Part 1: Completing the Checklists

EQUIPMENT NEEDED: A tape measure and polarity tester (outlet tester) may be necessary to complete some of the checklists.

Having a colleague or safety committee perform the inspection with you may be helpful. An objective outsider may be better at identifying some hazards.

• Read the guidelines at the beginning of each checklist.
• Complete the Optional Information Box at the top of the checklist.
• Read each question and ask the following:
  • Do I understand the question? (If not, try to find a person who might be able to help you interpret the question. Or look in Appendix A (Resource Agencies and Organizations) for the appropriate regulatory agency to call.)
  • Is the question applicable to my situation?
  • What hazard does the question address?
  • Do I have the knowledge to determine whether the situation or equipment is safe?
  • What can I do to check whether the situation or equipment is safe?
  • If the regulation requires that students or others have certain knowledge, can I document that knowledge (e.g., through testing, simulation, etc.)?
• For each question, do the following:
  • When terms are in bold type, read the definitions at the end of the checklist.
  • Pretend you are new to the area or situation.
  • Avoid assuming something is true without verification.
  • Look at each situation or piece of equipment.
  • Simulate any intended action (e.g., go through the steps you would take to turn the equipment on and off).
  • Always relate the situation or equipment to the hazard.
• Circle the appropriate answer.
  • Y = Yes (indicates potential compliance)
  • N = No (indicates potential noncompliance)
  • N/A = Not applicable
  • ?? = Don’t know
• As appropriate, make notes in the Comments/Corrective action section at the bottom of each checklist page.

Part 2: After Completing the Checklists

If you answered “yes” to a question, you are probably in compliance with the regulation at this time. Realize, however, that conditions are subject to change and regulations are subject to interpretation.

If you answered “not applicable” to any questions, verify this with a colleague.

If you answered “don’t know” to one or more questions, seek advice from someone who can help you. If no one at your school knows the answer, contact someone from one of the organizations listed in Appendix A: Resource Agencies and Organizations.

If you answered “no” to a question, confirm any identified problem with an expert (see Appendix A: Resource Agencies and Organizations for information). A “no” does not mean an automatic violation. If you know how to fix the problem, write your recommendations in the space at the bottom of each checklist (use additional paper if necessary). Then bring your recommendations to the attention of the person or committee in charge of remediating problems in your school.

KEEP COPIES OF EVERY CHECKLIST THAT YOU COMPLETE!

Below are some of the most commonly asked questions that were raised by participants during the development of the checklists.

Q: Are the checklists mandatory? Why should I use them?
A: Completion of the checklists is not mandatory. However, they are recommended as one tool that can greatly increase your ability to maintain a classroom that is safe for you and your students and help ensure compliance with applicable regulations.

Q: How much time will it take to complete these checklists?
A: That will vary with the each shop, classroom, or lab. The number of relevant checklists will range from 5 to 40, depending on the hazards associated with your program. You may want to dedicate 15-30 minutes a week to working on the checklists over the course of several weeks, a month, or a school year.

Q: Do I need to answer “yes” to every question on all the checklists that apply to my program? Are there some questions or regulations that are more important than others? How do I know which ones?
A: The answer is not easy. Each regulating agency will tell you that all issues are important or they wouldn’t be regulated. Establishing priorities depends on the judgement of the school or district and will be based on the following considerations: (1) protecting the environment and the safety and health of staff and students; (2) protecting against fines and violations; and (3) “political” priorities or “hot issues.” However, the law takes precedence over any decisions made by the school.

Q: Will I be held liable if violations are found?
A: If you have made appropriate attempts to address the problem in your classroom, your liability will be minimized. These attempts normally include sending a copy of the checklist with recommendations or questions to the appropriate people in your school or district; taking actions needed to protect the safety and health of students, staff, and the environment; and documenting in writing all actions taken.

Q: What if a violation is too expensive to fix? Will my program be threatened?
A: Unfortunately, this may be a valid concern for some teachers. When you present your safety and health concerns to administration, try to get help from others (e.g., colleagues, teachers’ union, State department of education). They may be able to help you make a strong case for the continuation of your program and the importance of supporting safety and health issues in the school. Money spent on safety and health will help prevent occupational illnesses and injuries and save money in possible law suits down the road. In addition, inexpensive solutions or lenient time tables may be available for remediation that can be worked out between the school and the regulating agency.

Date:

Dear __________________________:

Our school’s Checklist Program has identified the following hazardous condition:

Hazard:

Potential effects if not abated:

In violation of regulation (name, number, title):

Recommended action:

Recommended time frame for completion:

Estimated cost:

Sincerely,
Safety and Health Coordinator
cc: Board of Education, Superintendent, Principal, Supervisor

Date: _______

Dear Career-Technical Education Teacher:

Enclosed is your first packet of checklists as we discussed at the (date) staff meeting. Also enclosed are directions, a list of abbreviations, and a question and answer sheet about the checklists. All career-technical educators in our district are being asked to complete them.

Please be sure to answer all of the questions so that I will know that you did not inadvertently overlook some of them. Use the N/A (not applicable) category for questions that don’t apply to your situation.

After I receive your completed checklists, I will set up a meeting with you to discuss them. I’ll be especially interested in hearing your suggestions and ideas for correcting any problems that you might identify.

The checklists were prepared by the National Institute for Occupational Safety and Health. Their purpose is to help our district protect teachers and students from occupational safety and health hazards and to maintain compliance with safety, health, and environmental regulations that potentially apply to career-technical education.

Please call me if you have any questions. Thanks for doing your part to help make (name of school district) a safe and healthful learning environment.

Sincerely,
Safety and Health Coordinator