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CONTENTS
Communications Inc.
6 Seismic Mitigation Project by Shirley Bond, Minister of Education . . . . . . . 7 ecoENERGY and Schools by Natural Resources Canada . . . . . . . . . . . . . . . 8 SPOA Member Profile on Ivan Lewis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Profile on Rutland Elementary School . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 The Importance of Mentoring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Sustainability 101 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Thoughts on Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 SPOA’s Partners Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 The Chemical/Biological Threat – Part I, Chemical Threats . . . . . . . . . . . 22 Enriching Childhood Through Play . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 President’s Message – Grant Davidson, CTECH, CEFM . . . . . . . . . . . . . . . . . . . . . .
TRANSPORTATION SECTION: North Okanagan-Shuswap School District’s road to Anti-Idling Program success . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Ways to a Greener Fleet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Risk Note on Booster Seats . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Kelowna campus expanding at the University of British Columbia . . . . . . Company Profile on Richelieu Building Specialties . . . . . . . . . . . . . . . . . . CaGBC: Going for Green . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . When Disaster Strikes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Reducing actual GHG Emissions in BC schools . . . . . . . . . . . . . . . . . . . . Index to Advertisers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . COVER PHOTO PHOTO COURTESY OF CHUCK MORRIS This building in the Cariboo region of British Columbia stands as a poignant reminder of the isolated life many of these people lived, but still managed to school their children. These buildings housed trappers, families and also doubled as schools.
Mission Statement: To provide support and recognition to our members who work in partnership with leaders in education in the province of British Columbia. 4
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Suite 300, 6 Roslyn Road Winnipeg, Manitoba R3L 0G5 TF: 1.866.831.4744 TFF: 1.866.711.5282 President David Langstaff david@delcommunications.com Publisher Jason Stefanik Managing Editor Katrina Senyk Contributing Writers Tom Bauer Chris Dorn Michael Dorn David Katz Ernie Lambert, CEFM Chuck Morris Beryl Paintin Angela Reid Deb Smith Michael Stimpson Advertising Sales Debbie Angers Gary Barrington Jennifer Hebert Ross James Dayna Oul ion Production Services Provided by: S.G. Bennett Marketing Services www.sgbennett.com Art Director Kathy Cable Design & Layout Debbie Dunmall Advertising Art Deryn Bothe ©Copyright 2008. School Plant Officials of B.C. All rights reserved. The contents of this publ ication may not be reproduced by any means, in whole or in part, without the prior written consent of the publ isher. While every effort has been made to ensure the accuracy of the information contained herein and the rel iabil ity of the source, the publ isher in 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 publ isher, its directors, officers or employees. Publ ications mail agreement #40934510 Return undel iverable Canadian addresses to: DEL Communications Inc. Suite 300, 6 Roslyn Road, Winnipeg, MB R3L 0G5 Email: david@delcommunications.com PRINTED IN CANADA 10/2008
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PRESIDENT’S MESSAGE
GRANT DAVIDSON, CTECH, CEFM
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In spite of federal, municipal, and provincial elections; global warming; and other challenges faced due to current world wide economic uncertainty – School Plant Officials in the Province of BC will still continue to move forward with what we have always done, building and maintaining the best environments for learning for the students of BC. I believe that we should take stock of our mutual accomplishments in the face of increasing costs, staff shortages, regulatory requirements – to name only a few challenges that come to mind – which can combine to appear to be “stacked against us” in our efforts to support the educational process. Approximately 1,800 schools in the BC public school system are supported
by School Plant Officials Association members. It is certainly a positive impact that the students attending these school campuses benefit from. This general theme of SPOA members providing high quality educational support is what I am personally behind during this 2008/2009 year – and what I am hoping to focus the 2009 conference theme towards. This is intended as a reminder to ourselves of the importance of our role in the British Columbia school system. Release yourself to celebrate the positive. I sincerely hope that readers will find this particular issue of Ops Talk informative and useful. I believe that you will. Cheers, Grant ❏
Seismic Mitigation Project BY SHIRLEY BOND, MINISTER OF EDUCATION
In the summer of 2004, we funded structural assessments of over 800 schools in 37 schools districts. These assessments were conducted by structural engineers, on behalf of school boards, who used an assessment tool developed in cooperation with the Association of Professional Engineers and Geoscientists of BC. In 2005, we announced a $1.5-billion, 15-year commitment to seismically upgrade the province’s schools. In doing so, our government became the first in British Columbia to commit to strategically dealing with this challenge. We remain committed to that plan, easily the most comprehensive by any government in this province’s history.
The schools were assigned a priority based on the number of high-risk components, the seismic hazard zone and soil type. Eighty schools were identified to be fast-tracked. To date, 74 school seismic projects are either complete, are under construction or are approved to proceed to construction. These 74 projects include completed upgrades at 27 schools, and there are 32 more schools where work is underway. Seismic upgrades have been approved at another 16 schools, and we are waiting for information from the districts to proceed with these. Government has invested nearly $400 million to date on seismic upgrades, and we are making steady progress on our long-range plan to make BC schools safer. This is on top of the 67 new and replacement schools that we’ve built since 2001 that are modern, safe, seismically sound buildings. Seismic safety is also a key component of our government’s revitalization of school infrastructure. In addition to ensuring all new schools are seismically
sound, the province provides a total of $5 million annually to school districts in seismic-designated zones to complete non-structural seismic work. This includes work such as attaching cabinets to walls, covering some windows with protective film and securing lights. Boards of education have faced challenges, including escalating construction costs and complex decisions about how best to upgrade their existing buildings and time projects so as to keep disruption in classrooms to a minimum. But we are working diligently with our partners – boards of education - to move as quickly as possible. To do that our government has provided extra resources in order to support them with their seismic projects. Student safety is a top government priority and we are moving forward on seismic upgrades. We have put together the most comprehensive seismic mitigation plan ever done by government in BC and we remain committed to that plan. ❏
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ecoENERGY and Schools Energy efficiency retrofit measures pay for themselves over time. This wise investment can help lower your utility bills and decrease associated greenhouse gas emissions while creating a more comfortable space for your staff and students. A financial incentive from Natural Resources Canada (NRCan), ecoENERGY Retrofit – Small and Medium
Organizations makes it even more affordable to improve buildings with a floor area up to 20,000 square metres (215,279 square feet). After arranging a pre-project energy audit and completing the application forms, your school district could be eligible for $10 per gigajoule of estimated annual energy savings, 25 percent of project costs or up to $50,000 per project
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($250,000 per school district until 2011). The program encourages retrofits with multiple measures such as lights, motors, building envelopes, heating, ventilation and air conditioning. Your school district can apply for up to 10 buildings at a time. Another incentive, ecoENERGY for Renewable Heat, offers up to $80,000 per installation for qualifying solar air and water heating systems. If your organization applies for either of these incentives, it is important you do not start the project or incur eligible costs before you receive written approval from Natural Resources Canada. School districts in British Columbia may also qualify for complementary funding support from energy utilities or other levels of government. Through ecoENERGY for Buildings and Houses, NRCan offers a number of tools, including Dollars to $ense workshops customized for schools, RETScreen software, technical publications, benchmarking guides and the Heads Up Energy Efficiency newsletter. The program promotes best practices such as recommissioning, which helps ensure all systems are working together as originally intended and as currently required. It also offers information on energy performance contracting (EPC), a financing arrangement where an energy management services company plans, implements and tracks your energy retrofit project; because they are paid from the resulting energy savings, there are no increases to your capital or maintenance budgets. To find out more about the ecoENERGY Retrofit incentive, including how to access the application guide and forms, visit www.ecoaction.gc.ca/retrofit. You can also go to www.ecoaction.gc.ca/heat for information on the renewable heat incentive and www.ecoaction.gc.ca/buildings for information on workshops, software, publications, recommissioning and EPC. If you have questions after reading the materials, contact the Office of Energy Efficiency at www.oee.nrcan.gc.ca/buildings/contact or call 1-877-360-5500. To arrange a quote from a Government of Canada official, please contact media@nrcan.gc.ca ❏
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Member Profile
IVAN LEWIS
As Facility Manager for School District #60 ((Peace River North), Ivan Lewis is responsible for all of the operational and capital projects of 20 schools and a number of rural teacherages. After graduating in Winnipeg with Canadian Telephones and Supplies, Lewis began his career as an electrician working on the microwave sites in Northern British Columbia. “Spending much of my day on a
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School Plant Officials Association of B.C. Fall 2008
tower at the 250 to 400 foot level taught me much about the need for proper installation and maintenance procedures. If something was going to break down, it would do so on either the coldest, windiest, or wettest day of the year; so installation and maintenance is paramount,” comments Lewis. Lewis enjoyed his time in BC; deciding that living in the province would be
a bonus, he moved into the Peace River district in 1978. In 1986, the district was looking for an electrician; Lewis started in August as one of two district electricians. The second electrician quit in late August to move to Victoria; his position was never filled and so within a month Lewis became the “sole electrician by default.” In 1988, the position of Mechanical Foreman opened up, and he occupied that position until he became the General Foreman in 1990. In 1996, John Holland retired as Plant Superintendent, and Lewis assumed this position, moving from General Foreman to Facility Manager. “No one really thought much about energy consumption prior to the ‘90s; even though most buildings were in reasonably good shape, many were energy ‘hogs,’” says Lewis. “Mid way through the ‘90s it became apparent that there were real saving opportunities for energy reduction; we put a $2.5 million dollar program together and completed it in 2003. This resulted in 40% less lighting fixtures, and about 90% of the district on direct digital control for heating and ventilation. Our savings were greater than projected and the project was fully repaid.” “I believe education is the key to change; keeping people on board with any project is time consuming but well worth the results. Energy reductions not only include electricity and heating fuels but also water, sewer, roofing and building envelope upgrades and recycling programs,” states Lewis. “For instance, we have installed small c-cans at all of our locations; these are almost always emptied on a monthly basis of recyclable paper and cardboard. Keeping track of garbage volume on a monthly basis has allowed us to concentrate on where the changes need to be made; in the last year we have saved over 60,000 kg going to the dump through the recycle program.”
“We are always on the lookout for new ways of doing business; just to name a few: in-ground garbage cans, our shop built benches using recycled plastic lumber (both indoor and outdoor), and we are experimenting with waterless urinals. Sometimes you just SPOA is collecting information with which to build a 'Knowledge Bank', also known as a 'Community of Practice'.
need to stretch your mind to try and accept new technologies,” Lewis comments. “I have been most fortunate to work with what I feel (yes, know) is the ‘best crew in the province’ maintaining our facilities. It is to their credit that our
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Profile | RUTLAND ELEMENTARY SCHOOL
An Excellent Energy Report Card Built in 2003, Rutland Elementary School in Kelowna, BC – a community school “alive” throughout the year – was the first in the Central Okanagan School District no. 23 to use a geothermal heating and cooling system. By using the latest technology in the field, and under the guidance of the federal department of Natural Resources Canada (NRCan), “New buildings can be designed to substantially reduce overall energy consumption” (website: http://oee.nrcan.gc.ca/commercial/index.cfm). NRCan validates new building design for qualification for financial incentives, and Rutland Elementary qualified for the full Commercial Building Incentive Program (CBIP) grant. The process of heating and cooling buildings using the earth’s energy has been around for many years. At depths below eight to ten feet (2.5-3.0 metres), Kelowna earth’s temperature remains near the average annual air temperature. “Radiant heat from the sun is collected in the earth, and the system draws from that suitcase of heat in the wintertime and puts it back in the summer,” explains Harold Schock, Maintenance Supervisor (Recoverable Projects and Grounds) at School District 23. “At Rutland School, four large heat
BY DEB SMITH
Playing field above geothermal installation.
pumps circulate the water – either hot or cold – through fan boxes located in each classroom. The air blowing across these pipes warms or cools the rooms to an even, comfortable temperature,” he says.
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School Plant Officials Association of B.C. Fall 2008
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Heating/Cooling corridor.
Heat pumps in the mechanical room.
The system was installed at the time of construction by GeoTility Geothermal Systems Corp. Pipe lengths from 400800 feet were laid in a horizontal ground loop under what later became the playing field for the school. Add the 60-ton capacity central heat pump/fan coil system, and all the needs of this 3,100 m² (33,500 ft²) building are easily met. In the 2007/2008 school year, the backup natural gas boiler operated for less than four hours total. The geothermal heat pumps covered nearly all the heating and cooling requirements for the year. If all the energy costs of the school were converted to Kilowatts per hour, Rutland would come in at 100 KW/hrs of consumption/square metre. The average in School District 23 is 180 KW/hrs. Basically, the system saves the gas/fuel used in a conventional system – an overall 30-40% savings on energy consumption. The electricity required to run the central plant of the geothermal system is approximately the same as would be needed for furnace fans and air conditioner compressors. As well as saving money, the system reduces the emission of greenhouse gases by eliminating the combustion of fossil fuels on site. It is quieter, with the central plant isolated from the
rest of the building, and is engineered to distribute fluid in insulated pipes to the farthest and nearest rooms equally, affording balanced heating and cooling throughout the school. Excellent indoor air quality is achieved with no flame, no carbon monoxide, and no worries about algae or bacterial growth in cooling towers. The geothermal system is completely contained and safe. Considering all these pluses, it’s no wonder that another school in the district has opened this year – the Dr. Knox Middle School – with a similar heating/cooling setup. In 2009, the new Chute Lake Elementary School will also open with this technology. Furthermore, the district is involved in negotiations with the local utility company to develop geothermal systems at older schools in return for monthly usage of the system once it’s up and running. Geothermal energy has been proving its worth at Rutland Elementary School since 2003, reducing the carbon footprint, saving money and providing a safe and comfortable learning environment for its students. There’s no doubt the system has earned its A+ grade many times over. ❏
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The Importance of Mentoring BY ERNIE LAMBERT, (CEFM) DIRECTOR OF FACILITIES, SCHOOL DISTRICT NO. 91 (NECHAKO LAKES)
Throughout the province of BC, in both the public and private sectors, organizations are experiencing difficulty in locating, attracting and retaining skilled staff. Finding effective, skilled and motivated leaders for your organization can compound that difficulty further. Attracting that skilled person with a working knowledge of your particular scope of responsibility may be virtually impossible. We have all seen the employment postings go unfilled for extended periods of time. This can create uncertainty, stagnancy or even regression within a department or organization. These challenges are not likely to change anytime soon. We need to take a proactive role so we may continue to provide, and even improve on, the existing high level of support to education in our province. So what can we do? During the Annual General Meeting this past June in Penticton, the concept of the implementation of a “Mentoring Program” was introduced to the members at large. What is a “Mentor”? The MerriamWebster WWWebster Dictionary defines a mentor as “a trusted counselor or guide” (website: http://www.merriamwebster.com/netdict.htm). Other definitions include “a wise, loyal advisor or coach.” Within our sector of the education system, a mentorship program can function at two essential levels. Level One Each of us has individuals working with us who continually rise to the top. They are natural leaders who are interested in what we do. These people want to improve, and they take the initiative. These individuals may ask for, or take on, more responsibility. We need to encourage and facilitate this. We can do this by providing opportunity, guidance and support. Districts that have staff
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School Plant Officials Association of B.C. Fall 2008
Photos of SPOA BC’s Past Presidents displayed at the 2008 Conference in Penticton. Photo credit: Katrina Senyk
certified at “Level III” or CEFM can use the “Core Competencies” developed for Levels I & II to provide guidance to junior staff to achieve this certification. In addition, they can begin to develop other skills with their “mentees” or protégés beyond their current responsibilities. An example might be working with a junior tradesperson to have them responsible for initiating and managing a smaller contract for service or tender for supplies. Properly implemented, this can help reduce the load on the senior manager while promoting a positive growth opportunity for a staff member. This will eventually create a pool of more skilled staff that can look to apply for, and succeed in, management or supervisory roles in their own district or others. Level Two This is the level where the School Plant Officials Association can play a vital role. The demographics of our group of
supervisors, managers, directors, etc. is quickly aging and looking forward to retirement. This is happening at a rate faster than younger individuals are gaining the years of training or experience needed to fulfill these responsibilities. These vacancies are being filled with the very best individuals available; however, the challenges they face can be very difficult. For new managers with great education but little experience, managing employees successfully can be a daunting challenge. Having a degree or taking formal courses is good preparation for assuming a management role, but it’s not enough. This is where an active “Mentorship Program” can provide the needed support and guidance. The “Mentorship” can be provided by exiting leaders, experienced staff from similar positions in other districts or by other leadership staff such as Secretary Treasurers or Superintendents.
What is in it for the mentor? • Gaining insights from your mentee’s background and history that enhance your professional and personal development • Gaining satisfaction in sharing your expertise with others • Re-energizing your career • Gaining an ally to help promote your organization’s well-being • Learning more about other areas within your organization • Building a relationship with someone outside your area, and thus increasing your networking within the company How about the mentee? The mentee can enjoy several benefits, including: • Gaining from your mentor’s expertise • Receiving critical feedback in key areas, such as communications, interpersonal relationships, technical abilities, change management and leadership skills • Developing a sharper focus on what
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you need to grow professionally within your organization or elsewhere • Learning specific skills and knowledge that are relevant to professional and personal goals • Networking with a more influential employee • Gaining knowledge about your organization's culture and unspoken rules that can be critical for success, and therefore adapting more quickly to your organization's culture • Having a friendly ear with which to share frustrations as well as successes Where do we go from here? We will continue to work with the Ministry to bring together educational training opportunities presented by our peers for both current and aspiring leaders. The next step is to find individuals keen in sharing their expertise. We will be looking for expertise (or at least a good working knowledge) in one or more areas, not limited to the following: • Budgeting • Supervision • Health & Safety • Discipline • Building Code • Work Order systems • Capital Asset Management • Environment • Working with the Ministry • Communications • Construction
Collective agreements Motivation Maintenance and Facilities Planning Custodial services Record keeping Emergency preparedness Health authorities Transport of students Contracts / contracting Due diligence If you are willing to work closely with a fellow associate, to share your experiences and successes, or even failures, we need to hear from you. If you are hoping to gain support and knowledge from someone more experienced than you, we also want to hear from you. If you have some suggestions or ideas, please contact: • • • • • • • • • •
Chuck Morris, (CTech, CEFM) Director of Operations Comox Valley School District No 71 607 Cumberland Road Courtenay, BC V9N 7G5 Tel: 250.334.5516 Chuck.Morris@sd71.bc.ca Ernie Lambert, (CEFM) Director of Facilities School District 91 (Nechako Lakes) P.O. Box 129 Vanderhoof, BC V0J 3A0 Ph. 250.567.2101 elambert@sd91.bc.ca ❏
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Sustainability 101 BY ANGELA REID
Angela Reid. Photography by Kevin Trowbridge.
Schools in BC have some big challenges to meet under the new BC Climate Action Plan, which mandates that all government operations are carbon neutral by 2010. What does this mean? Within two years, every school in the province will need to report baseline greenhouse gas emissions, reduce these emissions as much as possible and offset the remaining emissions. These policies represent bold steps along the path to sustainability. Some would argue that all of these requirements are going to do little else but use up already tight education budgets, but a closer look reveals tremendous opportunities for reduced operating costs, long-term risk management in the face of rising energy prices, and exciting education opportunities. Students can learn how to transform
their schools, and bring these ideas and lessons home â&#x20AC;&#x201C; and into the greater community. This is the nature of sustainable development: short term shifts and investments that meet our needs today, reaping long term rewards and benefits that allow future generations to meet their own needs. Whether investing in energy conservation initiatives, renewable energy installations, school yard composting, local food purchasing policies, or other measures, the long term benefits far outweigh the costs. Using the new legislation as an example, letâ&#x20AC;&#x2122;s explore some of the opportunities that are now presented by the shift to a lowcarbon, more sustainable economy. Reducing emissions means either using less energy to operate a school, or using alternative forms of energy. Both are affordable, and provide tangible emissions reductions and at the same time, lower operating costs. Pick the low hanging fruit first, lighting. According to Natural Resources Canada, changing
light fixtures to high efficiency compact fluorescents uses up to 75% less energy than regular incandescent bulbs, and LED lights consume 90% less energy. Another way to reduce lighting costs, and at the same time make the learning experience healthier, is to add more windows or skylights that allow for natural light. Combine these with sensors that allow lights to dim or brighten based on motion and the availability of natural light, and overall lighting costs can be reduced by more than 75%. Solar energy offers two opportunities; one is solar thermal and the other is solar photovoltaic (solar PV). Under the Solar for Schools program, SolarBC and LiveSmart BC are conducting a pilot project with Fort Nelson Secondary School in Fort Nelson and Clarence Fulton Secondary School in Vernon. Both have installed 10 megawatt solar PV systems to generate electricity for the schools, which will reduce their need to purchase outside electricity. During the summer, they could also sell electricity
Photo courtesy of the Sierra Club of Canada Sustainable High Schools (SHS) Project.
Zach watering school garden. Photo courtesy of the Sierra Club of Canada Sustainable High Schools (SHS) Project.
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Fort Nelson Secondary School - view of the solar panels. Note: A row of solar panels is called an array. Photo courtesy of SolarBC.
back to the grid. Outside of the Solar for Schools program, King George Secondary in Vancouver installed a 12 kWh equivalent solar thermal system to preheat hot water, equipped with a heat meter for education use. Solar thermal systems reduce the energy used for hot water tanks, which are often powered by natural gas. SolarBC will soon be launching a province-wide Solar for Schools program, and interested schools can send an expression of interest through their website at www.solarbc.ca. Besides energy, other key sustainability themes such as water, waste, schoolyards and biodiversity can be used as a focal point for making a school more sustainable. Reducing water consumption equals a reduction in the need for treated water coming in and treating the waste water that goes out, both of which use energy. Install low flow or automatic faucets, dual flush toilets, or collect rain water for your schoolyard garden. Using less paper, restricting the use of disposable beverage and food containers, and composting green waste will minimize waste disposal costs and related emissions. Turning part of the schoolyard into a garden where food can be grown using your own compost and rainwater is both fun and educational. Combine this with policies that prioritize the purchase of locally grown and processed foods, and emissions
This side view of the solar array shows the gentle tilt that was used at Clarence Fulton Secondary School. This angle is all that is necessary because the Okanagan Valley of British Columbia receives a great deal of sun. Photo courtesy of SolarBC.
related to transportation of food over long distance can be reduced. The Sierra Club of Canada Sustainable High Schools (SHS) Project provides three curriculum-linked, interactive sustainability education programs that are appropriate for grades eight to twelve. The programs outline the three key ingredients for sustainability planning: how to form a sustainability committee, conduct a baseline assessment and create an action and implementation plan. Find more about the program at www.sustainablehighschools.ca. Not only will this framework assist with the environmental, energy and economic parts of sustainability planning, it also looks at another important contributor sustainability, the social well-being of the community. How will your school meet the sustainability challenge and the require-
ments under the new legislation? Involving students, teachers, parents and community sustainability champions will create a dynamic experience. Looking at programs and cases studies in BC, Canada and around the world will provide a primer for getting the ideas and innovation flowing. Type “sustainable schools” into your search engine, and dozens of links to success stories and frameworks will help you on your way to reducing your school’s carbon footprint and creating an enriched learning ground for the children who will be the next caretakers of our planet. Angela Reid is the President and CEO of Tigress Ventures Inc., and co-founder of GreenStep Sustainability Coaching, a service that works alongside businesses and organizations on the path to sustainability. ❏
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Life
THOUGHTS ON:
We arise each morning and prepare for our daily work life not knowing what will happen for the next 8 to 12 hours. Are we prepared? There should be some form of acknowledgement by oneself to be ready for what life throws at us every single day. Even if our world was confined to a cave, I am sure we could expect something to happen once in awhile that caused us to react. Over the years I have collected short quotes written by a myriad of people from every walk of life. These are commentary that reflects what we run into at work nearly everyday and of course in our personal lives. What follows are only some of them. Credit goes to the authors of each statement whoever they may be. Enjoy! • Commitment is never an act of moderation • Never give up on anybody • Don’t find fault, find a remedy • To the world you may be one person, but to one person you may be the world • To lose patience is to lose the battle
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School Plant Officials Association of B.C. Fall 2008
BY CHUCK MORRIS
• Take responsibility for everything that you do • Good enough never is • Wear your learning like a pocket watch, keep it hidden. Do not pull it out to count the hours, but give the time when you are asked • Always aim for achievement and forget about success • Character is a long standing habit • Example is contagious behavior • The minute you start talking about what you are going to do if you lose, you have lost • There’s nothing so rewarding as to make people realize they are worthwhile in this world • Live truth instead of professing it • Have the courage to act instead of react • Eyesight is more powerful than hearsay • You are responsible for the world you live in • Make your life a mission, not an intermission • If you are not a positive influence in my life, you are not in my life
Wear your learning like a pocket watch, keep it hidden. Do not pull it out to count the hours, but give the time when you are asked. • Four most important words: I’m here for you • What Peter tells me about Paul tells me more about Peter than it tells me about Paul • Some things should never have been thought, much less spoken • The trick is not how well you deal with success but how well you deal with adversity • A problem is a chance for you to do your best • Don’t fix the blame, fix the problem • We write our own destiny, we become what we do • You never get ahead of anyone as long as you try to get even with him • Initiative consists of doing the right thing without being told • Failure is an event, never a person • No man can think clearly when his fists are clenched
• All personal breakthroughs begin with a change in beliefs • Work hard. There is no short cut • Don’t kindle a fire you can’t put out • The greatest undeveloped territory lies under your hat • Save the world from unfulfilled potential • Remember, you interview everyday • Keep rules to a minimum and enforce the ones that you have • Your integrity will affect your destiny; don’t leave home without it • Optimism is an intellectual choice I hope you have enjoyed these witty quotes. I re-read them often and get new meaning each time I do. ❏
www.spoabc.org
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SPOA’s Partners Program a wellattended event; spaces fill up quickly BY BERYL PAINTIN
Since its inception in the early ‘60s, the School Plant Officials Association of British Columbia (originally named British Columbia School Plant Officials Association) has seen a steady growth in membership and conference attendance, along with a steady expansion of suppliers. With interest in membership and conference attendance, they have never looked back. This growth has included the creation of a Partners Program, initiated and developed by the partners of past and present members of the SPOA executive, exhibitors and friends. The program varies between 30 and 40 active participants. The partners committee is responsible for successfully hosting four meetings per year where their agenda includes the planning and implementation of the Partners Program. Conferences are designed with an individual theme in mind, and with informative presentations by various motivational speakers; for example, a talk on Breast Cancer, as given by one of the Partners’ members. The committee looks for different venues and activities that will appeal to all partners. Each program begins with a Meet and Greet breakfast, where everyone looks forward to making new friends as well as welcoming the return of former friends. Previous conferences
Partners Program Registration Desk, 2007.
have included line-dancing, food demonstrations, fashion shows, female health and well being, interior design presentation and a much enjoyed Pamper Yourself program, which included two days of manicures, foot massages, makeovers, etc. And the never to be forgotten Desert Interpretive tour – complete with rattle snakes! The recent 3-day conference this past June in Penticton was, as always, carefully planned and highly successful; a colourful Mexican theme was featured, where daily events included mini golf,
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School Plant Officials Association of B.C. Fall 2008
go-cart driving (what a hoot!!) crafts, a wine tour, lunch at a Mexican restaurant and a fun Boat Cruise complete with Margaritas and live Mexican music, followed by a very enjoyable banquet and dance. Cheryl Morris, former head of the Partners Program and wife of Chuck Morris, Past President, states, “During the past three years, I have had so much fun and made so many wonderful new friends, it’s been absolutely incredible.” Cheryl has also enjoyed teaming up with people from SPOA’s sister associa-
To view more photos from the 2007 Conference, visit http://www.spoabc.org/ conference2007-photos.htm.
Buggy Ride, 2007.
tion, SPOSA. “It’s great to exchange our different viewpoints and experiences; to say the least, the camaraderie and fun have proved beneficial to everyone concerned.” Based on the successful activities that have taken place in SPOA's Partners Programs during the past few years, coupled with the positive response from other partners, it’s obvious that there will be a lot of people eager to find out what the committee has planned for their next event. ❏ Bushart (Bush Art) Gardens, 2007.
www.spoabc.org
21
THE CHEMICAL/BIOLOGICAL THREAT PART 1:
Chemical Threats
Since the attacks on September 11, 2001 and the subsequent threat of extremist fundamentalism, many people have begun to express far more interest in the dangers of chemical and biological terrorism than usual. One significant issue of concern in this area is that while the increased level of planning that we have seen is beneficial, many organizations have developed emergency operations plans that combine chemical and biological incidents as if they were the same thing. In fact, they are very different and must be dealt with in distinctly different ways. Understanding these differences is crucial in order to prevent, mitigate and prepare for incidents of either type. This article will provide a basic understanding of chemical weapons concerns. A follow up article will examine the dangers of biological threats. Both columns will rely heavily on Jane’s Chemical – Biological Defense Guidebook, which is by far the most comprehensive and respected book on the topic in print. My editors at Jane’s were kind enough to provide me with a copy of the book and to grant me permission to use it as source material for these articles. I am in no way predicting either type of attack at a school, only trying to help
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School Plant Officials Association of B.C. Fall 2008
BY MICHAEL DORN & CHRIS DORN
school officials correct the deficiencies in many safe school plans. Furthermore, planning for a chemical or biological incident is important not only because of terrorism, but also because of the numerous Hazmat incidents that occur due to human error and natural disaster. We must also be mindful that schools, school bus routes or a school event could be impacted as incidental targets when another primary target is hit. Of course, accidental situations involving chemicals are far more likely, and good hazardous materials incident planning will reduce the impact of either accidental or intentional incidents. The use of chemical weapons dates back to 2000 BC when “Toxic fumes” were employed in India. They have been used by military forces in World War I with devastating effect with an estimated 1.25 million poison gas casualties during the war. Terrorists and others have also utilized chemical weapons in attacks such as the poorly executed, yet deadly and disruptive, Sarin nerve agent attack on Tokyo subway systems by the Aum Shinrikyo cult in 1995. Mass casualty, no-notice chemical attacks are categorized by most experts
as low probability but high consequence events, which are different from biological attacks. The first major difference is that most types of chemical attacks are easier to carry out since gaining access to and using many types of dangerous chemical substances is easier than obtaining and deploying an effective biological weapon such as anthrax or smallpox. This makes the capability to carry out a chemical attack more accessible to a larger number of individuals and groups who might desire to carry out an attack. In a no-notice chemical attack, indications of the attack are typically seen close to the site and time of the attack. Most chemical weapons that are likely to be used produce immediate symptoms in those who are victimized, in contrast to many types of biological attacks where indications of a no-notice attack typically begin to appear over a greater time frame and often in places remote from the actual attack site. In chemical attacks, the initial response is more prone to be made by emergency response personnel who are summoned to the vicinity of the attack(s), whereas the response for biological events is more likely to involve medical and public health officials with the response hopefully being identified through a coordinated public health surveillance network. Action steps in the emergency operations plan will typically need to address such measures as sheltering in place, mass decontamination of victims, and the rapid establishment of exclusion zones. A variety of substances can be dispersed for a chemical attack, ranging from readily available pesticides to substances like cyanide. Deadly nerve agents that are much harder to acquire, such as Sarin, Tabun or Soman, could also be employed. A variety of attack methods can be used effectively depending upon weather conditions and the nature of the target. As chemical attacks – particularly those involving fast-act-
ing nerve agents – produce more rapid onset of symptoms, the emergency medical response must be immediate and effective to minimize the severity of the harmful effects on victims. These types of incidents also require a methodical response by public safety officials to prevent responders themselves from becoming victims – one example of this is the Tokyo subway attacks. The competing demands of time and the need for precautions in the response pose extreme challenges to emergency response personnel. It is also important for responders to rapidly identify the agent used to facilitate more effective emergency medical care. Fortunately, the ability of emergency response agencies to address this type of attack has been steadily improving through improved equipment and training. While much work remains, significantly enhanced capabilities are continually being developed. Understanding the threat of chemical weapons is the first step in deciding what actions are realistic. Local, provincial, and federal agencies and qualified consultants can provide more detailed and specific guidance as needed. As with other safety efforts, antiterrorism measures should be driven by a formal risk and vulnerability assessment process. Fortunately, you have many valuable resources in the fight against terrorism, and now is the time to plan and prepare for something that we hope will never happen so that if it does, you will be ready. Michael Dorn is the Executive Director of Safe Havens International Inc. the world’s leading international non profit school safety center. He has presented on the topic of school antiterrorism and school emergency preparedness from Virginia to Vietnam. His son, co-author Chris Dorn, has worked in Canada, France, Mexico, the Netherlands, England and Vietnam. His astounding concealed weapons demonstration has been seen by millions of people world wide. The Dorn’s have authored and co-authored more than 20 books on school safety. They can be reached via their web site at www.safehavensinternational.org. ❏ www.spoabc.org
23
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School Plant Officials Association of B.C. Fall 2008
TRANSPORTATION SECTION
YOUNG LUNGS AT WORK:
North Okanagan-Shuswap School District’s Road to Anti-Idling Program Success “It’s all about the kids” The Transportation Manager for the North Okanagan-Shuswap School District says that while the objectives of their anti-idling campaign are to decrease greenhouse gas emissions and increase fuel efficiency, the people benefiting the most are the children who attend schools in School District #83. “Bus drivers care about the kids as much as anyone else,” said Frank Marasco, who developed the anti-idling program using models from Green Fleets BC and Natural Resources Canada’s SmartDriver for School Bus Program. “The more we can do to meet our goals, the better it is for everyone’s health.” According to Marasco, the initiative started as part of a comprehensive drivertraining program aimed at reining in costs. He says the impetus was a combination of budget limitations and the cost of diesel jumping by more than a dollar a litre in the span of just a few years.
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School Plant Officials Association of B.C. Fall 2008
“We began with increased training and tracking the district’s fleet of 54 buses to gather the baseline data we needed to move forward,” said Marasco. “We quickly discovered that by reducing the time our vehicles were idling, we
could save thousands of dollars and keep tonnes of smog-producing greenhouse gases from spewing into the environment.” He admits drivers used to get into their buses and leave them running for as long as a half hour to warm them up but that’s changed now. Marasco says the drivers, who deliver students to schools in communities like Salmon Arm, Sicamous and Armstrong, have quickly adopted a policy that says their vehicles shouldn’t idle for more than a minute unless they are in traffic. “Sure, the drivers know there are cost savings and realize that by reducing their idle time, they are helping the environment,” said Marasco, “but there’s much more to their commitment to the anti-idling initiative. They see it as a health issue, pure and simple.” The driver training program has been so successful, Marasco is sharing the results with more than just Green Fleets BC members. He has also spoken in front of the Columbia Shuswap Regional District – another organiza-
www.spoabc.org
27
TRANSPORTATION SECTION
ABBOTSFORD
CALGARY
COURTENAY
KELOWNA
NANAIMO
RICHMOND
SURREY
VICTORIA
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building envelope remediation
BEFORE
Frank Marasco
tion keen on learning the not-so-secret ways to green their fleets, protect the health of the public and workers, and reduce costs through fuel efficiencies. “I have also been asked lead a training program for the Smart Driver training program, Train the Trainer, for the school bus industry across BC,” said Marasco. “It’s a pleasure to know we’re on the right track and other school districts and Green Fleets BC members see our success and want to emulate our programs.” He admits the work is far from over. The Salmon Arm-based Transportation Manager says he wants to install global positioning systems in all District #83’s buses to determine if they can reduce greenhouse gas emissions and fuel consumption even more. Marasco says the results of a pilot project suggested re-drawing bus routes would dramatically decrease the number of kilometres travelled. “My job is to look at the numbers and make them work but, in the end, I enjoy knowing that bus drivers in the North Okanagan-Shuswap School District want to do what they can to have a positive impact on the little ones,” said Marasco. “We all want to make the world a better place.” ❏
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School Plant Officials Association of B.C. Fall 2008
AFTER
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TRANSPORTATION SECTION
5 Ways to a Greener Fleet BY DAVID KATZ, NERO GLOBAL TRACKING
A growing awareness of global warming and other important (and potentially harmful) environmental trends on our planet is causing many organizations with mobile workforces to start thinking about their “carbon footprint” – that is, the impact they are having on the Earth’s atmosphere through their consumption of carbon-based fuels. A GPS tracking service is a perfect tool to help organizations with multiple vehicles on the road lessen their environmental impact by identifying driving inefficiencies and patterns that are wasting fuel, increasing vehicle wear and tear and causing drivers to be on the road longer than they need to be. Here are 5 ways in which a GPS-based fleet management service inherently helps users to lessen their carbon footprints and become greener fleets. 1. Reduced fuel usage The average commercial vehicle drives approximately 35,000 kilometres per year, with an average fuel economy of about 18l/100km. Recent research reveals that the mileage being put on vehicles equipped with a GPS tracking system is reduced by 5% over the course of a year. This means that fleets equipped with GPS tracking are driving (on average) 1,750 kilometres less per vehicle just by using the system. How does GPS Tracking reduce fuel usage? By enabling dispatchers and drivers to plan more efficient (direct) routes, locating and then routing the closest vehicle to an unplanned job or delivery, and eliminating employee behaviours that consume fuel unnecessarily, such as speeding, prolonged engine idling and unauthorized use. 2. Reduced engine idling The International Truck & Engine Corporation estimates that a typical operator burns four litres of fuel for every hour a truck idles — adding about 80 kilometres of engine wear and tear. When drivers leave their vehicles idling during deliveries, service stops or quick runs into the store, the amount of fuel consumed (and carbon emitted back into the atmosphere) unnecessarily can really add up. Based on experience across a variety of industries and regions, the average vehicle reduces its idling time by about a half-hour per day with a GPS Tracking system. That’s two litres of gas per day, and adds up to a little over ten litres per vehicle per week – which may not seem like much, but across ten vehicles that’s 100 litres of fuel not being burned, and a significant reduction in carbon emissions. Imagine the impact on a fleet of 25, 50 or 100 vehicles? 3. More efficient routing and driving Powerful mapping and fleet management software contain
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School Plant Officials Association of B.C. Fall 2008
many features and tools that help users route their vehicles more efficiently, and get to more stops and deliveries in the same, or lesser, amount of time. Fleet managers can play back and analyze routes taken by each vehicle, instantly locate the closest vehicle to an important site, advise drivers of road conditions, and more. And because GPS Tracking monitors and reports on important vehicle metrics such as speed, engine idling and stops/starts, wasteful behaviours can be identified and eliminated. All of which leads to less fuel consumed and more efficient use of vehicles, while expenses are being reduced. INFO SHEET 4. Maintenance management According to independent research, mobile operations that employ GPS tracking solutions experience an average of 11% reduction in vehicle maintenance and repair costs within the first year of service. Regular scheduling and implementation of even the most basic maintenance measures, such as keeping tires inflated and oil changed, will prevent a vehicle from consuming more fuel than it ought to. GPS based maintenance management tools enable fleet owners and managers to schedule and monitor regular repair work for all of their vehicles, keeping them on the road and maximizing their efficiency. Vehicles that are running poorly don’t just burn more fuel, they also cut into your bottom line through down time and missed stops/deliveries. 5. Access to relevant data GPS tracking provides fleet owners and managers with what we like to call “operational visibility” – meaning, the information we compile enables you to “see” things and patterns within your fleet you didn’t know, but need to know. For organizations concerned with their environmental impact, this means metrics like kilometres driven, engine hours, fuel consumption, etc. Fleet activity reports give you immediate access to this information, for any one or all of your vehicles. This makes it easy to analyze fuel usage patterns, purchase carbon offsets, compare the performance and efficiency of individual drivers/vehicles, or take other simple measures that will make your fleet more green. These are only some of the ways that a GPS tracking solution can help your organization lessen its environmental impact, simply by driving more efficiently and helping you to measure (and then manage) fuel consumption. ❏
TRANSPORTATION SECTION
RISK NOTE SUBJECT: Booster Seats The new booster seat legislation took effect July 1, 2008 (amendment to Division 36 of the Motor Vehicle Act Regulations, Child Seating and Restraint Systems).This legislation is relevant to the K to 12 school system when considering children riding with a teacher or parent volunteer drivers. x
All drivers are responsible for complying with all child restraint requirements
x
Booster seats are for children over 18 kg. (40 lbs) until they are 9 years old unless they have reached the height of 145 cm (4’9” tall)
School districts will need to up-date field trip parental consent and waiver forms and volunteer driver information forms to reflect this change. Examples of wording to be incorporated into consent forms and driver information forms follow. Consent/waiver Form:
Booster seats:
My child is over 9 years of age OR over 4’9” - no booster seat required My child is over 18kg/40 lbs AND under 4’9” – booster seat required My child will bring a portable booster seat that does not require installation into the driver’s vehicle My child does not have a car seat or booster seat that is appropriate for his/her age and weight. I request that the school provide an appropriate child car or booster seat for my child. Volunteer Driver Information Form:
Booster seats:
All drivers are responsible for complying with all child restraint requirements. My vehicle has ________ places/seats that meet the criteria for safe placement of booster seats. Please contact your consultant if more information is required. The following links provide more detailed information on this new legislation. http://www.icbc.com/road_safety/carseat.asp http://www.tsfbcaa.com/child_safety_seats
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School Plant Officials Association of B.C. Fall 2008
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KELOWNA CAMPUS EXPANDING
University Centre part of UBC Okanagan’s Master Plan The University of British Columbia has a grand vision for its future, and its Okanagan campus in Kelowna is a big part of it. Sawchuk Developments Co. Ltd. is working with UBC toward that grand future as construction managers of the new 75,000-square-foot University Centre. Sawchuk Developments also acted as a cost consultant in the pre-construction phase for the University Centre project. The University Centre building is part of an ambitious campus development plan that also includes the Fipke Centre multi-purpose building, the Engineering Management building, the Health
Sciences Centre building, several new residences, and a new Arts and Sciences building (all either under construction or to begin construction soon). These buildings are all part of the UBC Okanagan Campus Master Plan approved by the university’s Board of Governors in 2005. The plan envisions expansion of the Okanagan site to triple its student population from the 2005 level by 2010. Part of Phase 2 of development under the Master Plan, University Centre’s construction cost is pegged at $33 million. When completed, the three-storey structure will be home to the student union
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School Plant Officials Association of B.C. Fall 2008
(UBCSUO), student and enrolment services, a food court, pub and various retail/commercial services, collegia (informal gathering place), a multi-purpose room and some other vital elements of the campus. Kelowna-based Sawchuk Developments was general contractor for the campus’s existing 53,000-square-foot Student Services building. “We have had an ongoing relationship with Okanagan University College (now UBC Okanagan) for many years,” says Sawchuk’s Ken White, “and we are pleased to continue that relationship with UBC Okanagan.”
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The University of British Columbia has a grand vision for its future, and its Okanagan campus in Kelowna is a big part of it. “We’re doing the mechanical contract, which is plumbing, ventilation and sprinklers,” explains Chapman Mechanical president, Mark Chapman. “The ventilation part of this job is fairly extensive. We have as much labour on the heating side of the contract as on the plumbing side of the contract. “There’s a fair-sized common area of the building, including a pub and restaurant. We are looking at some high-tech control systems for kitchen make-up air and exhaust that will make it very energy-efficient. It’s basically a green building without the certification.” Local firm Keldon Electric and Data is the electrical contractor, responsible for wiring the new building. “It’s been a pretty straight-forward project for us – nothing we’ve never done before,” says Keldon project manager Don Taylor. “It’s moving along pretty well right now.” He says Keldon has worked with Sawchuk “off and on for more than 20 years” on many projects, and Keldon is presently in another project with Sawchuk in Vernon. These are exciting times for Kelowna and its university campus, he says, adding Keldon will bid on the electrical contracts for the upcoming Engineering Management and Health Sciences buildings. You can follow University Centre’s construction with pictures updated every minute at UBC’s website. ❏
Burnaby (Head Office)
Coquitlam
3958 Myrtle Street Burnaby, BC V5C 4G2
2394 Canoe Ave Coquitlam, BC V3K 6C2
Phone: (604) 435-1313
NEWION AT LOC
Victoria 524E Culduthel Road Victoria, BC V8Z 1G1
Phone: (604) 944-0441
Phone: (250) 475-6055
Fax: (604) 944-0450 Email: coqsales@rsl.ca
Fax: (250) 475-1985 Email: vicsales@rsl.ca
Vancouver
Langley
Kelowna
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1885 Baron Road Kelowna, BC V1X 6W2
Phone: (604) 539-2290
Phone: (250) 763-3114
Fax: (604) 539-2295 Email: lansales@rsl.ca
Fax: (250) 861-1546 Email: kelsales@rsl.ca
Fax: (604) 435-7677 Email: bursales@rsl.ca
Phone: (604) 872-7521 Fax: (604) 872-7460 Email: vansales@rsl.ca
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www.spoabc.org
35
Public education recruitment goes online Need to hire more staff? Searching for a new career opportunity? Whether you are recruiting new employees or looking for work in BC’s public education sector, your job just became a whole lot easier with the launch of www.makeafuture.ca. This website is a rich source of information for employers and employees alike, enabling employers to effectively advertise new employment opportunities
and allowing individuals to search for positions and apply online. “Our new site is an essential recruiting tool,” says Janet Stewart, director of Make a Future – Careers in BC Education. “We are experiencing a very competitive labour market – particularly for positions in trades and maintenance. The site makes it much easier for districts of all sizes and from all areas of the province to
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School Plant Officials Association of B.C. Fall 2008
To find out more, please visit www.makeafuture.ca. enhance their online profile and advertise vacancies.” Employers can quickly and easily post vacant positions online, confident that the posting will be seen by a large pool of potential candidates in BC and beyond. “This new approach is in keeping with what research tells us about current jobseekers,” explains Stewart. “We now know that the majority of young people looking for work use the Internet as their main source of information, so it’s crucial that the public education sector takes this into account when reaching out to these candidates.” In addition to streamlining the recruiting process by enabling districts to post positions and receive applications online, the Make a Future – Careers in BC Education website offers employers other advantages. These include a growing number of resources on best practices for recruiting employees and information about hiring international applicants. The site is also an invaluable tool for job seekers. “If you’re looking for work,” says Stewart, “you can use the site to learn about the range of careers available in your field in public education, and you can read about what makes each school district unique in terms of location and community culture. The site also includes a robust search engine that lets you quickly search for all available positions and then apply online.” The only recruitment website of its kind in the public education sector in Canada, the Make a Future – Careers in BC Education website was created through a partnership between the 60 public school boards in the province, the Ministry of Education and the BC Public School Employers’ Association. Powered by the well-established ApplytoEducation, the search engine and application process is straightforward and efficient. The site was launched in the spring of 2008 and continues to evolve. “We’re listening to our users about how the site can be improved,” states Stewart. “We have planned regular updates and will be adding a range of interactive features. We’re also committed to raising awareness of the site and have launched a marketing campaign in specific labour markets.” . ❏
Company Profile on
Richelieu Building Specialties Richelieu Building Specialties (formerly known as Panel Products) is a division of Richelieu Hardware Canada Ltd., a leading North American supplier of specialty hardware and complimentary products. We take pride in our products, as both a distributor and manufacturer since 1964. We offer a complete architectural specialty package to the construction, institutional government and school board markets from our network of distribution centers across North America. Our goal in this industry has been to continually improve the quality and functionality of our product lines. Richelieu Building Specialties’ items include the following categories: • Whiteboards • Tackboards • Architectural Hardware • Toilet Partitions • Lockers • Accordian Doors
• Operable Walls • Washroom Accessories • Security Grilles • Rolling Shutters • Entry Mats • Wall Protection • Fasteners • Construction Adhesives • Caulking • Safety Equipment • Projection Screens • Custom Laminating • Mailboxes • Flag Poles • And much, much more… You can visit us at www.richelieu.com to find out more about our product lines. Or call us toll free at: 1-800-3616000; toll free fax: 1-800-363-0193. Richelieu Hardware Ltd. is a public company listed on the Toronto Stock Exchange (TSX) under the symbol RCH. ❏
Richelieu Building Specialties is serving the following Western Canadian cities: • Vancouver, BC • Victoria, BC • Calgary, AB • Edmonton, AB • Regina, SK • Saskatoon, SK • Winnipeg, MB
www.spoabc.org
37
CaGBC: Going for Green BY TOM BAUER
As many of us watched the Beijing 2008 Olympics, it was hard not to get caught up in the passion shared by the athletes who competed in an event that goes well beyond personal achievement. For many, the opening ceremony of the games symbolized the Olympic spirit of peace and harmony, as it brought together a multitude of people from across the world to celebrate their chance to participate in an historic event that is bigger than themselves. The games’ theme, One World One Dream, expressed the common wish of people from all over the world, inspired by the Olympic ideals, to strive for a brighter future for mankind. Few of us will ever have the chance to witness or participate firsthand in such an event. However, many outside Beijing’s Bird’s Nest stadium carry the same level of passion about the future of mankind. Across the globe, many share concerns about the health of our planet, as our environment is exploited to supply our insatiable appetite for raw materials and energy. If the Olympics allow us to put our differences aside and compete for athletic excellence, why can’t we rely
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School Plant Officials Association of B.C. Fall 2008
on a similar model when it comes to environmental excellence? The answer is: we can. The Green Building Rating System®1 scores and evaluates the environmental impacts of our building practices, and has existed here in Canada since 2002. In fact, its founding body, the U.S. Green Building Council (USGBC), shares many characteristics with the current Olympic movement. Instead of medals, the USGBC awards LEED® (Leadership in Energy and Environmental Design®) silver, gold, and platinum levels of certification. The USGBC’s Green Building Rating System is a voluntary, consensus-building national standard for developing highperformance sustainable buildings. Currently, there are LEED® certified projects in over 40 nations, including the U.S., Canada, Brazil, Mexico, and India. Canada has embraced the green movement by establishing its own Canadian Green Building Council, the CaGBC.
The mission of the CaGBC is to “promote buildings that are environmentally responsible, profitable, and healthy places to live, work, and play…” The CaGBC is expected to make a dramatic impact on Canada’s environment since Canadian buildings represent2 : • 38% of Canada’s secondary energy use • 30% of Canada’s greenhouse gas emissions The CaGBC plans on accomplishing its mission by working with governments, utility companies, associations, standard-setting organizations, and other stakeholders to deploy LEED® Canada and the building performance management system. In 2004, the CaGBC launched LEED® Canada for New Construction and Major Renovations, Version 1.0, which represents an adaptation of the USGBC LEED® program, tailored specifically for Canadian climates, construction practices, and regulations. The next generation of the LEED® Canada rating system is planned for release in early 2009.
Canada has embraced the green movement by establishing its own Canadian Green Building Council, the CaGBC.
Perhaps the most striking evidence of the positive impact that the green movement is having in Canada is the dynamic growth of the National Green Building Summit, which was held in Toronto earlier this year (June 11 and 12). The Summit was host to more than 1,200 delegates, 150 exhibitors, 65 journalists, and 40 speakers and panelists who are dedicated to shaping the direction of green building in Canada. Clearly, more and more people are on the quest to win the gold in their search for a brighter future for mankind. The Canadian green team deserves acknowledgement and kudos for its efforts. Green medals would be most appropriate. Tom Bauer is a LEED® accredited professional and a product manager for The Garland Company, Inc., a manufacturer of high-performance solutions for the total building envelope. Prior to his work with Garland, he was employed as an environmental and energy consultant in the manufacturing industry. Bauer holds a Bachelor of Science degree in biology with a concentration on environmental science from Mount Union College in Ohio. FOOTNOTES: 1 Green Building Rating System®, LEED®, and Leadership in Energy and Environmental Design® and are registered trademarks of The U.S. Green Building Council. 2 As reported by the CaGBC. ❏ www.spoabc.org
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WHEN DISASTER STRIKES BY DEB SMITH
Stutters Disaster Kleenup has been in the business of post-disaster repair and restoration since 1982. Founded as Stutters Construction Restoration, a small company in Kelowna, the business has grown to over 65 employees with branches in Vernon and Penticton. Stutters is a member of Disaster Kleenup Canada, which takes care of more than 50,000 insurance related claims every year. Disasters can take many forms: storms, fire and smoke, vandalism, vehicle impact, complex renovations and the most common and often most damaging of all â&#x20AC;&#x201C; water. Once the event is over, professional repair and restoration will lessen the impact and in some cases leave structures and contents in better condition than before.
Every job is organized into three stages of disaster follow-up. At first response, the main order of business is to limit and contain the damage. Secondly, crews go through the four Râ&#x20AC;&#x2122;s of structural restoration: rebuild, refurbish, renovate, replace. Finally, the Contents Division refurbishes and cleans as much as possible to restore to pre-disaster conditions. Such a broad spectrum of services
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School Plant Officials Association of B.C. Fall 2008
requires extensive education and constant upgrading for employees. Courses such as Odour Control, Colour and Repair or Mould Awareness and Abatement training are available through different companies across the continent. Many employees take the Confined Spaces certification in order to avoid possible panic attacks when in a tight spot involving water and darkness. Some can go so far as to earn a Masters degree in Restoration. New employees with no previous certification begin in the Content Division (removing contents of the building) to learn the business. After six months, the company helps the employee develop a career path and schedule training courses. In order to stay ahead in such a competitive business, Stutters must also ensure that its equipment and technology is up-todate. For example, in the case of a disaster involving
water, trained staff uses expensive infrared cameras to find any moisture hidden inside the structure. Water can destroy almost everything it touches, causing millions of dollars of damage if not controlled. It must be extracted and dried properly to avoid the all-too-common byproduct â&#x20AC;&#x201C; mould, something that is being increasingly recognized as a major health concern in buildings today. And mould can grow virtually anywhere if moisture is present. Infrared Moisture Detection is one of the newest technologies in the restoration industry, offering a non-destructive method to determine the extent of water damage. Once this assessment is complete, the company can begin mitigation and repair. The Contents Division has specially trained staff who remove damaged items, keep track of them with a computerized bar system, clean, restore and finally return everything to the building
once it has also been restored. These items could be anything from clothing to files and documents to electronic devices. The mandate of the Contents Division, as with the other areas of the company, is to work towards environmental responsibility. “Restore Don’t Replace” is heard all
across the province these days in many different situations, and disaster cleanup is no exception. Stutters uses
BUILDING THE FOUNDATION FOR EDUCATION Educational Facility Specialists
complete structural design services feasibility studies renovation design new building design seismic evaluation and upgrade design
Structural Engineers Serving School Districts Throughout British Columbia 308 - 4211 Kingsway Burnaby, BC V5H 1Z6 info@pomeroy.ca
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Ph: 604.294.5800 Fax: 604.294.0400 www.pomeroy.ca
School Plant Officials Association of B.C. Fall 2008
the Esporta system which cleans contaminants out of black water, finishing with items that are 99.97% free of con-
taminantsâ&#x20AC;&#x201D;a percentage most likely far larger than the original condition! Whatever the issue at hand, Stutters will find a way to make it better. President Keith Stutters is justifiably proud of his dedicated and skilled employees who are willing and able to go wherever and whenever disaster strikes in the southcentral interior of BC.
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Air Filtration Specialists
4704 - 91st Avenue Edmonton, AB T6B 2L1 Tel: 780-468-9296 Fax: 780-468-5806 www.spoabc.org
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Reducing Actual GHG Emissions in BC Schools With the Carbon Neutral Government mandate now upon us, many school districts are busy quantifying their GHG emissions inventory while developing strategies to reduce actual emissions over the next few years, taking into account the need to purchase emissions offsets starting in 2010. For many districts, this involved submitting applications for funding under the Public Sector Energy Conservation Agreement (PSECA), which closed its second round in September. This article deals with how school districts might prepare for future rounds of PSECA funding in order to maximize the amount of funding they receive and the emissions reductions they generate. In its report to the Premier in July, the Climate Action Team (CAT) made a number of recommendations to maximize BC’s overall emissions reductions by 2020, including one that specifically deals with the PSECA program. The CAT identified capital restrictions under the current PSECA program including, “Limited borrowing capability that restricts the nature of the retrofit projects to smaller projects with a quick payback, resulting in a lost opportunity to look at the complete building system. Once the initial retrofit is done it may be not be economically feasible to pursue the full suite of opportunities at a later time.”
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John Smith Account Executive Fire Alarm Division Direct: 604.515.8284 Ext. 128 josmith@tycoint.com www.simplexgrinnel.com SimplexGrinnell A Division of Tyco International of Canada Ltd. 1485 Lindsey Place Delta, B.C. V3M 6V1
SimplexGrinnell 44
The CAT went on to state, “There is an opportunity to leverage PSECA funding into larger projects that will reduce the costs associated with carbonneutral government with little or no risk to British Columbia. The limited capital thresholds, capped borrowing capability and focus on shorter term payback, and inability to leverage funding means that many larger retrofits with significant greenhouse gas reductions and energy savings will not occur.” The CAT recommended the removal of capital funding restrictions (including borrowing capability) and we can therefore expect that future rounds of
Phone: 604.515.8872 Fax: 604.519.1477 1.800.492.4093
School Plant Officials Association of B.C. Fall 2008
PSECA will require much higher levels of leveraging and much less emphasis on short simple paybacks. In order for the government to generate meaningful emissions reductions in its public buildings, the $25 million annual PSECA funding will likely have to be leveraged up to as much as $125 million of retrofit projects each year, which may require mandatory leveraging on PSECA applications. For school districts, the ability to leverage PSECA funding and implement comprehensive projects (as opposed to the prevalent “cherry picking” referred to by the CAT) will require
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that the capital funding for such projects come from three sources: 1) Capital borrowed against future (guaranteed) utility savings over at least 10 years 2) AFG injections (reflecting future avoided equipment replacement costs) 3) PSECA funding (representing perhaps 20-25% of the total project cost) The concept of borrowing against guaranteed utility savings is not new and a number of BC school districts have already taken this approach. From a facilities management perspective, locking the utility savings stream up to repay a loan is a proven way to ensure that those savings stay within the facilities budget, and are being reinvested in the buildings to improve facility conditions and optimize the learning environment. Too often, one sees self-funded efficiency projects where the resultant utility savings are removed from the
facilities budget, never to return. The single largest contributor to reducing GHG emissions in BC schools is the replacement of aging and inefficient boilers (perhaps as much as 75%). The payback on boiler replacements often precludes them from being included in a traditional, self-funded energy retrofit project. However, by combining them with other shorter payback measures, under a comprehensive project where all three sources of funding are used, a significant number of boiler replacements can be included in these projects. The avoided future emissions offset costs only enhance the business case of these projects. A boiler replacement done under a comprehensive PSECA project would require an AFG injection that is considerably less than what would otherwise have to be paid from AFG eventually anyway. While the vast majority of the emissions reductions that school districts can achieve in their buildings will come
from reduced fuel consumption (natural gas, propane, oil etc.), it has been demonstrated that comprehensive projects involving borrowing will result in more comprehensive electrical reduction measures (lighting re-design as opposed to retrofit for example). Electricity savings are an important objective of PSECA and BCâ&#x20AC;&#x2122;s Energy Plan, so that we can continue to enjoy low emissions electricity despite significant load growth expectations. School districts that are interested in taking advantage of the expected emphasis on leveraging in the next round of PSECA applications should get started as soon as possible, in order to get any procurement and contractual processes out of the way and have the feasibility studies available in time for the next application round. Information on your options in this area can be obtained from your Power Smart representative, ARES or the consultant you use for Climate Action planning. â??
www.spoabc.org
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Index to Advertisers Allmar International
11
Johnsonite
Ameresco Canada
45
Levelton Consulting
28
Armstrong Commercial Floors
17
Make A Future â&#x20AC;&#x201C; Careers In BC Education
36
Associated Lock & Supply Ltd.
33
Mark Suttle Agencies Ltd. / GameTime
25
BC Hardwood Floor Co. Ltd.
23 Nero Global Tracking
26
Norspec Filtration Ltd.
43
Nu-Tech Systems Ltd.
9
Barclay Restorations
28
Bevanda Architecture
20
B.G.E. Service & Supply Ltd.
35
5
Pomeroy Consulting Engineers
42
Preferred Consulting & Roof Management
15
Refrigerative Supply
35
21
Richelieu Hardware
37
Chairlines
12
Roofing Contractors Association of British Columbia
10
Comac Corporation
18
Schoolhouse Products Inc.
12
Cora Bike Rack (1995) Ltd.
33
Secure-Rite Mobile Storage
43
Erv Parent Group
34
Simplex Grinnell
44
Spears Sales & Service Ltd.
42
Stutters Disaster Kleenup
41
Talius
IFC
Blue Imp Recreational Products
8
Busy Bee Sanitary Supplies Inc.
35
Canstar Restorations
33
Centaur Products Inc.
ESC Automation / Delta Controls Flax Canada 2015 Inc / Forbo Fortis BC Garaventa (Canada) Ltd.
OBC 3 13 7
Tandus GE Security
The Garland Company Inc. Hook Signs Inc.
13
HVAC Systems & Solutions Ltd.
11
Hy-Line Sales Ltd.
18
InterfaceFLOR
19
Western Canada IC Bus Inc.
JM Bean & Co. Ltd.
20
Zep Mfg Co. of Canada
WESCO Distribution
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School Plant Officials Association of B.C. Fall 2008
7
IBC
WESTERN BUS Parts & Services Ltd.
39 6 31 27, 29 15
ready for school Safeguarding your school and everyone in it is at the heart of our daily charge. Our new iO Series fire control panel is a perfect fit. The iO brings the power of intelligent smoke detection and remote panel diagnostics via IP to your facility. In addition to fire detection, we offer intrusion and access control, video surveillance, sound and communication, key management, and explosives and narcotics detection. We have the right blend of products and people to help meet your life safety and security challenges. For more information, call 1 800 691 5677.