Ontario School Plant Manager Fall/Winter 2016-17 by DEL Communications Inc.

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Fall/Winter 2016

Ontario Builds for the Future with 28 New Schools The Search is on for Canadaâ&#x20AC;&#x2122;s Greenest School Getting Ready for Mandatory Energy Benchmarking

EcoSchools Update: Durham Catholic DSB achieves 100 per cent certification

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Table Contents Message from Minister of Education Mitzie Hunter.......................... 5 Province of Ontario Invests in the Future......................................... 6 Durham Catholic DSB achieves 100 per cent Ontario EcoSchools Certification.....................................................10 CaGBC is looking for the 2017 Greenest School in Canada............12 Preparing for Mandatory Energy Benchmarking...........................14 Get in the Know with GPRO.............................................................16 FAQs of Performance Contracting...................................................17 Eco-friendly Carpet Tile Installation...............................................18 Quality Filter Bags: the Key to Proper Dust Collection....................20 Modernize Your Heating System Today...........................................22 Answering Questions about New-generation Artificial Turf...........24 Preventative Roof Maintenance.......................................................27 Inclement Weather and School Transportation...............................29

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Reliable Controls Corporation................................ IBC Rto-ero........................................ 15 Sudbury Student Services Consortium...................... 29 System Air.................................... IFC Viessmann Manufacturing

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Yorkland Controls.......................... 19

Message from Minister of Education Mitzie Hunter

aking sure schools across the province are safe, clean and healthy places to learn is an essential part of supporting student achievement and well-being. I am pleased to acknowledge the hard work and dedication of the staff who maintain Ontario’s schools. I am proud that our partnership with school plant managers has helped make Ontario’s education system one of the best in the world. I am confident that by continuing to work together, we can make our publicly funded education system even better. We know that modern facilities create learning environments where students can thrive. That is why we are providing school boards with more than $12 billion over 10 years. This investment will help build new schools in growing communities, improve the condition of existing schools and reduce surplus space through school consolidations. Since 2013, our government has built 155 new schools and undertaken 156 additions and substantial renovations. It is thanks to school plant managers that these investments have been turned into tangible results. Your work has kept construction projects on track and helped transform older buildings into high-quality, modern learning environments.

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This year, we are building 28 more schools, and expanding and renovating 23 existing ones. School renovations will include roof repairs, heating, ventilation and air conditioning unit updates and electrical and plumbing system modernization. More visible elements of schools such as flooring, walls, ceilings and playing fields will also be renewed. As our investments reach school boards, we will depend on school plant managers and other staff to ensure that projects meet the expectations of the students and their communities. New schools, renovations and expansions result in learning environments that better serve the needs of students. Additionally, safe and modern schools provide spaces where members of the community can come together to learn,

participate in activities and access services. We remain committed to working with school plant managers to ensure that our education infrastructure meets the needs of Ontario students, families and communities. Thank you for the great work you do, and for your contribution in supporting student achievement and well-being.

Sincerely,

Mitzie Hunter

, MBA

Minister of Education

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T: 905-670-8558 | TF: 1-800-561-5903 | www.gerarddaniel.ca Ontario School Plant Manager | Fall/Winter 2016

Building for Premier Kathleen Wynne made the announcement at Courcelette Public School in Toronto, where funding will support an addition to the current building to accommodate 138 more students. “Building modern schools across the province will have a positive impact on the learning experience and will make it easier for students to excel and reach their full potential,” Wynne said. Ontario is making this investment in 51 schools in 36 communities to address demand in areas of high population growth, and to replace schools that are in poor condition. Minister of Education Mitzie Hunter, with Premier Kathleen Wynne

late October, the Province of Ontario announced that it will be building 28 new schools, and expanding and renovating another 23, to support more than 21,000 students across the province as they learn and grow. The investment of $474 million will ensure students are learning in high-quality, modern buildings that can better support their achievement and well-being.

“High-quality schools are the heart of our local communities and the foundation of our publicly *funded education system,” said Minister of Education Mitzie Hunter. “We know that better buildings support better learning. The funding announced today is a strategic investment in student achievement and well-being, and in the long-term prosperity of our province.” Investing in new and better schools, and improved learning environments, is part of the government’s plan to create jobs, grow our economy and help people in their everyday lives. Since 2013, the province has provided more than $2 billion in capital funding for school boards to support 127 new schools and 133 additions and renovations. In all, Ontario is providing school boards across the province with more than $12 billion over 10 years to help build new schools in areas of high growth, improve the condition of existing schools and invest in projects to reduce surplus space through school consolidations.

Ontario School Plant Manager | Fall/Winter 2016

the Future New Projects by Region: Central Ontario

• A new replacement elementary school for St. Charles Catholic School will be built in Bradford to accommodate 470 students. • C ollingwood will see additions for 141 students to Cameron Street Public School and for 92 students to Mountain View Elementary School

South western Ontario

• R enovations will be made to Owen Sound Collegiate and Vocational Institute facility to accommodate 800 elementary students.

• I n LaSalle, a new elementary school for 423 students will be built to address the facility condition and renewal backlog at Prince Andrew Public School.

• A new elementary school for 647 students will be built in Eastern Peterborough to consolidate students currently attending King George Public School and Armour Heights Public School.

• Renovation will be made at St. Clair Secondary School in Sarnia to accommodate 528 secondary students from Sarnia Collegiate Institute and Technical School.

• I n Smiths Falls, a new Catholic elementary school will be built for 423 students. • I n Wendover, six relocatable classroom modules will be moved from École secondaire catholique régionale de Hawkesbury to École élémentaire catholique Saint-Joseph.

• I n Woodstock, an addition for 184 students to École élémentaire catholique SainteMarguerite-Bourgeoys and École secondaire catholique Notre-Dame will be built.

• S pace at St. Martin of Tours Catholic Elementary School in Whitney will be renovated and retrofitted to accommodate 26 elementary students from Whitney Public School.

Northern Ontario

• W yoming Public School will see a new gymnasium and an addition to for 43 students to accommodate the consolidation of students from South Plympton Public School.

• A new French Catholic elementary school in Hanmer for 567 students. • A n addition will be made to St. Paul School in Timmins for 150 students to support the consolidation of students from Sacred Heart School. • C onseil scolaire public du Grand Nord de l'Ontario's Education Centre in Sudbury will be converted into an adult and alternative school in order to relocate students from the current ES Cap sur l'Avenir facility.

• A new elementary school in Dunnville for 423 students will accommodate the consolidation of Fairview Avenue Public School and Grandview PublicSchool.Also, an addition for 95 students at Thompson Creek Elementary School will be built. • I n Windsor, a new Catholic secondary school for 850 students will be built to address the facility condition and renewal backlog at Catholic Central Secondary School.

• W est Hill Secondary School will be renovated to accommodate students from Owen Sound Collegiate and Vocational Institute.

Eastern Ontario

• A new secondary school in for 819 students Amherstberg will accommodate the consolidation of General Amherst High School and Western Secondary School.

• A new Catholic elementary school for 412 students will be built in North Oshawa.

Durham

• A lso in Oshawa, a new elementary school for 519 students will be built. • I n Bowmanville, the purchase of the former Ontario Street Public School will accommodate 210 elementary Frenchlanguage students.

Ontario School Plant Manager | Fall/Winter 2016

“

H igh-quality schools are the heart of our local communities and the foundation of our publicly *funded education system,” said Minister of Education Mitzie Hunter. “We know that better buildings support better learning. The funding announced today is a strategic investment in student achievement and well-being, and in the longterm prosperity of our province.”

Ottawa

• A new French-language secondary school will be built for 404 students. • É cole secondaire publique De La Salle will see a new gymnasium and an addition for 210 students.

Waterloo Region

Peel Region

• A n addition for 138 students will be built at Grand River Collegiate Institute in Kitchener.

York Region

Hamilton -Niagara Region

• A new elementary school will be built in Markham for 615 students.

• Five new schools will be built in Milton:

Halton

• A new elementary school for 776 students. • A new secondary school for 1,200 students. • A new Catholic elementary school for 671 students.

• A new Catholic elementary school for 458 students will be built in Binbrook.

• A new elementary school for 354 Frenchlanguage students.

• I n Hamilton, one classroom will be renovated, and a full-day kindergarten addition will be made to Sir Wilfrid Laurier Elementary School to accommodate 307 students. • I n Stoney Creek, two new schools will be built, one for 625 students and one for 564 students (to address the facility condition and renewal backlog at Eastdale Elementary School).

• A new Catholic school will be built in Stouffville for 1,400 junior kindergarten-toGrade 12 students.

• R enovations will be made to one room at St. Joseph the Worker school Thornhill to accommodate full-day kindergarten students.

• I n Caledon, a new Catholic elementary school for 504 students will be built, as well as a new elementary school for 650 students in the Southfields Village community. • A n addition for 184 students will be built at Ruth Thompson Middle School in Mississauga.

• A n addition for 190 students will be built at Cedar Creek Public School in Ayr. • A n addition for 199 students will be built at Ryerson Public School.

• A n addition for 230 students will be built to Holy Redeemer Catholic Elementary School.

• I n Brampton, three new schools will be built: a new Catholic elementary school for 504 students in the Credit Valley community; a new elementary school (Dolson Public School) for 852 students in the Mount Pleasant community; and a new elementary school (Whaley’s Corner Public School) for 650 students.

• I n Cambridge, a new elementary school will be built for 519 students.

• A new French Catholic elementary school for 308 students.

Toronto

• A new replacement school for St Antoine Daniel Catholic School in North York will accommodate 510 students. • A 276 addition will be made to Hodgson Senior Public School in Central Toronto. • A n addition for 138 students will be made to Courcelette Public School in Scarborough. • R enovations will be made to Danforth Collegiate and Technical Institute and Monarch Park Collegiate in East York. ¦

Ontario School Plant Manager | Fall/Winter 2016

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Facilities Managers lead Durham Catholic DSB to 100 per cent Ontario EcoSchools Certification By Ontario EcoSchools staff

How does a school become certified as an Ontario EcoSchool? It takes the combined efforts of the whole school community: students, parents, staff, teachers, administration, and caretakers. But what about the physical space that houses this community? From HVAC systems to energyefficient appliances, what goes on inside school walls can make a big difference to reaching environmental goals.

10 Ontario School Plant Manager | Fall/Winter 2016

This is where the specific expertise of facilities and caretaking staff come in. As staff who know the school buildings inside and out, they can establish on-the-ground measures to improve buildings’ energy efficiency, waste management, school grounds, and more, while working as part of their schools’ EcoTeam to educate about and maintain these systems. At Durham Catholic District School Board (DCDSB), a committee of staff members have led the way to an impressive 100 per cent certification – meaning that all 46 schools in the board certified as Ontario EcoSchools in the 2015-16 school year. We had the chance to interview Bob Camozzi (Superintendent of Education), Scott Grieve (Manager, Custodial and Maintenance Services), and Carol Stott (Waste Recycling Specialist) about their experiences with the Ontario EcoSchools program, key challenges and successes, and how they have worked together to achieve 100 per cent certification.

Bob Camozzi initially became involved as a school principal. “Our students and staff embraced the program because it connected to their experiential learning outside the classroom – that is, making connections between CO2 emissions and preserving the natural environment,” he says. Scott Grieve has been part of the program since he took on his initial role supervising energy and waste/ recycling. He currently supports a staff team and committee that assists school EcoTeams in the certification process. Carol Stott got her start with the program when she became the board’s Waste Recycling Specialist almost 10 years ago. “The newly created position lent itself well to combining the board's legislative requirements and the goals of the board’s EcoSchools Program,” she explains. “I joined the EcoSchools and Environmental Committees, and we worked as a team, to help bring sustainable environmental practices across our system. Within the first year, we celebrated Bottled Water Free Day and Earth Hour, both as board-wide initiatives.” Stott says that during her tenure, her role has shifted to enriching and deepening the EcoSchools program. She has become a stronger advocate of promoting the program in DCDSB schools, including in the area of curriculum, by enlisting school EcoReps to help deliver resource

packages on various initiatives. These include Water Issues with an Aboriginal Perspective, Climate Change, and Energy Conversation. Camozzi, Grieve, and Stott have all been instrumental in establishing strong school EcoTeams, built on a foundation of caring for the environment. Stott explains that facilities staff also play a key role in promoting the program to the wider community, including school trustees and board officials. Camozzi further elucidates: “The key that I have found is in the people at both the board and school levels who take on the EcoRep roles. They all care deeply about the environment, and in making sure the students have a deeper understanding of the role and impact they have in the environment.” Similarly, Grieve and Stott note the team effort involved in building the momentum and capacity required to achieve certification. One challenge to improving environmental performance inside schools has been ensuring that the EcoReps who are teachers are aware of board targets (for example, in the areas of energy conservation and waste minimization) and that they know to reach out to facilities staff for support when they need it. Another obstacle Grieve mentions is that there are so many competing initiatives at schools that some can be overlooked – although he notes that once the Ontario EcoSchools program

becomes embedded in the day-to-day life at school, it’s easier to spread this energy to other local schools. Similarly, Stott share that there is great potential to make an economic case for being an EcoSchool. “By being a part of the EcoTeam, you will also be implementing best practices for waste and energy, which can have economic savings for the board; [these] can be re-invested into the classrooms, including providing new or additional resources to the custodial role,” she says.

How can school boards work together with facilities and caretaking staff to build a strong Ontario EcoSchools program? Here are a few ideas collected from the DCDSB facilities team: • C aretakers are vital members of the EcoTeam: connect with them from the very beginning and recognize the unique expertise they hold. • S chool boards can enlist the help of facilities and caretaking staff to identify areas where energysaving measures can be implemented (for example, staff can use the building automation system to review areas of inefficiency). • F orm a board-level team responsible for carrying out initial waste audits and energy audits; once students and teachers know how to do an effective audit, they can lead on follow-up efforts. • C ollaborate to organize boardwide environmental stewardship campaigns such as community clean-ups, Sweater Day, Earth Day, and bottled water-free days. • D evelop a summer maintenance plan for outdoor spaces. • C o-fundraise at both school and board levels for school ground greening projects or building improvements such as water bottle refill stations. • B uild student leadership by organizing Youth Environmental Summits; these can be great opportunities for students to connect with caretakers and other staff to share expertise. ¦

Wall mural at DCDSB. Ontario School Plant Manager | Fall/Winter 2016

CaGBC is looking for the 2017 Greenest School in Canada The CaGBC and the Canadian Coalition for Green Schools are searching for the Greenest School in Canada 2017 – a school at the elementary or secondary level that truly exemplifies how sustainability can be integrally woven into the infrastructure, culture and curriculum of a school. Applications are now open! Deadline is April 30, 2017.

What the Greenest School in Canada wins The winning school receives $2,000 in prize money to use for a green activity and the coveted title of Greenest School in Canada. Canada's Greenest School will also be submitted as the official Canadian entry into the Greenest School on Earth competition, awarded annually by the Center for Green Schools.

Criteria and eligibility: Demonstrate how you're educating students about sustainability Schools that offer any grade from kindergarten to grade 12 in Canada are eligible to participate in the Greenest School in Canada competition, and will be judged on criteria including efficient use of resources and reduced environmental impact; enhanced health and learning among students, teachers and staff; and emphasis on sustainability and resourceconservation education. Visit the Programs page at www.cagbc.org/greenestschool for more information. You can also start your online application any time at https://cagbc.fluidreview.com/##GSC – it will save any updates until your final submission. 12 Ontario School Plant Manager | Fall/Winter 2016

This logo is courtesy of the Canada Green Building Council (www.cagbc.org) and cannot be re-produced or used without permission.

New this year! CaGBC is offering interested schools a free “Tips and Tricks” webinar on January 25, hosted by the winners of Greenest School on Earth in 2014 and Greenest School in Canada 2016.

The Ottawa Chapter of the CaGBC will be offering a new program in early 2017 called the Community Champion Program. Through this program, the chapter provides support to local charities and schools to identify green projects and retrofits to help decrease their building’s environmental footprint. It also provides emerging green professionals an opportunity to implement their skills through a design charrette and an opportunity to help with the implementation of the retrofits. For information about this program, email Kim Bouffard, Ottawa Chapter Specialist, at kbouffard@cagbc.org. ¦

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Mandatory Energy Benchmarking Is Coming Benefits of energy Are You Ready? benchmarking

• Access key building performance data • Minimize environmental impacts and GHG emissions • Enables strategic investments to conserve more energy

he Canadian Green Building Council (CaGBC) is offering energy benchmarking training in Ontario in early 2017 to help prepare the industry and people like facilities managers with the upcoming requirements in the province, where the reporting of annual benchmarkingww results for large commercial buildings will soon become mandatory. Other jurisdictions, including the City of Vancouver and the Province of

Manitoba, are also considering similar legislation. Worried you'll be out of the loop? Canada's green building education experts at CaGBC have you covered with two new courses that will help get you started. These courses – modeled after the successful training that was implemented in support of the City of Chicago's Energy Benchmarking Ordinance – will introduce the general processes for accurate data collection, show participants how to create a building profile in ENERGY STAR® Portfolio Manager, and discuss Ontario's upcoming EWRB regulation. This two-part course offering can be taken separately or together, with courses available as Webinars or as classroom sessions.

Part 1: Introduction to Energy Benchmarking This introductory course is intended for those interested in learning more about energy benchmarking in Canada.

Part 2: Understanding Ontario’s Mandatory Energy Benchmarking for Large Buildings This course will be available within 30 days of the EWRB regulation enactment and is intended for those interested in learning more about Ontario’s new EWRB regulation. Upcoming courses will be opening for registration soon, with offerings in Ottawa and Toronto, so watch the registration page (www.cagbc.org/courseregistration) for all upcoming education opportunities. ¦

14 Ontario School Plant Manager | Fall/Winter 2016

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The FAQs of Performance Contracting

As districts look to save money and energy, they should consider performance contracting By Erin Green This article originally appeared in the April 2016 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.

The Clean Power Act will dramatically change how the United States makes energy. We may have a temporary drop in the cost of petroleum and gas products, but the move away from coal-fired energy plants will eventually lead to higher electricity and gas prices as demand for clean power increases. The cost of solar and LED lighting has plummeted recently, making those renewable and efficient sources of power affordable and an excellent hedge against the coming rising utility costs. If your district is looking to save energy – and dollars – consider performance contracting. Here are some questions, answers, and advice.

1. W hy not manage the project ourselves? Performance contracts are nothing but moneymakers for companies and rack up extra costs for school districts, right? The old-school performance contracts may have been moneymakers, but the marketplace has changed with demands for full transparency; there is no “hiding” the real project costs. When searching for a performance contractor, look for a company that will bid all the elements and share the results. Ask if you can pick the contractors and suppliers that you have faith in or have established good relationships with. Go “non-proprietary” with equipment so you are not locked into expensive maintenance contracts or overpriced “brand” equipment. Yes, there is a small cost for verifying savings, which is needed under a performance contract. However, all results are guaranteed, eliminating risk for you.

2. W e already have an architect and general contractor on board for our projects. Can’t they handle the mechanical elements? Most architectural firms subcontract for mechanical, electrical, plumbing, and HVAC (heating, ventilating, and air conditioning) work. With this subcontract may come another layer of profit for them, and an expense for your district. By segregating out this portion of the work to an energy services company, you get a designbuild guaranteed project without added layers of cost.

What’s more, no “finger-pointing” takes place when things don’t function as promised, as the energy services companies’ engineers design the project and build it. Seek a company that will work in partnership with your architect and construction manager. As the procurer of architectural services, you have the power to decide to segregate this portion of work.

3. W hy should I consider using a performance contract for mechanical, electrical, plumbing, and HVAC work? Besides saving large amounts of money on utilities, you can make your district more sustainable and green for the long haul. Our buildings from the 1950s, 1960s, and 1970s need upgrading. With a design-build performance contract, one company designs, installs, and commissions the project and equipment. If something does not perform as promised, there is one responsible party. A reputable company will guarantee not only cost and energy savings, but also an optimal learning environment, such as thermal comfort, humidity, air exchange, and noise levels.

4. Should I do an RFP (request for proposal) or RFQ (request for qualifications)? What’s the difference? An RFQ will not give you any pricing on the projects. Rather, it will address such items as the company’s financials, time in business, work done to date, and references. An RFP will give you pricing on the proposed projects without committing you to doing them. Seek a company that will give you enough specifics in your energy project survey to bid out the projects without committing you to a fee if you do not choose them.

5. What else should I look for? Look for a company with a flat structure to keep costs down (big, publically owned companies have to make a good return for stockholders and pay the home office besides the branch). Look for a company that is transparent with its profit margin and operational overhead; uses open-book pricing; gives you the choice of contractors and vendors, guaranteed cost savings and maximum price, and guaranteed performance (temperatures, energy savings, humidity, noise levels of the learning environment); is brand independent; and offers a guarantee of no change orders. ¦

Erin Green, an educational consultant for Performance Services Inc., is treasurer of the Green Schools National Network. Email: erin.green1776@gmail.com Ontario School Plant Manager | Fall/Winter 2016

Eco-friendly carpet tile installation in schools By Jeff Johnson, MAPEI

Ultrabond ECO 885001

s flooring products continue to evolve to meet consumer demands for environmentally friendly, recyclable materials that utilize post-consumer waste, adhesive formulations must evolve too. Past adhesive formulations that were suitable for installing non-recyclable carpet do not provide the physical characteristics needed to effectively bond newer-generation carpet products that are manufactured with non-PVC, polyolefin and most “eco-type” backings. To accommodate today’s desire for eco-friendly floor coverings, MAPEI has developed a LEED-compliant adhesive solution that promotes exceptional bond while remaining highly compatible with newer, environmentally sensitive carpet and carpet tile backing materials – Ultrabond ECO® 885. When carpet manufacturers develop new eco-friendly carpet backings, they create their own unique version of what a “totally recyclable carpet” consists of. While such variability has resulted in adhesive challenges in days gone by, it is no longer so with the use of Ultrabond ECO 885 premium, polyolefin-backed carpet adhesive. Designed to install virtually all types of polyolefin-backed carpet, Ultrabond 18 Ontario School Plant Manager | Fall 2016

ECO 885 provides the construction industry with a win-win bonding solution. In general, moisture testing should be done on the concrete subsurface before the carpet or carpet tile installation. Testing should strictly follow the procedures outlined in ASTM F1869 and ASTM F2170. In fact, both the flooring manufacturer and MAPEI require that this data be kept on file. Ultrabond ECO 885 has been specifically designed for fast-track construction, making it suitable for fresh concrete slabs (less than a year old) with MVERs measuring less than eight pounds and 90 per cent relative humidity that show diminishing results over time. If at any time the moisture of the concrete slabs exceeds the limits established for Ultrabond ECO 885, MAPEI offers many moisture solutions that will help bring a slab into compliance. Of special note, MAPEI’s Planiseal VS moisture-reduction barrier can be used even without moisture testing.

Example of a single-source system for installing carpet tile over concrete

Challenge:

Quickly renovate and upgrade an elementary school’s classrooms to LEED gold certification standards. Install polyolefin-based carpet tile over a concrete slab that is exhibiting moisture emissions between 17 and 20 pounds and 94 to 95 per cent relative humidity throughout the school.

Solution: Create a fast-track flooring system that includes moisture remediation and substrate preparation before installing carpet tile throughout the school’s classrooms.

First, prepare the concrete to a sound, clean, dust-free condition that is free of any potential bond breakers. Then use the following single-source system of four MAPEI products to produce a durable, eco-sustainable installation. A. Spread a layer of Planiseal VS alkali-resistant, 100 per cent solids epoxy moisture reduction barrier smoothly and evenly over the concrete slab. Planiseal VS effectively stops moisturerelated problems over concrete with floor coverings. In addition, Planiseal VS expedites floor-covering installations by eliminating the traditional wait time required for new concrete slabs to reach moisture levels suitable for installations. B. A fter just eight to nine hours, roll a layer of FastTrack Ready Primer T all-purpose, acrylic primer over the concrete. C. W ithin two to three hours, patch and skimcoat the concrete substrate using Planiprep SC, which smoothes minor surface variations and defects and creates a strong, durable surface ready for almost any floor application. Its unique formulation mixes easily with water and produces an easy-to-apply patching compound. Rapid-setting Planiprep SC allows for fast-track flooring installations in 30 to 60 minutes after application, depending on thickness and environmental conditions. D. I nstall the carpet tile using FastTrack Ready Ultrabond ECO 885 premium, polyolefin-backed carpet adhesive, ideal for most “eco-type” backings. Offering both permanent and releasable system application options, non-PVC, low-VOC Ultrabond ECO 885 is formulated with very aggressive bond, providing a superior outcome compared to traditional carpet adhesives. ¦

Jeff Johnson

About

Jeff Johnson is the product manager for MAPEI’s Floor Covering Installation Systems line. He brings more than 20 years’ experience in floor-covering installation, product development and marketing. Practical experience in the construction industry and as a bench chemist gives Jeff a unique and exciting perspective on floor covering installation systems.

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Analyzes energy performance and costs in correlation with all building systems. Predicts, detects and alerts of equipment faults and failures. Ontario School Plant Manager | Fall/Winter 2016

Quality Filter Bags the Key to Proper Dust Collection N.R. Murphy strives to deliver the best available products to its customers. The leading manufacturer of industrial dust collection systems recognizes that controlling quality makes a big difference, and quality filter bags, expertly installed, can help keep its dust collectors running smoothly for years to come. More importantly, they help keep air clean in the workplace. This is why the Cambridge, Ontario-based manufacturer launched its own Filter Division back in 2001. This department produces custom-made fabric filters that can be used in N.R. Murphy dust collectors, as well as other manufacturersâ&#x20AC;&#x2122; equipment. 20 Ontario Schoolâ&#x20AC;&#x2C6;Plant Manager | Fall/Winter 2016

Important considerations Filter bags can have a major impact on how efficient a dust collecting system is. There are several factors to consider when it comes to filter bags. • M edia: It’s imperative that filter bags are manufactured from the media that is most appropriate for the specific dust collection application. N.R. Murphy stocks many types of quality filter media, and its engineering staff is experienced in selecting the proper one. • I nstallation: Filters must be correctly installed to avoid dust leaking into the facility. During service calls, N.R. Murphy technicians will remove the existing filter bags, install a new set of filters and do general service on the dust collector. The company’s technicians have been performing service work and building N.R. Murphy dust collectors for many years and, as a result, are able to work quickly and efficiently, pinpoint problems with the dust collector, and find solutions. • F requency of filter change: There are many variables that will affect how often a filter should be changed, including the number of shifts, whether the dust collector is in daily operation, and the type of the material being collected. N.R. Murphy experts can help

More information There are several basic styles of filter bag to choose from. The appropriate style depends on the type of collector and the manufacturer. Contact N. R. Murphy to learn more about filter bags and for help determining the style that best suits your application. For detailed product or production information, contact Helder Armas, Sales Manager, at 519.621.6210, ext. 203 or e-mail h.armas@nrmurphy.com.

N.R. Murphy Ltd. Dust Collectors For over 70 years N.R. Murphy Ltd. have designed and installed more than 14,000 dust collection systems, solving almost every dry dust problem imaginable. In addition to manufacturing dozens of standard and custom dust collector models, they also build cyclones, rotary air locks, abort dampers, spark detection and suppression systems. Heavy-duty industrial exhaust fans are in stock and ready to ship or can be quickly modified. As well as stocking a wide line of dust collector accessories, they also manufacture dust filters for all makes. ¦

customers determine the appropriate frequency.

Ontario School Plant Manager | Fall/Winter 2016

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Serious Questions about New-Generation Artificial Turf That Require Answers Provided by Turfgrass Producers International

n order to make fiscally and environmentally sound decisions regarding the potential purchase and installation of artificial turf in their communities, decision makers must consider all short- and long-term issues and concerns.

area. While “fraud” is a highly charged word, some claims made by some artificial turf companies may fall within the legal definition of that term, while other claims may only be deceptive, overstatements, misstatements or misunderstandings.

Artificial turf is being widely promoted as a cost-efficient, environmentally- and user-friendly product that can replace natural grass on sports fields and home lawn areas.

The issues raised by the following questions are intended to assist in the decision-making process by focusing on real and serious areas of concern.

Unfortunately, a large number of unsubstantiated claims are being made by promoters of the new-generation artificial turf products (particularly those that incorporate ground rubber as part of their base).

Claims made by many artificial promoters include some or all of the following: • Artificial surfaces have a life expectancy of 15 to 20 years. • I nitial purchase and installation costs are quickly offset by the absence of ongoing maintenance costs. • Safety of the artificial playing surface is unmatched by natural turfgrass. • S ignificant questions about the validity of these claims deserve answers. Of equal or greater concern are questions that typically will not arise during the normal artificial turf sales presentation process, particularly issues related to the health and safety of our children and serious threats to our environment. These issues require answers. In a world where we all want the best for our children and where professional or even high school-level coaches want the best for their athletes, we search for solutions that on the surface may seem the perfect answer. As experience has proven time and again, “if it seems too good to be true, it probably is.” It’s an adage worth contemplating when consideration is being given to constructing an artificial turf 24 Ontario School Plant Manager | Fall/Winter 2016

Insist on answers to these concerns.

Health Concerns Health and safety are two major principles that guide many of the decisions individuals, parents, athletes and coaches as well as appointed and elected officials must make on a daily basis. When decisions impact children or the environment, ignorance is no excuse, and neither is falling under the guile of an agenda- or commission-driven salesperson. Ground tire rubber is used in some artificial fields as an impact-softening base. The toxic content of tires (including heavy metals) prohibits their disposal in landfills or through ocean dumping. Yet, this toxic material is being allowed (in large quantities) where children and professional athletes come into direct contact with it. 1. S hould the presence of potentially toxic ground rubber on a sports field or home lawn be a concern to decisionmakers, athletes, coaches, spectators and parents? 2. F or those firms who make claims of using shredded athletic shoes, what percentage of this type of rubber is being used (if any), versus ground tire rubber? 3. W hat is the heavy-metal and/or toxic material analysis of the ground rubber? 4. W hat are the short- and long-term health effects for athletes and spectators to the inhalation of the ground rubber dust? 5. W hat are the health concerns related to the ingestion of

on any project: from specialized sports fields to any sod installation Experience a touchdown with Greenhorizons’ Professional Turf team. They have the know-how and extensive experience to properly build sports fields, or carry out any sod installation RIGHT the first time. They also understand that budget restraints exist at all levels. Based on the project and its proposed uses, Greenhorizons can provide a range of budgetary options for the best fit.

GHG ProXstablishmentTM Option for Guaranteed Success As any experienced turf manager can tell you, site preparation and laying the sod is only half of the job. How the turf is managed immediately

after installation can drastically affect time-to-use of a site. When GHG ProXstablishment™ is specified for sodded surfaces, you are guaranteed your sod will be established, healthy and vigorously growing with no visible seams or gaps. From specialized sports fields to any sod installation, Greenhorizons has the right sod variety for the job. Couple that with extensive experience through successful installs and their ProXtablishment™ turf management program to guarantee establishment, and you’re in line for a TOUCHDOWN!! Call today. It’s a win-win with Greenhorizons.

Serving Ontario & Surrounding Areas | 1-800-367-6995 | GreenhorizonsSod.com

Actual photo of real grass temporarily installed at the Rogers Centre

Touchdown!

ground rubber particles that takes place from sliding face-first on the surface or dropping and re-inserting a particle-covered mouth-piece onto the field? Temperatures on artificial fields have been documented to be upwards of 86.5 degrees F hotter than natural grass fields under identical conditions. For example, at one location, when the natural grass surface temperature was 93.5 degrees F, the measured artificial field temperature was 180 degrees F. 1. W hat length of time can players of different ages (particularly the very young and/or very old) be safely exposed to this heat level? 2. I f watering artificial turf reduces the field temperature, what is the length of time the temperature is reduced, and by how many degrees? 3. Does the requirement to have a field-watering system negate some of the projected cost-savings of artificial turf? 4. A lthough artificial fields are sold on a basis of being able to utilize the field seven days a week, 24 hours a day, what outdoor temperature levels will cause the field to be closed because of potential health concerns to participants? Similarly, what lesser temperatures will cause participants to be so uncomfortable as to not enjoy playing on the surface? Field sanitation that includes removal of bodily fluids (spittle, blood, sweat, vomit, urine), and/or bird or animal droppings may present a unique problem for artificial fields. 1. W ill the use of antiseptic cleaners properly sanitize the area? i. How frequently must the field be sanitized? 2. W ill the use of these sanitizing cleaners invalidate the surface’s product warranty? 3. Do the sanitizing cleansers or the scrubbing process damage the artificial fibers and lessen the projected life expectancy of the product? 4. H ow much time, equipment and manpower must be budgeted to ensure a reasonably sanitary playing surface? Abrasive surfaces can result in difficult-to-heal injuries, particularly in the presence of bacterial or viral pathogens. 1. W hat standards of abrasiveness have been established for artificial products? 2. A re parents, coaches and sports medical personnel trained to recognize the potential seriousness of abrasive wounds caused by artificial surfaces and prepared to treat them properly?

26 Ontario School Plant Manager | Fall/Winter 2016

Field hardness (either too hard or too soft a surface) can result in serious chronic or immediate athletic injury. 1. W hat standards of artificial turf installation and maintenance have been developed to ensure fieldwide, season-long uniformity and consistency, particularly when different field uses (i.e., soccer, football, marching bands, concerts, etc.) are allowed or encouraged? 2. W hat is the correlation between the potential for increased on-field players’ speed and the incidence of serious injuries? 3. If additional ground tire rubber is periodically added to the field are potential health and environmental concerns about the toxicity of this material also renewed? Athlete health and career longevity can be seriously jeopardized by exposure to extreme temperatures, overly hard or overly soft surfaces, greater speed at point of impact (with the field or other players) and staphylococcus (staph) infections caused by parasitic bacterium present on the playing surface. 1. W hat specific sports injury studies have been conducted to document the safety or artificial sports surfaces? 2. W hat specialized equipment, particularly footwear and padding, is recommended or required to address sports injury concerns that occur frequently on artificial fields? 3. Has the health-care profession developed hydration guidelines for athletes at different ages, performing on hot artificial fields to reduce or avoid serious or even life threatening dehydration situations? 4. W hat field maintenance practices are recommended or required to address the abnormally high presence of staphylococcus bacterium that can develop on an artificial surface?

For expert advice and answers to your turf questions, call Greenhorizons (905) 389-1315 and ask for Steve Schiedel, or email him at steve@greenhorizonssod.com. In the Summer issue of Ontario School Plant Manager, we’ll look at the environmental and cost concerns surrounding artificial turf. ¦

roof Preventative

maintenance By Zen Szewczyk

Executive Director, IRC Building Sciences Group

ost building owners or building operators don’t know or are unaware of roofing problems until there is a problem (i.e. a leak). By this time, it’s usually too late to implement a preventative maintenance program, and the result is that the roof is managed in a reactive manner. Typically this is done by asking a roofing contractor out to the building to fix the leaking roof, which can only be done as a temporary measure since the roof is wet and there is less likelihood of making permanent repairs to a wet, leaking roof. The typical temporary measure is to plug the leaking area with the use of Portland cement, which will absorb the localized water and eventually stop the leak. This measure of repair is temporary at best and should be followed with a permanent repair solution. Having a contractor come out a couple of times – once for the temporary repair and again for the permanent repairs – can be costly, and, if it happens on a regular basis, will drive up the cost of maintaining the roof’s integrity. If allowed to continue, it will result in complete and possibly premature failure of the roof. The best way to avoid such a scenario is to start managing your roofing inventory by first knowing what you have. This is achieved by conducting a roof system evaluation.

Ontario School Plant Manager | Fall/Winter 2016

Roof system evaluations Property owners often don’t understand or know what comprises their roofing investment. It’s not uncommon for owners and managers to want and need a roofing professional to survey their facilities and help them understand the following: 1) What they have; 2) What may be required to protect their investment; and 3) Why they need to invest in maintenance for their roof system(s). These services, provided by either roof consultants or engineers, are often about educating the property owner. Once educated, owners can make better decisions regarding roofing needs. Educated owners who understand these three key issues are much better equipped to avoid problems and premature failures of their roofing system(s) and understand the importance of their proper care and maintenance. Often included in roof evaluations are recommendations to maintain the existing roof. Knowing what

Forensic evaluations When a roofing system fails prematurely, the determination of cause can be a critical component in making the right decisions to avoid the same fate for the replacement roof. Sometimes the cause of a premature failure is straightforward and self-evident. In these cases, as with the water intrusion statement above, the roof consultant as an independent third party can provide an opinion that is unbiased and is much less likely to be self-serving than if coming from the designer of record or the general contractor, the material supplier, the roofing contractor, or any other party with a vested interest. In cases where the cause of failure is more complex or comprised of a variety of factors, the roof consultant brings knowledge and expertise to the determination of cause, and the value to the manufacturer is a greater chance of a fair assessment of why the roof failed. Almost no one – and certainly not material manufacturers – has any desire to be involved in premature roof failures and their investigation. Yet an investigation conducted by an independent professional

The implementation of a preventative roof maintenance program, if followed through as set out by your roof consultant/engineer, helps extend the serviceable life expectancy of the roofing system and reduce maintenance costs during the life of the roof. needs to be done and how to proceed is often critical in avoiding inadvertent warranty problems up to and including cancellation. Unfortunately, property owners and maintenance personnel can and do cause harm to roofs by taking the wrong steps when a roofing problem arises, such as using incompatible materials to make a repair. Instructed by a roof consultant, owners and maintenance personnel can avoid these missteps. Likewise, the consultant – as an independent party – can be key to addressing other areas of water intrusion that are not roofrelated, saving the manufacturer and the roofing contractor from seemingly self-serving claims of “it’s not the roof.”

who truly wants to understand the “why” is much preferable to any part of the “blame game” that can develop when no party wants to take responsibility for a roof failure.

Roof asset management This is an area of expertise that is continuously developing to provide property owners with a service that hasn’t been formalized in the roofing industry. There are varying levels of service offered, but at a minimum, management should include roof evaluations and a disciplined approach to managing the roofing system over its expected life, up to and including scheduled replacement. For the property owner, benefits include fewer

28 Ontario School Plant Manager | Fall/Winter 2016

hassles, greatly reduced expenditures for unplanned repair and replacement, more controlled and typically lower operating costs, detailed specifics on roofing assets, and so on. Manufacturers, whether of widgets or roofing materials, understand the principles of preventative maintenance and asset management for their facilities, and the benefits of applying these types of proactive programs to the roofing system can be easily appreciated. For the materials manufacturer, the value of proactive management of the roof is found in preventing unintentional neglect and providing for routine inspection and maintenance by qualified personnel, both of which contribute to the system realizing its intended service life. In addition, longterm care of the roof can be helpful in identifying potential problems before they become large issues. It’s much preferable to be made aware when there might be a cause for concern than to find out about a problem after a large area of the system has been affected. Asset management also provides a degree of realistic expectations for the property owner. Many owners understand that preventative maintenance is cost-effective, but in practice, they live from one roof leak to another. Roof asset management can be used to break this cycle and educate owners on how to take a measured approach to protecting their property and meeting their roofing needs. For the manufacturer, again, value is found in dealing with educated property owners who hold realistic expectations about their roof(s)..

What can you conclude? The implementation of a preventative roof maintenance program, if followed through as set out by your roof consultant/engineer, helps extend the serviceable life expectancy of the roofing system and reduce maintenance costs during the life of the roof. In addition, the implementation of a roof asset management program allows you properly forecast and manage your capital requirements for any and all roofing projects. ¦

Inclement Weather and School Transportation When most people think of the month of November, they usually think of the pleasures winter brings â&#x20AC;&#x201C; snowmobiles, snowboards, downhill skiing, all winter sports are top of the list. However, when the cold begins, people in the school bus industry start losing sleep!

199 Travers Street, Sudbury, ON P3C 3K2 Tel: 705-521-1234 | Fax: 705-521-1344 Toll Free: (705 Area Code): 1-877-225-1196 trans@businfo.ca

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is to provide a single transportation system with emphasis on safety and efficiency for the four School Boards in the Greater Sudbury, Espanola and Manitoulin districts. Ontario Schoolâ&#x20AC;&#x2C6;Plant Manager | Fall/Winter 2016

During inclement weather or extreme cold, when most parents and students are still asleep, transportation consortia and school bus operator personnel are observing and foreseeing weather conditions. For the Sudbury Student Services Consortium, the decision to cancel student transportation is never taken lightly and involves a number of people. The Sudbury Student Services Consortium also tries to report such decisions to the public by 6 a.m.

Once school bus operators report their findings to the Consortium, a variety of factors are taken into consideration: • S now and ice accumulations: Inclines, bridges and ramps can pose a danger. • R oad conditions: Most often, school buses are on the roads before sanding and snow removal crews have finished their work.

This being said, in order to make such a decision, school bus drivers, safety officers, and school bus operators’ managers are on the roads by 4 a.m. and are required to report road conditions to the Sudbury Student Services Consortium by 4:30 a.m.

• W eather conditions in specific areas: It is possible that some areas may not be affected by inclement weather; however, outlying area secondary school bus runs are also utilized to transport elementary students from different areas. As a result, cancellation of transportation services may be unavoidable.

At that time in the morning, the Consortium is also reviewing Environment Canada's Weather Warnings and is researching road conditions in all geographic areas it serves. The Ministry of Transportation, municipal officials, police services, etc. may also be contacted for additional information.

Our school buses travel more than 46,500 kilometres every day, and road and weather conditions truly impact our daily operations. While we understand that cancellation of transportation services may cause inconveniences to parents, student safety remains our priority. ¦

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30 Ontario School Plant Manager | Fall/Winter 2016

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