Starter Guide for School Leaders

The following is a set of recommended questions school leaders should discuss before launching air filters and sensors in their schools:

What are the main goals? (health protection, absenteeism reduction, learning gains, transparency, community trust)
Who are the stakeholders? (facilities, teachers, health officials, parent/community groups)
What metrics define success? (e.g., CO₂ < 800 ppm, PM₂.₅ < 5 µg/m³, ACH ≥ 5, absenteeism reduction)
How will data and impact be communicated to the school community, board, and public?

What specific air quality problems are we solving? (COVID, wildfire smoke, allergens, general IAQ)
Which schools and spaces have the greatest need? (poorly ventilated buildings, high-occupancy areas, vulnerable populations, etc.)
What do our current HVAC systems provide, and where are its limitations?
How are schools prioritized? (high absenteeism, poor ventilation, high asthma burden)
Have all spaces been inventoried and mapped for airflow needs?

What pollutants do we need to monitor? (CO₂, PM₂.₅, PM₁₀, temperature, humidity, TVOCs, CO)
Are sensors independently validated or calibrated against reference instruments?
How frequently do they log data? (1-minute, 5-minute intervals)
Can monitors integrate with building management systems or dashboards?
What maintenance (calibration, cleaning, replacement) is required? Who performs it?
What are the upfront and annual costs?

What CADR is needed to achieve adequate air changes per hour (eACH) in different classrooms and schools?
Are units quiet enough for classrooms? (<45 dB on effective setting)
Do they use MERV-13 filters? Do they use true HEPA (H13+) filtration? What about activated carbon for VOCs?
Are units certified by AHAM or similar organizations?
Are they UL/ETL listed?
Do they emit ozone or other harmful byproducts?
What is the expected lifespan under daily classroom use?

Can they be turned off / down or are their settings fixed?
Are they floor, wall, or ceiling mounted?
What are the ongoing filter replacement costs, schedules, and availability?
What is the energy efficiency and power draw of devices?
How will placement be determined to optimize airflow and avoid short-circuiting?
How do these devices complement (not replace) existing HVAC/ventilation systems?
Do we have adequate electrical capacity in targeted rooms?

Are we aligning with ASHRAE 241, ASHRAE 62.1, CDC guidelines, or state health standards?
Is our state funded in part on attendance? Could improved air quality reduce absenteeism and increase funding?
How will we procure devices? (central purchase, school-level, or hybrid; pre-approved vendors/contracts)
What's the 5 and 10 year total cost of ownership, including filters, sensors, energy, and staff time?
What are warranty and support terms for service, repairs, or replacements?
What's the sustainability plan beyond initial funding? (filter replacement, recalibration, upgrades)

What is the deployment plan for distributing, tracking, and maintaining units/monitors?
Who will be trained on setup, maintenance, and troubleshooting?
Who will be responsible for interpreting data and taking action?
What are response protocols when readings exceed thresholds?
How will data inform ventilation improvements or cleaning schedules?
Who is responsible for filter replacement? On what schedule?

Who needs to be involved from the start? (facilities, teachers, nurses, principals, union representatives, IT for data systems)
What is the sequence for engagement? (e.g., leadership → facilities → teachers → parents → students)
How will we secure buy-in from teachers and staff who will use the equipment daily?
Have we consulted with custodial/maintenance staff who will handle upkeep?
What concerns or objections might different stakeholders have, and how will we address them?
How will we involve teachers in placement decisions and response protocols?
Do building principals and site leaders understand their role in implementation and communication?

How will improvements be communicated to parents, staff, and students?
Will data be made public? How will it be contextualized for non-experts?
How will we explain what the numbers mean and what actions are being taken?
What channels will we use? (website, newsletters, social media, community meetings, parent portals)
How will we build trust, especially in communities skeptical of district initiatives?

What's the crisis communication plan if data show unsafe levels or devices malfunction?
How will we communicate when corrective actions are taken based on monitor readings?
Who is the spokesperson for air quality issues?
How will we provide regular updates on program success and challenges?
What feedback mechanisms will allow ongoing input from teachers, parents, and students?

How will the district evaluate health, attendance, and performance changes over time?
How will we partner with academics to assist with rollout design, evaluation, and data analysis?
What baseline data (absenteeism rates, air quality measurements, health incidents) will we collect before implementation to enable rigorous comparison?
How will we disaggregate outcomes by school, grade level, or demographic group to identify which populations benefit most and ensure equitable impact?
What process will we establish for soliciting and incorporating feedback from teachers, students, and families to continuously refine the program based on user experience?
How often will technology, placement, and protocols be reviewed and updated?