Ops Talk Magazine Spring 2010

Publ ications mail agreement #40934510

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Publ ished By:

CONTENTS President’s Message – Steve Jackson, AScT, RPA, CEFM . . . . . . . . . . . . . . . . . . . . . 8 SPOA Member Profile on Ernie Lambert . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Reducing the Labour Required for Emergency Preparedness . . . . . . . . . . . . 12 School and Community Work Together to Create Port Clements Multi-Purpose Complex . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 2010 SPOA Conference Program. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Making the Case for Facility Modernization, Renovation and Repairs. . . . . 28 Natural Gas as a Transportation Fuel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 World-class School Buildings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Superior Radiant Products Help Lower Utility Costs at Voyageur Elementary School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Protecting Our Environment for the Future . . . . . . . . . . . . . . . . . . . . . . . . . 40 Thoughts On: What Drives Us . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 EPDM Durability Key to Green Roofing Decisions. . . . . . . . . . . . . . . . . . . . 44 Restoring, Instead of Replacing, Can Save Companies Huge Potential Expenditures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Retrofit Framing: Transforming Flat Roofs into High-Performance Metal Roofs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 Making the Grade with Geoexchange . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Strategic Asset Management Business Planning . . . . . . . . . . . . . . . . . . . . . 51 Shelter Provides Building Solutions for Classroom Complex . . . . . . . . . . . . 52 Lead Paint and the Construction Industry . . . . . . . . . . . . . . . . . . . . . . . . . . 54 The Latest in Air Filtration for Schools. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 Index to Advertisers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 6

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DEL

Communications Inc.

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 Advertising Sales Debbie Angers Gary Barrington Jennifer Hebert Ross James Dayna Oul ion Contributing Writers Jeff Campbell Ken Campbell Terry O’Connor Steve Cripps Michael Dorn Lisa Fattori Bob Jackson Art Johnson Michael Kwok David Mol inaro Chuck Morris Jari Saarela Adam Toml inson Production Services Provided by: S.G. Bennett Marketing Services www.sgbennett.com Art Director Kathy Cable Layout & Design Dana Jensen Advertising Art Deryn Bothe ©Copyright 2010. 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 05|2010

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Spring, warm sun, flowers, green grass, birds chirping, declining enrolment, budget cuts, project planning … well, here we are again; we are all working hard to stretch the new funding to accomplish mandatory tasks to keep our buildings safe, clean and in good condition. As always, SPOA facility professionals will do their best with the funding we receive.

Thank you to the Ministry of Education for restoring the annual facilities grant for school districts. This funding will once again allow facility professionals to properly maintain our build-

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ings. Life safety system upgrades, energy reduction projects, carbon reduction projects, life cycle replacement projects, modernization and remodeling projects, and risk mitigation projects will once again be occurring on our schools which will ultimately benefit the students of British Columbia. Thanks!

It’s registration time again for our annual conference. I know that each of you know how important it is to network, check out the new innovations from our suppliers and learn and share new concepts with fellow SPOA members. When budgets are tight, it is even more important to take time out of our busy schedules to learn these new ideas, new energy conservation strategies, greening concepts and cost-reduction ideas which you can take back to your school district for implementation. We all know the networking we do with each other at the conference ultimately benefits the operations at each of our respective school districts. Check out the conference program; our conference committee has put together a great conference for you!

Our education committee is continuing to work with the School Plant

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PRESIDENT’S MESSAGE STEVE JACKSON, ASCT, RPA, CEFM

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Officials Society of Alberta. Our committee members are heading to Alberta in May to continue the work on the certification program, CEFM (Certified Educational Facility Manager). As this work between the two provinces evolves, it will continue to highlight the everevolving profession of facility management.

We have been continuing to work on our association’s Long Range Plan. We are focusing on directions that will be sustainable and beneficial to all members of the association. As you know, this year we have also hired an executive director to assist the SPOA Executive with day-to-day activities. We are pleased to report that this new role has been very successful; it complements the great work of our secretary while assisting the Executive to accomplish our goals and objectives.

On behalf of the Executive, we hope everything is going well for you in your school district and we plan to see you in Penticton!

Have a great year!

Cheers, Steve

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Member Profile ERNIE LAMBERT

Ernie Lambert brings his expertise to SPOA

BY LISA FATTORI

Ernie Lambert is currently the director of facilities and transportation for School District No. 91 (Nechako Lakes).

School District No. 91 is one of the larger geographic districts in British Columbia, covering about 77,000 square kilometers, and includes the communities of Granisle, Topley, Burns Lake, Fraser Lake, Fort Fraser, Fort St. James and Vanderhoof.

In the late 1970s, Lambert began his career in the public school sector, working as a casual custodian and school bus driver in what was, at the time, School District No. 86 (Creston-Kaslo). In 1982 he obtained his first management position as a custodial manager for Selkirk College, David Thompson University Centre and Rosemont Vocational School. At this time, Lambert was introduced to the School Plant Officials Association (SPOA).

“I was only 26, so my first impression was that this was an old boys’ club,” says Lambert. “I quickly learned, though,

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Ops Talk • Spring 2010

that the members had a wealth of information they were willing to share.”

Lambert and his family relocated to Alberta, where he was employed as a custodial and security consultant for Edmonton Public Schools. He became an active member of the School Plant Officials Society of Alberta (SPOSA), a sister organization to SPOA. Lambert returned to B.C. in 1987, and accepted the position of custodial supervisor in Campbell River, where he worked for 15 years. Lambert took on the challenging role of health and safety coordinator and worked closely with the rest of the operations team, including maintenance and transportation. It was during this period that his immediate supervisor encouraged him to take on a larger role in SPOA as part of the executive.

“In 1999, I ran for election and was voted in as executive member-at-large,” Lambert says. “I took the role seriously and wanted to be active and proactive in moving the association forward.”

A shared concern among members was that, despite their successful work performances and vast knowledge and experience, they were being passed over for promotions. “Many felt they were not getting the recognition they

deserved, and newer staff, with aspirations for management positions in education facilities, didn’t know what path to follow,” Lambert says. “This is what inspired me and others to begin exploring internal certification.”

After spending countless hours researching options, the SPOA team learned that SPOSA had been struggling with a similar project. Collectively, the teams developed a template for certification and shared the services of a facilitator, who brought their ideas to fruition.

Core competencies for certification, at different levels and through different tracks, were developed, and eligible members were interviewed based on the established criteria. The next step in the certification process was to provide a learning track and examination process to certify knowledge and experience.

“It was such an honour to be part of this process,” says Lambert. “All the professional development in the world could not have provided the knowledge and resources we discovered amongst our members.”

Lambert served a term as president for SPOA in 2004-2005. The association has evolved and changed with the times, as demonstrated when Lambert had the privilege of passing on the post to the first woman SPOA president, Lisa Johnston.

“I wouldn’t change my experiences with SPOA for anything,” Lambert says. “I’ve enjoyed life-long friends, support and valuable know ledge, and I’ve even had a little fun from time to time.”

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Reducing the labour required for emergency preparedness Computerized, centrally-managed emergency lighting systems lower maintenance costs and ease compliance with safety codes In the interest of public safety, building and life safety codes for exit signs and emergency lights require that a building owner/manager conduct a functional test every month, conduct discharge tests annually and keep a log book of maintenance information. Complying with these standards using facility management personnel to cover a large building or multiple buildings can quickly add up to many hours of costly, qualified labour in order to manually inspect and test every individual unit and record the results. Thanks to new computerized emergency light monitoring systems, however, it is no longer necessary to incur the cost of labour-intensive testing. By implementing a centrally-controlled system, these tasks can be performed remotely, greatly reducing the need for labour.

EMERGENCY LIGHT MONITORING: HOW THE SYSTEM WORKS A computerized emergency lighting system is a combination of a communication network and single point emergency light units located throughout a building or buildings.

Each single point unit is an emergency lighting fixture that stands alone and includes its own rechargeable battery and charger equipment. When normal AC power fails, the unit turns on its emergency lamp until the power is restored or the battery discharges.

The monitoring system communicates using a centrallylocated server, which can be a computer or controller. The flexibility of the centralized system allows individual emergency light units to be assigned to groups that represent departments, floors or other logical divisions. The central controller can test and report on the status of all emergency lights in real time individually, in groups or system-wide.

The network passes messages to and from the emergency

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Ops Talk • Spring 2010

units to instruct the units to perform a task, such as turning the light on or off, and to report back to the controller to give the unit’s status, for example, whether or not the lamp is working.

Computerized emergency lighting systems can use a variety of means to communicate, including a dedicated communication cable wired between every emergency light and wireless communication.

WIRED AND WIRELESS VERSIONS ELIMINATE INSTALLATION CONSTRAINTS System design is entirely flexible, with both wired and wireless versions available. The wired system uses a dedicated cable network, making it ideal for areas where wireless communication is not possible. A wireless system that uses radio frequency (RF) communication and 900 MHz mesh networking technology can penetrate dense building materials, including masonry walls. With an RF system, an area controller acts as a web server, which can be set up to allow access to a remote computer.

A wireless system can greatly reduce installation costs, particularly in small sites, sites with multiple buildings or complex layouts, heritage locations, and in sites with complex IT networks where firewalls may have interfered with the cabled system. With new wireless options, installing an automated emergency lighting and exit sign monitoring system is now faster and easier than before.

SYSTEM AUTOMATION IS THE KEY TO INCREASED EFFICIENCY AND REDUCED LABOUR COSTS With a remotely-managed computerized system, the building manager can see the real-time status of the entire emergency lighting and exit sign system, run system diagnostics,

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Thanks to new computerized emergency light monitoring systems, however, it is no longer necessary to incur the cost of labour-intensive testing.

By implementing a centrally controlled system, these tasks can be performed remotely, greatly reducing the need for labour. perform required monthly and annual functional tests, generate maintenance logs, run compliance reports and perform other system-critical functions quickly and easily, all from a central control unit. Compared to manual management, automated monitoring is more efficient, less costly and provides higher quality data that is not subject to human error.

Any unit that fails a test or exhibits a fault will be automatically added to a maintenance group so that maintenance personnel know what units require attention. Automated reports document testing and maintenance data to meet building and life safety code requirements and to efficiently plan budgets.

A centrally-controlled system is also self-monitoring. In the event of cable damage, the system can indicate the location of the fault, potentially saving hours of manual inspection time.

Faults are detected in real-time and reported instantly so there is no need for personnel to initiate a search for possible problems.

REAL-TIME, RELIABLE DATA SUPPORTS EMERGENCY PREPAREDNESS By automatically logging all tests and maintenance done on the system, the central controller eliminates the errors inherent in manual systems, which are prone to human mistakes. With real-time data always available, the centralized monitoring system provides easy, fast access to reliable current data.

The operation of emergency lighting is not impeded by or dependent on the central controller.

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School and community work together to create Port Clements Multi-Purpose Complex

BY KEN CAMPBELL

BACKGROUND In the fall of 1998, the former mayor of Port Clements, local businesspeople and some other members of the community were asked if they would be interested in forming a committee to look into the feasibility of constructing a new multi-purpose building to replace the aging and inadequate buildings in Port Clements. The committee evolved from the original volunteers to members who were there for the construction of the multiplex building. It was the intent of the original committee to construct a building that would satisfy the needs of Port Clements and, at the same time, benefit all islanders.

The committee reviewed plans that included arenas and swimming pools and determined the residents of Port Clements were not interested in that kind of expense. They looked into various types of construction, and it was determined conventional construction would be the most cost-effective.

In 2000, the committee determined that in order to apply for grants and funds, the group needed an identity. On September 5, 2000 the Port Clements Multi-Purpose Complex Society was incorporated under the Society Act of B.C. The mandate of the society was and continues to be: • Develop a conceptual layout of the proposed multi-purpose complex based on input from the community.

• Survey the community for support of the project.

• Research and apply for funding for the project.

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•

Coordinate the construction of the facility.

On March 31, 2001, a referendum was held in the Village of Port Clements asking the question, “Based on the information available to date, are you in favour of the proposed Port Clements multi-purpose complex?” The referendum received great support, and the next step for the society was to prepare and submit proposals to various funding opportunities to raise the funds required.

Over the next few years the society managed to raise over three million dollars. With the funding ready to go, the society partnered with the village as a standing committee because the building would ultimately belong to the village. Together, they compiled a Request for Proposals, advertised and received three responses.

However, rising costs and inflation had driven the costs up beyond the funding of the committee.

About this time, concerns arose at School District No. 50 about the viability of maintaining the Port Clements Elementary School in light of declining enrolment. The committee met with the school district about the idea of incorporating the school into the multiplex building plan; this was met with a favourable response from the district and the school board. The then-Minister of Education, Ms. Shirley Bond, stated she was also willing to support the concept.

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OBJECTIVE School District No. 50 and the Village of Port Clements created a local committee to plan and build a multiplex on the Port Clements Elementary School site. This multi-purpose building would be both an educational and community facility. The committee then began planning a multiplex building that would include a school, municipal office, public library and shared facilities like a seniors’ space and a daycare area. The community and school would continue to use the existing gymnasium, which is a stand-alone building, as a community hall and school gymnasium. Renovations to the existing gym were part of the school district’s contribution to the project.

The School Community Connections grant was received through the Union of British Columbia Municipalities to help facilitate the planning, research, terms of use agreement, program inventory, and structural feasibility of the joint multiplex.

PROJECT TEAM School District No. 50 and the Village of Port Clements established a steering committee that fully supported the project. The committee consisted of representation from the Village of Port Clements and the Port Clements Elementary School, School District 50 staff, the public in Port Clements and the Port Clements Multi-Purpose Complex Society. The Joint

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Planning and Building Committee, through its representation, provided community updates and acted as the steering committee for planning and building the multiplex.

The first and most urgent job of the committee was to select an architect and project coordinator for the project.

The Gwaii Trust grant of $1 million was contingent on having a draft budget and floor plan to the Gwaii Trust Board by the end of March 31, 2007. In early March, the committee selected the firm Craven, Huston, Powers Architects from

Chilliwack and they met to begin planning the project. A footprint of the project and draft budget was sent to Gwaii Trust to secure the funding from them. The committee also selected John Fictorie of Fictorie Construction as the project manager.

The funding of $4,228,000 for the project came from the following sources: • $1.67 million from province in the form of an infrastructure grant.

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• • • • •

$900,000 from the Ministry of Education capital projects. $1 million from Gwaii Trust. $140,000 from the Community Connections grant. $200,000 from School District No. 50. $312,000 from raised community funds.

On October 14, 2007, a groundbreaking ceremony was held in the school gymnasium, and many members of the public of Port Clements and Haida Gwaii attended.

MULTIPLEX CONSTRUCTION Construction of the project started immediately on October 15, 2007. The final plan included the following spaces: School • three classrooms • school administration office and storage area • school and staff washrooms Municipal • municipal office • council chambers Community and Shared Space • school and public library • seniors’ centre • daycare • commercial kitchen • shared staffroom

The project manager hired a number of local community members as labourers and tradespeople to work under his direction. He also utilized local businesses on the island whenever possible to help complete the project. Where feasible, he also made trips to the Lower Mainland to purchase supplies and filled a freight truck rather than phone orders to have supplies sent at freight expense, which included ferry freight to the island. Both the municipality and the school district provided the project manager with living accommo-

School Plant Officials Association of B.C. www.spoabc.org

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dations and a vehicle at no cost to the project.

One of the major stumbling blocks for completion of the project was the initial rejection by the Vancouver Island Regional Library Board (VIRL) to have a joint school/public library.

The Minister of Education became directly involved in the project and provided both parties with a mediator to assist in the process. The VIRL Board also hired a new executive director that was supportive of the shared library concept. An agreement for the shared library was signed prior to completion of the project.

The initial construction phase of the building was completed by December 31, 2008, and the school and municipal offices moved into the building January 2, 2009. An official opening was held on April 1, 2009.

The final cost of the project was approximately $700,000 over budget, mainly due to the cost of electrical and mechanical bids. The Village of Port Clements and School District No. 50 shared equally in the cost overrun.

COMMUNITY BENEFIT The community benefited in the following ways: • the replacement of outdated municipal facilities • the replacement of the old school facility • space for a permanent daycare for youth and preschool • a permanent room for seniors in the community • cost reduction for the school district and village in fuel and utilities • sharing of space like the library, daycare, gymnasium and staff room • expanded use to partnering agencies • provision of a multifunctional resource to be utilized by community partners • employment opportunity • sustainable community development • cross-municipality partnership CHALLENGES FOR SHARED PUBLIC BUILDINGS The following are some of the chal-

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lenges to think about when considering sharing a public building. Some of the challenges could be for any public building, however, some are specific to this project.

• Who would own the building?

• Where would it be located?

• How would the building be insured?

• Once completed, who would maintain the building or cut the grass?

How would the building be cleaned?

• How would future major renovations be handled?

• What effect would existing union contracts have on the shared building?

• What effect could third parties (organizations such as VIRL leasing space) have on the shared building?

• How would the shared school and public library work?

• Has everyone involved been consulted and brought up-to-date on progress?

• Are all provincial funding and parent organizations in support?

• How would student safety be protected in a shared public building?

• Who would make decisions about extras during the construction phase?

• How would cost overruns be handled?

• Who would sign the contracts with consultants and engineers?

KEYS TO SUCCESS The items on the list below were keys to the success of the building. Many of these same principles would apply for any shared building. They are: • Growing need in the community (both village and school).

• Absolute willingness to work together for the benefit of the community.

• Ability to view your institutions (sacred cows) in a new way.

• Support of the elected officials from the village, the Ministry of Education and the school board.

• Ability of all involved with the project to say, “Yes, we can and we will” in light of opposition to the contrary.

Burnaby (Head Of ce)

Coquitlam

Victoria

3958 Myrtle Street Burnaby, BC V5C 4G2

2394 Canoe Ave Coquitlam, BC V3K 6C2

524E Culduthel Road Victoria, BC V8Z 1G1

Phone: (604) 944-0441

Phone: (250) 475-6055

Fax: (604) 435-7677 Email: bursales@rsl.ca

Fax: (604) 944-0450 Email: coqsales@rsl.ca

Fax: (250) 475-1985 Email: vicsales@rsl.ca

Vancouver

Langley

Kelowna

132 West 2nd Avenue Vancouver, BC V5Y 1C2

#102 – 6375 202nd Street Langley, BC V2Y 1N1

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

Phone: (604) 435-1313

Phone: (604) 872-7521 Fax: (604) 872-7460 Email: vansales@rsl.ca

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21

SPOA 2010 Conference and Trade Show

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2010 CONFERENCE PROGRAM PENTICTON TRADE & CONVENTION CENTRE JUNE 1 - JUNE 4, 2010 “Team Building” Coming together is a beginning.

Keeping together is progress.

Working together is success.

Corporate Sponsor: BC Hydro

TUESDAY, JUNE 1 Professional Development 8:30 a.m. - 3:00 p.m.

A.

8:30 a.m. - 3:00 p.m.

B.

1:00 p.m. - 7:00 p.m.

3:00 p.m. - 7:00 p.m.

4:00 p.m. - 8:00 p.m.

7:00 p.m. - 10:30 p.m.

10:30 p.m. - 12:00 a.m.

Okanagan College Leadership Certificate Program Day 3 – Resolving Conflicts Carl Zanon, Okanagan College Managing Asbestos Material in Schools Peter Hansen, P.Eng, Pacific Environmental Consulting Exhibitors Set-Up Registration – Members / Exhibitors Golf Tournament Sponsored by: A & G Supply Quantum Lighting Rocky Point Skaha Ford – Hole in One Terasen Gas Presidents Reception Pre-Game Party Sponsored by: SchoolDude.com Hospitality Suite – Everyone Welcome

Room 1/2

Registration – Members / Exhibitors New Member Orientation Zone Meetings Opening Ceremonies TEAM Leaders in Education Speaker: John Lewis, Superintendent, SD#44 North Vancouver Visit Exhibitors Booths - Coffee Delegates, Exhibitors and Partners Luncheon Speaker: Cheryl Pounder, Gold Medalist Women’s Hockey Sponsored by: Alta Gas Visit Exhibitors Booths - Coffee

South Lobby Boardroom

Room 3 Ballroom II/Salon A South Lobby Skaha Meadows

South Lobby

Ramada Courtyard Atrium

WEDNESDAY, JUNE 2 7:30 a.m. - 8:30 a.m.

7:30 a.m. - 8:00 a.m.

7:30 a.m. - 8:30 a.m.

8:30 a.m. - 9:00 a.m.

9:00 a.m. - 10:30a.m.

10:30 a.m. - 12:00 p.m.

12:00 p.m. - 2:00 p.m.

2:00 p.m. - 3:30 p.m.

3:30 p.m. - 5:00 p.m.

Concurrent Sessions 1. Custodial Round Table, Section Sizes Chair: Steve Smoroden, SD No. 37, Delta 2. Energy Managers Round Table Chair: Wayne Cousins, BC Hydro 3. Accident Investigations 101 Speaker: Ian Salomon, WorkSafeBC 4. Understanding Portfolio Conditions and Improving Key Information Speaker: Susan Anson, VFA Canada Corporation Marcel Gingras, P.Eng, Base Construction Engineering

Salon B/C Salon B/C Ballroom II/Salon A Salon B/C

Ballroom II/Salon A

Room 1/2 Room 7 Room 6 Room 3

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WEDNESDAY, JUNE 2 continued 6:00 p.m. - 9:30 p.m.

9:30 p.m. - Midnight

Exhibitors Hosted Evening Costume – “Hockey” Special Appearance by Cheryl Pounder Hospitality Suite – Everyone Welcome

Ballroom II/Salon A

Delegates and Exhibitors Buffet Breakfast Sponsored by: Telus SPOA Annual General Meeting Exhibitors Meeting - Appointing new Exhibitor Representative Visit Exhibitors Booths Sponsored by: Terasen Gas Exhibitors Hosted Luncheon

Salon C

Ramada Courtyard Atrium

THURSDAY, JUNE 3 7:00 a.m. - 8:00 a.m.

8:00 a.m. - 10:00 a.m.

9:30 a.m. - 10:00 a.m.

10:00 a.m. - 1:00 p.m.

1:00 p.m. - 2:45 p.m.

3:00 p.m. - 5:00 p.m.

6:00 p.m. - 12:30 a.m.

Concurrent Sessions 5. Pacific Carbon Trust via Webinar Speaker: Hope Hickli, Pacific Carbon Trust 6. Accident Investigations 200 – a Human Factors Perspective Speaker: Tami Perkins, WorkSafeBC 7. Sportsfield Maintenance on Shoe String Budget Speaker: Tab Buckner, Township of Langley Parks 8. Exterior Concerns Related to Potential Risks and Hazards Speaker: Alan Kavanaugh, Risk Management Service Concurrent Sessions 9. BC Hydro Speaker: Wayne Cousins, BC Hydro 10. LEED for Existing Buildings Speaker: Chelsea Leonard, Armstrong Commercial Flooring 11. Recovering Costs form the Community Use of Schools Speaker: Brad Hunter, SchoolDude.com 12. Interior Concerns Related to Potential Risks and Hazards Speaker: Alan Kavanaugh, Risk Management Service Reception, Banquet and Dance Sponsored by: Fortis BC

Salon C Ballroom II/Salon A Ballroom II/Salon A

Room 1/2 Room 6 Room 7 Room 3

Room 7 Room 1/2 Room 6 Room 3

Salon B/C

FRIDAY, JUNE 4 9:00 a.m. - 10:30a.m.

10:30 a.m. - 12:00 p.m.

Concurrent Sessions 13. Maintenance Round Table Chair: Peter Orjala, SD No. 35 Langley 14. Health & Safety Round Table Chair: Vanessa Ezaki, SD No. 37 Delta 15. Support Staff Bargaining: Challenges and Opportunities Speaker: Renzo Del Negro, BCPSEA 16. Universal Design in School Outdoor Play Spaces Rick Hanson Foundation Speaker: Shira Stanfield, SGolden & Associates

Room 1/2

Ministry Update Everyone Welcome

Salon B/C

Room 3 Room 6 Room 7

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SPOA 2010 Conference and Trade Show

Registration Form First Name:

Surname:

Organization: Address:

Postal Code:

Tel:

Fax:

Email:

To register by mail send the Conference registration form with cheque, Visa or MasterCard made payable to: School Plant Officials Association of BC PO Box 19032, 1153 – 56th Street, Delta, BC V4L 2P8 fax 604-943-3541 Name as it is written on the card: ______________________________________ Credit Card #___ ___ ___ ___ / ___ ___ ___ ___ / ___ ___ ___ ___ / ___ ___ ___ ___ Exp Date ____ / ____ Please indicate your golf shirt size: X-small small

medium

large

X-large

XX-large

XXX-large

Conference Fees Members Full Conference Package Non-Members Full Conference Package Members One Day Pass Non-Members One Day Pass Professional Development (A or B ) Partners Program Dinner and Dance only (per person) SPOA Golf Thursday Open Day

$ 350 $ 450 $ 150 $ 200 $ 200 $ 100 $ 50 $ 50 No Cost Totals

# Packages

$ Amount

_______ _______ _______ _______ _______ _______ _______ _______

_______ _______ _______ _______ _______ _______ _______ _______

_______

_______

Please indicate your selection of sessions and social events: Tuesday – June 1 President’s Reception

Thursday – June 3 Members Breakfast Exhibitors Hosted Luncheon Concurrent Session 5 Concurrent Session 6 Concurrent Session 7 Concurrent Session 8 Concurrent Session 9 Concurrent Session 10 Concurrent Session 11 Concurrent Session 12 Banquet and Dance

Wednesday – June 2 Zone Meeting Breakfast Luncheon

Exhibitors Hosted Evening Concurrent Session 1

Concurrent Session 2

Concurrent Session 3

Concurrent Session 4

Friday – June 4 Concurrent Session 13 Concurrent Session 14 Concurrent Session 15 Concurrent Session 16

Cancellation Policy: Cancellation of registration must be received before May 14, 2010 for registration fees to be refunded. A processing fee of $50.00 will be charged on all refunds.

ACCOMMODATIONS The following hotels have been chosen with block reservations for your benefit. Each hotel is located close to the Penticton Trade & Convention Centre and has issued special discount rates for those attending the Conference. Please ensure you reserve prior to the scheduled deadline date April 30, 2010, and that you quote SPOA Conference to receive the special discount rate.

RAMADA COURTYARD INN (Host Hotel)

SANDMAN HOTELS & INN

1050 Eckhardt Avenue West, Penticton, BC V2A 2C3 Tel: 1-800-665-4966 / 250-492-8926 Fax: 250-492-2778

939 Burnaby Avenue West, Penticton, BC V2A 1G7 Tel: 1-888-648-1118 / 250-493-7151 Fax: 250-493-3767

Room Rate: Single $117.00 / Business Class $137.00 / Kitchen/fireplace $192.00

Room Rate: Twin/Queen $99.00 to Kitchen $109.00

PENTICTON LAKESIDE RESORT

THE COAST PENTICTON HOTEL

21 Lakeshore Drive West, Penticton, BC V2A 7M5 Tel: 1-800-663-9400 / 250-493-8221 Fax: 250-493-0607

950 Westminster Avenue, Penticton, BC V2A 1L2 Tel: 250-492-0225 Fax: 250-493-8340

Room Rate: Parkview $145.00 / Lakeview $165.00

Room Rate: Single $117.00 / Premium Class $137.00

DAYS INN 152 Riverside Drive, Penticton, BC V2A 5Y4 Tel: 1-888-999-6616 / 250-493-6616 Fax: 250-493-661 Room Rate: Mountain view $109.00 to Balcony $119.00

Please quote SPOA conference when making reservations.

*** Reservations must be made by April 30, 2010 ***

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PROFESSIONAL DEVELOPMENT #1 RESOLVING CONFLICTS Tuesday, June 1, 2010 8:30 a.m. – 3:00 p.m.

Penticton Trade and Convention Centre Instructor: S. Carl Zanon, MBA, PEng, CMC Okanagan College Leadership Pre-registration is required Course Fee: $ 200.00 per day (lunch included) Conflict Resolution in the Workplace: Gain a clearer understanding of the nature of conflict, assess your conflict-resolution styles, identify misunderstandings in conflict situations, recognize that conflict behaviour is situational, learn how to view conflict more objectively, and develop and practice a conflict resolution process.

First Name:

Surname:

Organization: Address: Tel:

Fax:

Email:

Payment: Cheque: ______ Credit Card: ___ ___ ___ ___ / ___ ___ ___ ___ / ___ ___ ___ ___ / ___ ___ ___ ___ Exp Date: ___ / ___ To register by mail, send this form with cheque, Visa or MasterCard made payable to: School Plant Officials Association of BC PO Box 19032, 1153 – 56th Street, Delta, BC V4L 2P8

For more information please contact: Ken Janzen @ 604-903-4613 or Molly Shipowich @ 604-943-3314

PROFESSIONAL DEVELOPMENT #2 MANAGING ASBESTOS MATERIALS IN SCHOOLS Tuesday, June 1, 2010 8:30 a.m. – 3:00 p.m.

Penticton Trade and Convention Centre Instructor: Peter Hansen, P.Eng, Principal Pacific Environmental Consulting Pre-registration is required Course Fee: $ 200.00 per day (lunch and course materials included) This is not just another asbestos awareness course! This course will address the increasing complexities of creating and administering an asbestos exposure control plan and managing your asbestos program. In tough financial times, you need to know how to best manage your facilities while keeping in mind the legislative requirements, roles and responsibilities. In this course, you will learn what to expect from your contractors, understand asbestos surveys and risk assessments and some key factors for success if faced with a potential release of asbestos fibres.

Who should attend?

Health & Safety Professionals, Facilities and Maintenance Supervisors, Managers and Directors.

BCRSP has awarded this course 0.5 Certification Maintenance Points (approval # 10195).

First Name:

Surname:

Organization: Address: Tel:

Fax:

Email:

Payment: Cheque: ______ Credit Card: ___ ___ ___ ___ / ___ ___ ___ ___ / ___ ___ ___ ___ / ___ ___ ___ ___ Exp Date: ___ / ___ To register by mail, send this form with cheque, Visa or MasterCard made payable to: School Plant Officials Association of BC PO Box 19032, 1153 – 56th Street, Delta, BC V4L 2P8

For more information please contact: Vanessa Ezaki @ 604-952-5362 or Molly Shipowich @ 604-943-3314

SPOA 2010 Conference and Trade Show

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SCHOOL PLANT OFFICIALS ASSOCIATION OF BC 2010 CONFERENCE AND TRADE SHOW June 1 - 4, 2010 PARTNERS PROGRAM REGISTRATION FIRST NAME: SCHOOL DISTRICT: HOME MAILING ADDRESS: HOME TELEPHONE NUMBER:

SURNAME:

Please indicate which social event(s) will be attended:

Presidents’ Reception (Tuesday @ 7:00 pm – 10:30 pm) Meet & Greet Breakfast (Wednesday @ 9:00 am – 10:00 am) Craft (Wednesday @ 10:00 am – 12:00noon) Delegates, Exhibitors & Partners Luncheon (Wednesday @ 12:00 noon – 2:00 pm) Belly Dancing (Wednesday @ 2:30 pm – 4:00 pm) Exhibitors Hosted Evening (Wednesday @ 6:00 pm – 9:30 pm) Destination Day for Wining, Dining and Entertainment (Thursday) Banquet and Dance (Thursday @ 6:00 pm – 12:30 am) *** Please inform us of any dietary needs ***

PLEASE RETURN THIS FORM, AS IT WILL HELP US IN DETERMINING TRANSPORTATION AND MEALS NEEDED FOR VARIOUS FUNCTIONS

Cost of the Partners Program is $100.00 and includes all functions.

Payment: Cheque: Credit Card: ___ ___ ___ ___ / ___ ___ ___ ___ / ___ ___ ___ ___ / ___ ___ ___ ___ Exp Date: ___ / ___ To register by mail, send this form with cheque, Visa or MasterCard made payable to: School Plant Officials Association of BC PO Box 19032, 1153 – 56th Street, Delta, BC V4L 2P8

SPOA’s 14th Annual Golf Tournament SKAHA MEADOWS Golf Course - Tuesday, June 1st, 2010 - 4:00 p.m.

This year’s highlights and information: • Texas scramble - nine hole - shot gun start • Even out teams for score and fun • Wine Cellar • Prizes for long drive/closest to the pin/hole in one/draw prizes • Trophies for Winning Team • Golf cost $50.00, includes dinner and transportation to and from golf course • There will be a bus available from the Convention Centre • Limit to first 60, please reserve now • Golf Cart reserve on your own (250-492-7274) Golf Registration: Name: Company/School District: Handi-cap:

Under 15

Between 15-25

Please try to place me on a team with: Cheques, MasterCard or Visa are accepted, please forward information to: SPOA PO Box 19032, 1153 – 56th Street, Delta, BC V4L 2P8 email: society@telus.net fax: 604-943-3541 Name: Credit Card # ___ ___ ___ ___ / ___ ___ ___ ___ / ___ ___ ___ ___ / ___ ___ ___ ___ Expire date: Are you interested in supplying us with a golf prize??

Please contact Molly at: (tel) 604-943-3314 (fax) 604-943-3541 (email) society@telus.net Enter early so proper teams, assigned holes etc. can be established well in advance.

Rarely golf over 25

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Making the case for facility modernization, renovation and repairs at school districts

BY MICHAEL KWOK, P.ENG. MBA, VP PROFESSIONAL SERVICES, GOVERNMENT, EDUCATION & INTERNATIONAL OPERATIONS, VFA CANADA

Like homeowners with limited budgets and a long list of repairs, school districts often have to make tough choices when it comes to deciding what building systems to modernize, renovate or repair— or when to build new.

Unlike many businesses that may relocate as their needs change, most school districts have a long-term relationship with their physical site and buildings, which form an important part of their identity. As stewards of the physical plant, the institutions’ facility managers are responsible for ensuring that all facilities—including classrooms, libraries, gymnasiums, cafeterias, and student centres—are effectively meeting the needs of their users.

Every day, facility managers at school districts must consider theoretical situations, including: • How do the costs and benefits of renovating an aging residence hall compare with those of replacing the building?

ST RESINRUCTURAL INJECT

ION

•

Is building a new athletic centre that will attract more students a top priority, or is expanding facilities for research?

• If a planned project is deferred, what are the implications for overall costs and available budgets?

Whether they decide to purchase energy-efficient light bulbs or make structural improvements to an aging school building, facility managers who are tasked with modernizing and upgrading school buildings certainly have a lot to consider.

By regularly monitoring the condition of school facilities, which consume 20 to 30 per cent of an institution’s annual capital outlay, districts can quickly determine what improvements—whether they be modernization, renovation or repairs—are needed most when funds become available.

Most institutions begin by drawing up a master plan, which includes

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Ops Talk • Spring 2010

information about functional needs over time and how the organization’s facilities portfolio will be adapted to meet those needs. Another important foundation for planning is accurate information about the current condition of facilities and their major systems, including the identification of repair, renovation or renewal needs and their associated costs.

Detailed facility condition assessments, usually conducted by a professional assessment or engineering firm, provide schools with detailed documentation of the existing conditions of both facility structures and all major building systems. They include detailed cost estimates for addressing all identified deficiencies and renewal needs. Such assessments are most appropriate when facility condition data is non-existent, outdated or inconsistent, when there are specific system or structural issues that require detailed evaluation, or when the organization requires detailed cost data for the purposes of long-term capital budgeting. They may be combined with specialized evaluations such as addressing energy efficiency issues, compliance requirements, or programmatic adequacy. These specialized assessments are valuable—and may be required—when major capital improvements that address a specific type of need are being considered.

Such assessments provide the greatest level of accuracy and detail at a concomitant level of cost.

In cases in which a school district has reliable data about the overall condition of its facilities, it may choose to undertake Lifecycle Condition Assessments that focus exclusively on major building systems and document age, condition,

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term investment needs—both capital and operational—schools can break out of this pattern and make a better case for needed funding. Construction and building repairs become longterm investments, instead of quick fixes to band-aid larger problems.

Maximizing facility investments and reducing and justifying capital costs with capital planning and asset management solutions enables school districts to collect reliable, accurate and current facility condition information

in a centralized database—providing a single view of facility condition information for accurately calculating the costs and developing budgets for the maintenance and upkeep of all their buildings and infrastructure.

By demonstrating an in-depth understanding of current facility conditions, school districts can create convincing arguments for funding to address rapid growth and outdated school buildings, and position themselves for long-term success.

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cost and associated timeline for any necessary renewals or repairs. Such an approach can help a school district identify where it can bundle capital projects, including roof replacements or HVAC system upgrades, for greater cost efficiency. It can also help a district target those areas that may require more detailed condition assessments, and provide a foundation for renewal budgeting.

With accurate information about existing conditions, districts can begin the difficult task of evaluating investment priorities and triangulating based on current requirements, enrolment projections and programmatic requirements. Benchmarks, such as those for facility and system condition and capital expenditure per student, can assist school districts in beginning the prioritization process.

One widely used benchmark is the Facility Condition Index (FCI), which measures the repair costs of a structure compared to its total replacement value. For example, a school building that has a replacement value of $5,000,000 and current repair and renewal costs of $500,000 will have an FCI of 0.10 (the higher the FCI, the poorer the condition of the building).

Benchmarks can be applied to an entire building portfolio or a specific system within the overall organization.

Implementing a strategic capital planning approach enables school facility managers to break out of a common “build-neglect-build” pattern. Many districts across the country attempt to solve rapid enrolment and room shortage issues by constructing entirely new buildings—at high cost to the surrounding communities. Often, these new building constructions look only to the short term and do not take into account student enrolment ten years from now. Furthermore, the new construction project monopolizes limited dollars that may have been better invested in renovating an existing structure, leading to a cycle of build and neglect as buildings fall into disrepair. By considering overall long-

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Natural gas as a transportation fuel

BY JEFF CAMPBELL

There is a new interest in natural gas as a transportation fuel in North America, driven by maturing technology for natural gas vehicles (NGV) and a significant increase in natural gas reserves, which drives lower fuel costs. Earlier interest in NGVs was focused on converting gasoline engines to run on natural gas.

Today, new heavy-duty natural gas engine technology has been integrated as a factory option in vehicles for a range of applications, including school buses, transit buses, refuse trucks, vocational and urban truck/tractor pick-up and delivery applications.

Natural gas is a clean fuel that offers lower emissions and economic benefits to fleets. While fleets are often motivated by air quality concerns to switch to natural gas, natural gas in transportation also contributes to energy security and can reduce fleet operating costs. NGVs around the world have also had an impressive record of safe operation.

North American natural gas reserves have increased significantly. This increase has been driven by the development of new horizontal drilling and extraction technologies that opened access to shale gas reserves throughout North America, includ-

30

Ops Talk • Spring 2010

ing world-class resource plays like the Montney Formation and the Horn River Shale Formation in British Columbia. The increase in supply, coupled with a focus on energy efficiency, resulted in low commodity prices. In March of 2010, natural gas was $4.30 MBTUs, which is equivalent to $25.80 per barrel, versus $82.90 per barrel for crude oil. This price gap is expected to continue, resulting in significant savings at the pump for natural gas customers.

Natural gas is also the lowest carbon fossil fuel. NGV adoption supports British Columbia’s goals with respect to greenhouse gas (GHG) reductions. Reductions of 20 to 30 per cent in GHG emissions are attainable with the use of natural gas, as compared to diesel-fuelled vehicles.

Natural gas can be used as a vehicle fuel in either compressed (CNG) or liquid (LNG) form. The Cummins Westport ISL G introduced in 2007 is capable of operating on both fuels, and was the first heavy-duty engine to be certified to the strict 2010 North American emission standards. With up to 320 horsepower and 1,000 foot-pounds of torque, the ISL G offers diesellike performance with ultra-low emissions.

This engine technology is available in factory-built natural gas vehicles from: • refuse trucks: Mack, Peterbilt, AutoCar, Crane Carrier and American LaFrance • transit buses: Daimler (Orion), New Flyer and North American Bus Industries • trucks: Freightliner, Kenworth and Peterbilt

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•

school buses: Blue Bird and Thomas (For a full listing of original equipment manufacturer or OEM availability, please visit www.cumminswestport.com.)

Lower fuel costs result in lower costs per kilometer for heavy natural gas vehicles. While there are some differences between natural gas and diesel engine maintenance, the costs are much less than the fuel cost savings. A Cummins Westport natural gas engine is built with over 80 per cent of the same parts as its diesel cousin, so service technicians familiar with Cummins’ diesel engines can adapt to natural gas engine service requirements quickly. Maintenance intervals, warranty and parts support, and engine service training and tools are provided by Cummins. Technicians also provide gas certification for CNG fuel system maintenance.

The first new CNG vehicles to arrive in British Columbia were school buses purchased by School District No. 23 (Central Okanagan), with funding support from Terasen Gas. The first 84-passenger bus arrived in the spring of 2009, and the second, a lift-equipped special education unit, arrived in January 2010.

Both buses are equipped with ISL G 250 horsepower engines.

“From all perspectives, CNG fuel is working very well for the district—with good power, fuel range, and economy.

Our documented fuel costs for the 84passenger unit is at one half that of a comparable diesel-powered school bus,” says Grant Davidson, operations manager for School District No. 23.

“The payback period for CNG technology upcharge will be approximately four years of operation on a school bus with a life of fifteen years,” Davidson continues. “In addition to this financial advantage, the greenhouse gas emissions are 25 per cent less than that of diesel fuel—an added benefit for the Okanagan Valley and its inhabitants,” he says.

Current district plans include the conversion of a garbage collection truck and a delivery cube van to operate on CNG fuel.

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World-class school buildings

BY MICHAEL DORN

Far from a typical school in Vietnam, this Saigon school pictured here is a truly remarkable example of how the right approach to creating compelling and positive body language can dramatically improve the safety, effectiveness and climate of a school. This school will be highlighted as a case study by Michael Dorn at the International School Safety Design Conference in Denver this April. Photographic credit: ©2010 Michael Dorn - Safe Havens International Inc.

The wait at Calgary International Airport offers an excellent opportunity to write an article I had promised to finish some time ago. After two days of presenting to students, school officials, parents, community service agency professionals and public safety officials in Taber, Alberta, my mind is racing from the productive dialogue that occurred among the many awesome individuals I had the good fortune to meet and interact with during the whirlwind experience. With seven different presentations, which had been tailored for various groups, the days flew by, and many great people exhibited genuine care and concern for school safety. The numerous flashes of brilliance in their astute observations, questions and suggestions during the sessions made the visit even more impactful. As with my previous keynotes in Canada, I learned new ideas that can now be shared with school and public safety officials in other countries.

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One of the most recurrent themes of each session was the discussion about how much school design can influence safety, security and emergency preparedness. Every school building speaks to those who enter it. The body language of a school can be a powerful, positive influence or conversely, it can inadvertently send clear negative messages to students, staff and visitors. Neutral building body language is also very common in schools and can be viewed as a missed opportunity to improve school safety and school climate. Creating a close connection between the place and the people who utilize it for teaching, learning and socializing can be a huge asset to school officials seeking to create and maintain a safe school climate that is conducive to learning. While we can find many instances of successful schools with relatively poor body language, the school leaders who create superb places of learning have to work

considerably harder to overcome the challenges building design can create.

Like most schools anywhere we travel, every school I visited in Taber had incorporated numerous excellent examples of positive body language, such as thoughtful statements of encouragement in the form of posters, banners, school mission statements, student artwork, colour schemes, trophies and awards. Between presentations, short building tours with key personnel allowed an opportunity to explore how these important and powerful concepts could be even more effectively utilized in the division’s schools.

The various groups tasked to work together to further enhance the level of safety, security and emergency preparedness discussed how policies, practices, human interaction and child advocacy can serve as tools to make schools safer and more pleasant places. To make those strategies even more effective and to reduce the amount of effort needed to

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achieve these worthy goals, there was much discussion about how to build on the numerous effective strategies that have been put into place over the years.

One approach under consideration is to increase the use of the powerful concept of territoriality by more comprehensive applications of highly visual cues to connect people to the school. We urge our clients to move to a much greater depth and geographic dispersal of the application of territoriality than most examples we see in schools. We have seen a few rare examples of schools that have so incorporated these concepts, they are what we consider to be truly world-class places of learning that would stand out as amazing schools in any city in the world. If a school building is so visually captivating it would cause a tourist to stop and take photographs in London, New York, Calgary, Tokyo or Sydney, and if it also has the appropriate human efforts to create dignity, honour and respect combined with excellent instruction, its safe to say that such a place is truly a world-class place of learning. Schools of this type are typically far easier places in which to teach and learn.

There is also a great deal of evidence that such schools tend to be much safer than they might be otherwise.

Working with schools in different regions of the U.S., Canada and other parts of the world has been a truly eyeopening experience. It is easy to find school buildings that could have been designed much more effectively from a safety, security and emergency preparedness standpoint. At the same time, exceptional use of key concepts such as crime prevention through environmental design (CPTED) can be found in places we may not expect. For example, I have seen many examples of the excellent application of CPTED, not only in Canadian and U.S. schools, but also in schools in Guatemala and Vietnam.

While I have seen numerous unforgettable uses of CPTED in places like Quebec City, Tel Aviv and Las Vegas, I was initially caught quite off-guard to see it so widely utilized in developing nations where school budgets are incredibly limited compared to the standards of wealthier nations. Upon further

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In spite of many challenges posed by the limitations of the way his school was built many years ago, the Saigon school’s principal has been able to triple the attendance rate at his South African elementary school. By developing a close connection between staff, students and their parents, he has created a warm, secure and positive school climate where children are free to learn and teachers can teach effectively. Imagine what he and his staff would be able to accomplish in a school facility on par with the Saigon school pictured on page 32.

Photographic credit: ©2010 Michael Dorn - Safe Havens International Inc.

CRIME PREVENTION THROUGH ENVIRONMENTAL DESIGN (CPTED) CPTED involves a variety of concepts focused on the reduction of crime, violence and fear while improving the feeling of safety and comfort in a physical place.

CPTED measures are typically much more passive than traditional approaches to security, such as the use of security cameras. CPTED works extremely well when it is properly combined with other approaches, namely security technology, school resources officer programs, effective security policies and an emphasis on how staff interacts with and develops appropriate personal connections with students.

The three primary concepts of CPTED are: • establishing positive territoriality • connecting people to the physical place so they will take ownership and responsibility to protect what they view as their place • creating natural access control Access control technologies can significantly enhance school security as long as staff and students are convinced to buy into the human practices that are needed to support effective access control. However, natural access control can dramatically improve the reliability of a school’s security system while reducing the potential “prison-like” feel that can be extremely corrosive in a school.

INCREASING THE USE OF NATURAL SURVEILLANCE People who desire to commit criminal acts or violate school policies often have a strong preference to perform their prohibited and unwelcome actions in privacy.

While security cameras have great value to help identify offenders after the fact, provide excellent documentation and deter some violators, natural surveillance often affords considerably greater deterrence. One Nevada school system reported reductions of up to 50 per cent in schools where student supervision was modified to include diagram-based student safety surveys using GIS mapping to identify hotspots. By simply moving staff to hotspots at relevant times of day, a greater decrease in negative activities was achieved than had been achieved with extensive and expensive security cameras utilized without proper human support.

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reflection, it makes sense and is only natural these often low-cost or no-cost concepts would be applied in schools where security cameras and high-tech access control systems are simply not a financial possibility.

I shall never forget listening to a wonderful principal in a South African elementary school explain, with a surge of emotion, how there were simply no funds available to hook up a room full of computers the school had acquired.

He had managed to triple attendance at his school by creating a warm and caring environment for the students, but knew how important it was for them to also have computers in order to achieve their potential. Adding security cameras would be just about as difficult for this principal as it would be for a Canadian principal to purchase a new police car for their school’s resource officer. At the same time, the South African administrator could teach many valuable lessons to his colleagues in the U.S. or Canada; for example, his efforts to create a positive and caring climate for children with few resources other than the most important resource he has— his staff—were truly remarkable. The climate that he, his staff and students have created at the school was most impressive. I have never seen school staff and children who were more courteous, polite, friendly, freely expressive

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and joyous than those attending his school.

Interestingly, a South African school principal’s salary is based partially on attendance rates, in order to encourage administrators to work harder to keep challenging students in school instead of expelling them to make the job of educating students easier. Another reason for this approach is the difficulty faced in getting children to attend school at all in some rural communities. I have visited many schools where far more elaborate approaches have been applied in an attempt to maintain a fun, peaceful and effective learning environment with far less success.

One example of a simple technique involves more effective utilization of staff to improve student supervision.

We do advanced-level training on how student supervision can be improved through simple yet powerful concepts, such as proper positioning of staff, pacing and spacing of children to improve natural surveillance and other easy-toapply practices. While we see very few K12 schools in North America with truly effective student supervision, the staff in this school were doing an excellent job of using proper positioning of staff, exercising proper span of control for outdoor activities, and using other basic, critical techniques to enhance student supervision.

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Perhaps this should give us pause to reflect on how we may want to take a closer look at the security, safety and emergency preparedness measures that relate to how the place of school is designed, painted, maintained and how the people who are in these places of learning work to create and maintain dignity, honour and respect. The place of school can significantly shape our perceptions as well as our actual experiences there.

The time has arrived for my flight to board so I can return to another country I love. I sincerely hope you gleaned something of enough worth for the time you dedicated to reading this. I am grateful for your efforts and for your commitment to make the students, staff and visitors to the schools in your awesome country safer.

About the Author: Michael Dorn serves as the executive director for Safe Havens International Inc., a global non-profit school safety centre. During the past thirty years, Michael’s work has taken him to Canada, Mexico, Central America, Europe, South Africa, Asia and the Middle East. The author of 25 books on school safety, Michael regularly keynotes conferences and works with school officials and architects to design safer schools in new construction and renovation projects.

The author welcomes questions, comments, differing viewpoints and suggestions at www.safehavensinternational.org

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Superior Radiant Products help lower utility costs at Voyageur Elementary School with “Even Heat” Infrared that increases comfort Rod Grimm, manager of operations for Quesnel School District, knew he was on to something when a oneroom infrared heating retrofit at a high school turned the school’s leastfavorite basement classroom into its most sought-after space. It wasn’t the teacher that was suddenly so popular—it was the heat! What was once a dank, cold classroom had become toasty warm and welcoming.

Following this and a couple of other small retrofits in other Quesnel schools, Grimm was eager to apply infrared heaters to an entire facility.

When funds became available to upgrade the aging heating system at Voyageur Elementary, Grimm again turned to Superior Radiant Products (SRP) for the solution.

Low clearances and two-stage burners were the key factors that led Grimm to choose SRP for the Voyageur retrofit. With a classroom ceiling height of nine feet, Voyageur Elementary School needed an infrared heater with a clearance of 32 inches. Also, the availability of twostage tube heaters made SRP an appealing choice. SRP’s two-stage, or Hi-Low output capability, allows a quicker recovery at high fire and an economical, steady operation at low fire. This was especially important, since Voyageur would also be adding a new ventilation system that would increase the school’s heating load.

TIME FOR CHANGE The 35-year-old Voyageur Elementary School was due for some comfort and Indoor Air Quality (IAQ) upgrades. The existing heating

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system relied on a variety of equipment, including a 12-zone system utilizing an old gas-fired furnace— long overdue for replacement. With the exception of just a few high-efficiency furnaces, which had been added over the years, most of the school relied on old, inefficient equipment. Teacher complaints about the heating were commonplace. Fresh, make-up air was imparted the old fashioned way—by the opening and closing of exterior doors. Needless to say, Voyageur had some catching up to do to bring it up to 21st-century standards. The question was, could it be done without major increases to utility costs?

A total of seven existing furnaces were removed from Voyageur Elementary School, including four high-efficiency furnaces, the multizone furnace (used for classroom, office and library heating), one large downflow furnace that heated the gym, and one high-efficiency furnace for the kindergarten spaces. Much of the existing ductwork was left in place, providing the framework for heat recovery ventilation in the classrooms, gym, office and staff areas.

With the exception of the office and staff room locations, there was no post heat in any of the heat recovery units.

A total of 18 natural gas-fired SRP infrared tube heaters were installed to replace the existing furnaces.

These heaters, all of which were twostage, would become the sole source of heat for their associated spaces.

The only exception to this was the post heat, which was applied to the

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Chart 1

Quantity Model Rate (High) BTU/Hr (Low) Length 6 2 4 4 1 1

LMA LMA LMA LMA LMA TA

60,000 30,000 60,000 60,000 80,000 40,000

40,000 30,000 40,000 40,000 60,000 30,000

Location

30 ft 30 ft 30 ft 30 ft 40 ft 15 ft

Classrooms Library Classrooms Gymnasium Kindergarten Main entrance

Table 1

Voyageur Elementary School

Oct '07 - Mar '08

Oct '08 - Mar '09

Average Temperature Heating Degree Days

27 F / -3 C 7022

25 0F / -4 0C 7220

Quesnel, British Columbia

Oct '07 - Mar '08

Oct '08 - Mar '09

Electrical Consumption (Kw) Gas Consumption (GJ)

68,720 957.7

61,600 838.7

0

0

Table 2

heat recovery unit for the office and staff areas. Thus, the primary source of heat for the entire school would be infrared heaters (see Chart 1).

COMFORT AND IAQ—FOR LESS! Installation of the heaters was completed before school started in September 2008, in time for what would become one of the coldest B.C. winters in recent years. The heat recovery ventilators were up and running by January 2009.

Remarkably, Voyageur Elementary has seen a decrease in both electrical and gas consumption since the new system was installed. This is despite: 1.) the increase in load due to the new ventilation system, 2.) a higher number of heating degree days in 2008/2009, and 3.) an increase in the average price of natural gas per gigajoule (GJ) from $5.73 (Oct. ‘07 - Jan. ‘08) to $6.23 per GJ (Oct. ‘08 Jan. ‘09) (see Tables 1 and 2) .

“Installation costs of infrared heating systems are a fraction of more con-

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ventional systems,” says Grimm. “In a similarly-sized school as Voyageur, we had a boiler system installed for an HVAC upgrade in 2001 for $425,000.00. The radiant tube system at Voyageur cost $150,000.00, and maintenance on the tube heaters is practically zero.”

Just as importantly, comfort is way up at this older school where teachers and students have had to contend with drafty or overly-heated rooms for many years. The even heat distribution, characteristic of SRP heaters, has especially been a hit with kindergarteners returning from a chilly outdoor recess. This is largely due to the “softening” of the radiant output over a much longer length of tube than what other manufacturers can supply. The end result is a very mild, consistent heat, making it a luxurious choice in colder climates like B.C., where wintertime temperatures well below zero are common. Another advantage is the system requires no morning warm-up cycle; heat is practically instantaneous.

“We found that the kids and teachers just love it,” Grimm says, adding that the superior comfort has enabled them to actually lower the set points in most rooms to one to one-and-a-half degrees below what had been normal. A DDC system at the elementary school allows him to observe system activity at all times, and has shown that temperatures are being maintained to within as close as one-tenth a degree. Not bad for a system that is costing the school district less to operate!

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Superior Radiant Products has been promoting green building technology long before the term was coined. In fact, the founding partners chose “radiant only” technology because they could build one of the world’s finest infrared heaters, and infrared heating was the most efficient use of precious, non-renewable energy resources.

SRP is proud to have been the manufacturer of choice for the Voyageur Elementary School project. SRP hopes it will demonstrate to other refits the efficiencies and savings associated with SRP’s fine products.

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Protecting our environment for the future

BY ART JOHNSON, CR, WLS, CANSTAR RESTORATIONS

As a facilities manager responsible for maintaining buildings that house our future generations of leaders and workforce, a great deal depends on the decisions you make when it comes to proper cleanup after a building suffers damage. Maintaining a safe, healthy and clean environment is critical to ensure young minds and bodies develop into healthy adults.

A number of incidences can occur that may negatively impact this environment and which, as a restoration contractor, we seem to encounter on an almost daily basis. These events must be addressed with an insightful, professional and thorough manner and in a timely fashion. Let's spend a few moments and see why that attention is so important.

As night falls, a broken pipe causes water to flow down the hallway, where, during the day, children laugh and sprint to class. If addressed in a timely manner and the danger quickly re-

moved, this should significantly reduce its impact; if not, for every hour and day the moisture remains, bacteria begin to proliferate and mould begins to germinate. If the area previously had a flood that wasn't remediated properly, the mould may spawn from the dormant state from which it was left.

With increased numbers of environmentally sensitive young people and teachers attending schools, all of us are required to act more prudently and add additional measures to protect everyone. Even in a freshwater flood situation, after water extraction and the installation of drying equipment, tools like air scrubbers and ultraviolet light air purifying machines, along with containing the areas with poly barrier walls, are integral to the process of revitalizing the school. These measures should become more and more a part of regular water damage scenes to ensure the damage has little or no impact on the precious air quality that must be main-

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Ops Talk â&#x20AC;˘ Spring 2010

tained in the occupied areas. If avoiding these measures becomes the norm for simple water damage, we can only imagine the scenario if there is lead paint, asbestos, sewage, or river water involved.

Smoke and fire damage is another area that requires special attention in regard to maintaining or re-establishing good indoor air quality. A number of dynamics occur when a fire moves through a building; those factors depend on the type of fire, whether it be slow-burning or smouldering, fast and furious, or pressurized and convectionbased. The way we address fire and smoke damage requires further understanding and different approaches. If a fire smoulders and is then doused with water, the soot particulate will be large due to incomplete combustion, and it will usually disperse throughout the building through the HVAC system or open doorways and settle on most horizontal surfaces. It is usually easier to clean and deodorize as long as it has not gone on for an extended period of time, not a lot of plastics and oil-based products are involved, and an abundance of water was not introduced. However, it is a different story when it comes to a hot, fast-burning fire, where the situation and dynamics are considerably more complicated. As a fire builds momentum, it requires more oxygen and thus creates greater pressurization and convection, thus facilitating the movement of smoke and residue into areas that may appear to be isolated.

Pressurization will cause smoke to be forced into wall cavities and into ductwork, whether your HVAC system is running or not, and unless it is addressed, will contribute toward an unhealthy indoor environment for a prolonged period of time. These conditions have had negative effects on the health and welfare of many firefighters

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who are forced to go into these situations to combat fires and undertake investigations. Over the years, their careers, and for some, their life span, have been reduced dramatically. If this happens to these individuals, we can well imagine the dangers posed for our youngsters and their teachers. The convection associated with a fire will also create its own moisture problems that create real issues for the restoration contractor let alone the school maintenance staff.

As an industry, the study and guidelines for fire, smoke and water damage restoration is very extensive and involved. There exist far too many scenarios and variables when it comes to the reaction and effect these perils have on the built environment and, more importantly, on the contents within them, to even begin to go into the requisite details needed to properly address them. However, fully understanding the need to call in professionals and rely on them for advice will reduce the risks of finding our young ones in an environment that is not conducive to their health and welfare. It is vital to understand the depth of impact these dangers can have on our schools and the effective remediation of them.

For more information on the standards and guidelines for the remediation of fires and floods the restoration industry has available to them, please visit the IICRC website at www.iicrc.org, or pick up a copy of these guidelines and standards from your local janitorial supply company. You may also call me at (604) 549-0099 or toll free at 1-866-578-3138.

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THOUGHTS ON: What drives us

BY CHUCK MORRIS

I may pause for a few minutes from time to time to reflect on personal achievements and the direction I have taken in life. Part of that encompasses thinking about the people I have met and how they have influenced my decisions.

We succeed because of others. If our interactions with people are stymied because of fear, jealousy, greed, or disregard for others, the road would be a very long and difficult one indeed! We get to where we are because we care. We care about people and that includes our staff, our customers and people in general.

Once in a while we may be confronted with someone who is running in the opposite direction we may be taking.

That can be an opportunity to pause and re-check what we are doing and reaffirm what is driving us. We want excellence in our lives and we want to encourage others to improve. We provide opportunities for others, and if it is within our power,

we may push them from time to time.

Who pushed you?

Most of us have been exposed to real leaders within our profession or activities we are involved in outside of work.

Even if that exposure may be for only a short time, I am sure most of us could think back and pinpoint that moment!

What did you learn from that experience or that person? Every little bit of information you receive from coaches and mentors is a real nugget! How did it affect what you do, how you deal with others and how you treat your staff and peers?

Do you feel you are successful? You should! Look around and take stock of what you have accomplished. Do you have further to go? Keep going because the secret, is we all have further to go! We are never at the end, no matter if you are just starting out in your career or nearing the end of that phase of your life.

There is so much more out there and so much more you can influence. We are never finished as long as we are able to contribute to work, contribute to your staff, your friends and those you have not met yet. As long as we are a contributing member of society, we learn and we pass on what we learn to others.

That is what drives me. I learn, I practice what I learn, and I coach and mentor—passing on what I have learned to others. Share it folks. That person you met twenty years ago passed something on to you. You nurtured that knowledge and expanded on it, allowing you to broaden your circle of influence. It turned out to be valuable, and now that it has grown through “compounding,” give that new and improved nugget to someone who could use it. That is what drives me!

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EPDM durability key to green roofing decisions

BY TERRY O’CONNOR, NATIONAL BUSINESS MANAGER, FIRESTONE BUILDING PRODUCTS CANADA

The green building movement has taught us a lot. Most notably though, is that when it comes to the low-slope roofing industry, there are many “shades of green.”

Depending on whom you talk to, where you are located and what your spe-

cific building needs are, the green roofing discussion may involve reflective white membranes, vegetative roofs, solar panels, acrylic-coated membranes, increased insulation R-values and more.

The greenness of a product, however, is not something that is easily deter-

mined. Too often, judgments and product recommendations are based on overly simplistic generalizations or factors such as solar reflectivity indexes, thermal ratings and other attributes. Moreover, most of the green discussion centers around initial system design—not the system’s life cycle.

For a roofing material to be deemed truly “green,” it is imperative to look beyond the initial design stage and consider the system’s full operational life.

As such, long-term durability is a key factor that merits serious consideration in the green roofing discussion.

ROLE OF ROOF DURABILITY In a white paper titled Sustainable Buildings: Addressing Long-Term Building Envelope Durability, James Hoff, DBA, research director for the Center for Environmental Innovation in Roofing, noted that several industry researchers are concerned that today’s green rating systems may not emphasize product durability enough.

Specifically, Dr. Hoff cited Jamie McKay, a LEED®-accredited professional who said, “The majority of green building assessment systems focus on the design to the constructed building, with little focus on the effect of the building system’s life during operation.

This tendency has resulted in a failure of many rating systems to properly consider durability, life-cycle cost and the effects of premature building envelope failures.”

Likewise, when Hoff presented LifeCycle Assessment and the LEED Green Building Rating System at the 2008 RCI convention, he explained that life-cycle assessment (LCA) is a better measure of a roofing material’s cradle-to-cradle impact and more accurately reflects its long-term economic and environmental value compared to traditional lifecycle cost (LCC) analysis.

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Roofing system durability, therefore, is a critically important factor in green roofing decisions. This is particularly true for applications where long-term building ownership is concerned, such as school districts and healthcare facilities.

Yet, despite the heightened awareness of green building practices, most low-slope roofing material purchases are based on cost rather than environmental performance. The green considerations for roofing are often taken into account only when dictated by an owner or when a subsidy exists.

EPDM: BLACK, WHITE AND GREEN As roof designers place more emphasis on LCA and cradle-to-cradle concepts, EPDM’s combination of low installation cost and excellent lifetime economic value, durability, installation ease, design flexibility and recyclability make it an ideal economic and sustainable choice.

After nearly five decades and more than 20 billion square feet of proven

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field performance, some roofing manufacturers today warrant premium EPDM systems for up to 30 years. With a proactive maintenance program and periodic tune-ups, EPDM systems may last well past their expected service life.

In fact, the SKZ Group in Germany conducted a study on EPDM and found that its expected life is between 50 and 75 years.

When a white membrane is important to the design plans, EPDM offers more flexibility compared to thermoplastic membranes, allowing yearround application. White EPDM (white-on-black bi-laminate) membranes possess the same physical traits as their black counterparts, while providing a highly reflective alternative to thermoplastics and coated membranes, when a cool roof is mandated. For example, Firestone’s RubberGard™ EcoWhite™ EPDM membrane has an initial solar reflectance of 0.80 and a solar reflectance index of 99, making it one of the industry’s most reflective— and durable—white membranes.

When it comes to recycling, EPDM is the roofing product of choice for ecoconscious developers. With the support of several industry partners, the EPDM Roofing Association’s (ERA) recycling program has been quickly transformed from a promising idea to a viable option. The ERA announced that more than five million square feet of EPDM membrane has been recycled since the program's inception three years ago.

That total is reportedly the largest recorded figure for a recycled commercial roofing product in North America.

Today, EPDM roof recycling extends throughout the United States and into Canada.

As the “shades of green” continue to evolve, overall roofing system durability and life-cycle assessment are increasingly important factors for selecting the best option. Designing a green roofing system today requires a longterm view to ensure it delivers environmentally and economically for decades to come.

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Restoring, instead of replacing, can save companies huge potential expenditures The latest technology, state-of-the art equipment and a staff that’s second-to-none in experience and knowledge combine to make Kelowna’s Stutters Disaster Kleenup the top restoration company in the Okanagan Valley.

Doug Braun, contents project manager, says the company’s mantra is “Restore, Don’t Replace.” And there’s no one better in the business than Stutters.

With a 20,000 square-foot facility in Kelowna, Stutters probably has the best-equipped restoration complex in Western Canada, he says.

“We have a total contents solution and we’re really pressing the idea of restoring items rather than replacing them. The savings, in terms of expenditures by insurance companies and the costs associated with landfills, can be huge,” Braun states.

As an example, Braun says the landfill in Kelowna alone handles traffic of between four and six thousand vehicles a week.

And it currently processes about 244,000 metric tonnes of waste per year.

“In four years time, the projections are that it’s going to almost triple to 811,000 metric tonnes. So that’s the reality of what we’re facing and what they’re projecting just here in Kelowna. It makes so much sense to restore rather than just write everything off and replace it through insurance,” he comments.

Contact your local Wood Wyant representative for more information at 1.800.361.7691.

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Subsidiary of Sani Marc Group

O’Dell System used by Stutters.

Braun says Stutters offers four different solutions to cleaning damaged items that are affected by water, sewer backup, smoke or soot.

One is the Esporta Wash System which cleans all soft contents—clothes, bedding and the like. It uses a process that kills mould, bacteria, fungus and viruses and removes the smell of smoke, soot, bacteria and other contaminants.

To clean and restore any electronics components including computers and televisions, Stutters uses the O’Dell System. It has a portable unit and an on-site unit at its restoration facility.

Braun says the system is the same one used by NASA and Boeing to maintain their electronic equipment.

“The O’Dell System is a high-end piece of equipment that’s used industry-wide. If something is in a flood and we can get it soon enough, then we can usually restore it. If something’s been in a fire, the system can also eliminate odour in plastic. And what it actually does is clean and re-surface metal. And if you look at a computer that’s been treated, and you look at the board, it looks shiny and better than new. It gets it that clean,” Braun states.

An ultra-sonic cleaning process called Fireline is another method used by Stutters. Any items that have gone through a fire and are damaged by soot are placed in a special stainless steel tank and cleaned. Even hard-to-reach areas that can’t be accessed by hand can be treated.

“It’s the industrial, commercial version of the approach taken by jewellers in cleaning jewellery. We can clean china that’s gone through a fire. We can clean metals and glass. It’s absolutely amazing to just watch the soot dissolve,” he says.

For documents damaged by water, Stutters offers specialized document-drying.

“There are several different approaches. But the one that we use is called sublimation. That refers to the conversion of a solid to a vapour without going through the liquid phase. What we do is freeze a document and put it through a sublimation chamber. And over the course of two weeks, the ice just evaporates.

Done properly, the document comes out almost flat.”

Stutters serves the entire Okanagan Valley. In addition to Kelowna, it has offices in Vernon, Penticton and Big White. To learn more about Stutters Disaster Kleenup, please visit the website at: www.stutters.com or phone toll-free: 1-877-763-1540.

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Retrofit framing: Transforming flat roofs into high-performance metal roofs

BY ADAM TOMLINSON

You only have two options to replace a leaking low-slope roof once you remove the wet materials: tear off the existing roof system to the deck and start over, or install a new system over the existing roof. If the existing roof has been re-roofed once already, the International Building Code eliminates the last option since you cannot have more than two roofing systems on one roof.

Either way, simply installing new roofing material is not likely to change the roof’s overall water-shedding performance.

New material may cover holes and tears, and complex tapered insulation plans can provide some slope, but the remaining flat areas may still allow water to pond. In addition, during the lifetime of the roof, the surface could settle again, creating “bird baths” and reducing the roof’s ability to shed water. The waterproofing integrity of the roof can prematurely fail anywhere water is allowed to pond.

One very effective solution to this dilemma is to increase the slope of a flat roof using a retrofit framing system to support a new metal roof. Such systems use combinations of Z purlins and light-gauge structural braces, which can change the geometry of a roof either slightly or dramatically. Some viable roof changes only increase the slope to ¼:12 or ½:12, which can still keep the roof hidden from view. More extreme slope changes can bring an invisible roof deck into full view. Retrofit framing combined with a high-performance metal roof will also allow you to add architectural elements to enhance the aesthetics and energy performance of the entire structure.

FRAMING OPTIONS Retrofit Sub Purlins Retrofit sub purlins are used when roofing over an existing standing seam metal roof. These solutions are made out of zee or hat sections that have been modified to fit over the seam contours of the existing roof and are commonly made of 16-gauge steel. Retrofit sub purlins must be connected through the existing roof system into structural members.

Retrofit Sub Purlin.

Retrofit sub purlins are made in varying heights to create slope. They are usually designed to increase the slope only slightly, which nevertheless achieves a consistent slope that will allow water to easily evacuate. This option does not usually add much to In process. the architectural aesthetic of the building because the slight increase in slope may not make the new metal roof visible from the ground. These roofs often use unpainted steel or mill-finished aluminum. However, you can also choose to use roof colours as recommended by the Cool Roof Rating Council (CRRC), transforming your flat roof into a cool roof that can help reduce energy costs.

Light-Gauge Framing Light-gauge framing consists of zee or hat channels that progress in size in order to add a low slope to a flat roof.

Post and frame.

The purpose of light-gauge framing is to accomplish a gradual change in slope while still maintaining a low slope, that is, a slope less than 2:12.

Although these systems can be designed by your local roofing contractor, they should be stamped by a professional engineer to ensure code and safety compliance.

Post and Purlin Frame install.

Post and purlin is the most flexible framing system as it can be used to increase the slope of a roof from ¼:12 to whatever slope is needed. Post and purlin framing consists of vertical, horizontal, and other bracing members. These systems are more complex than light-gauge framing and retrofit sub purlin and have the ability to dramatically change the geometry of a building. Post and purlin systems should only be designed by a professional engineer.

BENEFITS OF RETROFIT FRAMING Function A properly designed retrofit roofing solution eliminates

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ponding water by creating a consistent slope from ridge to eave and removes obstacles that keep water on the roof. The higher slope also increases the speed at which water will evacuate. By depositing the water off the roof or into external gutters and downspouts, this solution also eliminates two of the most common problem areas for water penetration: clogged roof drains and internal gutters.

Form Retrofit framing can increase the architectural beauty of a building by simply adding a single gable end, hip or monoslope. It can also combine multiple roof sections with a variety of roof geometries. In addition to the structural differences, a painted standing seam roof system can add colour to a building.

Another simple improvement to a building’s aesthetic is to add small architectural elements like wind screens or false mansards. These elements also add colour to the building and can hide unsightly rooftop elements without the expense of installing framing throughout the field of the roof.

Maintenance Adding slope to a roof can also decrease the amount of maintenance necessary to keep moisture from being trapped.

A flat roof usually has many areas and drains that need to be regularly cleaned and emptied. There are also many areas that require additional coating and sealants, such as torn wall flashings. A properly designed and installed standing seam roof only requires gutters to be cleaned as necessary and power washing as desired.

Finished roof.

tling, ponding water or incorrect sloping, its water-tightness is compromised. Adding slope by installing a retrofit framing system to accommodate a new standing seam metal roof can eliminate the leaks inherent in flat roofs while improving their appearance.

Adam Tomlinson, in his role as a product manager for Clevelandbased roofing manufacturer The Garland Company, Inc., is a popular speaker throughout the U.S. and Canada on a variety of topics related to the principles of quality roofing design. With metal roofing systems as his area of expertise, he is responsible for assisting in the development of project specifications and design criteria for metal roof systems; provides technical support in the field; and collaborates with Garland resource suppliers and subsidiaries to develop appropriate testing and quality control protocols.

Sustainability Since retrofit framing enables the use of energy-saving surfacing options, they can help contribute to LEED® certification through the use of cool roof coatings. In addition, metal roof systems typically last 30 years or longer, providing the ultimate sustainable value: extended service life.

CONCLUSION Flat roofs, when properly sloped and fitted with the correct drainage, can be extremely durable long-term waterproofing solutions. However, when a flat roof loses its slope due to set-

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Belimo Americas 219-6279 Eagles Drive Vancouver, BC V6T 2K7 Tel: 604-221-6105 Fax: 604-221-6108 Cell: 778-772-6273 sammy.tong@ca.belimo.com www.belimo.ca School Plant Officials Association of B.C. www.spoabc.org

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Making the grade with geoexchange School teachers have the three ‘Rs’; administrators, responsible for heating and air conditioning B.C. schools, have the three ‘Es’—energy, environment and expenditures—all of which need to be conserved like never before. Fortunately, Terasen offers alternative energy options that can help conserve all three Es. One of the most attractive options for school boards is geoexchange, a system that uses the Earth to help heat and cool buildings. In winter, heat stored in the ground is extracted and used to heat buildings. In summer, heat is transferred back into the ground to help keep buildings cool.

The result is clean, renewable energy, increased operating efficiency, and a dramatically reduced carbon footprint.

Schoolyards, with their large areas of open playing fields, are ideally suited for installing exchange loops, as the

piping is called in a geoexchange system. School buildings are also ideal for geoexchange, as such systems are most economical and efficient where there is a large volume of space, or multiple buildings, to be heated or cooled.

Terasen is a leader in developing geoexchange and other sustainable energy systems. In keeping with its provincial government mandate to encourage energy and environmental conservation, the company builds, owns and operates geoexchange and other energy systems for both private and public sector entities.

There are many benefits of outsourcing responsibility for operating a school’s heating and cooling plant. As a pure bottom-line consideration, capital expenditures and energy consumption are reduced, and overall utility costs can be better managed.

The environmental benefits are significant, as well. Municipalities, includ-

ing school districts, play a role in B.C.’s Climate Action Plan, a roadmap to reducing provincial greenhouse gas emissions by 33 per cent by 2020. Two of the plan’s key recommendations are to use only the minimum amount of energy needed for operation, and to use renewable energy sources for heating, cooling and power. Geoexchange meets both these recommendations.

But perhaps the greatest benefit is one that is unique to schools. They set an excellent example for the next generation about responsibility, sustainability and the goals that can be achieved by human ingenuity.

Join the growing list of school districts doing their homework to help secure B.C.’s energy future. Learn more about geoexchange by visiting terasenenergyservices.com.

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Strategic asset management business planning

BY STEVE CRIPPS AND DAVID MOLINARO

School facility departments for Kindergarten to Grade 12 schools need to initiate strategic business processes and enhance organizational competencies to successfully develop, implement and sustain a strategic asset management-based organization. Senior managers are an integral part of a corporate business/education environment and as such, can contribute significantly to improved learning outcomes. These outcomes include but are not restricted to: • Alignment with corporate vision, mission, values and purpose of the school division; • Facility service delivery practices anchored to enhanced education outcomes; • Critical success factors are identified and goals developed within believable, achievable and sustainable time milestones/budgets; • Core competencies strengthened to reflect changing work environment; • Transformational, strategic initiatives linking all aspects of facility management embedded in workplace culture; • Sustainable asset management solutions.

Strategic asset management (SAM) business planning is a process that builds a strong foundation for the future. The process promotes relevancy in an environment of fast-paced fiscal and educational change. Strategic asset management planning is a blend of reflection and action. Reflection consists of scanning and planning activities that ensure relevancy in service deliverables; action consists of implementation and evaluation activities that result in valued outcomes.

SAM business planning is a continuous improvement process engaging all stakeholders in the school infrastructure environment. The plan must refresh itself on a regular basis, generally a three-year cycle.

School boards are faced with organizational “gaps” and knowledge “deficits” relative to the successful implementation and sustainment of SAM concepts. Asset management is not just the stated desire to optimize life cycle values, or the purchasing of an asset management software system. SAM requires significant work and clarity of purpose in the following areas: • Defined levels of service, both internally and externally. Clear levels of service between the facilities department, central administration and school-based administrators must be stated, agreed upon and communicated often and with confidence.

• Organizational processes for capital project prioritization, maintenance management, risk management, worker competency and continuous improvement need to be developed, rolled out, improved and put into action.

• Formal change management processes need to be utilized in order to get clarity of purpose and understanding relative to the organization’s reasoning and vision for undertaking a strategic asset management-based approach.

•

Clear business purpose, benchmarking and key metrics must be in place.

• Staying the course, as it can take time to fully implement a successful asset management plan and to progressively see the successful outcomes of the program.

While many school boards have practiced “asset management”, they have rarely done so in a comprehensive, strategic manner.

School boards that have embarked on this strategic asset management journey have commented on the significant benefits received, not the least of which has put them in control of their future. The benefits reported include but are not limited to: • Improved decision making on maintaining, rehabilitating, and replacing assets; • Improved communication on infrastructure needs and improvement plans; • Significant operational savings through life cycle efficiencies; • Enhanced focus on sustainability; • Prevention of unexpected problems; • Defensible funding and budget strategies as better capital investment decisions are made and resources are allocated more strategically; • Risks become manageable; • Access to data encourages responsive, proactive management decision making; • Enhanced planning and coordination with other departments or agencies.

AUTHOR NOTES Steve Cripps, AFE, AIPE – FAME President and Managing Principal.

David Molinaro, P.Eng, LEED AP – FAME Vice President Business Development.

FAME Asset Management Solutions has a long and successful background in developing strategic asset management business plans in the K-12 school environment. The FAME team will meet unique client needs through a collaborative process model that will engage a broad spectrum of stakeholders in workshops, planning sessions, meetings and presentations.

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School Plant Officials Association of B.C. www.spoabc.org

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Shelter provides building solutions for 10,800-square-foot SFU single-storey classroom complex

Since 1985, Shelter Industries Inc. has continued to promote and develop their knowledge working with public and private education in the design and fabrication of prefabricated education facilities. What started as standalone classrooms to help schools meet growing enrolment has expanded to daycares and now higher education facilities.

As a former Simon Fraser University (SFU) alumnus, Shelter’s Chris Yamamoto worked with B. Gordon Hlynsky Architects and Simon Fraser University to provide classrooms and offices for their foreign exchange student programs, located at their

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Burnaby Mountain campus. The facility comprises five oversized classrooms, a student lounge area and private offices.

Careful use of larger windows and skylights provided a brighter and more luminous ambiance. Exterior siding was galvanized metal cladding, and created a high-tech profile that was in keeping with other buildings at SFU. From contract award—and within a 20-week program—Shelter worked with the architect and the client to design, fabricate and install the facility and obtain occupancy permits. In addition, this solution provided SFU with a facility that was within their budget, and had little or no impact on traffic, parking or pedestrians. An added bonus is that they can move the facility and offer for re-sale if the requirement arises in future.

The University is pleased with the quality of construction and timely construction,” says SFU consultant Erik Grafstrom.

“We found Shelter to be very accommodating as a contractor, working with the owner and consultants in a team spirit to overcome obstacles. Shelter appears to have a good understanding of a learning institution’s particular needs, and works diligently to satisfy them,” Grafstrom states. “I researched Shelter’s background and found their reputation to be very sound among past clients.”

In 2009, Shelter created Green smartShelters Inc. (GSI), working with Greensmart Manufacturing (based in Dawson Creek), thus offering two manufacturing outlets to service the entire province of B.C. and beyond.

This strategic move, combined with using Shelter’s experience, enabled GSI to be selected to be a supplier for Phase 1 of a P3 schools project supplying over 180 LEED® Silver classrooms incorporating SIP (structural insulated panel) technology.

For further information, please contact Chris Yamamoto at www.cyamamoto@shelterindustries.com via telephone at 1.800.561.3822 x 110 or fax 604.856.5200.

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Lead paint and the construction industry

BY JARI E. SAARELA

Over the years, the construction industry has become quite familiar with the hazardous materials requirements when dealing with the various types of construction projects in the province. Dealing with asbestos, PCBs, CFCs, etc., has become fairly straightforward, with information available to assist the contractor with the tasks to complete their projects. Even vermiculite (a loose-fill insulation material found in many older homes and concrete block structures), which was not considered an issue until the late eighties, is now recognized by most contractors to potentially contain asbestos.

When dealing with lead paint, the same comfort level has yet to be reached by architects, engineers, contractors, building managers … pretty well everyone in the industry. Current regulations provide details for worker safety, but the information to successfully complete various types of lead abatement projects is not easily available, nor is it clearly defined.

Like all other projects dealing with hazardous materials, risk assessments are required for projects involving lead-containing paint, and must be conducted by qualified people. Having qualified people to provide risks assessments is a WorkSafe B.C. requirement, and is vital as it is based on the proposed scope of work for the project and provides important information for the development of site-specific work procedures. This presents

another hurdle, as training programs providing the required information for qualification are currently only available in the United States.

As a result of the lack of information and the confusion in the construction industry, WorkSafe B.C. has recently embarked upon developing a manual entitled, “Lead Paint and Coatings: Preventing Exposure in the Construction Industry”. When completed, this much-anticipated manual will provide definitive clarification and direction to the industry for dealing with projects where lead paint will be remediated. In the meantime, projects involving lead paint must still be completed in accordance with regulations by a recognized governing body; for example, the United States Environmental Protection Agency (EPA) and the U.S. Department of Housing and Urban Development (HUD). This ensures worker safety, but can also demand controls and clearance levels not relative to some types of projects.

In the past, lead paint was a concern if it contained more than 0.5 per cent lead by weight or 1.0 milligram per square centimeter—when in fact, paint with concentrations of lead lower than the standard definition above could still cause health problems if not handled properly. Current levels of concern begin at .06 per cent, or 600 parts per million (Health Canada). Within the last year, the United States Consumer Products Safety Commission

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(CPSC) lowered the allowable level of lead in consumer paints to .009 per cent, or 90 micrograms per gram. As well, the new EPA RRP (Renovation, Repair and Painting) Regulation takes effect on April 22, 2010 in the United States, where all contractors performing work on child-occupied facilities must have completed an eight-hour lead training course.

We do not have the same training requirements in B.C. for our workers, but the protection requirements are there. The upcoming WorkSafe B.C. manual for lead paint and coatings will provide much-needed clarification, and will assist employers in developing suitable safe work procedures for projects.

When it comes to child-occupied facilities such as schools, the most important thing to remember after the project is completed is to ensure clearance sampling is conducted before occupancy occurs, in order to ensure a safe environment for the occupants.

About the Author: Jari E. Saarela, CEI, LPD, ABI, has been the president of A.C.M. Environmental Corporation, located in Vancouver, B.C., for 21 years. Mr. Saarela has been directly involved in the hazardous materials industry for 34 years, providing awareness and training seminars along with project design and management services to all levels of the industry. He is a certified Asbestos Building Inspector, Lead Project Supervisor and Project Designer. He has been involved with WorkSafeBC in developing the guidelines for the asbestos industry, and is currently involved with WorkSafe in developing a manual on lead paint and coatings for the construction industry. He can be reached at 604-873-8599 or by email at: jari@acmenvironmental.com.

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The latest in air filtration for schools

BY BOB JACKSON, PRESIDENT, NORSPEC FILTRATION LTD., NAFA CERTIFIED AIR FILTER SPECIALIST

In Canada, 5.7 million school children and close to one million teachers, administrators and others walk into 15,000 school buildings every day—and at least 50 per cent of these schools have been diagnosed with indoor air quality problems.

Indoor air quality problems can be caused by a wide range of factors including indoor sources of contaminants such as building materials, furnishings, cleaning agents, printing and copying devices, combustion appliances, allergens, fungi, moulds, bacteria, viruses, radon, and lead.

Tighter buildings combined with reduced ventilation can also reduce IAQ and affect the health and well-being of school occupants.

In addition to contributing to health problems, poor air quality can be costly for schools due to the potential for expensive investigation and hasty solu-

tions during a major indoor air problem; higher heating and cooling costs; damage to the physical building structure and mechanical equipment; and higher liability. Thus, the proper maintenance of indoor air is more than a "quality" issue; it encompasses safety and stewardship of the investment in students, staff and facilities.

The promotion of good indoor air quality (IAQ) in schools is particularly important, since poor IAQ can potentially affect the health of students and staff, as well as the educational process and costs. Good IAQ contributes to a favourable learning environment for students, productivity for teachers and staff, and a sense of comfort, health, and wellbeing for all school occupants. These combine to assist a school in its core mission—educating children.

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PARTICULATE IN THE AIR In the past, many schools used lowefficiency (MERV 1-4) filters that removed minimal levels of all particulate matter. These filters did little at capturing the particulate matter that existed in the school air system. Schools represent a much denser population percentage than typical commercial buildings. Viable and non-viable particulates are brought in on people’s clothing and through open doors and windows — add to this the activity level of most young people, which increases the shedding of skin cells and other particulates, and this makes school air some of the dirtiest air in any environment.

Recent developments from within the air filtration industry are helping schools address their indoor air quality issues. Air filter manufacturers now offer a full range of high-efficiency HVAC products

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with MERV 11 and higher ratings.

Upgrading to MERV 11 high-efficiency filters can help improve your overall IAQ by reducing small and large particulate emission through outside-air exhausts, reducing indoor airborne irritants, and helping reducing microbial growth.

MERV 11 filters provide over 85 per cent in the 3.0 to 10.0 micron range, and are 300 per cent more efficient than standard throwaway filters.

According to the Lung Association of Canada, the reduction of particulate matter in the air system has been shown to reduce the incidence of asthma related illness.

In summary, by upgrading filters to high-efficiency (MERV 11 or better) filters, you can help improve IAQ in schools. In addition, the higher efficiency filters will also keep the HVAC ductwork clean while operating the heating and cooling coils at peak energy efficiency.

With these problems come tremendous opportunities for collaboration of schools with NAFA’s Certified Air Filter Specialists (CAFS). NAFA members across the world have stepped forward to help local schools provide better air filtration and cleaner environments for their students. For more information about selection or recommendations of air filtration for school boards, please contact any NAFA Certified Air Filtration Specialist.

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School Plant Officials Association of B.C. www.spoabc.org

57

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Index to Advertisers ACM Environmental Corporation Allmar

54 8

Interface FLOR

42

JM Bean & Co. Ltd.

54 20

Armstrong Commercial Floors

10

KMBR Architects Planners Inc.

Atlas Graham

57

Mapei

BC Hardwood

53

Munters

35

Barclay Restorations

31

Norspec Filtration

56

Bel-Par

34

Nu-Tech Systems Ltd.

12

Belfor Restoration Services

38

Progressive Services Ltd.

50

Belimo Americas

49

Refrigerative Supply

21

Bevanda Architecture

51

Reliable Controls

Blue Imp Recreational Products

29

Roofing Contractors Association of British Columbia

41

Busy Bee Sanitary Supplies Inc.

18

Schoolhouse Products Inc.

18

Shanahanâ&#x20AC;&#x2122;s

55

Canstar Restorations

3

9

IBC

Caster Town Ltd.

54

Shelter Industries / Greensmart Shelters

52

Centaur Products Inc.

31

Shutters & Shade

34

Chairlines

57

Simplex Grinnell

18

D.G. MacLachlan Limited

45

Smith Energy Inc.

17

Spears Sales & Service Ltd.

45

Don's Power Vac / Environmental Solutions

OBC

E.B. Horsman & Son

55

Stutters Disaster Kleenup

47

Energy Wise Distributors Ltd.

37

Talius

IFC

ERV Parent Group

57

Terasen Energy Services

50

5

Tero Consultanting Ltd.

7

ESC Automation / Delta Controls FAME Asset Management Solutions

55

Thomas & Betts

13

Firestone Building Products Company

27

Tyco Electronics

12

Fortis BC

55

Uretek Canada Inc.

28

Garaventa Lifts and Elevators

40

Victaulic

Garland Canada, Inc.

49

WESCO Distribution / Philips Lighting

11

Genivar

20

Watertiger

39

Hy-Line Sales Ltd. / Dobbin Sales Limited

19

Wesclean

35

IBC Technologies

15

Western Canada Bus / IC Corporation

43

IRC Group

14

Wilo Canada Inc.

44

Ingersoll Rand

57

Wood Wyant

46

58

Ops Talk â&#x20AC;˘ Spring 2010

4

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BACnet®

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