BP 2.1 Drinking Water Safety: District/School monitors drinking water quality and prevents water contaminants.

About

Safe drinking water at school means more than clean taps — it’s about preventing exposure to contaminants (especially lead) that can harm children’s health and learning. Minnesota requires schools to have a testing plan and to document and address problems found in building plumbing (see Minn. Stat. §121A.335). The Minnesota Department of Health offers practical guidance, training, and support to help schools test, interpret results, and communicate with families and staff. The U.S. EPA’s 3Ts framework (Train, Test, Take Action) is a straightforward approach schools can use to organize sampling, fix problems, and keep water safe between tests (Minn. Dept. of Health; Minn. Stat. §121A.335; U.S. EPA 3Ts).

Vision and Benefits

Imagine a district where every building has a short, easy‑to‑find water‑safety plan, routine testing is part of the calendar, and any problem fixture is fixed or taken out of service quickly. Staff know who to contact, families get clear, timely results, and routine practices (like flushing after long breaks) are part of the care routine. That’s the kind of everyday, practical system the MDH guidance and the EPA 3Ts help schools build — one that protects students and gives the whole community confidence in school water. 

Implementing systematic testing, remediation, and routine water management yields measurable health, trust, and operational benefits. These include reduced risk of childhood lead exposure and its long‑term learning impacts; improved community confidence through transparent reporting; lower liability and clearer capital‑planning for fixture replacement; and eligibility for state funding or technical assistance . Routine practices also protect against other contaminants and support broader sustainability and wellness goals, aligning with Minnesota’s commitment to safe, healthy learning environments.

Implement Best Practice Actions in a Project

• Select Best Practice Actions (BPAs) to work on and complete. 

• Review the list of actions that can be taken to shift your district or school toward Drinking Water Safety. Start by documenting the practices already being done at the school. Choose the practices that best fit the school's opportunities and other considerations.

A. Assessment and Planning Actions 

Creating a management plan will help you stay organized, set informed goals, and prioritize objectives. Management plans offer numerous benefits, including increased efficiency and productivity by providing schools with the tools to manage funds and resources effectively, define evaluation criteria, and develop contingency plans. Trust us, you won’t regret it! 

A.1 Conduct Baseline Assessment 

• Conduct a baseline assessment of current drinking‑water fixtures, sampling history, and any past remediation actions (establish a clear starting point)

A.2 Establish Management Team 

• Allocate time and responsibilities to a person or team to regularly maintain data, management systems, and records.

A.3 Create a simple water‑safety management plan 

• Document roles, testing frequency, remediation thresholds, and communication steps. Management plans help set goals and prioritize resources. 

A.4 Sampling Decision Tree 

• Adopt a simple flowchart for responses to failing results (label/shut off, remediate, retest, replace) so actions are consistent and documented.

A.5 Record and Document Archive 

• Keep a central, easy‑to‑access folder (digital or paper) of test results, remediation invoices, and communications for transparency and future reporting.

B. Overall Performance and Impact Actions

B.1 Establish a Performance Monitoring Practice with Baseline

• Looking at performance metrics for this best practice that are used at the school and other potential metrics, establish a baseline reference year and a regular practice (at least yearly) to monitor the performance of this best practice.

Performance Metrics to Consider:

• Percent Fixtures Tested — Track the share of inventoried outlets sampled this year; use this to ensure full coverage.

• Fixtures Below Action Level — Monitor the percentage of tested fixtures that meet the state action threshold to measure improvement over time.

• Time to Remediation — Measure average days from a failing result to corrective action to ensure timely fixes.

• Fixtures Replaced or Remediated — Count replacements/remediations per year to show capital progress and budget needs.

• Communication Timeliness — Track how quickly families and staff are notified after results (e.g., within X days) to maintain trust.

• Annual Performance Review — Compare metrics to baseline and set simple targets (e.g., test 100% of fixtures; reduce failing fixtures by 50% in two years) and record qualitative impacts for project stories.

B.2 Track and Improve Performance

• Using the established baseline and performance monitoring practices, track performance improvements over time relative to baseline use. Where possible, identify the relationship between actions and overall impact improvements. 

B.3 Complete Performance Planning 

• Conduct an analysis of current performance and impacts, and set a strategic plan to transition the school over time toward bold goals for ideal performance. Identify the direct and indirect impacts, considering environmental, cost, health, and educational benefits.

B.4  Implement Vision Backcasting

• Gather the green team and representatives from staff, students, the community, and resource organizations to imagine how improved drinking water safety could help us reach our fully sustainable vision for the district and its schools. Make this scenario engaging with sketches or models. Engage youth. 

C. Immediate Interim Controls Actions

Immediate interim controls are short, decisive actions your school takes the moment a drinking‑water sample fails. These steps protect students and staff while longer repairs are planned. The MDH Model Plan and guidance outline these actions as part of the required response sequence for schools: Model Plan to Test for Lead in Early Care and Education Settings - MN Dept. of Health 

C.1 Label or shut off the fixture

• Put a clear, durable sign on the fixture and, if necessary, turn it off or remove the handle to prevent use. 

C.2 Provide an immediate safe water source 

• Supply bottled water or a verified hydration station for drinking and food prep until the fixture is cleared. 

  • See: Lead in Drinking Water Training and Resources

C.3 Post plain‑language notices 

• Use short notices near the fixture and send a brief message to families and staff explaining the action and next steps; MDH offers communication templates to adapt. 

C.4 Isolate and document 

• Record fixture ID, sample result, date, and interim control taken in your central records so follow‑up can be tracked. 

Short‑term technical controls to reduce exposure:

C.5 Flush and clean

• If MDH/EPA guidance allows, flush the fixture and clean aerators as an interim measure before retesting. Document the action and who performed it 

C.6 Provide alternate plumbing

• For kitchens or high‑use areas, route water from a verified safe source or use temporary bottled water until remediation is complete. 

Communication and timelines 

C.7 Notify families and staff promptly 

• Use the MDH templates and aim to notify within days of receiving results; include what was done, what’s next, and who to contact: https://www.health.state.mn.us/communities/environment/water/docs/toolkitccare.pdf

C.8 Plan retest and remediation quickly 

• Follow the Model Plan’s retest timing and remediation steps so the fixture is cleared or replaced per state guidance: Lead in Drinking Water Training and Resources 

D. Remediate or Replace Fixtures Actions

When a fixture tests above action levels, remediation removes the source of exposure and restores safe water for students and staff. Follow a clear, documented sequence so actions are timely, effective, and easy to explain to families and decision‑makers.

D.1 Prioritize fixtures for action

• Start with fixtures that failed sampling, serve young children or food prep areas, or are heavily used.

D.2 Document the failure and immediate controls

• Record fixture ID, sample result, sample date, lab name, and any interim control taken (label, shut off, alternate water). Keep a photo or scan of the posted notice.

D.3 Choose lead‑safe materials and contractors

• Specify fixtures and parts certified for potable water (lead‑free components) and request contractor references and proof of insurance. Ask for product specs and warranties.

D.4 Evaluate remediation options/process

• For each fixture, consider (a) cleaning aerators and flushing, (b) replacing aerators or cartridges, (c) repairing plumbing (valves, connectors), or (d) full fixture replacement. Get at least one written estimate for repairs/replacement.

• Schedule work to minimize disruption: Plan repairs/replacements during low‑use times (weekends, breaks) and coordinate with custodial and food‑service schedules. Provide temporary water sources for affected areas.

• Verify the fix with retesting: After remediation, collect follow‑up samples per MDH/EPA guidance and confirm results are below action levels before returning fixtures to normal use. Record lab reports and retest dates.

• Update inventory, budget, and capital plan: Mark the fixture as remediated in your inventory, log costs and warranties, and add replacements to multi‑year capital planning if multiple fixtures need upgrades. 

E. Staff and Green Team Training Actions

Training should give each person the exact, practical skills they need to keep school water safe—no jargon, just clear steps for sampling oversight, interim controls, routine flushing, record-keeping, and family communication. The Minnesota Department of Health offers educator training and resources that you can adapt for short, role‑specific sessions and job aids.

E.1 Set clear goals and match training to roles

• What to teach: sampling oversight and lab basics for facilities; flushing, labeling, and logging for custodial staff; inventory, metrics, and communications for Green Team leads; a short awareness briefing for teachers and front‑office staff. 

  • Why: Role-specific training keeps sessions short and actionable so staff can use what they learn right away. MDH highlights educator training and curriculum supports that can be adapted to these audiences 

E.2 Build short, practical modules and materials

• Formats: 20–45 minute live sessions (or recorded versions), plus one‑page job aids and quick reference cards for custodial closets and the facilities office.

• Core materials to include: step‑by‑step flushing checklists, interim control procedures (label/shut off), a simple sample‑chain checklist, and a one‑page family notification template. MDH provides sample curricula and teacher institute materials you can adapt into these short modules.

E.3 Hands‑on practice and a short drill

• Walk the building with trainees to match fixture IDs to the inventory, run a timed flushing drill, and simulate receiving a failing result (labeling, posting a notice, and sending the family template).

  • Why: practice reduces hesitation during a real event and helps staff internalize where records are kept and who to call. MDH’s sample collection procedures and training resources are useful references for these exercises

E.4 Schedule, track, and refresh training

• Onboarding: require new custodial and facilities hires to complete the recorded modules and sign a one‑page job aid.

• Refreshers: brief annual refreshers and after any remediation project or policy change.

• Tracking: keep a simple training log (name, role, module, date) as part of your water‑safety records. MDH lists training opportunities and institute programs that can be used for refreshers or deeper staff development.

• Quick checks: supervisors observe one flushing event or interim control action and sign off; use a 3‑question quiz or checklist after training to confirm understanding

• Feedback loop: collect trainee feedback and update job aids if steps are unclear in practice. MDH resources and sample curricula can help you refine content over time.

F. Student Engagement Opportunities BPAs

Engaging students turns drinking‑water safety into hands‑on learning and community building. Students can support nontechnical tasks (mapping, signage, data tracking, outreach) while learning about public health, science, and civic responsibility. Keep roles safe, age‑appropriate, and clearly supervised.

F.1 Set clear goals and match training to roles

• List tasks students can safely do by age group (elementary: signage design, poster campaigns; middle: fixture mapping, simple data entry; high school: data visualization, outreach, project stories).

  • How to: Create a short role sheet for each grade band describing the task, time commitment, and supervision required.

  • Why: Clear role definitions protect students from technical work and maximize learning value. 

F.2 Turn inventory and testing into learning projects 

• Use the fixture inventory as a class project: students map outlets, note locations and uses, and help maintain the inventory spreadsheet.

  • How to: Pair students with a staff mentor for a supervised building walk; provide a simple checklist and a tablet or paper form to record fixture IDs.

  • Why: Mapping builds spatial‑thinking and data skills and gives students a concrete stake in school health.

F.3 Student‑led communication and signage

• Have students design plain‑language signs, posters, and social posts that explain interim controls, flushing routines, or “why we test” in kid‑friendly language.

  • How to: Run a short design sprint (one class period) and post approved signs near fixtures or on school bulletin boards; share digital versions with families. 

  • Why: Student‑created materials increase peer awareness and make messages more relatable to families.

F.4 Safety, supervision, and boundaries

• Explicitly prohibit student involvement in sampling, plumbing, or any technical remediation. Always require adult supervision and written parental permission for off‑site or public outreach. 

  • How to: Add a short safety checklist to every student activity plan and require staff sign‑off before public release of materials. 

  • Why: Protects student safety and ensures compliance with health and legal requirements. 

Ideas for Green Teams:

F.5 Data projects and storytelling**

• Older students can analyze metrics (percentage of fixtures tested, time to remediation) and create charts, dashboards, or short project stories that describe actions and outcomes.

  • How to: Offer a semester project or club activity where students present findings to the Green Team or at a school assembly. 

  • Why: This builds STEM and communication skills and produces materials the school can use for reporting and grant requests. 

• Students can help prepare family notices, translate materials (with adult review), or create short videos explaining what the school did and why.

  • How to: Supervise translations and approvals; use student videos in newsletters or on the school website. 

  • Why: Peer‑created outreach can increase trust and reach families in multiple languages. 

Online Resources:

• See links in text above for resources relevant to specific actions, also see resources consulted or cited for sources.