Ontario School Plant Manager Fall/Winter 2015

PUBLICATION MAIL AGREEMENT #40934510 Publications mail agreement #40934510

Fall/Winter 2015

The Province Continues the Drive to Replace and Renew School Facilities

Taking Care of Carestaff and the Environment

Designing to a Construction Budget without Sacrificing Features

Minimize the Impact of Winter Salt with Proper Training

Optimizing Energy Savings at Durham District School Board

is published by DEL Communications Inc. Suite 300, 6 Roslyn Road Winnipeg, Manitoba, Canada R3L 0G5 www.delcommunications.com President & CEO David Langstaff Publisher Jason Stefanik Editor Lyndon McLean lyndon@delcommunications.com Advertising Sales Manager Dayna Oulion Advertising Account Executives Gary Barrington Robert Bartmanovich Jennifer Hebert Anthony Romeo Production services provided by: S.G. Bennett Marketing Services www.sgbennett.com Art Director Kathy Cable Layout & Design Sheri Kidd Advertising Art Joel Gunter Dana Jensen © Copyright 2015, DEL Communications Inc. All rights reserved. The contents of this pub­lica­tion may not be reproduced by any means, in whole or in part, without prior written consent of the publisher.

While every effort has been made to ensure the accuracy of the information contained herein and the reliability of the source, the publisher­in no way guarantees nor warrants the information and is not responsible for errors, omissions or statements made by advertisers. Opinions and recommendations made by contributors or advertisers are not necessarily those of the publisher, its directors, officers or employees.

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Table of Contents Editor’s Message ............................................................................... 4 Keeping Skilled Staff .......................................................................... 6 Big Investments Mean Big Payoffs: The Drive Continues To Replace and Renew School Facilities ........................................... 8 Designing to a Construction Budget without Sacrificing Features ..........................................................................11 Roof Maintenance Begins With Inspections .................................... 16 Change is Coming so be Prepared with Smart About Salt Training ............................................................... 17 Taking Care of Carestaff and the Environment.............................. 20 Improving Education with Indoor Environmental Quality .................................................................... 22 Positive Energy: Optimizing Energy Savings at Durham District School Board ..................................................... 24 Simcoe County District School Board Renews Technological Education Facilities .................................................. 27 The Benefits of Natural Grass .......................................................... 29 The Cost of Compliance .................................................................. 30

Index to Advertisers Affordable Buildings.................................18

NR Murphy.................................................21

Carma Industries Inc................................25

Poly Mor Canada........................................4

Dafco Filtration Group..............................10

Reliable Controls Corporation..............IBC

Emptage & Associates.........................OBC

System Air..................................................15

Greenhorizons Sod Farms.......................28

Viessman....................................................19

Hoskin.........................................................26

Yorkland Controls Ltd..............................13

Karcher Professional Wash Systems......26

Yow Canada Inc......................................IFC

Molok North America Ltd..........................5

Zurn Industries Limited..............................7

Cover image courtesy of Greenhorizons Sod Farms.

PRINTED IN CANADA 12/2015

Ontario School Plant Manager | Fall/Winter 2015

3

Editor’s Message Smooth seas do not make skilful sailors.

- African Proverb

F

rom construction planning to site maintenance to dealing with daily school matters, facilities managers are an integral part of a school’s ongoing processes. Along the way, they face numerous challenges as they keep things moving, in working order, and look ahead to see what’s coming, things others may not see. Facilities managers are there, for their students, schools, and communities at every stage, from beginning to end.

In this issue of Ontario School Plant Manager we look at facilities from beginning to end – from designing construction budgets to roof maintenance, from recommissioning to renewing technology, from improving air quality inside to making sure the outside is safe in all conditions. We also take a look at some new school projects in the province and include a view on keeping skilled staff, staff who are properly trained and prepared to take on the challenges of the job.

Our goal with the publication you’re reading is to inform and perhaps enlighten. To that end, we welcome your feedback and ideas to make future editions better, from beginning to end.

Lyndon McLean

lyndon@delcommunications.com

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Keeping Skilled Staff

W

ith so many facility management people retiring

these days, and a number of former facility managers being asked to come back, I just had to cover this topic once again.

I am aware of a number of openings coming up and there is a fear that there are not enough

We looked at training as an example; when a tradesperson is hired to work in a school district facilities environment, they come (usually) with minimal experience, except in their respective trade. We end up providing training on quite a regular basis to allow the incumbent to learn how to deal with security systems, or install phone systems, P/A systems, maintain wet and dry fire sprinkler systems, deal with cross-connection health issues, and more. This comes all at a cost to the district but allows the individual to expand their knowledge and put the newfound skills into practice, for you.

We cannot stop there because, as many of us have seen, once trained and skillful with all the newfound training and certification, they become very marketable. That is the down side: how to keep the highly skilled person on staff. This becomes a public sector versus private sector challenge and we seldom win. What else can we do?

As a group, we have been discussing how we are going to fill vacancies for many years. A lot of our tradespeople left the educational facility environment to ply their skills in the north with oil and gas because the almighty dollar became the draw. The differences between what we can/could pay these tradespeople and what the oil and gas industry offered cannot be matched.

Your abilities as the manager and director need to be on high alert. Seriously, you do not want to lose staff after spending time and dollars upgrading them to better serve your district. You want to keep them and keep them happy. Two reasons come to mind with that train of thought. First off, a content employee is typically a productive employee. You get things done. You witness a good relationship between that person and your clients (teachers/administration/public).

Second, and as important, is your succession planning.

Who will replace you when you want to retire or move on?

Though someone from the “inside” might not fit the bill when being compared to outside applicants, there is always the possibility they might work well. Many districts have hired from within and have found that was a good choice.

In an effort to keep as many of these certified people as possible, we attempted to place our efforts in different areas, trying to make our environment better. How did we do that and how do we continue to do so? The jobs our skilled trades have are for the most part very good jobs. There should not be a lot of stress involved

So training is part of the equation. Not just for your skilled workforce either. There is a myriad of problems that all of us will face from time to time. If one of your employees is successful and is promoted into a managers’ position, the learning curve begins again. We have all been there. In fact, training and learning your role and new skills happens nearly

people trained and with good credentials to fill these spots.

Is that really the case?

6

in their daily work life. Once in a while, pressure may be evident to complete something ASAP, but those days are few and far between. What else could be done?

Ontario School Plant Manager | Fall/Winter 2015

every day. It is what enhances your career and makes your

Our jobs will not get easier. You may make inroads that allow

everyday work life that much better. I do not see the workload

you to do certain things at a more comfortable level. Share

lightening in the near future, but with the new skills, your

your knowledge. There is no sense in keeping it a secret.

Sharing with staff shows you

method of doing things may

care, shows you are

allow some tasks to be taken care of in an easier fashion

not concerned about

and perhaps a little quicker.

someone knowing more than you do. In

It is a challenge to explore

fact, they probably do

how to keep people and

know more than you do!

how to provide adequate

That is why they are there

training so they can better

in the first place. Mentor

serve the employer.

to find out if some may

It’s also a challenge to

just be a good fit down

understand your role in

the road for your chair.

all of this. Think outside

Let’s help keep a ready

the box if you become

supply of skilled people

stymied. Encourage staff, speak to them, and find out about their favourite

Our jobs have been around for much longer than the date in the above advertisement. Thankfully the salary for our positions has increased dramatically as well.

pastime. Show you care.

who are promotion material and ready to take on new challenges. It is comforting to know that for the past

Create beneficial dialogue with each of them.

number of years educational institutions have developed

Sometimes that dialogue will sound different amongst

courses to better equip many individuals for the time when

many of them but have the same end result.

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Big Investments Mean Big Payoffs

Ontario continues the drive to replace and renew its world-class school

By Kelly Gray facilities, and the province’s youth are the beneficiaries

O

ntario is investing in education. Indeed, just this last year the province committed $498 million to school boards for priority capital projects over the next three years.

This is on top of the $13.4 billion the government has doled out for school infrastructure since 2003. Over the past 13 years, school boards have built nearly 755 new schools and renovated an additional 720 facilities.

Behind the need for the new and refurbished facilities are the challenges of increasing enrollments in the face of aging educational facilities and heightened demands from parents. Ontario is meeting the challenge with a steady flow of new schools for a growing population.

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Recent examples are many with projects ongoing throughout the province. The Ministry of Education reports $80 million in recent spending 8

Ontario School Plant Manager | Fall/Winter 2015

on 10 school projects that include six new schools builds, three school renovations and one addition. New facilities will go up in Vaughn, Severn, East Gwillimbury, Collingwood, and Ottawa as well as Fort Erie. Substantial renovation projects are underway in Chatham, Windsor and Brantford.

Responding to Community Needs In Collingwood, the Conseil scolaire de district catholique CentreSud (CSDCCS) reports they are underway on a new facility for up to 200 students. The new school, École élémentaire catholique Notre-Damede-la-Huronie, is important because the community of Franco-Ontarians is growing. In fact, the community has grown so much that 97 students were being housed in rented space in the town’s New Life Church.

The CSDCCS indicates that shovels are now in the ground and they expect to

have a new school ready for students by August of 2016. According to the board, the Town of Collingwood and their planning and engineering department pulled out all the stops to issue a permit in six months. Construction still started a bit late, which means crews will be fighting winter weather as they work to get everything closed in for the season. Despite the challenge the board insists that deadlines will be met.

The $6 million project located at Finlay Drive and Newbourne St. in Collingwood will deliver a 26,000-square-foot building on one level. Inside, students will find a daycare that offers space for 15 toddlers and 24 preschoolers; two full-day Kindergarten classrooms as well as six regular classrooms; a gym; library and administration offices as well as staff room; custodial area; and washrooms.

FRED VARL

YORK REGION

The planning for the school goes back at least a few years. The board reports that in September of 2012 the CSDCCS

Fred Varley Public School in Markham

was asked by the Francophone community to undertake a new facility for a growing French language population in the area. Because of a lack of facility in Collingwood, the group was taking its children to a temporary centre in a local church and enrollment was increasing. By the next year, the New Life Church was offering space to 30 per cent more students. Finally, in November of 2013, the CSDCCS was able to announce that it was negotiating on a property and the Ministry of Education had announced funding. The plan was in motion by July of 2014, and students and parents were overjoyed to finally have a new school that would take them out of the rented church basement and into a facility of their own where students can learn in the French language in a Catholic setting.

Public School opened its doors this September. A $10.8 million dollar project, the new school, named after Group of Seven painter Frederick Varley, was necessary to bring the community’s children into one facility.

Prior to Fred Varley Public School opening, English track students were housed in two separate schools: Wismer P.S. and John McCrae P.S. According to the York Region District School Board (YRDSB), the French program that was housed at Sam Chapman P.S. was also well over capacity and the needs for a new facility were more than evident.

According to Sonja Meehan, Senior Planner, Planning & Property Development Services with YRDSB, the new school is a two-story 67,026-square-foot structure that offers services to 448 students from Junior Kindergarten to Grade 8 in English and French. She reports that the design is one that is taken from a well-planned prototype. “We start with the prototype

LEY PUBLIC SCHOOL

N DISTRICT SCHOOL BOARD More Space for Growing Populations In Markham, the Fred Varley

and go from there. This means we don’t continually have to reinvent the wheel, just parts of it. Once we have the basic design, we can look to see what needs to go into the package,” she says, pointing to the full-sized student support centre as a good example of something that went beyond the basics of the design approach.

Even with the efficiencies of tried-andtrue building drawings, planning was still stalled by permitting. “The length of approvals takes time. A delay in permits and approvals had construction begin in August instead of June. This delayed the roof enclosing the building before the cold weather,” Meehan says, noting that the skill of the team helped keep things on track and moving forward toward the fall 2015 opening.

Meehan reports that the new school features six full-day kindergarten classrooms, 19 classrooms, and a purpose-built special education classroom. This is in addition to Ontario School Plant Manager | Fall/Winter 2015

9

gymnasium, offices and standard infrastructure, such as bathrooms.

The province rates the facility for 650 students. Expectations are that for the 2017 school year Fred Varley’s student body will reach approximately 600 children.

Finding the Right Location Kanata’s new single-track Early French Immersion program school will open in 2016. The Kanata North Elementary School will offer a Junior Kindergarten to Grade 5 program for the first year, with Grade 6 added the following school year. The new school boundary takes in an area previously covered by the Stephen Leacock and Jack Donohue Public Schools (South Morgan’s Grant, Arcadia, Heritage Hills and the new KNL lands soon to be developed). When complete the facility will accommodate 628 students.

The planning for the new Kanata North Elementary School goes back several years. The Ottawa-Carleton District School Board (OCDSB) had identified school sites in the KNL (Kanata North Lands) Development, but access to these sites was delayed due to ongoing environmental investigations

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by the City of Ottawa. The result was there was no commitment as to when services would be available at the site. Due to the uncertainty regarding timing and availability of the property, lands were acquired from Blackberry on Innovation Drive. However the zoning for these lands created additional hurdles. Working with the original site’s owners and the City of Ottawa, environmental and servicing issues have been addressed, and construction has begun on that site. The location had been preferred in the first place, being close to current students, and the centre of a development that would see as many 3,000 new homes go up in close proximity.

The projected completion of the $12.4 million facility was slated for 2015 school year occupancy. However, the registration of the overall plan of the subdivision and a permitting process that was beyond the control of the school board added a few wrinkles to the timeline. The problems and challenges held up the construction meaning no new school for 2015.

Now, OCDSB suggests the dust has finally settled and builders can now get on with erecting the facility.

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According to consulting engineers Goodkey Weedmark, the new Kanata North Elementary School will feature 49,513 square feet of space over two storeys. Inside, students will find a double gymnasium, stage, library, classrooms, and Kindergarten rooms.

It’s no surprise that Ontario sees these projects as money well spent. With enrollments increasing and existing facilities under pressure as they age, the province expects to continue the investments. And with an almost $12 return in social benefits on every dollar spent on education infrastructure, building new schools just makes sense. Consider that the investment in education is paying off with more of Ontario’s youth completing secondary school. In fact, 83 per cent of students graduated high school in 2012-13, up from 68 per cent in 2003-04.

Ontario Education Minister Liz Sandals puts it into perspective: “Our continued investments in new school buildings and renovations will provide students with modern and improved spaces to learn. We know that when students have better schools they will be able to better focus on their learning and thrive.” f

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Designing to a Construction Budget without Sacrificing Features By establishing your budget and staying vigilant, you’ll be able to meet your priorities without giving up features.

By Catherine Cruickshank and Kevin Duffy

This article originally appeared in the September 2014 School Business Affairs magazine and is reprinted with permission of the Association of School Business Officials International (ASBO). The text herein does not necessarily represent the views or policies of ASBO International, and use of this imprint does not imply any endorsement or recognition by ASBO International and its officers or affiliates.

Y

ou wouldn’t try to take a weeklong family vacation with only $50 in your pocket. You wouldn’t try to buy a new car with just $1,000 in the bank.

If you are considering a construction project, whether to remodel an existing school or to build a new one, the first step is to ensure that your budget is realistic. Then, you take the steps to stay within it—without sacrificing your priorities or goals.

Developing a Construction Budget A referendum budget is a vital aspect of any public education facility project and can make or break its success. The financial plan for the referendum can be established using a variety of methods:

1. Identify all the needs (and perhaps a few wants), and establish the dollar value for each item as accurately as possible.

The cost of the known necessary features, such as a new roof, can be confirmed by obtaining quotes from appropriate contractors. However, if you can’t identify all the features yet, estimators must work with what they have. Typically, that information is nothing more than a list that identifies the rooms with their dimensions and an allowance for support spaces. Using those limited data, estimators provide a square-foot price on the basis of historical data from similar projects.

Ontario School Plant Manager | Fall/Winter 2015

11

The Benefits of Value Trading Value trading enhances the design and performance of a building while keeping it within budget. An example of value trading involved the heating, ventilating, and air-conditioning system at Northland Pines High School in Eagle River, Wisconsin.

Energy modeling suggested that the recommended chiller might be larger than necessary. After system simulations and conversations with the school district, it was determined that the larger chiller would be necessary only in extremely infrequent and unlikely circumstances. Furthermore, it was determined that the temperature might drift up a negligible two degrees above an optimum temperature of 75 degrees in those rare situations.

The choice was made to use a smaller chiller that would provide initial cost savings and limit future demand charges from the utility provider. In eight years, the full capability of even the smaller chiller has yet to be tried.

The school district used the savings for further items of major value that it could not have otherwise afforded.

12 Ontario School Plant Manager | Fall/Winter 2015

Adjustments for inflation, allowances for unique site conditions, and typical construction costs for the specific region must all be factored in. A contingency allowance should also be established to absorb minor changes in the scope of the project because of items that were overlooked in the initial planning, as well as unforeseen conditions.

Inevitably, after determining the total cost for all of the desired features, you must prioritize the needs. It’s common for the needs and wants to far exceed the desired referendum amount. Clearly defined, self-contained “wants,” such as a swimming pool or an auditorium, may be put into a separate referendum question, with the aim that the primary referendum will pass even if the secondary portion does not.

2. Try to avoid establishing a target budget for a referendum and then trying to fit as many of the needs as possible into that budget.

The target is often determined by speculating what might be the highest tax increase that voters would likely support or by matching the amount of debt that is due to be retired. Since this approach leads to a somewhat arbitrary budget, after the referendum is passed, the school district will still want to squeeze in lower-priority needs that may have previously been eliminated, making it a challenge to keep the project within budget.

3. Budget according to life cycle.

It is important to clearly understand life-cycle costs and the goals of the district. Typical priorities include such items as enhancing safety and security, bringing technology up to date, addressing accessibility concerns, promoting sustainability and improving energy efficiency, providing better learning environments, and upgrading athletic facilities.

The budget should reflect the higher initial costs of some low-maintenance items. For example, fluorescent light fixtures versus LEDs, synthetic turf versus natural grass, and various options of flooring can raise initial costs but may be wise choices in the long run. It is important to verify the life-cycle costs of all items to ensure that the return on investment justifies a higher first cost.

Staying Within the Budget Establishing the budget is just part of the equation. The next challenge is to stay within it. Clearly defining and documenting the scope of work for each item as early as possible will help keep the school district’s building committee in check and the design professionals on track.

Here are 10 tips as you undertake the design process:

1. Monitor Costs Constantly monitor costs, comparing them with the original budget. Include site design, selection of materials and systems, and constructability. The initial cost-per-square-

Costs should be constantly monitored in a holistic manner. An experienced estimator should work closely with the entire design team and should enable adjustments to keep the design near the bull’s-eye of the targeted budget. foot estimates in the conceptual and schematic design phases are replaced by more detailed quantity estimates of materials and systems as the building design becomes more defined. Obtaining current pricing on the design from major subcontractors is essential before construction begins.

2. Track and discuss It’s important to track variations to the scope of the design and discuss the cost implications with the building committee. Then the committee can determine what adjustments should be made to accommodate the cost increases. The building committee’s input and guidance at this point in the process can truly be invaluable.

3. Trade Costs Value trading is the practice of making design choices that add greater value and “paying” for them by changing or eliminating design features and elements that will provide less benefit. This collaborative process can improve the design and performance of a building while keeping costs within budget.

4. Consider Constructability Square footage is not the only driver in determining cost; it’s just the most glaring factor. Take a close look at the constructability of systems, as that offers an opportunity to save money. For example, changing the structural framing system may save a considerable amount of steel without compromising the integrity of the building.

5. Share the Responsibility Mechanical, plumbing, and electrical engineers may be unaware that the cost of specified systems and fixtures could be greatly reduced by using a different, equally effective product. Subcontractors who regularly bid, install, and service equipment can offer valuable advice on saving money.

A multidisciplinary team that includes design, engineering, and construction professionals, as well as expert consultants, working together should identify areas of concern and coordinate a unified approach to ensure that the design is cost-effective without sacrificing quality and performance.

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6. Fathom the Finishes Interior and exterior finishes can have a significant influence on initial and ongoing maintenance costs and should be thoroughly discussed and evaluated to maximize the value of each selection. During the design process for Woodland Intermediate School in Kimberly, Wisconsin, the project team determined that using a local concrete brick product (which was a sufficient alternative) instead of a conventional clay brick product would provide the school district with multiple benefits, including a 40 per cent reduction in material costs.

7. Be Aware Of Alternates Don’t eliminate important items that can’t be added later.

Create a base project with alternate bids to enhance space, finishes, and added scope items. Alternate bids consist of a list of items whose scope is clearly defined through drawings and specifications that are not included in the base project but for which pricing is obtained at the time of bidding to ensure that the process is most competitive.

Should the base project come in under budget, some of the alternate bid items can be selected for inclusion in the project or added at a later date. That approach is more cost-effective than eliminating an option that will be impossible or cost prohibitive to add later. Adding two classrooms a year after construction, for example, would be expensive and impractical. It would be cheaper and wiser to “shell out” future rooms (build the walls, floor, and roof) and hold off on equipment and finishes until the rooms are actually needed or can be funded.

Plan ahead to avoid additional costs down the road.

8. Contemplate Seasonal Scheduling The construction schedule can have a colossal effect on construction costs. Ideally, the majority of the exterior work should be carried out and the building fully enclosed before winter in the north or a traditional rainy season in some regions. That decision allows you to avoid paying a premium for dealing with adverse weather conditions. Although, in the short run, there may be value in completing the school facility as quickly as possible, it should not be done at the expense of desired features that may need to be eliminated to pay that premium.

It is prudent to establish a timeline for completing the design drawings and specifications and then work backward to decide whether a spring, fall, or special election will make it possible to break ground sufficiently early in the year to ensure enclosure by winter. Weather is not an issue if the project consists primarily of interior remodeling. Bidding a northern project in the winter months often results in lower bids as subcontractors are less busy and are trying to line up work for the coming spring and summer. Long lead times for certain items, such as heating and cooling units or custom

14 Ontario School Plant Manager | Fall/Winter 2015

fixtures, should also be considered to minimize costly delays to the schedule or paying a premium to have them expedited.

9. Respond to Requests A successful referendum often leads to numerous appeals that were not identified before the referendum. Because of a perception that the district now has millions of dollars at its disposal, requests from teachers, information technology managers, coaches, and other staff can come out of the woodwork faster than Usain Bolt can sprint 100 metres. The administration should filter such requests and evaluate and manage them carefully. They often need to be challenged because they may just continue the status quo rather than connect with the vision for 21st-century education.

For example, if the district is moving to one-to-one devices, will including several computer labs really be necessary? If nearly everyone is carrying a digital device, is a highly sophisticated building-wide clock system still essential? Be certain to evaluate the requests to determine their merit, and use the opportunity to clarify the direction and vision for the school.

10. Monitor Costs Costs should be constantly monitored in a holistic manner.

An experienced estimator should work closely with the entire design team and should enable adjustments to keep the design near the bull’s-eye of the targeted budget. That approach will avoid the scenario where the bids come in well over budget, and features are hastily cut to keep the project within budget, possibly compromising function, aesthetics, and operations.

By establishing your budget and staying vigilant, you’ll be able to live within your means and still enjoy great and needed features in your next school building project! f

Catherine Cruickshank is a senior project designer at Hoffman Planning, Design and Construction Inc. Email: ccruickshank@hoffman.net.

Kevin Duffy is a senior project manager for Hoffman Planning, Design, and Construction Inc. Email: kduffy@hoffman.net.

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By James Klassen

Roof Maintenance Basics It Begins With Inspections This article originally appeared in the Fall 2015 issue of Ops Talk magazine

A

good roof is your first line of defence against water intrusion. Let water in, and it will turn a good day into a very bad one. Water destroys materials, short-circuits electrical and information systems, induces rot, and turns a warm, comfortable environment into a cold, repulsive place to live and work.

A roof is only as good as the maintenance that keeps it serviceable, though. Roofs age. They collect debris.

And they can be damaged. Coupled with an RCABC RoofStar Guarantee, routine inspections are your first line of defense against problems that result in catastrophic roof failure, resulting in unanticipated expenses that will shape the financial future of your organization.

Planning and Routines If you have the time and the essential skills to examine and understand your building, begin with a roof plan. You need to know what your roof looks like, so take time to diagram it. Make the plan-view drawing (view from above) reasonably representative of the real thing, and ensure you plot every detail: roof drains, penetrations and other flashings, roof curbs, support cable and signpost anchors, skylights – the list is limited only by design of your roof.

Follow that up with a schedule. Plan to inspect the roofs of your building at least twice each year – once in spring, and once again in fall. It’s also a good idea to conduct inspections after each significant weather event, or after 16 Ontario School Plant Manager | Fall/Winter 2015

construction. Debris left on a roof can scour a granular surface or puncture the roof membrane if blown about by wind or stepped on by trades or others walking on the roof. If you find an issue during an inspection, clear away the debris or make quick repairs.

What to Look For Begin each inspection by examining the underside of the roof and the exterior of perimeter walls. Also inspect ceilings and interior walls.

Rust stains, watermarks, cracks, efflorescence or even spalled mortar may signify water intrusion. Cracks in outside walls may indicate building settlement; consider the concurrent stresses on the roof deck and, as a consequence, on the roof membrane.

Also look for daylight around all penetrations; if you can see outside light coming in around a flashing or roof drain, water can get in too. Mark and date these and other observations on a copy of your roof diagram.

Inspect the top surface of the roof. Leaks rarely happen in the open areas. Focus your inspections around the details and edges, but check the field here and there to ensure laps are sound and wellsealed. As you find problems or identify concerns, mark them on your diagram.

Now formulate a plan. If you have roofing professionals on staff, work with them to assess the severity of identified problems. This is the time to begin cost assessments. If it’s in your budget and the capabilities of your staff, address the urgent issues with proven, systemcompatible products. Alternatively, hire a roofing consultant to do that evaluation for you and assist you with planning.

Your consultant will help you sort out the important from the urgent, provide you with objective specifications to guide repairs or roof replacement projects, and attach budget pricing to each phase you decide to tackle.

Regular, scheduled roof inspections lay the foundation for sound financial planning, providing building owners and managers with the information they need to make informed recommendations and decisions. The roof of your building is the first line of defense against the elements. Don’t put the roof over your head and the integrity of your building at risk by ignoring it.

For more information about preventative roof maintenance, visit www.rcabc.org/technical/ roof-maintenance-guide/. f

James Klassen is a technologist with the Roofing Contractors Association of British Columbia. He is an experienced roofing estimator, Occupational Health and Safety professional, insurance claims adjuster, and facilities manager, supervising maintenance, grounds, custodial and transportation services, and managing capital projects for a large private school in British Columbia’s Fraser Valley.

Get Ahead of the Curve with Smart About Salt Training

Winter will bring lots of snow, but for plant managers it also can bring lots of salt. Too much salt can significantly damage facilities and have an immensely negative impact, but it’s crucial to take advantage of best practices – implement proper winter maintenance procedures to avoid problems.

G

eorge Bernard Shaw once mused, “Progress is impossible without change, and those who cannot change their minds cannot change anything”. That’s the premise behind the Smart About Salt Council (SASC), a largely volunteer-operated not-for-profit (NFP) that was incubated by industry and municipal government at the turn of the millennium in response to the Ontario Clean Water Act and the tragic events in Walkerton.

Without question, winter salt helps keep our roads, parking lots, and pathways clear of snow and ice. However, as populations, traffic, and infrastructure grow, so does society’s reliance on salt – which isn’t necessarily a good thing. Salt damage costs us all. It can damage our footwear, cars,

buildings and infrastructure, plants, wildlife and water. All of us, to varying degrees have experienced the “costs” of winter salt. Armed with the most up-to-date research supporting them, the Smart About Salt Council educates how to stay safe in winter and minimize the impact of salt and other products on our fresh water resources.

Why it Matters While rock salt (sodium chloride) may be an economical and readily available tool for keeping surfaces free of ice, it is increasingly important to think about the effects of sodium chloride, in terms of economic and environmental damage.

To address the rising sodium and chloride concentrations occurring in sources of municipal drinking water, local

Ontario School Plant Manager | Fall/Winter 2015

17

authorities have begun implementing various strategies such as the SASC training and certification program.

The program is a collaborative effort that can help plant managers protect their property, achieve safe operating standards and minimize the risk from salt arising from historic, existing and future land uses on municipal water supplies while at the same time doing something positive for the environment. It’s a win-win.

Soil Contamination

Research at the University of Waterloo

Contamination of Drinking Water Sources

The University of Waterloo is currently leading research focusing on a range of matters arising in winter road maintenance. Among the multiple projects untaken, the multi-year Snow and Ice Control for Parking Lots and Sidewalks (SICOPS) is one of the most relevant.

Effects of Winter Salt Buildings

Vehicles

Vegetation Aquatic Life

Wildlife

SICOPS is exploring the growing public concern regarding damage caused by the millions of tonnes of salt applied to parking lots and sidewalks annually. The goal of the project is to determine the optimum salt application rates for parking lots and sidewalks through a series of rigorous scientific tests under some specific range of weather events and local conditions. The project is separated into three parts:

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amage to outside structures (i.e. doorways, bricks, sideD walks), carpets, etc. thus adding to repair and replacement costs. odium absorption ratio (SAR) and electrical conductivS ity levels (ECL) found in soil above certain guidelines or standards issued by the applicable federal, provincial, territorial, or municipal regulator are considered contaminants, which may result in the need to excavate and dispose of off-site, thus putting stress on timelines and cost.

Causes damage through acceleration of rusting.

I ncreases in sodium and chloride levels in groundwater above certain guide lines or standards issued by the applicable federal, provincial, territorial, or municipal regulator are considered contaminants, which may require active remediation and/or natural attenuation over a period of time. egetation can lose its hardiness to the cold and be killed V by freezing temperatures and high salt levels. alt changes water density, which can negatively affect the S seasonal mixing of lake waters. This mixing is important to increase oxygen levels required by aquatic life for survival. ttracted to salt on or by the road, which increases the A threat of collisions with vehicles

1) Test and optimization of de-icing treatments; 2) Test and optimization of antiicing treatments; and, 3) Evaluation of organic de-icing and anti-icing products.

Since its inception, SASC has developed a reputation for delivering programs and services that provide

a win-win for everyone. In recent years much of the training focus has been on providing face-to-face “essentials” training helping both winter maintenance contractors and facility operators understand the ins and outs of de-icing and the application of salt. The much-indemand, award-winning program is provided at a very reasonable

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Benefits of Utilizing Best Practices in Salt Management Economic Benefits

Liability Benefits

Environmental Benefits

• Reduce your costs for winter salt management

• Improve the safety of parking lots and sidewalks

•R educe salt usage and thus environmental impact

• Qualify for insurance premium discounts

• K nowledgeable contractors are aware that being proactive, using the right tools and maintaining accurate and detailed records are effective means in better mitigating risk

•D emonstrate commitment to environmental stewardship

• Reduce infrastructure damage to bricks, doorways and sidewalks

cost of $300 per student. It helps to professionalize the winter maintenance industry, often helping contractors save money and win tenders, assisting facility operators to manage their risks and protect their infrastructure, while at the same time doing something positive and needed for our freshwater resources.

There are dramatic changes coming to the snow removal and de-icing business, such as legal Clean Water Act requirements that will require infrastructure managers to implement risk management plans to protect municipal drinking water sources and the performance metrics for road authorities that have been proposed by Environment Canada.

These follow other striking revolutions, such as the recent Lambton County court decision that ruled in favour of a local farmer who sued for property damage resulting from salt application and was awarded six-figure compensation.

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Smart About Salt is responding to these changes and striving to be proactive to other projected developments by developing online training capabilities that will likely be available in late 2015 and will complement a graduated certification program to differentiate the competency and capacity of industry leaders.

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Ontario School Plant Manager | Fall/Winter 2015

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Taking Care of Carestaff and the Environment

By Meagan Dargavel

O

ntario EcoSchools is an environmental education and certification program that works with school boards across the province. Carestaff are integral to the success and growth of the program, from showing students how to recycle to supporting school ground greening projects.

attends EcoTeam meetings when possible and works with volunteers in the summer and on weekends to maintain gardens. She is also the caregiver for the school’s butterflies and fish. “Mrs. Paiva is a team player and helps us with everything like gardening, recycling, cleaning our bins, and makes our school eco” says Alina, a grade six student.

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Praise for Mrs. Paiva: “ We all love her – she is always ready to help and work together – a true team player!” (Staff)

“ Mrs. Paiva is very creative and artistic and makes Last year, Hamilton Wentworth Catholic District School Board cool stuff out of Koolaid Jammers” (Matthew, 8 (HWCDSB) created a “Stewardship of Creation Award” years old Grade 4) in recognition of caretakers who were “ She is always ecoa key to the success friendly and an excellent of their EcoTeam’s environment steward on achievements. Schools our Eco Team.” (Paulina, were asked to nominate 11 years old, Grade 6) caretakers who support eco-initiatives, work “ Mrs. Paiva is a team well with students, player and helps us with take initiatives for everything like gardening, stewardship, and/or recycling, cleaning our are members of the bins, and makes our • Creating workshops for EcoTeams around how EcoTeam. Nominations school eco.” (Alina, 11 were then reviewed to sort waste and recycling. years old, Grade 6)

by HWCDSB’s Social • Showing students how the heating and cooling and Ecological “ Mrs. Paiva is awesome systems work in their school building.

Responsibility in on Yellow Days and Education (SERE) wears completely Yellow • Building waste stations with the EcoTeam or Committee. Six outfits to promote active shop class carestaff were awarded transportation.” (Jaidon, • Helping to mulch gardens and/or trees on the and six others received Grade 6, 11 years old) school grounds with the EcoTeam, and helping honourable mentions at a carestaff Professional with essential summer garden maintenance.

Development Another example of day in March. carestaff taking a leading role in supporting green initiatives is Greg Davis from One of the caretakers who received the award was Paiva Bishop Tonnos Catholic Secondary School. Greg installed Teresinha from St. Marguerite d’Youville Elementary. Paiva a recycling station in the cafeteria and then followed up was an integral part of the school’s EcoTeam and shared by helping students sort their waste properly. He was her expertise to support many aspects of the EcoSchools awarded the Stewardship of Creation Award for his program including: recycling and green bin pick-ups, ingenuity and training. One student noted, “He is very gardening, walk to school days, their Healthy EcoFair, approachable when we have questions.” Greg is known for Waste Free Lunch Challenge, and Litterless Lunches. She

Carestaff have vast amounts of knowledge to share and can be incredible models for students.

Some notable activities and initiatives that carestaff can support include:

20 Ontario School Plant Manager | Fall/Winter 2015

this knowledge-sharing while also supporting the EcoTeam in their endeavours, including maintaining the school’s community garden. Greg is a real asset to the school’s greening initiatives and is valued by students and staff for the time he takes to follow-up and help students improve school practices.

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Praise for Mr. Davis: “ Mr. Davis is an outstanding caretaker who loves the environment” “ He is very approachable and helpful when we have questions” “ Our garden would not grow as good as it has without Mr. Davis” “ The recycling program is so successful and organized with his guidance” Many carestaff around the province are supporting EcoTeams in different ways. Paul Beaudette, board representative from HWCDSB, says, “Building a collaborative approach with our caretakers is key because caretakers are educators themselves.”

The EcoTeam at Bishop Tonnos suggests the best way to include the carestaff at your school is to ask questions: rely on their expert knowledge to plan activities with less overall waste and support carestaff to run engaging events with less mess. They also suggest that acknowledging what the carestaff do in the school is key. f

Other ways to support carestaff: • Work with carestaff schedule and meet with them when it is convenient for them • Acknowledge your carestaff’s support at an all-school assembly • Create an award from your school or school board to recognize excellence • Have students thank carestaff on a regular basis, or during an EcoEvent • Make a point to publically acknowledge the caretaker’s work on the event

Ontario School Plant Manager | Fall/Winter 2015

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By Todd Bushmaker, AIA LEED AP

Improving Education with Indoor Environmental Quality This article originally appeared in the October 2014 School Business Affairs magazine and is reprinted with permission of the Association of School Business Officials International (ASBO). The text herein does not necessarily represent the views or policies of ASBO International, and use of this imprint does not imply any endorsement or recognition by ASBO International and its officers or affiliates.

L

ike many goals in life, the pursuit of indoor environmental quality is not an end in itself.

The real goal is related to student success via student health, teacher retention, improved test scores, reduced absenteeism, and the fostering of lifelong learning that will prepare students for the workplace of tomorrow. By focusing on the school facility, including indoor air quality, daylighting, and acoustics, we set the stage for realizing those goals. But how do we get there?

Good Planning and Design LEED (Leadership in Energy and Environmental Design) has become the standard for sustainable certification and is a great guide, providing a clear path to healthy classrooms. LEED certification and standards can provide the direction school districts need to make wise and principled decisions regarding the planning, design, and construction of healthy classrooms.

You should strongly consider an integrated process, such as TPMg (Total Project Management: Vision Taken to the Power of Green). As you consider a new construction or renovation project, ensure that your planning approach considers the four critical components of an integrated process, such as TPMg: (1) healthy productive environments, (2) capital costs, (3 life-cycle cost savings, and (4) sustainable design and delivery.

When every decision satisfies all of those components, you will reach a solution that makes a positive, sustainable impact on your school, while minimizing any negative effect on the natural environment.

Role Models for Responsibility Northland Pines High School in Eagle River, Wisconsin, was completed in 22 Ontario School Plant Manager | Fall/Winter 2015

2006, becoming the first LEED Gold– certified public high school in the United States. The 250,000-square-foot facility was completed at a total project cost (excluding land) of $116 per square foot. That price was well below the average regional construction cost in 2006 of $154 per square foot.

In 2008, River Crest Elementary in the Hudson School District in Wisconsin became the first elementary school in the state (and the second public elementary school in the nation) to receive Gold certification under the LEED for Schools Rating System. The 93,000-square-foot school was completed at a total project cost (excluding land) of $166 per square foot—considerably less than the region’s average construction cost in 2008 of $223 per square foot. The project was a milestone in the education world that proves that highly sustainable schools don’t have to come at a premium price.

Both schools were able to realize their vision for a healthier educational environment and high sustainability at noticeably lower first costs than are typical for even conventional, nonLEED-certified school projects. They are appreciating the benefits of having healthier environments for teachers, students, and staff; a thoughtful structure built with a smaller environmental footprint and lower constructions costs; and a facility that meets functional needs while being inspiring and providing a greater connection to the community.

Critical Elements Acoustics Acoustics are a critical component of LEED for Schools, and for good reason. High standards for background noise, reverberation time, and sound

transmission coefficients are vital to ensuring that students can hear the intended messages. With careful selection of ceiling tiles, for example, one can quickly reach an acceptable level for reverberation time; properly designed walls and doors with high sound transmission coefficients will reduce room-to-room cross talk.

Additionally, appropriately placed heating, ventilating, and air-conditioning vents and lined ductwork contribute to improved speech intelligibility. Careful selection of exterior windows will help cut distracting noise in more urban settings.

But hitting the background noise target for LEED, and for learning, can be more challenging. That challenge reinforces the importance of establishing the aim of the project in the early stages with the planning and design team and of engaging the proper consultants to assist with the more technical aspects and design of specialized spaces, such as gymnasiums, music rooms, and auditoriums. It is also important to stay vigilant to keep those acoustical elements in the project even when budgets get pressed and squeezed.

Lighting and Daylighting Daylighting and improved views have a positive effect on student and teacher health and sense of wellbeing.

In addition to classrooms, natural light can enhance common areas and reduce power consumption. Up-todate product knowledge, combined with strategic product placement by the design team, provides systems to manage lighting levels, glare, and unwanted solar heat gains and losses.

Assessment of the lighting levels in relation to the visual task being performed is a vital consideration in the discovery phase of a project. Insufficient or poor-

quality lighting may reduce teacher and student productivity while areas that are overlit waste energy. For classrooms or offices where computer use is the primary function, lower light levels are often preferred. Those deliberations are important, whether you’re designing new space or considering a retrofit.

evaluating the effect of improved indoor air quality on asthma revealed significant findings. Buildings with improved air quality realized an average reduction of 38.5 per cent in asthmarelated issues. Studies have also found a reduction in the episodes of colds and flu when air quality is improved.

Windows often encompass a significant percentage of the exterior wall area of campus buildings and account for a sizable factor in the heating and cooling load of a school. Lately, many technological advances have been made that enhance the thermal performance of windows, providing a greater level of comfort and fewer classroom distractions.

Such advancements include better edge-sealing techniques, improved framing materials, low-conductance gas fills, edge spacers, and lowemissivity and solar control coatings.

At River Crest Elementary and Northland Pines, achieving high indoor air quality comes from using a combination of products with low or no volatile organic compounds that are specified for furniture, adhesives, paints, flooring systems, and carpeting and from monitoring carbon dioxide levels. At River Crest, classrooms feature air supply systems that use a high percentage of outside air, and classrooms, offices, and other areas have the option of using natural ventilation. Additionally, carbon dioxide levels are constantly monitored to ensure that air quality is at the prescribed levels for LEED requirements.

At River Crest Elementary, the layout of the school takes advantage of northern and southern exposures for most classroom spaces, as well as the northern exposure for daylighting in the gym. All classrooms and most regularly occupied spaces have natural light. Clerestory windows illuminate the entry foyer, gym, and cafeteria, and skylights enhance the staff and music rooms. Additionally, view windows are located along the classroom corridors. Northland Pines High School also takes great advantage of daylighting. High ceilings and strategic placement of gray low-emissivity windows add daylight to classrooms without glare or heat gains and losses.

The value of daylighting cannot be understated. More than 21,000 students took part in the Heschong Mahone Group’s daylighting study (http://h-m-g. com/projects/daylight ing/projects-pier. htm) that showed a strong connection between daylit school environments and student performance. For example, daylit schools had a 20 per cent faster progression in math and a 26 per cent faster progression in reading.

Indoor Air Quality According to the U.S. Green Building Council, a review by Carnegie Mellon University of five separate studies

Cleaning products can significantly affect the health of those using your facility as well. Reducing exposure to harmful cleaning substances can improve student productivity and even affect employee morale. Healthy children have fewer distractions from their education, and a healthier environment means fewer absentee days for both students and staff.

When considering a remodeling project, indoor air quality improvements can also start with an assessment and report of existing conditions, such as looking for mold and mildew caused by excessive humidity or moisture intrusion. Those conditions can exist without being obvious, for example, in crawl spaces or tunnels or in concealed chases and ductwork. Additionally, irritating airborne particulates can accumulate over many years in any path of air transfer if the building envelope is not sealed completely or the ductwork is not maintained or filtered properly.

Updating or replacing the heating, ventilating, and air-conditioning systems and controls can go a long way toward fixing the problem, but a proper upfront analysis is crucial to making sure that all contributors are remediated.

Not Just New The Green Lake School District’s K–12 school in central Wisconsin faced a situation common to many older schools across the country. Constructed in the 1950s, the building’s windows were in dreadful shape, the heating bill was large and climbing, the roof leaked when it rained, the entryways needed to be redone, and band and choral rooms were seriously lacking.

To make matters worse, the old windows on the west-facing classrooms had been almost entirely covered with a wall material to control glare and provide some thermal improvements. In the classrooms facing south, heavy curtains were typically drawn shut to control glare. As is often the case with older school buildings, efforts to improve energy efficiency starting in the 1970s often resulted in Band-Aid solutions that had a negative effect on other quality-of-learning factors, such as daylighting and indoor air quality.

Key green remodeling steps at Green Lake included reopening the expansive window sections on the west-facing classrooms, the selection of highperformance windows (similar to those used in new schools with lower visual transmittance to control glare), the addition of band and choral rooms, new entrances, and roof repairs. The existing direct and indirect light fixtures were acceptable and could be retrofitted with better-performing lamps and ballasts at a modest cost.

Set the Stage By taking steps to improve classrooms with proper acoustics, an emphasis on daylighting, windows that enhance thermal performance, and great indoor air quality, you’ll set the stage for great success. f Todd Bushmaker, AIA LEED AP, is a project architect at Hoffman Planning, Design & Construction Inc., headquartered in Appleton, Wisconsin, and a member of the American Institute of Architects and the Wisconsin Green Building Alliance Green Schools Committee.

Email: tbushmaker@hoffman.net.

Ontario School Plant Manager | Fall/Winter 2015

23

Durham District School Board Discovers Positive Energy from Retro-Commissioning Study

Chris Lambert stands in front of the Carma energy display at Brooklin Village Public School.

By Margaret Manetta, Carma Industries, with Chris Lambert, Durham District School Board

R

ecently, the Durham District School Board was named one of the top ten most energy efficient school boards in Ontario by Sustainable Schools, a program sponsored by Toronto and Region Conservation that promotes building knowledge and identifying potential energy conservation opportunities within schools.

The desire to optimize energy savings is evident at the Durham District School Board, where they identified a source of energy waste at one of their high schools.

While re-programming the air-handling units, as part of a retro-commissioning initiative, they discovered the fanpowered boxes were not operating according to normal standards. The fan-powered boxes were running during holiday periods when the school was not occupied and were running 24 hours a day, seven days a week.

24 Ontario School Plant Manager | Fall/Winter 2015

Empowered with this knowledge, Christopher Lambert, Energy Analyst for the board, directed the retrocommissioning project at Pickering High School to pinpoint the cause and resolve the fan-powered boxes issue.

To begin, after Lambert uploaded a program and examined the programming logic, he observed that part of the program had not been scheduled properly, resulting in the continuous operation of the fan-powered boxes. If any additional evidence was needed, he could also hear the fans running.

Recognizing the importance of his discovery, and driven by curiosity, Lambert wanted to look at the before and after results to learn how much energy was being used unnecessarily and to measure and calculate the energy and cost savings. To do this, he turned to the Carma energymonitoring system, which the Facilities Department had been utilizing since

2006. The Carma system enabled Lambert to establish an average energyusage number pre-commissioning, as the baseline for comparison.

With a clear mandate in front of him, Lambert set out to reprogram 45 fanpowered boxes. While it was a timeconsuming process, he completed the modifications to all units in one week.

The results in electrical consumption was substantial. The average baseline usage before the changes was 70.49 KW, and the usage after the changes was 51.44 KW, a difference of 19.5 KW. From this data, Lambert was able to calculate that the fan-powered boxes used a total of 17.18 KW while they were running 24/7. The avoidable energy used by the fan powered boxes totaled 1,104,445.67 kWh and the total cost of this usage was $111,691.49.

The energy-monitoring system played an integral role in confirming the pre

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and post modifications were successful.

Specifically, the Carma system was used to look at the post-data during occupied periods and compare the same period with the pre-modification information.

“The advantage of having an energymonitoring system is the numbers are not theoretical; the data is real,” says Lambert. “This allows you to accurately measure real data, calculate and then project energy and cost savings.”

adjustments. Lambert emphasizes it is important to first look at the schools where the greatest benefit can be derived. For example, with the help of the monitoring system’s ranking capabilities, a list of high-energyusage schools can be compiled and a priority plan can be developed and implemented by the board.

The study looked at the unoccupied periods of the school, including nighttime, weekends, holidays and summertime, and Lambert noted the energy saved overnight is just as cost-effective as daytime energy saved because the board is charged regardless of time-of-use.

In the future, Lambert, who has been with the DDSB for over four years, would like to make modifications to other mechanical equipment and conduct a post-report, similar to the fan-powered boxes study. Additionally, as the cost of water and gas increases, Chris sees value in exploring water and gas to diagnose and address inefficiencies that may exist.

As a result of the Retro Commissioning project and taking advantage of the energy-monitoring system in place, Lambert intends to investigate other schools within the board where they know there are issues and examine the fan-powered boxes for possible modifications, as well as mechanical, air and lighting systems for possible

One of the biggest eye openers was the myth of new equipment operating more efficiently. “Just because mechanical equipment is brand new and state-of-the-art doesn’t mean it is operating as efficiently as it should be.

If equipment is not being controlled or commissioned correctly, it can be as inefficient as equipment found in

older schools,” Lambert explains. “It’s important as renovations and additions are built onto schools to conduct retrocommissioning to ensure equipment is operating as efficiently as possible.”

Working on his first retro-commissioning study, Lambert sees the building information derived from the report as a stepping stone for facilities and the board. “I really enjoyed working on this project. You can’t argue with numbers, and data doesn’t lie,” he says.

The data from the energy monitoring system along with the retrocommissioning study can be viewed from the perspective of the board’s Ignite Learning strategic plan. One of the key objectives is to increase student awareness and achievement and well-being. Facilities has a critical role in helping to achieve this key strategic goal through optimizing occupant comfort and integrating energy information into school curriculum. f Special thanks to Chris Lambert for sharing his expertise.

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Simcoe County District School Board Renews Technological Education Facilities Submitted by Emptage and Associates Inc. Introduction Under the direction of a leadership team led by John Dance, Superintendent of Facility Services, between 2012 and 2015, the Simcoe County District School Board (SCDSB) engaged in a multi-phase renewal of technological education programs in all secondary schools. The contract project manager, Robert Emptage of Emptage and Associates Inc., worked closely with the designated managers within the board to:

interests, workplace needs and related post-secondary programs • diversity of students in technology courses (e.g., gender, destination) • condition of current technology facilities, equipment and learning resources • status of safety practices in all technology courses and labs

Curriculum Development

Under the direction of Anita Simpson, Superintendent of Education, and key individuals in the program department, • enhance the curriculum and create new such as Ann McClure and David Fitt, technology programs based on local technology teachers worked in teams and regional employment opportunities by subject area (e.g. manufacturing for youth technology) to enhance existing • enhance the focus on student safety in courses and develop new courses of all technology programs study for their technology programs.

• expand community partnerships to Focus on Student Safety support technology programs The SCDSB recognizes the critical • purchase or upgrade of machines, importance of ensuring student safety in equipment and technology programs and of developing learning resources a culture of safety mindedness. Many • revitalize, clean/upgrade and create pieces of modern safety equipment and new technology labs industry standard processes were put • development a long-term technological in place to improve student safety while education sustainability plan enriching the student learning experience.

• r esearch the status of all existing technology programs

Research

Each secondary school’s Technological Planning Committee examined their current and future technology courses, taking into account many elements, including: •a lignment of the technology programs Ministry Curriculum • connections between student projects/activities and student

To ensure a continued focus on student safety in all technology programs, a fully revised and comprehensive SCDSB Technological Education Health and Safety Procedures Manual was developed under the leadership of David Quinlan, Corporate Risk Officer - Health and Safety. All teachers and school administrators were trained in the new health and safety procedures.

Expansion of Community Partnerships Throughout the Technological Education Renewal project, many technology teachers collaborated with industry, business and community partners to support the enrichment of student learning. A few sample community partnerships during the renewal are described below.

• A global software developer/supplier agreed to provide all their software at no cost to the SCDSB board. This represented a substantial savings, as traditionally the board purchases many software licences from this company.

As a direct result of this partnership, the supplier has since extended the offer to all boards across Canada. ●• A local sawmill partnered with secondary schools by providing rough-cut lumber to be used in the building of “Buddy Benches” for each elementary school. This partnership allowed all secondary school construction programs to work directly with feeder elementary schools on an exciting student design challenge. ●• A new Green Industries program was developed in collaboration with a provincial landscape association to be the centerpiece of specialized high skills major in a secondary school. This program, also received a Healthy Eating grant from the Ministry of Education to grow food for consumption within a new greenhouse. ●• Several new Health Care labs and programs were launched with extensive support from the local

Ontario School Plant Manager | Fall/Winter 2015

27

health care providers, including hospitals and suppliers of health care resources such as patient monitors and hospital beds.

and the board millwrights, Rob MacNicol and John Clayton, equipment was replaced or upgraded, including: • multi-media broadcasting systems

Renewal of Technology Lab Equipment and Facilities

• tire changers/balancers

All secondary schools acquired new

• food preparation/storage equipment

software, learning resources and

• computer numerical controlled (CNC) routers, plasma and milling machines

technology equipment for use in their

• hairstyling and aesthetic equipment

Under the leadership of Facility Services

• wood working and metal working machines

Maintenance Supervisor, Tom Maheu

• vehicle lifts

technological education programs.

GREEHORIZONS

SPORTS FIELD

s on i t u Sol

In addition, new board-wide equipment standards (such as standardizing the number of automotive hoists in Transportation labs) were developed for all technological education learning environments.

Under the leadership of Greg Elliott, Manager of Information Technology Services. and Mike Forgie, Assistant Manager, high-end computers were provided to all Technological Design and Communications Technology programs to support the requirements of the AutoDesk™ and Adobe Creative Suite™ software suites.

In addition to the equipment upgrades, most technology labs were cleaned, painted and renovated. Under the leadership of Manager of Design and Construction for the SCDSB, Steve Parker, many entirely new labs were created for programs, such as Healthcare and Hospitality & Tourism.

Technology Renewal Sustainability Plan In the final phase of the Technological Education Renewal project, a sustainability plan was developed to maintain all technology programs at the new high standard. This long-term plan addresses all aspects of the technology programs, including maintaining the upgraded learning environments and equipment. The major components of the sustainability plan are: • sustaining a culture of health and safety • maintaining the instructional equipment and facilities through regular cleaning, maintenance and replacement • providing ongoing teacher professional development

Free Consultation (905) 389-1315

GreenhorizonsSod.com/SportsField 28 Ontario School Plant Manager | Fall/Winter 2015

• applying regular curriculum updates Follow-up inquiries can be directed to: John Dance, Superintendent of Facility Services, SCDSB: jdance@scdsb.on.ca Robert Emptage, Emptage and Associates Inc.: remptage@emptageandassociates.com f

The Grass is Always Greener: The Benefits of Natural Grass

By Tammy Schuster

W

hen driving past a school field on a sunny morning — after slowing down to adhere to the speed limit — your eyes are drawn to the vast green sea of a well-manicured lawn.

Sometimes, it’s so green you wonder whether it is real or artificial.

When artificial turf first emerged, a debate began over its benefits.

Many thought it would mean less maintenance, less expense, and a longer life of the field, but those ideas were only speculative.

The experts at Greenhorizons Sod Farms, a family-operated company that has been making southern Ontario greener for over two centuries, believe there is no substitute for green, healthy, fragrant, and safe natural grass.

Looking at it from an environmental standpoint, natural grass absorbs carbon dioxide and filters rainwater before it flows into the ground. A 600-metre soccer field laid with natural grass can release enough oxygen for 103 students for an entire year.

Organisms reside in natural grass and topsoil, which break down and recycle both inorganic and organic

elements that land on the grass. It also helps to prevent soil erosion.

Natural grass repairs and regenerates itself, whereas artificial turf requires expensive repair by specialty contractors. It is even more costly when removing and disposing of it when it wears out after eight to 10 years.

There are not only environmental and economic benefits to natural grass fields; consider the people running from end to end during spring soccer or getting tackled during a fall football game.

Natural grass is much cooler than artificial turf, and not just to touch; the entire area will be several degrees cooler than any other surface. It’s softer and has more give than artificial turf.

Running — especially in cleats — on the less forgiving “super traction” of artificial turf can lead to sore muscles and fatigue and is much more likely to contribute to a serious injury. And if you fall, there’s turf burn - abrasions caused by falling on the artificial turf - which is much worse that green knees from a fall in natural soft grass.

If you are considering artificial turf over natural grass for a sports field or a playground, consider the environmental and economic factors only after considering the wellbeing of the people using these fields. Talk to a specialist at Greenhorizons to help you find the right solution.

Combining innovative technologies with centuryold techniques, Greenhorizons prides itself on its highly skilled team of turf specialists and sustainable, environmentally beneficial products and services.

In addition to making hundreds of local schools across southern Ontario naturally greener, Greenhorizons Sod Farms have built facilities for the 2015 Pan Am Games, including the CIBC Pan Am/Parapan Am Athletics Stadium at York University. It outfitted the Kia practice facility at Downsview Park for the Toronto Football Club, as well as BMO Field, and Rogers Centre. f Ontario School Plant Manager | Fall/Winter 2015

29

D

riven by provincial legislation and monitored in accordance, workplace hygiene and safety compliance are inherent to new construction projects. While the legislation still applies to work carried out in the context of facilities maintenance and repairs, compliance here is less likely to be subject to anything but random inspection and is largely self directed. In the push to “get things done”, it is sometimes possible that some elements of compliance may be overlooked, or even worse, ignored. Then what is the cost of compliance, or non-compliance, and what do facilities managers, maintenance managers, and other administrators do to ensure that policy is followed, especially when an outside contractor is involved?

When related to plumbing repairs, the use of an open flame for the purposes of soldering, brazing or welding in a building fall under Part 12 Tools, Machinery and Equipment of the OHS guidelines. The guidelines reference the CSA Standard W117.2 Safety in Welding, Cutting and Allied Processes, which stipulates compliance requirements. Specific references address:

The Cost of Compliance This article originally appeared in the Fall 2015 issue of Ops Talk magazine

• Ventilation in the local workspace • Marking hot-work areas • Fire watch These and many other requirements can impact the facility owner/manager and occupants. These may result in additional upfront costs, as well as back-office (or soft costs) for the receipt and review of hot-work permits, scheduling additional staff for fire watch, providing the facility with an interruption of service or occupancy disruption notice. Further, policy guidelines of the facility owner/manager may result in some repair processes being carried out only outside the hours of normal building occupancy/use. Thus, the challenges and cost of compliance faced with repairs where the use of a torch, even for making a simple soldered connection (also known as a sweat-fitting connection), in a plumbing or heating system are more than what is obvious at first glance.

Through careful consideration when specifying the products to be used in carrying out maintenance or making emergency repairs, it is possible for facilities managers, maintenance managers and other administrators to mitigate risk, reduce soft costs, and more importantly ensure compliance and the safety of workers during the course of the installawtion or repair.

There are now pipe-connection systems available that allow for permanent repair of plumbing and heating systems and do not require the use of an open flame for welding, brazing, or even soldering. Press technology such as Viega ProPress® and Viega MegaPress® offer these benefits and more.

While the cost of compliance is not directly related to the value of the project and may be viewed as a one-time budget item associated with the cost of the project, the cost of non-compliance can be catastrophic and result in elevated premiums for the employer that carry forward and affect the entire organization.

They say, “don’t sweat the small things”. Now we know why. f

30 Ontario School Plant Manager | Fall/Winter 2015

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