special situations electrical conductive or insulating safety shoes would be appropriate. Safety shoes or boots with impact protection would be required for carrying or handling materials such as packages, objects, parts or heavy tools, which could be dropped; and, for other activities where objects might fall onto the feet.

Safety shoes or boots with compression protection would be required for work activities involving skid trucks (manual material handling carts) around bulk rolls (such as paper rolls) and around heavy pipes, all of which could potentially roll over an employee’s feet. Safety shoes or boots with puncture protection would be required where sharp objects such as nails, wire, tacks, screws, large staples, scrap metal etc., could be stepped on by employees causing a foot injury.

Hand Protection

General Requirements

Hand protection is required when employees’ hands are exposed to hazards such as those from skin absorption of harmful substances; severe cuts or lacerations; severe abrasions; punctures; chemical burns; thermal burns; and harmful temperature extremes.

Skin contact is a potential source of exposure to toxic materials; it is important that the proper steps be taken to prevent such contact. Gloves should be selected on the basis of the material being handled, the particular hazard involved, and their suitability for the operation being conducted. One type of glove will not work in all situations.

Most accidents involving hands and arms can be classified under four main hazard categories: chemicals, abrasions, cutting, and heat. There are gloves available that can protect workers from any of these individual hazards or combination of hazards.

Gloves should be replaced periodically, depending on frequency of use and permeability to the substance(s) handled. Gloves overtly contaminated should be rinsed and then carefully removed after use.

Gloves should also be worn whenever it is necessary to handle rough or sharp-edged objects, and very hot or very cold materials. The type of glove materials to be used in these situations includes leather, welder’s gloves, aluminum-backed gloves, and other types of insulated glove materials.

Careful attention must be given to protecting your hands when working with tools and machinery. Power tools and machinery must have guards installed or incorporated into their design that prevent the hands from contacting the point of operation, power train, or other moving parts. To protect the hands from injury due to contact with moving parts, it is important to:

• Ensure that guards are always in place and used.
• Always lock out machines or tools and disconnect the power before making repairs.
• Treat a machine without a guard as inoperative; and
• Do not wear gloves around moving machinery, such as drill presses, mills, lathes, and grinders

Selection guidelines for hand protection

Selection of hand PPE shall be based on an evaluation of the performance characteristics of the hand protection relative to the task(s) to be performed, conditions present, duration of use, and the hazards and potential hazards identified. Gloves are often relied upon to prevent cuts, abrasions, burns, and skin contact with chemicals that are capable of causing local or systemic effects following dermal exposure. There is no glove that provides protection against all potential hand hazards, and commonly available glove materials provide only limited protection against many chemicals. Therefore, it is important to select the most appropriate glove for a particular application and to determine how long it can be worn, and whether it can be reused. It is also important to know the performance characteristics of gloves relative to the specific hazard anticipated; e.g., chemical hazards, cut hazards, flame hazards, etc. Before purchasing gloves, request documentation from the manufacturer that the gloves meet the appropriate test standard(s) for the hazard(s) anticipated. Other factors to be considered for glove selection in general include:

(A) As long as the performance characteristics are acceptable, in certain circumstances, it may be more cost effective to regularly change cheaper gloves than to reuse more expensive types.

(B) The work activities of the employee should be studied to determine the degree of dexterity required, the duration, frequency, and degree of exposure of the hazard, and the physical stresses that will be applied.

Selection of gloves for chemical hazards

The first consideration in the selection of gloves for use against chemicals is to determine, if possible, the exact nature of the substances to be encountered. Read instructions and warnings on chemical container labels and SDSs before working with any chemical. Recommended glove types are often listed in the section for personal protective equipment.

All glove materials are eventually permeated by chemicals. However, they can be used safely for limited time periods if specific use and glove characteristics (i.e., thickness and permeation rate and time) are known. The safety office can assist is determining the specific type of glove material that should be worn for a particular chemical.

(A) The toxic properties of the chemical(s) must be determined; in particular, the ability of the chemical to cause local effects on the skin and/or to pass through the skin and cause systemic effects.

(B) Generally, any “chemical resistant” glove can be used for dry powders;

(C) For mixtures and formulated products (unless specific test data are available), a glove should be selected on the basis of the chemical component with the shortest breakthrough time, since it is possible for solvents to carry active ingredients through polymeric materials.

(D) Employees must be able to remove the gloves in such a manner as to prevent skin contamination.

PLAN REVIEW
Reviewer	Date
Brian Parrie	11/14/2012

 

Contact: Al Branchaud

                                                                                   218-679-3388

LEAD-IN-WATER AND PAINT MANAGEMENT

Purpose

Lead is a highly toxic metal that was used for many years in products in and around our schools.  Exposure to lead may cause a range of health effects, from behavioral problems and learning disabilities, to, in cases of high level exposure, seizures and death.  The school district has implemented a Lead-in-Water and Lead-in-Paint Management program to reduce the potential for exposure in District buildings.

Background

Since the 1980’s, EPA and its federal and state partners have phased out lead in gasoline, reduced lead in drinking water, reduced lead in industrial air pollution, and banned or limited lead used in consumer products, including paint.  States and municipalities have set up programs to identify and treat lead poisoned children and to rehabilitate deteriorated housing.

Parents, too, have greatly helped to reduce lead exposures to their children by cleaning and maintaining homes, having their children’s blood levels checked, and promoting proper nutrition.  The EPA’s Lead Awareness Program continues to work to protect human health and the environment against the dangers of lead by developing regulations, conducting research, and designing educational outreach efforts and materials.  Other agencies including OSHA, CDC, and the Minnesota Department of Health have all been active in the ongoing attempt to reduce lead exposure in this country.

How does lead get into the school environment?

Lead exists throughout the physical environment.  We are exposed to small amounts each day, usually with no bad health effects.  The major source of lead exposure among U.S. children is lead-based paint and lead-contaminated dust found in deteriorating buildings.  Lead-based paints were banned for use in housing in 1978.  However, approximately 24 million housing units in the United States have deteriorated leaded paint and elevated levels of lead-contaminated house dust.  More than 4 million of these dwellings are homes with one of more young children.

Other sources of lead poisoning are related to:

• hobbies (making stained-glass windows)
• work (recycling or making automobile batteries)
• drinking water (lead pipes, solder, brass fixtures, valves can all leach lead)
• home health remedies (arzacon and greta, which are used for upset stomach or indigestion; pay-loo-ah, which is used for rash or fever).

Lead-based paint also exists in non-residential buildings including, of course, schools.  Even buildings built since 1978 have been found to contain lead paint since the bans implemented by the EPA initially affected only residential use of lead in paint.  Accordingly, all paint in the District is considered to contain lead until we test it and confirm it to be lead free.

Pipes and other components in the school plumbing may contain lead.  If they do, lead may dissolve into the water from both pipes and the components.  The longer the water stands idle in the plumbing pipes and components, the more lead can dissolve into the water.

Why is lead a health risk?

Lead is a common metal, which has been used over the years in many consumer products.  It can still be found in lead-based paint and under some conditions in air, soil, household dust, pottery, plumbing pip sand fixtures, and drinking water.  If it is inhaled or swallowed, lead can build up in the body over time.  If too much lead enters the body, it can damage the brain, nervous system, red blood cells, and formula made from contaminated tap water.  Pregnant women and nursing mothers also need to be concerned about lead levels in drinking water since it can be passed on to the unborn child and breast fed baby.

Lead can enter the body in two ways:

• It can be inhaled (breathed in)
• It can be ingested (swallowed) by getting it on the hands, clothes, or beard, or in food, drinks, or cigarettes.

Once lead gets into the body, it can stay there for a long time.  It is stored in three places:  the blood, body organs, and bones.  Lead stays in the blood for about a month, in body organs for several months, but can remain in the bones for years.  If affects the brain and nervous system, reproductive capabilities, the kidneys, the digestive system, and the body’s ability to make blood.

Early signs of lead poisoning:

• Tiredness
• Headache
• Metallic taste
• Poor appetite

Later signs are:

• Aches or pains in stomach
• Constipation
• Muscle and joint pains
• Memory problems

These symptoms may be confused with everyday aches and pains.  It is important to remember that lead may be causing injury to the body even if these symptoms are not felt.

Who is at risk?

• Children under the age of 6 years because they are growing so rapidly and because they tend to put their hands or other objects into their mouths.
• Children from all social and economic levels can be affected by lead poisoning, although children living at or below the poverty line who live in older housing are at greatest risk.
• Children of some racial and ethnic groups living in older housing are disproportionately affected by lead. For example, 22% of black children and 13% of Mexican-American children living in housing built before 1946 have elevated blood lead levels compared with 6% of white children living in comparable types of housing.
• Pregnant women.
• Adults who are exposed to lead on a frequent basis at work.

Can lead poisoning be prevented?

Lead poisoning is entirely preventable.  They key is stopping people from coming into contact with lead and treating those who have been poisoned by lead.

• Lead hazards in an environment must be removed.
• Public and health care professionals need to be educated about lead poisoning and how to prevent it.
• Children who are at risk of lead poisoning need to be tested, and, if necessary, treated.
• Workers who are exposed to, or working in proximity to, lead hazards must be monitored to ensure that their blood lead levels are not elevated.

Student/building occupant lead exposure

Paint that is peeling or chipping poses an immediate safety hazard for young children, since eating even one paint chip can lead poison a child.  Intact lead paint is still a potential problem, because eventually it will deteriorate, and in the meantime it may be releasing lead dust.  Removal of intact paint, however, could release higher levels of lead inside the school than leaving the paint in place.

To address the potential problem, the district has trained personnel monitoring the situation.  The goal of the District is to ensure that lead-based paint is not deteriorating.  As long as lead-based paint is not damaged or deteriorated, interim control measures should adequately protect children and other building occupants from exposure to lead hazards.  However, the District does have clear policies for monitoring and reevaluation of the paint, dust removal, and other forms of maintenance.  Constant vigilance can be an effective short-term approach, but the District does strive to remove of permanently remediate lead-based paint whenever possible.

What is considered to be a potentially hazardous level of lead?

Lead-based paint is defined by the Environmental Protection Agency as any paint that contains more than 0.5 percent lead by weight (or about 1 milligram per square centimeter of painted surface).  This is the “action level” at which the EPA recommends removal of lead paint if it is deteriorating and chipping.  The Occupational Safety and Health Administration defines lead-containing paint as paint with any detectable level of lead.

Drinking water is considered a risk if it contains greater than 15 ppb which is the EPA “action level” for lead in water.  Most studies show that exposure to lead-contaminated water alone would not be likely to elevate blood lead levels in most adults, even exposure to water with a lead content close to the Environmental Protection Agency’s (EPA’s) “action level” for lead of 15 parts per billion (ppb).  Risk will vary, however, depending upon the individual, the circumstances, and the amount of water consumed.  For example, infants who drink formula prepared with lead-contaminated water may be at a higher risk because of the large volume of water they consumer relative to their body size.

District Procedures for Reducing Exposure

Currently, the district performs periodic monitoring and testing of potential lead sources in the District.  The procedures vary depending upon the situation:

Lead-in-Paint prior to paint disturbance

Painted surfaces are tested prior to disturbance to determine lead content.  If lead is present, engineering controls are implemented to reduce the release of lead dust into the school environment.  These controls can include, but are not limited to, the following:

• Containment of the work area
• Negative pressurization of the work area
• Ventilation of the work area
• Wetting of the painted surface prior to disturbance
• Specialized removal equipment
• Work performed only during non-school hours

In all cases, the District strives to follow Lead Safe Work guidelines as established by the EPA.

Damaged or Deteriorated Painted Surfaces

When damaged or deteriorated paint is identified, the District will follow Lead Safe Work and Lead Hazard Control guidelines.  In general, paint that is peeling, chipping, or otherwise loose will be removed from the substrate and replaced with lead free paint.  The remaining surface will be stabilized with an approved lead-based paint encapsulant.  If the damage is considered extensive, the District will hire a licensed lead remediation contractor to remove and dispose the damaged material.

Smaller areas of damaged may be addressed with Interim Controls.  Actual response actions will be determined on a case-by-case basis.

Elevated Lead in Water

When drinking water sources are found to contain 15 ppb of lead or greater, the District will implement a flushing program until the source of the lead can be found and remediated.  Drinking water sources will be flushed individually on a daily basis.  At each source, the water will be allowed to run for a minimum of 10 minutes at the start of each day.

Prohibited Activities

Many traditional methods of preparing a painted surface for repainting, refinishing, or restaining are prohibited since these methods are known to poison both children and workers.  Prohibited methods of paint removal include:

• Open-flame burning or torching
• Machine sanding or grinding without a HEPA vacuum exhaust tool
• Uncontained hydroblasting or high-pressure washing
• Abrasive blasting or sandblasting without a HEPA vacuum exhaust tool
• Heat guns operating above 1,100 degrees F. Dry scraping (except for limited areas) and methylene chloride paint strippers are also not recommended.

General Guidelines for reducing lead exposure

Reduce the use of lead containing materials

• Substitute other materials whenever possible

Control exposure through appropriate local exhaust ventilation

• Be aware of how these systems work, and make sure they are working correctly

Use good housekeeping practices

• Do NOT use compressed air to remove lead-based dust or paint
• Clean up dust and debris on a regular schedule. Do NOT dry sweep.
• Use a vacuum with a high efficiency filter (HEPA) and/or wet cleaning methods

Provide employees with a clean lunchroom separate from the lead abatement work areas

• Do NOT allow eating, drinking, smoking, or storage of food, drinks, cigarettes, or cosmetics in lead abatement work areas
• Have employees wash hands and face before eating
• Clean the lunchroom regularly after each shift

Provide exposed employees with respirators

• Medical evaluations for employees should be provided
• Fit-testing must be conducted
• Provide employees with training about the proper use and maintenance of respirators

Furnish exposed employees with protective clothing

• Work clothing and shoes should NOT be worn home
• Supply gloves

Training

The District holds regular training sessions, at least once a year.  This training is designed to inform workers of:

• The hazards of lead exposure
• Effective control measures such as engineering controls and safe work practices
• Correct methods of using respiratory protection and limitations of respirators
• Good personal hygiene
• Understanding the blood lead levels
• The dangers of bringing lead home from work to their families

Employee Blood Lead Testing

Blood lead levels can rise quickly.  With frequent monitoring of blood lead levels, dangerous exposures can be quickly identified and corrected, workers can be protected, and the need for OSHA-mandated medical removal of workers can be avoided.  A blood lead level over 25 ug/dL shows that substantial exposure to lead is occurring.  There is also increasing evidence that health effects may occur at this blood lead level.

Many federal and state agencies encourage employers to consider more frequent testing than required by OSHA, and the tracking of blood lead levels over time to identify trends.  The district follows a set of guidelines developed in response to those recommendations.  The guidelines meet the OSHA standards and provide more information to the employer and employees to help control dangerous exposures.

Public Schools Guidelines for Employee Medical Monitoring

• First, test each worker before they begin any work involving lead
• Then test that worker every month:
• For the first 3 months of testing, and
• Whenever the previous blood lead level was greater than 25 ug/dL (If the previous blood lead level was at least 50 ug/dL, a follow-up test within 2 weeks and medical removal is required), or
• Whenever an increase of at least 10 ug/dL from the previous test is observed
• After the first three months, continues testing every 2 months:
• When the blood lead levels have remained below 25 ug/dL for 3 months, and
• If an increase of less than 10 ug/dL from the previous test is observed
• Test every 6 months:
  • When the blood lead levels remain below 25 ug/dL for 6 months, and
  • If an increase of less than 10 ug/dL from the previous test is observed

Results of each test should be provided to the worker.  Graphing the test results can help the employer and the worker identify whether blood lead levels are dropping, remaining stable, or increasing.  The employer should also review the test results for all workers to help identify jobs where problems may be occurring.

 

PLAN REVIEW
Reviewer	Date
Brian Parrie

 

Contact: Al Branchaud

                                                                                218-679-3388

 

INTEGRATED PEST MANAGEMENT PLAN

St. Mary’s Mission

School Pest Management Policy Statement

Structural and landscape pests can pose significant problems to people, property, and the environment.

Pesticides can also pose risks to people, property, and the environment. It is therefore the policy of this school District to incorporate Integrated Pest Management (IPM) procedures for control of structural and landscape pests.

Pests

Pests are a population of living organisms (animal, plant, or microorganisms) that interfere with use of the school site for human purposes. Strategies for managing pests may be influenced by the pest species and whether that species poses a threat to people, property, or the environment.

Pest Management

Approved pest management plans should be developed for the site and should be incorporated into any proposed pest management measures.

Pests will be managed to:

• Reduce any potential human health hazard or to protect against a significant threat to public safety.
• Prevent loss of or damage to school structures or property.
• Prevent pests from spreading into the community, or to plant and animal populations beyond the site.
• Enhance the quality of life for students, staff, and others

Integrated Pest Management Procedures

IPM procedures will determine when to control pests and whether to use mechanical, physical, chemical, cultural, or biological means. IPM practitioners depend on current, comprehensive information on the pest and its environment and the best available pest control methods. Applying IPM principles prevent unacceptable levels of pest activity and damage by the most economical means and with the least possible hazard to people, property, and the environment.

The choice of using a pesticide will be based on a review of all available options and a determination that these options are not acceptable or are not feasible. Cost or staffing considerations alone will not be adequate justification for use of chemical control agents. Selected non-chemical pest management methods will be implemented whenever possible to provide the desired control. It is the policy of St. Mary’s Mission to utilize IPM principles to manage pest populations adequately. The full range of alternatives, including no action, will be considered.

When it is determined that a pesticide must be used in order to meet important management goals, the least hazardous material will be chosen. The application of pesticides is subject to the Federal Insecticide, Fungicide and Rodenticide Act (7 United States Code 136 et seq.), School District policies and procedures, Environmental Protection Agency in 40 Code of Federal Regulations, Occupational Safety and Health Administration regulations, and state and local regulations.

Education

Staff, students, pest manages, and the public will be educated about potential school pest problems and the IPM policies and procedures to be used to achieve the desired pest management objective.

Notification

The School District takes the responsibility to notify the school staff and students of upcoming pesticide treatments. Notices will be posted in designated areas and sent home to parents who wish to be informed in advance of pesticide applications.

 

Pesticide Storage and Purchase

Pesticide purchases will be limited to the amount authorized for use during the year. Pesticides will be stored and disposed of in accordance with the EPA-registered label directions and state regulations. Pesticides must be stored in an appropriate, secure site not accessible to students or unauthorized personnel.

Pesticide applicators

Pesticide applicators must be educated and trained in the principals and practices of IPM and the use of pesticides by this School District, and must follow regulations and label precautions. Applicators should be certified and comply with this School District IPM policy and Pest Management Plan.

 

 

 

 

 

 

 

 

 

 

PLAN REVIEW
Reviewer	Date
Brian Parrie	3/9/2011
Brian Parrie	11/14/2012

 

Contact: Al Branchaud

                                                                                      218-679-3388

 

                           INDOOR AIR QUALITY

Purpose

The purpose of this program is to provide the needed tools to maintain or restore the air quality of the working and learning environment of school facilities. The step-by-step process includes investigation, response, communication, and training.

Policy of School

St. Mary’s Mission School’s Indoor Air Quality Plan is based on the US EPA’s “Tools For Schools” packet.  This packet is available for review upon request.  Please contact The Indoor Air Quality Contact Person, or Advanced Health, Safety and Security for more information.

 

PLAN REVIEW
Reviewer	Date
Brian Parrie	1/27/2014

 

Contact: Al Branchaud

                                                                           218-679-3388

  HEARING CONSERVATION

Purpose

Conservation of hearing is an important preventative measure at St. Mary’s Mission School. To reduce occupational hearing loss, all employees, who work in potentially noisy areas, are provided hearing protection, training and annual hearing tests. OSHA’s hearing conservation standard is covered in 29 CFR 1910.95.

Responsibilities

Management

Use Engineering and Administrative controls to limit employee exposure

Provide adequate hearing protection for employees

Post signs and warnings for all high noise areas

Conduct noise surveys annually or when new equipment is added

Conduct annual hearing tests for all employees

Conduct hearing conservation training for all new employees

Conduct annual hearing conservation training for all employees

Employees

Use school provided, approved hearing protection in designated high noise areas

Request new hearing protection when needed

Exercise proper care of issues hearing protection

Training

At time of hire and annually thereafter, all affected Employees must attend Hearing Conservation Training. The initial training is conducted as part of the New Hire Orientation Program by the Human Resource Department and consists of:

1. Rules and procedures
2. Where hearing protection is required
3. How to use and care for hearing protectors
4. How noise affects hearing and hearing loss

Engineering Controls

After it is determined that noise exposure above 85 dB (A) are present, engineering controls should be evaluated and implemented to reduce the noise exposure before administrative controls are initiated. Some examples of engineering controls include:

1. Noise reducing baffles
2. Compartmentalization
3. Installing noise reducing gears
4. Installing rubber pads under machinery

When new equipment or machinery are evaluated for purchase, the District’s Hearing Conservation contact should be consulted to conduct an evaluation from a safety and health standpoint. One criteria of the evaluation should include the amount of noise the equipment will produce and how it will affect the overall noise exposure.

Administrative Controls

After engineering controls are evaluated for effectiveness or feasibility, administrative controls should be considered to reduce noise exposure. Administrative controls include restricting exposure time or using personal protective equipment (PPE).

Personal Protective Equipment, such as earplugs or muffs, may be used to reduce the      amount of noise exposure. Each plug or muff has a noise reductions factor (NR) as evaluated by ANSI Standards (S3.19 – 1974 or Z24.22 – 1957). For example, if a work area has an ambient noise exposure of 96 dB (A), the hearing protectors should be rated 6 NR or better to be effective.

According to OSHA Regulations, each location with noise exposures of 85 to 89 dB (A) will provide hearing protectors for the Employee’s optional use. Noise exposures at 90 dB (A) or above require the mandatory use of hearing protection. Further, OSHA requires that a variety of hearing protectors be available for Employees to choose (both a variety of plug and muff type hearing protectors).

Types of Hearing Protectors

Hearing protection devices are the first line of defense against noise in environments where engineering controls have not reduced employee exposure to safe levels. Hearing protective devices can prevent significant hearing loss, but only if they are used properly. The most popular hearing protection devices are earplugs which are inserted into the ear canal to provide a seal against the canal walls. Earmuffs enclose the entire external ears inside rigid cups. The inside of the muff cup is lined with acoustic foam and the perimeter of the cup is fitted with a cushion that seals against the head around the ear by the force of the headband.

Use of Hearing Protectors

Management, Supervision and Employees shall properly wear the prescribed hearing protectors while working in or traveling through any section of a Location that is designated a High Noise Area. (excluding offices, break rooms, and rest facilities). The following rules will be enforced:

Personal stereos, such as Walkman’s, etc., will not be permitted in any operating area of school property.

Hearing protectors, at least two types of plugs and one type of muffs, will be provided    and maintained by the School.

• Hearing protectors and replacements will be provided free of charge
• Hearing protectors will be properly worn at all times, except in offices, break rooms, rest facilities.

Pre-formed earplugs and earmuffs should be washed periodically and stored in a clean area, and foam inserts should be discarded after each use. It is important to wash hands before handling pre-formed earplugs and foam inserts to prevent contaminants from being placed in the ear that may increase your risk of developing infections.

 

PLAN REVIEW
Reviewer	Date
Brian Parrie

 

Contact: Al Branchaud

                                                                                                        218-679-3388

     HAZARDOUS WASTE MANAGEMENT

Introduction

This document serves as a guide to the Hazardous Waste Management Program for St. Mary’s Mission .  It combines rules, regulations and guidelines set forth by a number of state and federal regulatory agencies and will be used to ensure that hazardous waste produced by St. Mary’s Mission is handled, stored and disposed of properly.

Regulatory Overview

The Resource Conservation Recovery Act (RCRA) laws were enacted to monitor and regulate the generation and disposal of hazardous, non-hazardous (solid), and medical wastes, and to develop underground storage tank standards. Nationally, the Environmental Protection Agency (EPA) is authorized by RCRA to regulate activities relating to waste management, develop waste minimization policies, and enforce underground storage tank standards.

In Minnesota, the Minnesota Pollution Control Agency (MPCA) has received authorization from the EPA to enforce the state’s hazardous, non-hazardous, medical waste management, and underground storage tank laws. The MPCA, in turn, has authorized each county in the seven-county metropolitan (Minneapolis-St. Paul) area to license hazardous waste generators. All hazardous waste generators must be licensed regardless of the quantity produced. Minnesota regulations include all the EPA regulations plus additional limitations, restrictions, and requirements.

References

40 Code of Federal Regulations (CFR) 260 to 270

MR Chapter 7045

MR Chapter 7046

Definitions

°F—Degrees Fahrenheit

EPA—Environmental Protection Agency

Generator—A person or organization that produces hazardous waste. Information concerning the determination of generator status can be found in “Generator Size” below.

MNDOT—Minnesota Department of Transportation

MPCA—Minnesota Pollution Control Agency

NPDES—National Pollution Discharge Elimination System

POTW—Publicly Owned Treatment Works

RCRA Solid Waste—Any unwanted material that is not discharged through exhaust stacks to the atmosphere or municipal sewer. NOTE: Intentionally discharging hazardous wastes to the atmosphere or sewer does not change the material’s hazardous classification and is illegal.

RCRA Hazardous Waste—Any material that poses a threat to human health or the environment. Waste materials are hazardous if they can be placed into one of the categories listed in “Waste Evaluation” below.

RCRA Acutely Hazardous Waste—Hazardous materials that are listed in regulations under 40 CFR 261.33(e).

TCLP—Toxic Characteristic Leaching Procedure; determines the quantity of hazardous material that is leachable.

TDSF—Treatment, Disposal, and Storage Facility

Waste—Unwanted material. Non-hazardous waste typically includes garbage, refuse, etc. The generator of the waste is responsible for determining if waste components are hazardous or non-hazardous. Methods for determining if the waste is hazardous are located in the “Hazardous Waste Classification” section of this program.

Hazardous Waste Compliance Overview

In general, a waste is a hazardous waste if it exhibits one or more of the following characteristics:

1. Ignitability (flash point less than 140º F);
2. Oxidizer (adds oxygen to a fire or chemical reaction);
3. Corrosive (pH equal to or less than 2.5 or a pH equal to or greater than 12.5);
4. Reactive (unstable or explosive);
5. Lethal (materials which cause death in low concentrations);
6. Toxic (materials which release toxic substances);
7. Listed (substances listed by name in MR 7045.0135);
8. PCBs (materials containing more than 50 ppm PCB);
9. Waste oil that is not recycled; or
10. Fluorescent and HID lamps not recyclable.

Procedure

• Evaluate all waste streams from the facility.
• If waste is hazardous, determine the amount of hazardous waste produced per month.
• Obtain an EPA Identification Number.
• Obtain a MPCA license or county license if located in the seven-county metro area.
• Place hazardous waste in an approved container and properly label.
• Accumulate and store waste properly.
• When ready for shipment off-site, prepare a shipping manifest.
• Assure that the hazardous waste is transported and disposed of properly.
• Develop and implement an emergency action plan.
• Train personnel on how to handle hazardous waste properly.
• Maintain all records relating to the hazardous waste for the minimum required time. The MPCA recommends that these records be maintained for the life of the business.

Waste Evaluation

In order to determine if any hazardous waste is produced, all wastes will need to be inventoried and then evaluated for certain characteristics that make it hazardous.  Examples of wastes that may be produced by a facility and should be evaluated include:

1. Solid wastes — wastes not discharged through exhaust stacks or sewered;
2. Wastes that are discharged to the sewer;
3. Byproducts from a manufacturing process;
4. Products that do not meet quality control specifications and are discarded;
5. Materials that are discharged through an exhaust stack; and
6. Materials that are recycled such as degreasing or cleaning solvents recycled by another school;

Information needed to evaluate a waste can be obtained from the following sources:

1. A list or formula for the raw materials that went into the material to be discarded;
2. Safety Data Sheets (SDSs) listing the hazardous ingredients contained in a product;
3. Knowledge and published information of the processes and materials that make up the waste material;
4. Lab analysis (a waste material may need to be analyzed by a laboratory to determine if it exhibits one or more of the characteristics of a hazardous waste; the lab must be familiar with EPA testing and sampling methods); or
5. Hazardous Waste Rules (the material or processed waste may be listed in the hazardous waste rules as a hazardous waste).

Exemptions

Certain wastes are exempted from the hazardous waste rules. Therefore, the first step in evaluating a waste should be to determine if a particular waste is exempt. The following list gives most of the wastes that are exempted from the hazardous waste rules:

1. Normal household refuse;
2. Approved sewer discharges to a POTW;
3. Waste discharged under a NPDES permit;
4. Non-household refuse such as cardboard, paper, untreated wood, and plastic (many of these materials can and should be recycled);
5. Recycled used oil not contaminated with a listed hazardous waste;
6. Most demolition debris;
7. All emissions permitted by the MPCA;
8. Fly ash and related wastes from the burning of fossil fuels;
9. Mining overburden and certain ore processing wastes;
10. Samples of hazardous waste collected and transported to a laboratory for analysis;
11. Certain wastes containing chromium III;
12. Hazardous waste generated in storage tanks, transport vehicles, and pipelines while the waste remains in the vessel; and
13. Residues in empty containers and empty inner liners per MR 7045.0127 (see next section).

For additional details on wastes that are exempted from the hazardous waste rules, see MR 7045.0120. If the waste that is being evaluated is not exempt, then proceed to evaluate the waste for any hazardous characteristics.

Residues in Empty Containers and Empty Inner Liners (MR 7045.0127)

Hazardous wastes remaining in an empty container or empty container liner are exempt from MR parts 7045.102 to 7045.1030 and 7045.1300 to 7045.1380 if the following conditions have been met.

Hazardous Waste Containers

1. All waste that can be removed has been removed;
2. No more than 2.5 centimeters (one inch) of residue remains;
3. If the container size is less than or equal to 110 gallons, no more than 3% by weight of the total capacity remains; and
4. If the container size is more than 110 gallons, no more than 0.3 % by weight of the total capacity remains.

Acutely Hazardous Waste Containers

1. The container or liner has been triple rinsed using an appropriate solvent;
2. The container or liner has been cleaned by another method shown to be effective in scientific literature or through testing; and
3. For a container, only when a liner protected the interior of the container from contact with the acutely hazardous waste, and the liner has been removed.

Empty Compressed Gas Cylinders

1. The pressure in the cylinder is approaching atmospheric pressure.

Listed Wastes

A waste is a hazardous waste if it is listed under MR 7045.0135 Subparts 2 through 5.

F-listed wastes (subpart 2)

These are wastes that are listed by name from nonspecific sources.

K-listed wastes (subpart 3)

These are wastes from specific sources such as wastewater treatment sludge from wood preserving processes using creosote and/or pentachlorophenol.

P-listed wastes (subpart 4)

This list includes chemicals that are discarded chemical products, off-spec products, spill residues, and materials remaining in containers.

U-listed wastes [subpart 4(F)]

This list includes hazardous wastes from commercial chemical products that are listed alphabetically by chemical name.

PCB wastes (subpart 5)

Wastes containing PCBs at a concentration of 50 ppm or higher are hazardous wastes.

Ignitable Wastes (MR 7045.131 subpart 2)

A waste is an ignitable hazardous waste if a representative sample has any of the following properties:

1. Is a liquid having a flash point of less than 140º F as determined by a Pensky-Martens or Setaflash closed cup tester;
2. Is not a liquid but will burn vigorously when ignited or subject to moisture, friction, or spontaneous chemical changes;
3. Is an ignitable compressed gas as defined by 49 CFR 173.300; or
4. Has an ignitable hazardous waste number of D001.

Oxidizers (MR 7045.131 subpart 3)

A waste is an oxidizing hazardous waste if it exhibits the following properties:

1. Is an oxidizer as defined by 49 CFR 173.151;
2. Supplies oxygen to a reaction in the absence of air (a partial list of oxidizers includes chlorates, nitrates, peroxides, chromic acid, nitric acid, and nitric oxide); or
3. Has an oxidizing hazardous waste number of D001.

Corrosive Wastes (MR 7045.131 subpart 4)

A waste is a corrosive hazardous waste if a representative sample has any of the following properties:

1. Is an aqueous solution which has a pH less than or equal to 2.0 or a pH greater than or equal to 12.5;
2. Is a liquid which will corrode steel at a rate greater than 0.25 inches per year at a temperature of 130º F; or
3. Has a corrosive hazardous waste number of D002.

Reactive Wastes (MR 7045.131 subpart 5)

A waste is a reactive hazardous waste if a representative sample has any of the following properties:

1. Is normally unstable and readily undergoes a violent change without detonation;
2. Reacts violently with water;
3. Forms potentially explosive mixtures with water;
4. Is capable of detonation or explosive reaction when subject to a strong initiating source or if heated under confinement;
5. Is capable of detonation or explosive reaction under standard temperature and pressure;
6. Is an explosive listed in 49 CFR 173.51, 173.53, or 173.88
7. Contains cyanides or sulfides capable of generating toxic gases, vapors, or fumes; or
8. Has a reactive hazardous waste number of D003.

Lethal Wastes (MR 7045.131 subpart 6)

A waste is a lethal hazardous waste if a representative sample causes death to half of the test animals exposed to the following amounts:

1. Ingestion—a dose of less than 500 milligrams of material per kilogram of body weight);
2. Skin absorption—a dose of less than 1,000 milligrams of material (applied to the skin) per kilogram of body weight; or
3. Inhalation—a concentration of less than 2,000 milligrams of material per cubic meter of air for dusts or mists (a concentration of less than 1,000 milligrams of material per cubic meter of air for gases or vapors).

A waste is also classified as a lethal hazardous waste if its lethal hazardous waste number is MN01.

Toxic Wastes (MR 7045.131 subpart 7)

A waste is toxic hazardous waste if it releases (leachable) toxic metals, pesticides, or volatile organic chemicals above specified limits as determined by test methods described in 40 CFR 261 appendix II (TCLP) or alternate methods approved by the MPCA.

If the waste material contains any of the contaminants in the TCLP List, the waste is a hazardous waste if:

1. TCLP test methods show that the waste can release the contaminant at concentrations equal to or greater than the corresponding concentration listed in the table;
2. The contaminate makes up a major portion of the waste; or
3. 100% of the contaminate is assumed to be released and calculations show that the concentration is equal to or exceeds the corresponding listed concentration.

Used Oil

Used oil is exempt from hazardous waste regulations if it does not contain a listed hazardous waste and if it is recycled or reclaimed in an approved manner.

Used oil filters must be recycled or disposed of as hazardous waste.

Lead-acid Batteries

Used lead-acid batteries are banned from deposit into sanitary landfills and must be recycled. Retailers and wholesalers are required to exchange lead-acid batteries.

Polychlorinated Biphenyls (PCBs)

A waste material containing PCBs at a concentration greater than 50 ppm is a hazardous waste.

Fluorescent and High-intensity Discharge (HID) Lamps

Fluorescent and HID lamps contain small amounts of mercury, lead, and cadmium.  Therefore, these lamps must be recycled or disposed of as hazardous waste.

Generator Size (MR 7045.0206)

All hazardous waste generators must determine how much hazardous waste is produced per month. This is usually done by totaling the amount of hazardous waste produced for the year and then dividing by 12. The following wastes should not be used when determining generator size:

1. Exempted waste;
2. Recycled waste such as lead-acid batteries and fluorescent lights;
3. Properly managed used oil;
4. Properly treated, sewered hazardous waste;
5. Non-hazardous mixture of hazardous and non-hazardous wastes (as long as the hazardous portion of the waste is counted); and
6. Spent materials that are reclaimed or reused on site that have been counted once already.

Large Quantity Generator (LQG)

A LQG:

1. Produces more than 100 kilograms (220 lbs.) and less than 1,000 kilograms (2,200 lbs.) of hazardous waste per month; and/or
2. Produces less than 1 kilogram (2.2 lbs.) of acutely hazardous waste per month; or
3. Generates less than 100 kilograms (220 lbs.) of soil, water, debris, or residue contaminated with an acutely hazardous waste.

Very Small Quantity Generator (VSQG)

1. Produces less than 100 kilograms (220 lbs.) of hazardous waste per month; and/or
2. Produces less than 1 kilogram (2.2 lbs.) of acutely hazardous waste per month; or
3. Generates less than 100 kilograms (220 lbs.) of soil, water, debris, or residue contaminated with an acutely hazardous waste.

Hazardous waste quantity determinations must include the amount of acutely hazardous waste generated.

Generator Requirements

The amount of hazardous waste generated by a facility determines the level of regulation that pertains to the generator. For example, a LQG is required to develop and implement a hazardous waste training program whereas a VSQG is not required to have a training program. However, employees of VSQGs should be familiar with safe hazardous waste handling procedures and spill response.

General Requirements

All generators are required to comply with certain hazardous waste regulations. These requirements are listed as follows:

Generator Identification Number (MR 7045.0221)

All generators must obtain an identification number from the U.S. Environmental Protection Agency. The completed form should be mailed to:

U.S. EPA, Region 5

RCRA Activities

P.O. Box A-3587

Chicago, IL 60604

Generator License (MR 7045.0225)

All generators of hazardous waste must be licensed regardless of the quantity produced.  Since the license is only good for one year, it must be renewed annually.

Generators located within the Twin Cities seven-county metro area should obtain the license from their respective county hazardous waste staff. Besides licensing, these county staffs also monitor and regulate hazardous waste generation.

The telephone numbers for the seven-county hazardous waste staffs are provided below:

Anoka County………………………. 422-7064

Carver County……………………… 361-1800

Dakota County……………………… 891-7020

Hennepin County…………………… 348-4919

Ramsey County…………………….. 292-7898

Scott County……………………….. 496-8177

Washington County………………… 430-6655

Generators located in Greater Minnesota (outside the seven-county metro area) must obtain their license from the MPCA.  To apply for a license, call the MPCA at (612) 296-6300 or (800) 657-3864.

Hazardous Waste Containers (MR 7045.0626)

Hazardous wastes must be placed in appropriate containers. The containers must meet the following requirements:

1. Meet DOT specifications for materials and construction;
2. Be constructed of materials that are compatible with waste;
3. Be in good condition (not rusted or damaged);
4. Be constructed so that they are leak-proof and able to withstand shock without impairing the ability to remain leak-proof;
5. Capable of containing wastes in the event the container is dropped or overturned;
6. Be closed and secure except when adding or removing hazardous waste; and
7. Be inspected at least weekly to check for leakage and the condition of the containers (the inspections must be documented on a weekly inspection form).

Container Marking and Labeling

• Containers must be labeled when hazardous waste is first placed into the container. The label must display the following information:
• “Hazardous Waste”
• Description of the waste that clearly identifies the contents to employees and emergency
• Accumulation start date
• Containers must be documented on a weekly inspection form.
• Prior to shipping the hazardous waste, the Department of Transportation (DOT) and MPCA require the following labels to be placed on the side of the container:
• Hazard Labels—DOT labels (4” x 4”) that display the particular hazard (flammable, corrosive, etc.) associated with the hazardous waste
• DOT Shipping Name—identifies the contents of the containers to DOT (an example of a DOT name would be “Waste Flammable Liquid, NOS”)
• DOT I.D. Number—indicates what material is in the container so appropriate actions can be taken in case of an accident. The number contains 4 digits with a prefix of either NA for North American shipments of UN for international shipments. For example, a shipment of petroleum distillates remaining in the U.S. would display the number “NA 1255.”

NOTE: For additional information, see table in 49 CFR 172.101.

• Hazardous Waste Label—could be used when the hazardous waste is first placed into the container to reduce the duplication of labeling work. The label has blanks for the DOT name and I.D. number, generator’s name and address, EPA I.D. and manifest numbers, and accumulation start date.
• All markings and labels must be legible. To protect labels from spills during filling, the MPCA recommends that the labels not be placed directly below the bung or fill point.

Transport Vehicle Placards

The generator is responsible for supplying or assuring that the transporter’s vehicle displays the proper DOT hazard placard. For additional information on DOT labels and placards, contact MNDOT at (612) 296-7109.

Hazardous Waste Storage Area

Hazardous wastes must be stored in designated areas. These storage areas must be designed according to EPA, MPCA, county, and municipal requirements. The EPA and MPCA requirements are listed as follows:

• Storage areas with containers holding free liquids must have provisions for containment of spills or leaks.

1. The base or floor of the storage area must be impervious to leaks or spills.
2. The base or floor of the storage area must be sloped or curbed to contain at least 10 percent of the area’s storage capacity or the volume of the largest container, whichever is larger.

• Storage areas must be inspected weekly to check for leakage and the condition of containers. The inspections must be documented on a weekly inspection form.
• Incompatibles, such as an oxidizer and a flammable, must not be stored together. These materials must be separated by a distance of 20 feet or with a barrier such as a dike, berm, or wall within the storage area.
• Containers in the storage area must be arranged to allow for easy access and inspection. Containers should be arranged so that labels and markings are readable.
• Aisle space in storage areas must allow unobstructed movement of personnel and equipment.
• Outside storage areas have the following additional requirements:

1. Must be protected from vandalism, unauthorized entry, and damage from vehicles and other equipment.
2. Ignitable wastes must be protected from direct sunlight.
3. Wastes affected by sunlight or moisture must have an overhead covering.

Hazardous Waste Storage Time

The length of time a generator may store hazardous waste is dependent upon the generator’s size as determined by “Generator Size” above. The storage time limitations are provided below:

VSQGs

• VSQGs may accumulate up to 1,000 kilograms (2,200 lbs.) of hazardous waste.
• The date the container is filled must be written on the container.
• Hazardous waste must be shipped within 180 days of the date when 1,000 kilograms has been accumulated. If the TSDF is located more than 200 miles from the generation site, an additional 90 days is allowed.

SQGs

• SQGs may accumulate up to 3,000 kilograms (6,600 lbs.) of hazardous waste.
• The date (accumulation start date) when hazardous waste is first placed into the container must be written on the container.
• Hazardous waste must be shipped within 180 days of the accumulation start date. An additional 90 days is allowed if the TSDF is located more than 200 miles from the generation site.

LQGs

• No limitation is placed on the amount of hazardous waste that may accumulate.
• The date (accumulation start date) when hazardous waste is first placed into the container must be written on the container.
• Hazardous waste must be shipped within 90 days of the accumulation start date.

Satellite Accumulation

Under certain conditions, a generator may completely fill a container with waste before the storage time limit “start date” begins. The conditions under which satellite accumulation is allowed are:

1. Hazardous waste collection container is located at or near the point of generation;
2. The floor on which the satellite accumulation container is located must be impervious to the waste;
3. Maximum quantity of satellite accumulation cannot exceed 55 gallons of hazardous waste or one quart of acutely hazardous waste;
4. Container is marked with fill date after it is full;
5. Container must meet same requirements as for non-satellite accumulation containers;
6. Container is moved to storage area within 3 days after it is filled; and
7. Container is inspected by the person or persons operating the process.

Exceeding Accumulation Limits

Exceeding accumulation time and quantity limitations will result in losing current status and require licensing at a higher (more restrictive) level.

Transportation and Disposal of Hazardous Waste

Transporting Hazardous Waste

The hazardous waste transporter does not assume ownership of the hazardous waste when it is loaded for shipment. The generator is responsible to make sure the hazardous waste is transported and disposed of properly. To ensure that the waste is handled properly, the generator must choose a transporter that fulfills the requirements listed as follows:

• Licensed by the Department of Transportation,
• Has an EPA I.D. number,
• Regulations to haul hazardous waste in the destination state,
• Carries a minimum of $1,000,000 liability insurance,
• Carries a minimum of $5,000,000 liability insurance if transporting over 3,500 gallons of bulk hazardous waste,
• Drivers are trained in emergency response and carry spill clean-up kits on each trip,
• Has a written contingency plan, and
• Displays appropriate decals or placards.

VSQGs

A VSQG may transport its own hazardous waste to a collection site (MR 7045.0320). The collection site must be licensed by the MPCA and the generator must comply with the following requirements:

• Use appropriate containers and label properly,
• Separate incompatible waste and secure waste adequately in vehicle,
• Transport the waste in a business vehicle,
• Transport only the waste produced by the business,
• Use a regular shipping paper, and
• Other requirements per MPCA fact sheet 1.25.

Treatment, Storage, or Disposal Facilities (TSDF)

The generator of the hazardous waste must ensure that the waste is delivered to a TSDF that meets the following requirements:

• Has an EPA I.D. number,
• Permitted as a TSDF in its state of operation,
• Carries $5,000,000 liability insurance,
• Trains employees in waste handling and emergency response procedures,
• Has an emergency response contingency plan, and
• Properly manages hazardous waste.

The generator should contact the TSDF to ensure that the waste was received and treated and/or disposed of properly.

In addition, the generator should check with regulatory agencies in the TSDF’s state for fines or citations against the TSDF. Information about a Minnesota TSDF can be obtained from the MPCA.

Shipment Manifest

A school or generator who transports or offers for transportation hazardous waste for off-site treatment, storage, or disposal must prepare manifest before transporting the waste off-site. This requirement also includes hazardous waste shipped for recycling or reclamation. The manifest is a shipping form that must be filled out for all off-site shipments of hazardous waste. This document originates with the generator and must accompany the hazardous waste en route to its final destination. The manifest form can be obtained from the state, transportation school, or the TSDF.

The manifest is a one-page form with several carbon copies. Each party handling the waste must sign and keep a copy of the manifest form. The manifest provides a way of “tracking” the waste and ensures that the waste is handled properly. Requirements for preparing a manifest are listed below:

1. Minnesota generators who ship hazardous waste to another location in Minnesota or a state without its own manifest must use Minnesota’s manifest (MPCA Form PQ-00371-04).
2. Minnesota generators who ship hazardous waste to a TSDF in a state with its own manifest form must use that state’s manifest.

The Minnesota manifest has 8 copies. These copies are to be distributed as follows:

—  Copies 1-5 are given to the transporter.

—  Copy 6 is sent to the state where the TSDF is located if not in Minnesota.

—  Copy 7 is sent to the MPCA within 5 days of shipment.

—  Copy 8 is retained by the generator.

—  Copy 3 is returned to the generator by the TSDF.

If the generator does not receive a copy back from the TSDF within 35 days, check with the TSDF to check on status of the shipment. If the copy is not received within 45 days, notify the MPCA in writing that the TSDF copy has not been received and what efforts have been made in resolving the issue.

Manifests from Other States

When a generator in Minnesota uses another state’s manifest, the generator must provide the MPCA photocopies of the following manifest copies:

1. Two-signature (generator and transporter) manifest copy.
2. Three-signature (generator, transporter and TSDF) manifest copy.

Emergency Planning and Response

The extent to which a generator must comply with emergency planning and response requirements depends upon the generator’s size.

LQGs

Large quantity generators are required to have a written Contingency Plan, formal Emergency Response Plan, and a designated Emergency Response Coordinator. These plans must contain the following elements:

1. Name, address, and telephone number of Emergency Response Coordinator.
2. Telephone numbers of agencies that provide emergency services.
3. Arrangements with local emergency response agencies such as fire and police departments, local hospital, and hazmat teams.
4. A list of hazardous wastes, amount generated, and quantity stored. The plan should also include a list of other hazardous materials.
5. Site plan showing hazardous waste storage areas.
6. Fire protection and spill containment equipment list and locations.
7. Procedures detailing responses to emergency situations.
8. Notification to local authorities such as fire and police departments and hospitals regarding the type of wastes that are being stored.
9. An Evacuation Plan must be included in the Contingency Plan. Evacuation Plan requirements are discussed in the “Employee Emergency and Fire Prevention Plan” model.
10. A description of preventative measures such as inspections, training, and emergency response equipment must be included in the Plan.
11. Other requirements:

—    A copy of the Contingency Plan must be sent to fire and police departments, local hospital, hazmat team, and MPCA.

—    The Emergency Response Coordinator must notify the National Response Center, MPCA, and local authorities when the plan has been implemented.

—    A copy of the plan must be located on-site for review by personnel at any time.

—    The Contingency Plan must be updated when the rules change, the plan fails in an emergency, the Emergency Coordinator changes, the emergency equipment changes, or the facility’s construction, design, operation, or maintenance changes.

—    The name and telephone number of the Emergency Coordinator, other emergency numbers, and the location of emergency response equipment must be posted by the telephone located near the hazardous waste storage area.

—    The Emergency Response Coordinator must notify the National Response Center (800) 424-8802, Minnesota Duty Officer (612) 649-5451, and local authorities in the event a spill threatens human health or the environment.

SQGs

Small quantity generators are required to have a formal Emergency Response Plan and an Emergency Response Coordinator. The emergency response plan must include the following information:

1. Instructions on how to reach the Emergency Response Coordinator.
2. Telephone numbers of agencies that provide emergency services.
3. Documentation that affected employees are thoroughly familiar with proper waste handling and emergency procedures.
4. Emergency response and spill procedures.
5. Notification of the National Response Center (800) 424-8802, Minnesota Duty Officer (612) 649-5451, and local authorities in the event a spill threatens human health or the environment.

The following information must be posted next to the telephone on the premises:

1. Name and telephone number of emergency coordinator.
2. Telephone number of fire department or other outside emergency response agencies.
3. Location of fire extinguishers and spill control material.

VSQGs

Very small quantity generators must comply with the following emergency response requirements.

1. Internal communications or alarm system capable of alerting personnel.
2. Telephone or 2-way radio capable of contacting outside emergency agencies such as the fire department.
3. Fire extinguishers, spill control equipment, decontamination equipment, etc., as needed.
4. Adequate water volume and pressure to supply fire hoses, sprinklers, etc.
5. Notification of the National Response Center (800) 424-8802, Minnesota Duty Officer (612) 649-5451, and local authorities in the event a spill threatens human health or the environment.

Very small quantity generators are not required to have an Emergency Response Plan or Emergency Response Coordinator. However, personnel working with hazardous waste should know the proper handling techniques, what personal protection is needed, and the proper response to a spill or other emergency. Telephone numbers of emergency response agencies must be posted.

Contingency Plans

VSQGs are not required to have a designated Emergency Response Coordinator or a formal contingency plan, but are required to have the necessary emergency response equipment, comply with hazardous waste storage requirements, develop accident prevention procedures, and notify local authorities of hazardous waste activities.

Contingency plans are written documents that describe how a facility will respond to an emergency situation. These plans must contain procedures and step-by-step instructions that are designed to protect human health and the environment in the event of an explosion, fire, natural disaster, or spill which may result in releasing hazardous materials and/or waste to the environment.

Contingency plans and Emergency Response Plans are closely related. However, contingency plans address the issues and concerns surrounding hazardous materials or wastes. A contingency plan must contain the following minimum information:

—  Instructions to follow in the event an emergency situation involves a hazardous material or waste

—  A listing of hazardous materials and wastes and the potential hazards associated with these materials

—  Arrangements with emergency response agencies

—  Name and telephone numbers of the Emergency Response Coordinator

—  Names and telephone numbers of the members of the emergency response team, if applicable

—  A list and location of emergency and spill response equipment

—  Evacuation plan including methods of notification and escape routes

—  Emergency phone numbers and emergency response equipment list and locations must be posted by a telephone(s) that will be used in the event of an emergency

Contingency plans must be submitted to:

• MPCA
• Local fire department
• Local police department
• Local hospital
• Local emergency response teams

Once the contingency plan has been implemented, the Emergency Coordinator must notify the National Response Center, MPCA, and the local authorities listed above.

Hazardous Waste Personnel Training

Training requirements for employees handling hazardous waste vary according to generator size. LQGs’ training requirements are much more comprehensive than the requirements for SQGs and VSQGs.

Training must be documented and the training records kept for five years.

NOTE:  Hazardous waste training can be combined with OSHA’s Right-To-Know training if the requirements of MR 7045.0558 are met.

Large Quantity Generators

• LQGs must have a designated hazardous waste training coordinator.
• raining must be designed for the particular site and waste streams.
• Personnel must be trained in the procedures applicable to tasks they perform or according to job description.
• Personnel handling hazardous wastes and personnel working in areas where hazardous waste is present must be trained in the pertinent emergency responses outlined in the Contingency Plan.
• Hazardous waste training must be done annually and within 6 months of initial job assignment involving hazardous waste.
• LQGs must document training and maintain records for five years.

Small Quantity Generators

• SQGs must ensure that all personnel involved in handling waste are thoroughly familiar with handling the waste properly and the emergency procedures relevant to their responsibilities.
• SQGs must document training and maintain records for five years.

Very Small Quantity Generators

• No training is required but is strongly recommended for those who handle hazardous waste. These personnel should know the following:
• Hazards associated with the waste
• How to safely handle the waste
• How to protect themselves in the event of a spill
• If assigned, how to clean up spills

Record Keeping

Hazardous waste generators must maintain the records listed below for a minimum of three years. However, since the liability associated with the hazardous waste never ceases, the generator should maintain the following records for an indefinite period of time:

• Manifests
• Manifest exception reports
• Licenses
• Disclosures
• Hazardous waste test and analytical reports
• Training documents
• Annual reports
• Biennial reports
• Inspection logs
• Safety Data Sheets
• All correspondence relating to the hazardous waste

Land Disposal Rules

All hazardous wastes destined for land disposal must be pretreated so that any toxins present in the waste are destroyed or degraded. All generators, transporters, and TSDFs who want to dispose of hazardous waste on or in the land must comply with MR 7045.1300.

Exceptions

Small Quantity Generators

Small quantity generators are required to prepare and submit the same paperwork as the large quantity generators. However, SQGs may use an alternate manifest system as specified in MR 7045.0075 subpart 5.

Very Small Quantity Generators

Very small quantity generators may use an alternate manifest system as specified in MR 7045.0075. Also, a VSQG may transport hazardous waste without a manifest if transportation is in the generator’s vehicle and if the waste is transported to a very small quantity waste collection program under MR 7045.0320.

Annual Reports

All generators must renew their hazardous waste license each year. When the license application is prepared, generators must report on their hazardous waste activities for the past year.

Other Requirements

Fees

The MPCA requires generators to pay annual fees to recover the costs associated with administering the hazardous waste program. The fees are based on the generator’s size, the volume of hazardous waste, and the method of waste management.

Miscellaneous

• The generator must possess adequate financial resources to ensure that the hazardous waste will be managed properly.
• Hazardous spills and releases must be reported to the Minnesota Duty Officer system at 649-5451.
• Recover any hazardous waste that has spilled or leaked as soon as possible. Take any other action necessary to protect human health and the environment.
• Develop waste minimization programs.

Forms

In addition to the forms mentioned previously in this regulation, the Hazardous Waste Emergency Response and Contingency Plan consists of the following six forms which must also be completed and kept on file to maintain compliance with this regulation:

1. Emergency Contacts List
2. Hazardous Wastes Generated On-Site
3. Site Plan
4. Emergency Response Procedures
5. Hazardous Waste Generator – Local Authority Notification
6. Required Emergency Equipment

 

PLAN REVIEW
Reviewer	Date
Brian Parrie	1/22/2014

 

Contact: Diana Mistic

218-679-3388

FIRST AID/CPR

Introduction

Medical advice and consultation on work-related health matters and first aid services to treat work related injuries must be readily available to employees. In addition, if the workplace contains materials that may be corrosive or injurious to the eyes or the body, a method of quickly drenching or flushing the eyes or body must be provided in the work area.  This program assists St. Mary’s Mission School in meeting those requirements.

References

OSHA Subpart K 1910.151

MN OSHA Instruction CPL 2-2.53

Applicability

Do any situations arise that require advice or consultation on matters of workplace health?

Could any situations arise that may result in injuries requiring first aid in the workplace?

Does the workplace contain materials that could injure the eyes or body?

Regulatory Requirements

• The employer shall ensure the availability of medical personnel for advice and consultation on matters of workplace health.
• A person or persons shall be adequately trained to render first aid in the absence of an infirmary, clinic or hospital in near proximity to the workplace.
• First aid supplies approved by the consulting physician shall be readily available.
• Suitable facilities for quick drenching or flushing of the eyes and body shall be provided within the work area for immediate emergency use where the eyes or body of any person may be exposed to injurious corrosive materials. ANSI Standard Z358.1-1990 gives additional details on emergency eyewash and shower station requirements.
• MN OSHA Instruction CPL 2-2.53 suggests that these guidelines be followed:

—    Near proximity to the workplace means four to eight minutes. If there is no hospital or clinic within this distance, the employer must designate a first aid provider on site.

—    If medical services are available within four to eight minutes, and the employer decides to use these services, a determination must be made as to whether or not a special agreement needs to be made with the medical facility in order to ensure the ready availability of medical personnel.

—    First aid training needs to be evaluated in relation to workplace hazards.

—    A recommended first aid kit list follows (employer still needs to seek a physician’s opinion).  Contact the First Aid program manager, «First_Aid», for kits and replacement supplies

A first aid kit shall contain sufficient quantities of individually sealed packages of at least the following types of items:

RECOMMENDED FIRST AID KIT CONTENTS
ITEM	NUMBER OF EMPLOYEES
	1-50	51-100	101-200
Gloves, 4-pack	1	2	2
Gauze roller bandage 1” and 2” x 10 yds	2	2	2
Gauze compress bandage 3” x 3” individually packaged	10	20	30
Adhesive bandages, assorted sizes, individually packaged	16	32	64
Adhesive tape rolls	2	2	3
Scissors, blunt-nosed	1	1	1
Tweezers	1	1	1
Packaged antiseptic, aqueous mercury preferred (mercurochrome)	1	1	1
Mild soap, capped squeeze bottle	1	1	1
Elastic bandage, 4”	1	1	1
Resuscitation mouthpiece	1	1	1
Eyewash container (sterile) and neutral sterile solution (to wash eyes)	1	1	1
Empty plastic bag for application of ice (include “chemical ice” is ice is not available)	1	1	1
ABC’s of First Aid (handout on how to construct splint)	1	1	1
Bold instructions on how to call 911	1	1	1
Telephone numbers of the Poison Information Center and the consulting health care provider (include coin if pay phone may be used)	1	1	1

Please Note:  This is not an all-inclusive list.

Written Plan

Purpose

The purpose of this plan is to provide fundamental information to enable employees to protect themselves from various hazards and provide basic emergency procedures.  Questions regarding this plan should be addressed to the Program Manager.

Elements–First Aid/CPR

NOTE: Rescue breathing and CPR should be performed ONLY by qualified personnel.

There are many situations which occur during the work/school day that could potentially require first aid, including:

1. Abdominal pain;
2. Breathing emergencies and choking;
3. Blisters and burns;
4. Cuts, scrapes, and bruises;
5. Drug-induced crisis;
6. Earache;
7. Exposure to the elements;
8. Eye injuries;
9. Head and spine injuries;
10. Heart problems;
11. Injury to muscles, bones, and joints;
12. Nose injuries;
13. Poisoning;
14. Shock;
15. Slivers;
16. Sudden illnesses;
17. Tooth problems;
18. Throat problems; and
19. Unconsciousness.

St. Mary’s Mission School will notify the parent or guardian of the student, or a designated contact of an employee, whenever there has been an accident, injury, or illness that requires either further medical attention or home rest. Typically, the first aid provider (school nurse/health aide) will make the decision to contact the above-mentioned persons.

There are some basic procedures to follow in each type of emergency situation. These procedures are designed for children and adults. Following are some basic steps to take in different emergency situations.

Procedures (in Alphabetical Order)

Abdominal Pain

Causes

Abdominal pain can be the result of a number of things like menstrual cramps, food poisoning, etc.

Care

1. Have patient rest on cot; get the history of the illness (how, when, and where illness began).
2. Take temperature.
3. Attempt to locate area of pain. Ask if pain followed an injury. If pain is due to menstruation, offer hot water bottle. DO NOT give hot water bottle for any other kind of abdominal pain.
4. Consider emotional reason for discomfort.
5. Notify guardian or other contact person if pain persists or seems severe. If in doubt, always call the guardian of a child.

Breathing Emergencies and Choking

Detection

Some signs of emergency breathing situations include:

1. Unusually slow or rapid breathing;
2. Unusually deep or shallow breaths;
3. Gasping for breath;
4. Wheezing, gurgling, or high-pitched noises;
5. Unusually moist skin;
6. Flushed, pale, or bluish appearance to skin;
7. Shortness of breath;
8. Dizziness or light-headedness; and
9. Pain in chest or tingling in hands and feet.

Care

Emergency breathing situations may include victims who are choking, hyperventilating, or unconscious. For choking victims, determine if the victim is able to cough or speak; encourage him/her to continue coughing. If object does not come up, call for emergency medical assistance. Be prepared to initiate rescue breathing and/or CPR (if trained).

Asthma Attack

1. Call 911 if attack is severe (person has feeling of suffocation, pale bluish lips, skin, or fingernails).
2. As soon as symptoms appear, have person rest in quiet area, seated with shoulders relaxed. Encourage person to slow his/her breathing down. Provide prescribed medicine or inhaler, if possible.
3. Anxiety will increase breathing difficulty; comfort and relax the person.
4. Notify parents of child’s significant asthma episode.

Blisters and Burns

Care for Blisters

1. Apply sterile non-adhesive bandage.
2. Do not puncture blisters.
3. Notify guardian to observe area if infection is noted.

Determining Severity of Burns

First Degree—reddened

Second Degree—blistered

Third Degree—white or charred

Critical burns include those burns:

1. Involving breathing difficulty;
2. Covering more than one body part;
3. To the head, neck, hands, feet, or genitals;
4. To a child or an elderly person; or
5. Resulting from chemicals, explosions, or electricity.

Care for Mild Burns

1. Do not use ointments or salves.
2. Stop the burning.
3. Immerse in cold water (not ice water) for 10 to 15 minutes or until pain subsides.
4. Cover burn with dry, clean dressings to help prevent infection; bandage loosely. Do not break any blisters or remove tissue.
5. Raise area of burn above heart, if possible.

Care for Deep or Extensive Burns

1. Treat for shock (except for facial burns).
2. Have victim lie down with legs elevated; keep him/her warm and quiet. (Facial burn—sit or prop victim up; observe continuously for breathing difficulty.)
3. Call 911.
4. Do not immerse an extensively burned area or apply ice water over it as the cold may intensify shock reaction. Apply cold pack to face, hands, or feet if necessary.
5. Cover burn with dry, clean dressings to help prevent infection; bandage loosely.
6. Don’t put ointment on burn; don’t put pressure on burn.
7. Don’t break blisters or remove pieces of cloth stuck to burn.

Care for Chemical Burns

1. Call 911.
2. For chemicals burns to the skin or eyes, flush burn with large amounts of water for 15 to 20 minutes.
3. If only one eye has been affected, flush from the nose outward to prevent contaminating the other eye.
4. Have the victim take off clothes with chemicals on them.
5. Apply sterile dressing.
6. If extensive, refer to Care for Deep or Extensive Burns.

Care for Electrical Burns

1. Never go near a victim whom you think has been injured by electricity until you are sure the power is turned off. Electrical burns are often deep and tissues beneath them may be severely damaged.
2. If there is a downed power line, wait for the fire department and/or the power school. If there are people in a car with a downed wire across it, tell them not to move and to stay in the car.
3. Check breathing and pulse if victim is unconscious. Check for possible fractures.
4. Cover an electrical burn with a dry, clean dressing, but do not cool the burn.
5. Keep victim from getting chilled.

Cuts, Scrapes, and Bruises

Explanation

These types of injuries generally damage the soft tissue of the body. This tissue includes skin, fat, and muscles.

Types of Injuries That Generally Require Stitches

The following injuries generally require stitches:

1. Bleeding from an artery or uncontrolled bleeding;
2. Wounds that show muscle or bone, involve joints, gape widely, or involve hands or feet;
3. Large or deep puncture wounds;
4. Large or deeply embedded objects;
5. Human or animal bites; and
6. Wounds that, if left unattended, could leave conspicuous scars, such as those on the face.

Care for Bruises

1. Apply direct pressure to reduce bleeding under the skin.
2. Elevate the injured area to reduce swelling.
3. Apply cold to control pain and swelling.

Internal Bleeding

Some closed wounds can be very serious and need immediate medical attention. If a victim is in severe pain or can’t move a body part without hurting, this may indicate a serious wound. While waiting for medical help, watch for signs of shock and keep the victim from getting chilled or overheated.

Care for Minor and Small Scratches

1. Wash with soap and water.
2. Apply sterile dressing as needed.
3. If the wound is a result of an animal bite, notify police. When circumstances indicate, animal should be confined and tested for rabies.

Care for a Major Open Wound

1. Have victim lie down to prevent fainting.
2. Control bleeding by placing a clean covering over the wound and applying direct pressure.
3. If you don’t think the wound involves a broken bone, elevate injured area.
4. Apply a bandage snugly over wound.
5. If bleeding cannot be controlled, call 911.
6. Apply pressure on nearby artery (pressure point).
7. Treat for shock; keep warm and quiet.
8. Wash hands immediately after providing care.

Care for a Major Wound with Minimal Bleeding

1. DO NOT use antiseptics or salves.
2. Apply Steri-strip or butterfly dressing after bleeding stops.
3. Notify guardian; advise medical care. Advise if tetanus booster is indicated.

Drug-Induced Crisis

Care

1. In all suspected cases notify school administrator.
2. If school nurse determines emergency care is unnecessary, student should be referred to the principal.
3. If emergency care is necessary, call 911 and notify guardian.
4. Check level of consciousness. If person is unconscious, call 911 for emergency medical assistance.
5. Observe for breathing difficulty or respiratory arrest; be prepared to initiate rescue breathing or CPR (if trained) if person is not breathing.
6. Check for high (greater than 120 beats per minute) or low (less than 60 beats per minute) pulse.
7. If person is vomiting or semi-conscious, provide appropriate first aid.
8. Observe for hallucinations.
9. Observe for hyperactivity, aggressiveness, and paranoid delusions.

Important Points of Emergency Care

1. Maintain an open airway.
2. If convulsions are present, DO NOT try to restrain the individual. Remove nearby objects and place a soft towel, pillow under the head. DO NOT put anything in mouth.
3. Get the person to relax physically and emotionally.
4. Develop a positive attitude with the person. If there is no physical damage, reassure the person that the drug experience will subside and they will return to a normal state.
5. Do not hesitate to contact a person in the school designated to deal with drug-induced crises.

Earache

Care

1. Take temperature.
2. If fever is present or pain is intense, call guardian and advise medical care.
3. If a foreign body is inside the ear, notify guardian and advise medical care if object cannot be removed easily.

Exposure to the Elements

Heat-related Illnesses

Heat-related illnesses include heat cramps, heat exhaustion, and heat stroke. Heat cramps are painful muscle spasms. Heat cramps are the least severe of these illnesses and should be thought of as warning signs of a possible emergency. Cramps usually occur in the legs and abdomen.

Heat exhaustion is more severe than heat cramps and signs include cool, moist, pale, or flushed skin; headache; nausea; dizziness; weakness; and exhaustion.

Heat stroke is the most uncommon but most severe heat emergency, with signs including hot, dry skin; changes in consciousness; rapid, weak pulse; and rapid, shallow breathing.

Care for Heat-related Illnesses

1. Get the victim out of the heat.
2. Loosen tight clothing.
3. Remove perspiration-soaked clothing.
4. Apply cool, wet cloths to the skin.
5. Fan the victim.
6. If the victim is conscious, give cool water.
7. Call for an ambulance if victim refuses water, vomits, or starts to lose consciousness.

Cold-related Illnesses

Cold-related illnesses include frostbite and hypothermia. Frostbite can cause the loss of fingers, hands, arms, toes, feet, and legs. Signs of frostbite include lack of feeling in the affected area and skin that appears waxy, is cold to the touch, or is discolored (flushed, white, yellow, or blue).

Care for Frostbite

1. Handle area gently; never rub affected area.
2. Warm the area gently by soaking the affected part in water, no warmer than 105º F.
3. Keep the frostbitten part in the water until it looks red and feels warm.
4. Loosely bandage the area with a dry sterile dressing.
5. If fingers or toes are frostbitten, place cotton or gauze between them.
6. Don’t break any blisters.
7. Notify guardian and refer for medical care if swelling and blisters are present.

Care for Hypothermia

1. Care for any life-threatening problems.
2. Call local emergency number.
3. Remove any wet clothing and dry the victim.
4. Warm body gradually by wrapping victim in blankets or by putting on dry clothing, and then moving him/her to a warm place.
5. Apply other sources of heat if available (chemical heat packs or hot water bottles, keeping a barrier between extra heat source and body).
6. If victim is alert, give warm liquids to drink.

To Avoid Heat or Cold Emergencies:

1. Avoid being outdoors on the hottest or coldest part of the day.
2. Change your activity level according to the temperature.
3. Take frequent breaks.
4. Dress appropriately for the environment.
5. Drink large amounts of fluids.

Eye Injuries

Care for Inflamed or Discharging Eyes

1. Exclude from school, if student, until condition is improved or until physician gives permission to return.

Care for Foreign Body Embedded in Lid or Eyeball

1. Do not attempt to remove object or to wash eye.
2. Cover affected eye(s) loosely with clean dressing; avoid pressure on the eyes.
3. Notify guardian and advise prompt medical care.
4. Keep person lying down.

Care for Foreign Body on the Eye

1. Have person blink eye several times.
2. Flush the eye with large amounts of water.
3. Attempt to remove with a moistened applicator.
4. If not removed by these methods, apply dry protective dressing.
5. Call guardian and advise prompt medical care.

Care for Injury to the eyeball (if the eyeball has been cut or injured)

1. Have the person lie down to keep fluid from running out of the eye.
2. Cover both eyes loosely with dry, sterile dressing.
3. Notify guardian and advise medical care.
4. Call 911 for assistance if severe pain is present or guardian cannot be reached.

Care for Sties in the Eye

1. If draining, send person home.
2. If sties occur frequently, suggest medical care.

Head and Spine Injuries

Detection

Some signals of head or spine injuries may include:

1. Changes in consciousness;
2. Severe pain or pressure in the head, neck, or back;
3. Tingling or loss of sensation in the hands, fingers, feet, and toes;
4. Partial or complete loss of movement of any body part;
5. Unusual bumps or depressions on the head or over the spine;
6. Blood or other fluids in the ears or nose;
7. Heavy external bleeding of the head, neck, or back;
8. Seizures;
9. Impaired breathing or vision resultant of injury;
10. Nausea or vomiting;
11. Persistent headache;
12. Loss of balance; and
13. Bruising of the head, especially around the eyes and behind the ears.

Care for Spine Injuries

1. Call 911.
2. Minimize movement of head and spine.
3. Maintain an open airway.
4. Check consciousness and breathing.
5. Control any external bleeding.
6. Keep the victim from getting chilled or overheated.

Care for Headaches

1. Take temperature.
2. If there is history of recent head injury, call guardian.
3. Instruct person to rest on cot; apply cold pack if comforting.
4. If headache persists or if attacks occur frequently, advise medical care.
5. DO NOT give aspirin or any other medication.

Care for Head Injuries–Minor

1. Have person rest on cot for 30 minutes or longer.
2. Apply cold pack to area.
3. If no symptoms of nausea, vomiting, dizziness, unequal pupils, or blurred vision, person may return to normal activities.
4. In the case of a child, notify guardian of all head injuries regardless of how minor they may seem.

Care for Head Injuries–Severe or Unconsciousness

1. Call 911.
2. Do not move person; minimize movement of head and spine.
3. Maintain an open airway.
4. Check consciousness and breathing.
5. Apply cold pack to injured area and control any external bleeding.
6. Treat for shock.

Heart Problems

Detection and General Care

The signals of potential heart problems include pain or discomfort in the chest that does not go away (ranging from discomfort to an unbearable crushing sensation), difficulty in breathing, pale skin, and/or sweaty face. Any chest pain that is severe, lasts longer than 10 minutes, or persists even during rest requires medical care at once.

When a victim shows signs of a possible heart attack, the victim should be told to sit down. Try to determine what problems the victim is having. Some victims will have medication and you can assist the person by getting the medicine. It is important to be calm and reassuring to the victim. If the victim is conscious, loosen tight clothing, keep the person quiet (do not allow them to walk), and do not give them liquids.

When the heart stops beating or beats too poorly to circulate blood properly, it is called cardiac arrest. A person in cardiac arrest is unconscious, not breathing, and has no pulse. When this happens, the victim needs cardiopulmonary resuscitation (CPR) immediately. This includes rescue breathing and chest compressions.

Care When the Heart Stops Beating and Breathing and Pulse are Non-Existent

1. Send a responsible person to get the school nurse or other CPR-qualified person.
2. Send responsible person to call 911 – give operator exact location of injured person.

Injuries to Muscles, Bones and Joints

Detection and General Classification

The four basic types of injuries to muscles, bones and joints are:

1. Fractures,
2. Dislocation,
3. Strains, and
4. Sprains.

Signs of these types of injuries may include pain, swollen, red, or bruised skin. The area may be twisted or bent strangely. There may be abnormal lumps, ridges, or hollows. The victim may hear a snap or pop or grating bones. Hands and fingers or feet and toes may feel numb or tingly.

Care for Injuries to Muscles, Bones, and Joints

1. Treat for shock.
2. Call 911 for emergency medical assistance if the victim’s head, neck, or back is injured; if the victim has any problem breathing; or if the victim is unable to move or use injured part without pain.
3. Check for life-threatening conditions first.
4. Make victim more comfortable, possibly supporting injured area with a pillow.
5. If moving or transporting victim, immobilize injured part with a splint if possible.
6. Apply ice and raise injured part.
7. Make no attempt to reduce dislocation.

Care for Sprains and Strains

1. For a strained or sprained back, apply cold periodically to injury for 72 hours.
2. For sprains or strains (other than the back) elevate injured area and apply cold pack.
3. Next, apply heat (this will help speed up chemical reactions needed to repair tissue).
4. Apply elastic bandage for support if desired.

Nose Injuries

Care for Nosebleeds

1. Seat person erect with head slightly forward. If person must recline, elevate head and shoulders.
2. Instruct person to press firmly on middle partition of bleeding nostril(s).
3. If bleeding persists (more than 15 minutes), call guardian and advise medical care.
4. Instruct person not to blow nose or resume vigorous activity immediately.

Care for foreign body in the nose

1. Call guardian and advise medical care if object cannot be removed easily.

Poisoning

Causes

Poisoning can be caused by many items, including foods, alcohol, medications, cleaning products, pesticides, plants, toxic fumes, fertilizers, insects, spiders, ticks, some marine life, snakes, and other animals.

There are four ways in which poisons may enter the body:

1. Ingestion,
2. Inhalation,
3. Injection, and
4. Absorption.

Detection

Some signs of poisoning may include:

1. Nausea,
2. Vomiting,
3. Diarrhea,
4. Chest or abdominal pain,
5. Breathing difficulty,
6. Sweating,
7. Seizures, or
8. Burns around the lips or tongue or on skin.

Care when you suspect someone has swallowed a poison

1. Call your Poison Control Center or local emergency number.
2. Try to find out what type of poison it was.
3. Try to find out how much was taken.
4. Try to find out when it was taken.
5. Check the scene to make sure it is safe to approach and to gather clues about what happened.
6. Remove the victim from the source of the poison if necessary.
7. Check the victim’s level of consciousness, breathing, and pulse.
8. Care for any life-threatening conditions.
9. If the victim is conscious, ask questions to get more information.
10. Look for any containers and take them with you to the telephone.

Care for Insect Bites and Stings

Serious collapse can occur within just five minutes; be prepared.

1. Check health records to determine if individual is allergic or sensitive.
2. Remove stinger by scraping it away with your fingernail or a credit card or use tweezers.
3. Wash the site with soap and water.
4. Cover to keep clean.
5. Apply a cold pack to the area.
6. If allergic symptoms develop, call 911 and guardian.

Care for Food Poisoning, Reactions, or Allergies

Food reactions and allergies usually occur within one hour of eating, and the most common reactions will be respiratory difficulty or hives.

1. Notify guardian and recommend immediate medical attention.
2. If unable to reach guardian, contact family physician.
3. If severe allergic reaction, call 911—this could be a life-threatening situation.

Care for Poison Ivy or Poison Oak

1. After immediate contact, wash area gently with soap and water.
2. If weeping or broken skin areas are present, call guardian and advise medical care.

Recognizing Lyme’s Disease

Lyme’s disease is commonly carried by the deer tick, and the risk of contracting the disease is greatest between May and late August. Signs of an infection may appear a few days or weeks after a tick bite. It starts as a rash at the small red area at the site of the bite. It may spread up to 7 inches across. Sometimes the appearance may be like a bulls-eye.  In dark-skinned people, the area may look black and blue like a bruise. Other signs include fever, headache, weakness, and joint and muscle pain similar to the pain of flu. In advanced stages, it may cause arthritis, numbness, memory loss, problems in seeing or hearing, high fever and stiff neck.

Care for Ticks

1. Do not try to burn off a tick or remove it by applying Vaseline or nail polish.
2. Do not prick it with a pin.

Shock

Detection

Signs of shock include:

1. Restlessness or irritability;
2. Altered consciousness;
3. Pale, cool moist skin;
4. Rapid breathing;
5. Rapid pulse;
6. Low and falling blood pressure; and
7. Dilated pupils.

Care

1. Treat any severely injured person for shock.
2. Call 911.
3. Have the victim lie down; this may help minimize pain.
4. Control any external bleeding.
5. Help victim maintain normal body temperature.
6. Try to reassure the victim.
7. Elevate legs about 12 inches unless you suspect head, neck, or back injuries, or possible broken bones involving hip or legs. If you are unsure, leave victim lying flat.
8. Do not give victim anything to eat or drink.

Slivers

Care

1. Do not attempt to remove if deeply embedded; refer to physician.
2. Treat as a puncture wound.
3. Wash area with soap and water.
4. Remove sliver if near the surface of the skin.
5. Notify guardian if necessary.

Sudden Illnesses

Detection

Although there are many types of sudden illnesses, they often have similar signals.  Some of these signs include:

1. Feeling light-headed, dizzy, confused, or weak;
2. Changes in skin color (pale or flushed skin) and sweating;
3. Nausea or vomiting; and
4. Diarrhea.

Some sudden illnesses may also include:

1. Changes in consciousness,
2. Seizure,
3. Paralysis or inability to move,
4. Slurred speech,
5. Difficulty seeing,
6. Severe headache,
7. Breathing difficulty, and
8. Persistent pressure or pain.

Care

1. Help the victim rest comfortably.
2. Keep victim from getting chilled or overheated.
3. Reassure the victim.
4. Watch for changes in consciousness and breathing.
5. Do not give anything to eat or drink unless victim is fully conscious.
6. Obtain history of illness (what, when, and where).
7. Take temperature. If the temperature is 100º F or more, make arrangements for the victim to get home or to a medical facility.

NOTE:  Maximum stay in the health office is one hour unless home contact cannot be made, and no child shall be sent home to be alone unless the legal guardian assumes full responsibility.

Care for Vomiting

1. Place the victim on his/her side and isolate person.
2. Exclude them from school.
3. Advise medical care if symptoms persist.

Care for Fainting

1. Position him/her on the back and elevate the legs 8 to 10 inches if you do not suspect a head or back injury.
2. Loosen clothing, provide fresh air, and keep person quiet.
3. Be prepared for vomiting; turn head to the side.
4. If the person does not feel better within the hour, call guardian.

NOTE:  If a person feels faint, have him/her sit and lower head between the knees.

Care for a Diabetic Emergency

Every person with diabetes should be known to nurse, or health service aid, and teacher so that emergency treatment can be carried out.

1. Check health service for specific treatment of individual.
2. Give the victim some form of sugar i.e., two large sugar cubes, half a cup of fruit juice, or half a can of pop (NOT diet).
3. The person should improve within 10 minutes; give the person additional food and allow them to resume normal activities.
4. Notify guardian after any insulin reaction.
5. If person does not improve, call guardian or physician.
6. Call 911 if person is losing consciousness or convulsing.

Care for a Seizure

1. Do not hold or restrain the person or place anything between the victim’s teeth.
2. Remove any nearby objects that might cause injury.
3. Cushion the victim’s head using folded clothing or a small pillow.
4. Remove glasses and loosen any tight clothing.
5. Call 911 if:
6. The person does not start breathing after the seizure; begin rescue breathing or CPR (if trained);
7. The person has repeated seizures; or
8. The person is injured during the seizure.
9. After the seizure:
10. Turn the person to one side to allow saliva to drain from mouth;
11. Permit person to rest or sleep in health office if drowsy; and
12. Notify guardian of each seizure and advise medical care when indicated.

Tooth Problems

Care for Toothache

1. Rinse mouth with warm water.
2. Notify guardian and advise dental care.

Care for an Abscess

1. Notify guardian and advise dental care.

Care for a Chip or Fracture

1. Save chipped part of tooth and put in water in small container.
2. Notify guardian and advise dental care; send portion of tooth with person.

Throat Problems

Care for a Sore Throat

1. Take temperature.
2. Notify guardian and exclude from school if temperature is elevated.
3. Advise medical care if sore throat persists.

Unconsciousness

Causes

Unconsciousness can be the result of asphyxia, deep shock, poisoning, head injury, heat stroke, heart attack, stroke, epilepsy, and chemical intoxication.

Care for Unconsciousness

1. If breathing and pulse are present, treat for shock and call 911.
2. If breathing and/or pulse are absent, proceed with either rescue breathing or CPR (if trained).
3. CPR requires special training. If you have not had this training, immediately seek the assistance of someone who has been trained.

Lynd AED Plan

Lynd AED Plan 2020-21