FACILITIES & SUSTAINABILITY / FALL 2021 LEGISLATIVE ISSUE / SUMMER 2020
INDISPENSABLE TOOL for SCHOOL BUSINESS MANAGEMENT
WHAT IT TAKES TO LEAD SCHOOL FACILITIES IN 2021 & BEYOND Adjusting Your Buildings Outdoor Learning Spaces Co-op HVAC Purchasing Facilities Master Planning Next Era Disinfection
Setting the
Industry Standard for Illinois
Facilities Operations Custodial Facilities Custodial Custodial
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Join Illinois ASBO for handson learning with the Facilities Operations Program, studying Facilities Facilities Custodial the Good School Maintenance textbook. Meet with colleagues and discuss facilities topics designed to build a solid foundation for the work you do in your district. Take all four courses to complete the program or choose the topics most relevant to your role!
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School Facilities
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FACILITIES & SUSTAINABILITY
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Adjusting Your Buildings in a Post-COVID World As we evolve to a post-COVID world, we have been forced to open our eyes to student, teacher, staff and community health needs in an unprecedented way. Cover Story by Mark Jolicoeur, AIA, LEED AP and Richard Young, AIA, LEED AP
THE NEXT ISSUE: SCHOOL FINANCE & BUDGETING Setting Your Sites on Success: Connecting Budgets to Outcomes
22
LOOKING FOR PAST ISSUES? Visit ISSUU.com and search for Illinois ASBO.
the Power Tappingof the Power of
Outdoor Outdoor Learning Learning
There is growing awareness of the potential benefits of outdoor learning, which has acquired a new urgency as schools reopen in the COVID pandemic’s aftermath. By Lynne Sorkin, AIA, LEED AP
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PERSPECTIVE
FROM-THE-PODIUM A New Perspective on Leading Facilities. 07
FROM-THE-OFFICE Putting Your Resources to Work. 09
FROM-THE-FIELD A Promising New Beginning. 11
Utilizing CoCo-Op Purchasing for HVAC Retrofit Projects The co-op approach is a new, emerging method to procure HVAC renovation projects which has yielded outstanding results. By Dan Brandolino
SCHOOL BUSINESS 101
30
Positives of the Pandemic. 21
Developing a Facilities Master Plan:
A Road Map for Change As districts prepare for various changes, facilities master plans can assist in organizing strategic plans, whether in five years or beyond. By Mike Eichhorn, AIA, LEED AP, BD+C & Alison Andrews
34
LOOKING BACK: What We Learned from the Pandemic
RESOURCES
School management during the pandemic led to some valuable lessons about communication, working with stakeholders, district purchasing, planning and more.
38
By Todd Drafall
EFFECTIVE & SUSTAINABLE: THE NEXT ERA OF DISINFECTION
How creating chemicals on site can successfully meet sustainability initiatives while assuring facilities are effectively cleaned and disinfected. By Brian Rominski & Tyler Williams
40
ON MY LIST Get a Historical Take on Transformative Leadership From Todd Drafall of Downers Grove SD 58. 29
The Final Word Daniel Mortensen, CPMM Dir./Building & Grounds Lake Forest Districts 67 & 115 Daniel’s role is to provide a safe and healthy learning environment for his district’s students, staff and community. He believes that improving and maintaining high-performing school facilities can have a positive effect on student and staff performance.
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THE
MAGA ZINE Illinois Association of School Business Officials
CALENDAR OF
Northern Illinois University, IA-103 108 Carroll Avenue DeKalb, IL 60115-2829 P: (815) 753-1276 / F: (815) 516-0184 / www.iasbo.org
EVENTS
UPDATE Editorial Advisory Board
Check out www.iasbo.org or the latest Calendar of Events included in the UPDATE mailing to see full seminar listings including location, PDC sponsorship and registration information. September 2021
October 2021
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S 26 3 10 17 24 31
M 30 6 13 20 27 4
T 31 7 14 21 28 5
W T F S 1 2 3 4 8 9 10 11 15 16 17 18 22 23 24 25 29 30 1 2 6 7 8 9
M 27 4 11 18 25 1
T 28 5 12 19 26 2
November 2021
W 29 6 13 20 27 3
T F S 30 1 2 7 8 9 14 15 16 21 22 23 28 29 30 4 5 6
S 24 31 7 14 21 28
M 25 1 8 15 22 29
T 26 2 9 16 23 30
W 27 3 10 17 24 1
December 2021
T 28 4 11 18 25 2
F 29 5 12 19 26 3
S 30 6 13 20 27 4
S 28 5 12 19 26 2
M 29 6 13 20 27 3
Event
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W T F S 1 2 3 4 8 9 10 11 15 16 17 18 22 23 24 25 29 30 31 1 5 6 7 8
Date
Time
Location
9/9/21
5:30pm
2021 Presidents’ Gala
9/21/21 to 9/22/21
8:15am
SupportCon South: Virtual
9/22/21
8:00am
Facilities Operations Program: Essentials of Facilities Management
9/22/21
12:00pm
Lunch & Learn Webinar: Tax Levy Preparation & Presentation
Online
10/1/21
9:00am
The Power of Positive Leadership in Illinois Schools AAC #3730
Online
10/1/21
10:00am PDC Networking Meeting
10/5/21
9:00am
ISDLAF+ School Finance Seminar
10/6/21
9:00am
Delegate Advisory Assembly
Naperville
10/8/21
8:30am
Support Professionals Full-Day Seminar
Arlington Heights
10/12/21
5:30pm
2021 Illinois ASBO Member Only Event (in conj. w/ ASBOI AC&E)
Milwaukee, WI
10/13/21 to 10/16/21
8:00am
ASBO International Annual Conference & Expo
Milwaukee, WI
10/13/21
9:00am
Social Intelligence: The Swiss Army Knife of Leadership Skills - AAC #1838
Online
10/20/21
8:00am
Facilities Operations Program: Essentials of Maintenance Operations
Arlington Heights
10/27/21 10/28/21
8:15am
Regional Conferences
10/29/21
9:00am
Equity & Racial Literacy for Schools to Max. Student Learning - AAC #1874
Lisle Online Arlington Heights
Rolling Meadows Online
East Peoria Mt. Vernon Online
11/3/21
12:00pm Lunch & Learn Webinar: Communications 101
Online
11/4/21
9:00am
Women in Leadership: Learning, Leading, Living! AAC #3665
Online
11/8/21
9:00am
From Words to Action-Antiracism in Schools: Extending the Conversation - AAC #3824
Online
11/9/21
9:00am
Leading Equity Work in a Majority White School - AAC #3735
Online
11/19/21 to 11/21/21
8:00am
IASB/IASA/Illinois ASBO 89th Joint Annual Conference
Online
PDC MEMBERS Jacquelyn Bogan Special Education: Admininistration & Finance Amy Curtin Accounting Auditing & Financial Reporting Myron Spiwak Principles of School Finance Todd R. Drafall Public Policy, Advocacy & Intergovernmental Relations Todd Dugan Technology Timothy J. Gavin Budgeting & Financial Planning Raoul J. Gravel III, Ed.D. Communications Frances A. LaBella Legal Issues Daniel R. Mortensen, CPMM Planning & Construction Thomas M. Parrillo Purchasing Brian K. O’Keeffe Human Resource Management Brian Rominski CPMM, CPS Maintenance & Operations Anthony Ruelli Leadership Development Lyndl A. Schuster Ed.D. Sustainability Mark E. Staehlin Cash Management, Investments & Debt Management Justin D. Veihman Risk Management Wendy Sedwick Food Service Kenneth E. Surma Transportation BOARD & EXTERNAL RELATIONS MEMBERS Jan J. Bush President Charles L. Czachor SAAC Chair STAFF MEMBERS Michael Jacoby Executive Director / CEO (815) 753-9366, mjacoby@iasbo.org Susan P. Bertrand Deputy Executive Director / COO (815) 753-9368, sbertrand@iasbo.org Craig Collins Statewide Professional Development Coordinator, (630) 442-9203, ccollins@iasbo.org Rebekah L. Weidner Senior Copywriter / Content Strategist, (815) 753-9270, rweidner@iasbo.org Stacia Freeman Senior Graphic Designer (815) 753-9393, sfreeman@iasbo.org Kevin Nelligan Graphic Designer (815) 753-7654, knelligan@iasbo.org Laura Rude Communications Coordinator (815) 753-4313, lrude@iasbo.org
Illinois ASBO Board of Directors
Jan J. Bush President Eric DePorter President-Elect David Bien, Ph.D., SFO Treasurer Mark W. Altmayer Immediate Past President 2019–22 Board of Directors Maureen A. Jones, Tamara L. Mitchell, Nicole Stuckert 2020–23 Board of Directors Anthony R. Arbogast, Edward J. Brophy, Patrick McDermott, Ed.D., SFO 2021-24 Board of Directors Todd R. Drafall, Sean Gordon, CPMM, CPS, Raoul J. Gravel, III, Ed. D.
Illinois ASBO Board Liaisons
Charles L. Czachor Service Associate Advisory Committee Chair Steven J. Kowalski Service Associate Advisory Committee Vice Chair Deborah I. Vespa ISBE Board Liaison Perry Hill IASB Board Liaison
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All materials contained within this publication are protected by United States copyright law and may not be reproduced, distributed, displayed or published without the prior written permission of the Illinois Association of School Business Officials. You may not alter or remove any trademark, copyright or other notice from copies of the content. References, authorship or information provided by parties other than that which is owned by the Illinois Association of School Business Officials are offered as a service to readers. The editorial staff of the Illinois Association of School Business Officials was not involved in their production and is not responsible for their content.
For a Complete Listing of Upcoming Spring Events Visit: www.iasbo.org/events/calendar
PERSPECTIVE / Board President
FROM–THE–PODIUM A New Perspective on Leading Facilities I love the smell of bleach in the morning! Fans of green cleaning products, please forgive me, but when I smell bleach, I think “clean.” I have always thought that “clean” meant “safe” for our students, but truly had no idea of how much I did not know until we hit the COVID-19 pandemic head on. As school leaders, we probably did not spend much time thinking about our school facilities pre-pandemic beyond staffing, planning for construction projects and overall school cleaning and maintenance. But now? My perspective of what it takes to lead school facilities means something very different than it did pre-pandemic. Jan Bush Even though I am responsible for “the big picture” at my district, I am a bean counter at heart, and I like everything to be in balance – to the penny. Just when districts were worried about the unanticipated costs of COVID-19, ESSER grant funds happened. We had ESSER I, II and III, as well as ESSER Digital Equity and ESSER Digital Professional Learning Grants. WOW! My head started spinning because not only was I thinking about how to allocate these resources and account for them correctly, I was also thinking about the fact that we would be dealing with this over five different fiscal years. Wrap your head around that one!
BUSINESS MANAGER MURPHYSBORO CUSD 186
SIMPLY SAYING
Taking the lead to improve school facilities means working together with your district leadership team, which should include your district facilities management team. However, what I initially perceived as a headache, I quickly realized would provide many solutions and opportunities. We now have the resources to tackle some of the challenges our districts are facing due to COVID-19 such as creating outdoor learning centers and renovating our existing buildings to adjust to post-COVID conditions, as well as improving indoor air quality with HVAC construction projects. We also now have funds available to think outside of the box with our cleaning/sanitizing solutions and do more than we have ever done before. Taking the lead to improve school facilities means working together with your district leadership team, which should include your district facilities management team, to develop a plan for utilizing ESSER grant funds to improve the safety,
educational and emotional well-being of students. We as school district leaders have been tasked to find the balance in the utilization of ESSER grant funds between addressing the student learning losses experienced, supporting remote learning, as well as the health and safety of our students through improvements to facilities. The focus for my presidential year at Illinois ASBO is Stronger Together, Smarter Together. As you and your district leadership teams talk through your biggest postpandemic facilities challenges, I encourage you to reach out to other Illinois ASBO members. There are districts doing wonderful and innovative things throughout the state. Go learn from each other!
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2021 REGIONAL CONFERENCES
Bringing Essential Topics to Districts Statewide
EAST PEORIA October 27, 2021
VERNON TAMMYMT. ADVERTISEMENT OCTOBER 28, 2021
Regional Conferences REGISTRATION IS NOW OPEN!
Network with colleagues and gain solutions to the challenges your district is facing in a convenient location to YOU!
GET THE FULL DETAILS AND REGISTER AT WWW.IASBO.ORG/REGIONALCONF
IASPA Illinois Association of School Personnel Administrators
PERSPECTIVE / Executive Director
FROM–THE–OFFICE Putting Your Resources to Work When the COVID-19 pandemic emerged in March of 2020, nearly everyone thought that after two weeks or so, we would be back in school – an extended spring break! Well, you know the rest of the story. Some hoped for a return before the end of the school year while others were setting their sights on the fall semester. Everyone was exploring what social distancing, air quality and surface cleaning practices needed to change to make it safe for children, teachers, administrators and support staff. During the spring, summer and into the fall school business and facility professionals were asked to roll up their sleeves and work through various scenarios for opening schools. Initially medical experts focused on how the virus could transmit on surfaces and all sorts of new cleaning protocols were explored and implemented. The search for PPE was on and supply chain issues caused serious delays that resulted in greater costs than expected. Plexiglas panels were appearing in every office area. Air quality was studied in nearly every school across the state. No one thought the focus on facilities would be so immersive, but it was.
Micheal A. Jacoby, Ed.D., CAE,SFO EXECUTIVE DIRECTOR/ CEO ILLINOIS ASBO
SIMPLY SAYING
This has been a long war against an invisible foe, but we all shall prevail in the end. When ESSER I emerged, the primary spending was focused on PPE and remote learning/technology according to an ASBO International study. ESSER II saw shifting of priorities to indoor air quality and learning loss. ESSER III is yet to be determined, but most of the discussion in the field surrounds spending significant resources on facility improvements and continuing air quality issues. Now the Illinois State Board of Education (ISBE) and the Illinois Department of Health (IDPH) are embracing CDC guidelines for both unvaccinated and vaccinated students and staff to wear masks as the 2021-22 school year begins. This was a departure from what the Governor has stressed earlier saying that these are recommendations only, and
each school district could make their own decision based on local issues. But there will be more to do in the facility arena as ESSER III applications and spending come into focus these next several years. All of this is to say, “yes the future is becoming a little clearer” and this issue of the UPDATE Magazine should help each of you get through the next season of the coming post-COVID world. Thanks to all of you for the diligent work you have done for your students and communities to date. This has been a long war against an invisible foe, but we all shall prevail in the end.
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Every Illinois ASBO member has something to teach and something to learn. The Annual Conference is powerful gathering of school and industry professionals to share knowledge and become better together as we rise to meet the challenges facing schools.
Save the Date for the 2022 Annual Conference! May 4-6, 2022 Renaissance Schaumburg Hotel & Convention Center
Illinois ASBO
SPONSORSHIP OPPORTUNITIES Strengthen Your Connection to the 2022 Annual Conference New Annual Conference sponsorship opportunities are now available for Service Associate member companies! Take your participation to the next level and gain valuable recognition for your company as a key player in what makes the conference so strong.
Find out more at: www.iasbo.org/sponsorships
PERSPECTIVE / SAAC Chair
FROM–THE–FIELD A Promising New Beginning “Every new beginning comes from some other beginnings end.” I looked this phrase up awhile back (one of my favorite pastimes along with browsing YouTube videos – I know I can’t be the only one) and somewhat to my surprise this was a famous quote attributed to the Roman philosopher Lucius Annaeus Seneca. While I am sure Seneca in his infinite wisdom authored the quote, anyone growing up in the 80s and 90s probably is not well versed in the philosophizing of Seneca, but they do know it as a lyric to the song “Closing Time” by the rock band Semisonic. I apologize in advance if you do not get the reference – I warn you to get used to it, because I have a near limitless supply of 80s and 90s pop culture references, and I have been granted the power to author a handful of these articles. I can spew the random cheesy 80s action movie quote “Get to the choppa!” to the 90s alternative rock lyric (see above) and I have no fear of exposing my inner geek.
Charlie Czachor SR. V.P. INVESTMENT SVCS./ LGIP INVESTMENT DIR. PMA FINANCIAL NETWORK LLC
SIMPLY SAYING
Our Service Associates have experience with these topics and issues, and I encourage you to utilize them as resources. Back to the quote. These wise words are probably relatable in just about every day and age, but they hold some additional poignancy given the events of the past 12-18 months. COVID-19 appears to be nearing its beginning’s end, and as such will usher in a new set of beginnings. For example, this is the first issue of the UPDATE Magazine following our 2021 in-person Annual Conference after a year of mostly virtual events. This is also the beginning of my tenure as SAAC Chair and my first article.
magazine were authored in response to the fallout from COVID-19. These timely topics include air quality, utilization of outdoor space, modified buildings, cleaning materials, and more. Each of these articles address and challenge us to think about what school facilities will and must look like in the post-COVID era and beyond. Our Service Associates have experience with these topics and issues, and I encourage you to utilize them as resources in the days and months ahead.
This fall will see most students return to in-person learning across the state for another new beginning in a new normal. The theme of this edition focuses on what types of facilities the students will be returning to not only this fall, but also in the years ahead. Many, if not all, of the topics in the
On a personal note, I am blessed with the privilege to serve as SAAC Chair at a time when we are returning to in-person meetings, events, social gatherings and networking opportunities. I look forward to sharing some new beginnings with each of you.
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CONTRIBUTORS
Alison Andrews
Dan Brandolino
Todd Drafall
Associate Wold Architects & Engineers
Vice President, Public Sector Midwest Mechanical
Asst. Superintendent for Business Downers Grove SD 58
Plays a significant role in engaging stakeholders and leading Wold’s design team’s efforts through detailed programming to understand each of the end users’ specific needs. She brings energy and experience in asking the right questions and thoughtfully challenges the status quo.
Is responsible for leading the sales and development efforts for Midwest’s public sector business which includes turnkey contracting. Dan has been responsible for Implementing turnkey HVAC retrofits for school district since 1988 and has been an Illinois ASBO member since 1995.
Has worked in school business management for the past 21 years. He has been a member of Illinois ASBO for 20 years, serving in various roles within the Association, and is currently on the Board of Directors.
aandrews@woldae.com
dan.brandolino@midwestmech.com
tdrafall@dg58.org
Mike Eichhorn, AIA, LEED AP, BD + C
Mark Jolicoeur, AIA, LEED AP
Brian Rominski
Principal in Charge / Educational Planner Wold Architects & Engineers
Managing Principal Perkins&Will
Dir. /Buildings & Grounds Prospect Heights SD 23
Has dedicated his career to PK–12 public education facilities. He has extensive experience leading Wold’s team to successful results for small scale renovation projects to large high schools, and everything in between. Mike will ensures efforts are responsive, well-communicated and in alignment with districts’ visions.
Brings over 37 years of experience in programming, planning, and managing educational and institutional projects. Mark has spent most of his career focusing on educational client needs from early learning centers, PK-12 grades and community colleges. He leads difficult programmatic challenges including renovation, building additions and new construction.
Has been working in the K-12 educational market for over 20 years in multiple capacities, providing services and leadership in school design, construction project management, facility condition assessments, asbestos management, IAQ issues, and all things environmental related to schools.
meichhorn@woldae.com
mark.jolicoeur@perkinswill.com
brominski@d23.org
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UPDATE Magazine / Fall 2021
Lynne Sorkin, AIA, LEED AP
Tyler Williams
Principal FGM Architects
Director of Scientific Services PathoSans, USA
Senior Associate Perkins&Will
Rick Young, AIA, LEED AP
With 30+ years in educational, recreational and civic projects, Lynne develops and oversees processes for each client’s unique strategic initiatives. Providing guidance in traditional architectural roles and as a former owner’s representative, she has directed a broad range of individual projects and large-scale capital improvements.
Oversees the quality assurance, development and regulatory landscape that surrounds on-site electrochemical generators (OSGs) at PathoSans. With nearly a decade of experience, Tyler’s background has allowed him to concentrate on successful implementation of OSG in schools and numerous other industries.
Serving on the Planning & Construction PDC, Rick’s project experience spans the education spectrum including elementary, high school and higher education. Since 2008, he has focused extensively on work in the K-12 education sector, working closely with clients, designated users, contractors and project design teams.
lynnes@fgmarchitects.com
tyler.williams@spray.com
rick.young@perkinswill.com
Would you like to be an UPDATE Contributor? UPDATE articles are brainstormed and solicited through the Illinois ASBO Editorial Advisory Board. If you have an issue you feel needs to be brought to the forefront, present your ideas to Rebekah Weidner at rweidner@iasbo.org. The upcoming themes we will be soliciting articles for include:
• Technology • Purchasing • Risk Management • Accounting, Auditing & Financial Reporting We look forward to seeing new faces on this page as we continue to make the UPDATE an indispensable resource for school business management.
www.iasbo.org
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Tapping the Power of
Outdoor Learning
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UPDATE Magazine / Fall 2021
ARTICLE
By Lynne Sorkin, AIA, LEED AP PRINCIPAL FGM ARCHITECTS
There is growing awareness of the potential benefits of outdoor learning, which has acquired a new urgency as schools reopen in the COVID-19 pandemic’s aftermath. Whether your facility is located within a multi-acre natural setting or a compact urban site, carefully planned outdoor spaces can support curriculum goals, increase students’ outdoor time and extend community use beyond normal school hours. While manufactured playground equipment and traditional athletic fields support recess, physical education and competitive sports, other kinds of amenities offer equally important learning and developmental benefits. A strategically selected mix of organic, challenging and creative outdoor learning elements can foster awareness and empathy for the environment, promote healthy habits and encourage socialization and cooperation. With numerous options to consider for outdoor learning spaces, read on to explore the components that are fundamental to generating positive impact by examining the experiences of two school districts, one suburban and one urban.
Exploring the Possibilities
Although instruction, group discussions and other work can take place with students seated in open-air settings, the possibilities of outdoor learning are greater than literally moving the classrooms outside. Non-stationary activities such as gardening or building with loose parts also serve as a means for teaching and learning. Unstructured learning opportunities paired with the right schoolyard installations can challenge students to test their limits, help them develop motor, navigation and executive functioning skills, as well as expose them to the diversity and interrelationships of the natural world.
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Prairie Trails | Photo Courtesy of Layne Dixon
Key Components of Outdoor Learning Q Meeting Areas: » Large Group Areas: These spaces can be stepped or flat with fixed seating for instructional purposes. When organized in a circle, these areas promote group discussions. When arranged with stepped levels, such as an amphitheater with a focal point, the installation can support presentations, concerts and dramatic play. » Protected Open Air Areas: Sun shading devices, gazebos and other permanent structures provide shelter during hot/rainy weather and can be used for more hours of the day when electricity and lighting are included. Q Mazes, Paths and Climbing Apparatuses help children build executive functioning skills by requiring them to find strategies for moving around the game/site while developing balance, coordination and an understanding of special relationships. Q Natural Activity Areas: Options for construction and creative play engage children longer and promote cooperation. In contrast to playgrounds where equipment is fixed, children who explore natural elements such as wood, sand and stones gain understanding of the physical world and can learn from each other as they figure out how things work. Q Physical Areas: Play at varied heights and speeds helps children learn how to manage their bodies. These activities | 16 16 |
UPDATE Magazine / Fall 2021 UPDATE Magazine / Fall 2021
help build confidence while boosting heart rates and improving muscle tone. Development of gross motor skills is often linked to the ability to think through an action and its result. Q Sensory Areas: Hands-on, open-ended experiences make use of children’s natural senses of touch, smell, sight and hearing. Q Sit Spots: Creation of quiet areas allow children to talk or be by themselves, calm down and enjoy nature. Q Native Gardens and Diverse Habitats: Gardens with a variety of native plants, bioswales and other un-mowed areas create rich, bio-diverse environments that attract birds, insects and other small animals. Pollinator gardens attract wildlife. Q Edible Gardens: For students of all ages, a hands-on gardening experience offers lessons about life cycles, water and waste management. Through planting, harvesting and interaction with the growing cycle, students can learn to identify herbs, fruits and vegetables. Raised planting beds with clean, fertile soil that facilitates garden growth are easily incorporated into all types of campus environments. A cooking curriculum can integrate farm-to-table lessons from the garden to the classroom, tying together menu planning, kitchen skills and the value of healthy eating.
ARTICLE / Outdoor Learning
Case in Point: Prairie Trails School River Trails SD 26 recently opened the Prairie Trails School. Designed by FGM Architects, this renovated facility is the community’s first “net zero energy” building with all required electricity generated by solar panels on the roof and other energy savings design elements. Prairie Trails School also features a state-of-the-art natural play and outdoor learning space created by Natural Playgrounds and Terra Engineers in partnership with the district. Activity spaces include a gazebo and adjacent amphitheater seating, raised garden beds, a labyrinth, pollinator garden as well as benches scattered along the edges of the play area. Undulating earth mounds provide opportunities for climbing, rolling and exploring different heights. Other features such as climbing walls, stepping challenges, slides and caves are built into the topography helping children build skills in unexpected ways. A variety of sensory experiences are also on hand such as a mud kitchen and sand pit (touch), varied plants and shrubs (smell), musical instruments (hearing) and varied textured ground surfaces (sight).
Q Rain Barrels: Capturing rainwater in barrels provides a natural resource for garden maintenance as well as for cleaning tools and outdoor gear. Keeping some water out of the local sewer system also helps prevent local flooding. Q Trails Circulation Paths and Wayfinding: » Interpretive Signage: Identifying flora and fauna is instructional and serves as a wayfinding tool. » Exploration: The inclusion of natural elements such as ground limestone and wood mulch help children explore and guides them along trails and paths.
Prairie Trails | Photo Courtesy of Layne Dixon
Accessibility
Outdoor spaces should include opportunities for physically impaired children to participate as fully as possible. For example, accessible routes to observation areas should be provided where less mobile students can pause, observe and feel connected to activities. Specific considerations include: Q Circulation: Slopes, surfaces and widths to support movement of wheelchairs throughout the site. Q Gathering Meeting Areas: Provide space for wheelchairs that is directly adjacent to seating in large group areas. Ensure that fixed tables have needed space for wheelchair seating. Q Accessible Benches: Rocks, logs and other natural elements are used for fixed seating; incorporate armless benches with backs where students can transfer from wheelchairs. Q Fixed Equipment and Features: Mount chalkboards, easels, musical instruments, raised garden beds and other equipment within reach and located next to paved paths. Q Plumbing: Locate drinking fountains, sinks and other water features at age-appropriate heights that can be accessed by wheelchairs. Q For multi-level activities, incorporate ramps where possible. www.iasbo.org www.iasbo.org
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Fernwood Elementary School / Designed by Site Design Group / Photo Courtesy of Scott Shigley
Case in Point: Greening School Yards & Expanding Community Use
Across the country, schoolyards are turning from grey to green as grass, turf and other natural and synthetic materials replace impermeable paved play surfaces. Many communities are combining curriculum initiatives with outdoor infrastructure improvements that result in stimulating settings for learning and physical activity. Public school systems own and occupy significant property in their communities. By improving sites for outdoor learning, larger efforts for climate change can be addressed while new amenities are offered to local residents. Combined with the wide range of features that can support physical activities, a green schoolyard can improve health and wellness for both students and their neighborhoods. Space to Grow is a large-scale outdoor initiative of Chicago Public Schools. Managed by Healthy Schools Campaign and funded by Openlands, Chicago Public Schools, the Chicago Department of Water Management and the Metropolitan Water Reclamation District of Greater Chicago. The program has successfully transformed 30 hard-scaped play lots into vibrant, outdoor learning environments. Stormwater management is a key consideration for the selection of each project site in and the design of each space includes installation of permeable surfaces such as pavers and rubber play surfaces as well as mechanisms for stormwater collection under new artificial turf fields. Through these investments, millions of gallons of rainwater are captured and slowly released to the storm sewers, preventing the dangers of flooding. Other features of Space to Grow schoolyards include gardens, play equipment, walking paths, gathering areas and native landscaping. Each project is created with extensive input from students, school staff and residents who also join in planting and workshops. The result is customized spaces that reflect the locations and interests of each community, promoting environmental awareness and a culture of wellness.
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UPDATE Magazine / Fall 2021
ARTICLE / Outdoor Learning
Don’t Forget the Gear
Outdoor learning is not without practical challenges, including resistance from staff who worry about inclement weather and the complexities of managing students and their protective gear. While students are also concerned about being uncomfortable, more often, it is the teachers and aides who have anxiety about some types of outdoor activities. In addition, parents and caregivers have realistic concerns about clothing that could be ruined from outdoor play. When feasible, clothing budgets, grant writing, in-kind donations and other resource procurement should be explored to provide the range of gear needed for outdoor learning. Keep in mind the needs of students as well as the adults who oversee them. Here are additional considerations: Q Set Expectations: Provide clear communication with families about the types and frequency of outdoor activities anticipated each season. Work together with students and staff to make sure that everyone stays warm and dry. Q Create a Gear Library: Clothing should include mittens, boots, snow pants, hats, rainsuits, rain mittens and base layers. To circumvent conflicts, avoid gendered colors and different brands to better ensure children are wearing similar clothing. Q Cleaning: Daily washing is not generally required; rolling in snow or grass can clean off muddy layers! A key decision is whether to have outdoor gear laundered at the school or by families. Q Repairs and Replacement: Extend the use of the gear by having duct tape and sewing kits on hand. Although much of the gear might initially be donated or purchased, over the course of the season as items get lost and damaged, they will be more expensive to replace. Plan your budget accordingly.
Q Storage: Determine if outdoor gear will be stored at students’ homes or at school. Students who split their time living in more than one home are likely to forget or have problems accessing their outdoor gear. To make sure everyone is prepared for the outdoors, it may be desirable to have outdoor gear primarily stored at school. If this is the case: » Provide shelving and bins with locking lids to keep out vermin. » When gear and/or gear storage cannot be provided for all students, avoid locating the clothing in a space such as the main office where a student may feel stigmatized when accessing. Tools and the storage space needed to maintain them are critical to the success of gardening as an outdoor learning activity. If tools cannot be stored close to the garden, a means of transporting them to and from the site is needed. Classroom access, the provision of water for clean-up and gear storage may affect how and where students get changed for outdoor activities and how they move from inside the building to the schoolyard. Q Building Entrances: Consider whether students will circulate from a common corridor/vestibule or directly from a classroom to the exterior and how dirt and water can be managed. Q Clean Up: If very messy or muddy activities are planned, provide an ability to rinse off or wipe down before reentering the building or immediately upon re-entry. Q Toilet Rooms: These should ideally be located near the primary entrance(s) being used to access the outdoor space. Q Dressing/Changing Areas: Determine where changing will occur, whether in the corridors at personal lockers or cubbies or within the classroom. Consider wardrobe storage that can function like a mudroom to hang up soiled clothing inside or a protected exterior location. Q Location of Key Site Features: Determine which outdoor spaces should be located closest to the building, to minimize the time spent transitioning students between indoor and outdoor activities. www.iasbo.org
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Prairie Trails | Photo Courtesy of Layne Dixon
Next Steps for Creating Your Outdoor Space
There are a wide range of features, costs and benefits that can be considered when planning your outdoor learning environment. At a district level you might consider developing a pilot project first to assess the costs, as well as student/teacher community feedback before implementing a program widely across multiple school sites. As a researcher and professor of Pediatrics and Public Health in the Faculty of Medicine at the University of British Columbia, Mariana Brussoni, recognizes that there are numerous opportunities for children’s learning and development in outdoor environments. In her work, The Outdoor PLAYbook, Brussoni has created a framework for assigning qualitative values to customized features of outdoor learning. Based on eight key elements, these metrics can be applied by play type, grade and activity. These criteria (such as sustainability, durability, budget and maintenance) can also be used to assist stakeholders in determining what components best support their outdoor learning environment. Outdoor learning will continue to grow as a focal point of education. Effective approaches can and should be explored no matter the limitations of budget and even for schools with limited green space. The natural world offers limitless possibilities to learn and develop for people of all ages!
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Prairie Trails | Photo Courtesy of Layne Dixon
PERSPECTIVE / On the Profession
SCHOOL BUSINESS 101 What are some positives that have come out of the pandemic for your district?
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Decatur Public Schools served 2.3 million meals directly to the homes of our students during the pandemic. The idea started off with a simple concern over the number of disadvantaged students who might not otherwise have a regular meal while school was not in session. At first, we attempted to create the packaged meals internally, and quickly realized this concept was beyond our capacity. We fortunately found a prepackaged solution out of Chicago. Three times a week, two semis of prepackaged box solutions were sent to the district and stored in rented cooler space powered by diesel generators. As part of the Community Eligibility Provision, each student was entitled to reimbursable meals including six breakfasts and six lunches, free to the families. Through a joint effort of our food service employees and security personnel who would not otherwise have had work, and using the Edulog transportation software, the delivery routes were created and the meals were hand delivered to the stoop of each family. As an added benefit, the personal delivery touch kept ongoing relationships between the students and personnel over the pandemic. Through the project, the district added much needed permanent cooler space that became an added benefit from this program." TODD COVAULT, Chief Operational Officer, Decatur SD 61
positive is that some meetings (where acceptable) will be much more efficient as virtual “ One meetings may be the norm to save participants time in their day with no windshield time. Another positive is that we will probably have our budget back for nightly disinfecting for quite some time." DOUG RENKOSIK, CPMM , Dir. /Operations & Maintenance, Huntley CSD 158
pandemic just reinforced that you need to have true partnerships with key vendors, or you “ The can be dead in the water. It is much easier to ask for help and support with people when you have relationships built that don't feel transactional or one-sided. This is yet another reason why key things like food service can't be just about money; you have to also have a partner who can deliver in any situation. We need to continue to push for latitude to not make everything about low bid in every situation so we can be allowed to manage our businesses. Some of the strengths that partners provide can't always be quantified and cheapest isn't always best! The pandemic also really gave us an opportunity to see which staff members are able to handle curveballs and which can't. Some people who have may have stayed under the radar in "normal" times really shined in crisis. It gave us opportunity to think about expanding people's roles and providing more opportunities for people to show us what they can do." ANGELA SMITH, Asst. Supt. /Operations, CSBO, Aurora West SD 129 www.iasbo.org
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Adjusting Your Buildings in a Post-COVID World Not a healthy schools’ moment… A healthy schools’ movement!
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ARTICLE
Adapted By Mark Jolicoeur, AIA, LEED AP
MANAGING PRINCIPAL PERKINS&WILL
Richard Young, AIA, LEED AP SENIOR ASSOCIATE PERKINS&WILL
This article has been adapted from information produced by Perkins&Will research team of Erika Eitland, MPH, ScD, Brook Trivas and Rachael Dumas. The COVID-19 pandemic thrust our schools in a state of instant adaptation. As we evolve to a post-COVID world, we have been forced to open our eyes to student, teacher, staff and community health needs in an unprecedented way — and there is no turning back. We must be proactive and thoughtful adjusting and adapting existing schools for the future. The World Health Organization states “health is a state of complete physical, mental and social wellbeing and not merely the absence of disease or infirmity.” In 2020, the pandemic illuminated that K-12 schools have a tremendous influence on all aspects of both individual and community health, whether this involves disease transmission or accessing regular meals. The post-COVID world must recognize we face many issues above and beyond infectious diseases, as in the realities of designing for resiliency, which is the ability for a building to prevent damage and recover from damage (e.g., storm shelters are now required in school design). Schools act as a central health resource that can support community resilience, both in “normal” times and when unexpected challenges and crises arise. Many agree that climate change and pandemics are inherently linked, and the United Nations expects an increase in the number of animal-borne viruses in the future. However, pandemics are not the only threat our schools have faced. In the last several years, learning communities have lived through measles outbreaks, asthma exacerbations, wildfires and extreme weather to name a few. Yet, crisis often sparks transformative change and what has been born from recent events may in fact be one of the largest explosions of future thinking that has occurred over the course of human history. It has led us to take a hard look at how we design schools resilient enough to respond to any change. In light of this, we have developed and gathered relevant research and innovative strategies to support future-focused schools. With thoughtful planning and integration, these strategies will help our schools be prepared and adapt quickly to whatever lies ahead.
Equity
The pandemic has underscored the need for an equityfocused educational agenda. To that end, if we are to support healthy schools now and in the future, we must confront and respond to the vulnerable students and communities. For example, there are both indoor and outdoor environmental justice concerns influencing the overall health of a school that reflect inadequate siting, maintenance and operations. Recent reports have shown these schools are disproportionately attended by Black and Hispanic students and low-income students eligible for free and reduced lunch. Also, students with pre-existing conditions including physical, cognitive and mobility impairments may rely on schools for the support and stability that cannot be replicated in a virtual learning environment.
Understanding the “Wicked Problems”
The challenges facing our K-12 schools and education systems are examples of what in planning and policy are referred to as “wicked problems.” These are problems that are complex and difficult to solve because of incomplete, contradictory and changing requirements. These crises come in a variety of forms and are often hard to recognize. Some are global, such as the recent pandemic and others are localized such as extreme weather. No matter the threat, future disruptions to our school communities are inescapable. We understand planning for problems which are constantly changing and hard to recognize is a challenge. However, thoughtful planning and design can help existing schools adapt and prepare for a future where the only certainty is change. There are a variety of considerations for schools to consider including outdoor and siting, entry and exit, classrooms, building systems, circulation spaces, materials, restrooms and nurses’ areas. These considerations can span a wide spectrum from minor to more significant capital investments.
Schools act as a central health resource that can support community resilience, both in “normal” times and when unexpected challenges and crises arise. www.iasbo.org
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OUTDOORS AND SITING
The pandemic has underscored the critical importance of outdoor learning environments. Studies have shown that students with greater access to these spaces had better mental health, higher test scores and lower chronic absenteeism.1
Considerations: • Create accessible outdoor learning spaces with WiFi, power outlets, durable furniture and areas of various sizes. (Consider a nature-based curriculum.) • Enforce anti-idling measures to prevent exposure to diesel exhaust that may lead to indoor air quality concerns, asthma exacerbations and the unnecessary burning of fossil fuels.2 Avoid intake louvers near drop off and pick up sequences. • Use a land berm to protect the school site from river/creek or lake level rise and flooding events. Specify native, drought-tolerant species that provide habitat for local fauna. • Strategically place trees to reduce indoor thermal gains; provide views of nature and maximize daylight during the day as well as during power outages. • Employ rain gardens and other “soft” storm water strategies before or in addition to engineered solutions such as underground storage and leeching tanks.
ENTRY – EXIT
Every day, around 25 percent of Americans enter a school as teachers, students, staff or administrators. Proactively designing learning environments with features that can stem the spread of infection and promote overall wellness can have exponential results. A school’s first line of defense is its entrance. This communal space can assist in preventing the spread of disease, inspire the community and help to keep students safe.
Considerations: • Install a track pad at every entrance to reduce outdoor contaminants from soil (lead, heavy metals) that contribute to indoor dust. This can be surface installed or part of a recessed system. • Modify entry sequences so that they can serve as both safety and health screening areas. • Install touchless hardware technology (motion-activated, foot-activated, voice-activated, etc.). Prioritize bathrooms, nurses’ areas, special education and therapy spaces and shared spaces. (Also provide instructions.) • Include hand washing/sanitizing stations at entrances and exits. • Employ Crime Prevention through Environmental Design strategies and maximize visibility (CPTED). (Consider single point of entry and vestibule control access.)
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CLASSROOMS
To navigate what comes next, we need to create multi-faceted classrooms that offer increased control of and full access to technology. As education continues to evolve, accelerated by the pandemic, we are leveraging research to better understand how learning environments can support students holistically.
Considerations: • Continue to provide technology to make classrooms virtual using 360-degree cameras, multiple screens and amplified acoustics so students can continue to participate if sick, promoting virtual student inclusion. • Provide environmental control for teachers and staff (e.g., daylighting, temperature, etc.) by including dimmable lights, window blinds and classroom-specific thermostats.4 • Incorporate operable windows for greater thermal control and increased natural ventilation4 and educate teachers about mechanical air filtration systems so they use the systems effectively. • Provide options for adjustable desk height or standing desks. Some studies show improvements in physical activity and attention for elementary students. • Provide a touchless entry option for students, including motion-activated, foot opener or one that can be easily propped open.
BUILDING SYSTEMS
Research shows that schools have a fundamental impact on student health, thinking and performance,4 which makes Pre-K-12 school building systems a public health intervention. When designed properly, building systems provide benefits to the whole community as they support indoor air quality, thermal comfort, acoustics and visual acuity.
Considerations: • Maximize ventilation and outside air supply. Include operable windows for passive ventilation during potential power outages.5 • Invest in mechanical air filtration systems and/or supplement with portable air cleaners to lower levels of indoor air pollutants. Include High Efficiency Particulate Air (HEPA) filtration to remove airborne particles or high-rated air filters with the ability to upgrade filters to higher efficiencies (+MERV-13). • Use upper room ultraviolet germicidal irradiation (UVGI) strategically in high use spaces such as nurses’ areas or places with sensitive occupants.6 • Use real-time sensors to track air quality (carbon dioxide, particulate matter) or measure IAQ with a flow meter. • Elevate critical infrastructure (electrical transformers) or if the building is new, make the entire facility above the floodplain to prevent the school from becoming an island during extreme weather events. • Provide HVAC or humidification/dehumidification systems capable of increasing relative humidity (40-60 percent) in winter months to reduce communicable disease transmission.7
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CIRCULATION SPACE
Thoughtfully planned circulation areas increase opportunities to extend learning environments. With smart design and strategic signage, corridors and stairwells offer schools additional space to support both learning and health. Variety and flexibility give students agency, support collaboration and can reduce density when needed.
Considerations: • Offer a variety of space types within circulation zones — individual nooks as well as areas that support medium and large groups of students. Flexible breakout areas can increase collaboration and offer additional square footage when needed. • Place handwashing or sanitizing stations at the top and bottom of each stairwell, including sanitization stations near restrooms. • Display signage with easy-to-understand language and symbols, positive messaging and minimal text to promote healthy actions and support wayfinding.
MATERIALS
From the cells in your body to a sense of belonging, building materials and furniture can influence health and well-being. These strategies call attention to the fact school furniture can include harmful chemical additives that migrate out into the dust and air we breathe. Additionally, furniture can further or hinder student inclusion
Considerations: • Select hard, non-porous furnishings that will respond well to green cleaning products such as, Green Seal™, the EPA’s Design for the Environment, Environmental Choice’s EcoLogo and the European Union’s Ecolabel.8 • Use EPA-approved cleaners and disinfectants that are effective on bacterial, viral and fungal infections.9 • Account for the chemical sensitivities of students and staff when considering cleaning products (e.g., avoid scented cleaners).10 • Select low-emitting VOC furniture, building materials, adhesives and paints to limit impact on indoor air quality and health.9
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RESTROOMS AND SANITATION
Used countless times throughout the day, school restroom design should not be an afterthought. As schools work to future-proof learning environments, now is the time to holistically rethink their design. A collaborative approach and simple solution, such as direction of travel, thoughtful signage and touchless technology can provide communities with healthy and inclusive restroom facilities.
Considerations: • Implement airport-style restroom designs to reduce touchpoints while also creating a more inclusive space. This design includes open and visible hand washing stations, individual stalls and one-way traffic flow. • Remove restroom doors to reduce touchpoints if existing walls provide adequate privacy. • Consider touchless technology for doors and fixtures: doors, faucets, toilets, etc. • Modify drinking fountains into bottle fillers. Include hand washing and sanitizing stations next to bottle filler stations. • When possible, include lights to indicate when stalls are unoccupied. • Employ equitable design solutions. Consider gender-inclusive, universal design, etc.
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NURSES’ AREA
Driven by the pandemic, inequities in our systems, community needs and technology, the desire for holistic solutions that support student health has never been greater. As we respond to the current pandemic and future challenges, school nurses will play a critical role in helping us to design facilities that are resilient and take a holistic approach to student health. Using an evidence-based approach to planning, we can provide a student-centered health experience.
Considerations: • Health services will require increased square footage to provide space at the waiting area to isolate sick and well individuals. The sick area should lead to an isolation room. In addition, handwashing/sanitation areas should be provided at entry. • Create a single point of entry and exit for students to facilitate one-way student flow to limit spread.12 • Provide triage areas at the front of the nurses’ office to help sort well and unwell students.13 • Provide mother’s rooms throughout the facility, outside the nurses’ area to avoid contact with sick individuals. • Provide direct views to cot area to monitor sick patients.
Footnotes 1. Kweon, B.-S., et al. (2017). “The link between school environments and student academic performance.” Urban Forestry & Urban Greening 23: 35-43 2. Collaborative for High Performance Schools. (2020) Northeast CHPS Criteria Version 3.1. https://chps.net/sites/default/fles/NE-CHPSv3.1%20%2B%20 MA_Addendum.pdf 3. International CPTED Association. Accessed on March 23, 2021 from https://www.cpted.net/ 4. Mendell MJ, Heath GA. Do indoor pollutants and thermal conditions in schools infuence student performance? A critical review of the literature. Indoor Air. 2005 Feb;15(1):27-52. doi: 10.1111/j.1600-0668.2004.00320.x. Erratum in: Indoor Air. 2005 Feb;15(1):67. PMID: 15660567 5. Stabile L, Dell’Isola M, Russi A, Massimo A, Buonanno G. The effect of natural ventilation strategy on indoor air quality in schools. Sci Total Environ. 2017 Oct 1;595:894-902. doi: 10.1016/j.scitotenv.2017.03.048. Epub 2017 Apr 19. PMID: 28432989 6. CDC. 2021. Ventilation in Buildings. https://www.cdc.gov/coronavirus/2019-ncov/community/ventilation.html 7. Koep, T.H., Enders, F.T., Pierret, C. et al. Predictors of indoor absolute humidity and estimated effects on infuenza virus survival in grade schools. BMC Infect Dis 13, 71 (2013). https://doi.org/10.1186/1471-2334-13-71 8. Regional Asthma Management & Prevention. (ND) Green Cleaning in Schools: A Guide for Advocates. http://www.phi.org/wp-content/uploads/migration/ uploads/application/fles/khcqbtgu01fuyi5w1owortxqfpnrwrsode32y7sbqs0cfb0uy0.pdf 9. U.S. EPA. (2021). List N: Disinfectants for Coronavirus (COVID-19). https://www.epa.gov/pesticide-registration/list-n-disinfectants-coronavirus-covid-19 10. Bradshaw & Robinson. (2010). Guidelines to Accommodate Students and Staff with Environmental Sensitivities: A Guide for Schools. https://casle.ca/wpcontent/uploads/2015/03/articles-Environmental-Sensitivities-a-guide-for-schools.pdf 11. U.S. EPA. (2021) Volatile Organic Compounds Impact on Indoor Air Quality. https://www.epa.gov/indoor-air-quality-iaq/volatile-organic-compoundsimpact-indoor-air-quality 12. CDC. (2021). Quick Guide for School Nurses or School COVID-19 POC(s) - https://www.cdc.gov/coronavirus/2019-ncov/downloads/community/schoolschildcare/Infographics-for-School-Nurses.pdf 13. ACEP - Infection Prevention and Control Recommendations for Patient Arrival and Triage - https://www.acep.org/corona/covid-19-feld-guide/triage/infec28 | UPDATE Magazine /FA L L 2021 tion-prevention-and-control-recommendations-for-patient-arrival-and-triage/
RESOURCES A Historical Take on Transformative Leadership Leadership in Turbulent Times by than that of a U.S. President, it gave Doris Kearns Goodman is a review me examples of how to step up and of four presidents, Abraham Lincoln, respond to our crisis at hand. Isn’t Theodore Roosevelt, Franklin Roosevelt that what a book on leadership is and Lyndon Johnson. It details supposed to do? how they lead and worked through turbulent times in U.S. history and The book details how those these refreshes our memories of how our four leaders responded to significant presidents throughout our history have national crises as well as how transformed our country. their character was forged by early struggles in life. Lincoln came from When I agreed to write this review, it a modest log cabin, Roosevelt was the start of the pandemic, prior to faced physical limitations as a small everything shutting down and each of boy, FDR was stricken by polio and us transforming our businesses. My Johnson came from the poor hill perspective then was a comparison country of Texas. Each of their journeys of the U.S. presidents in the book to and personal attributes led them to the the administration at the time. As we highest elected position to transform entered deeper into the pandemic, it the office and nation. took on a whole new meaning to me. It was a study of great leaders, and Goodwin addresses something not although my role is so much smaller always mentioned in other leadership books: ambition. Each president’s personal ambition transformed into ambition to move the country forward for the greater good. We can often look at ambition as a negative attribute, but ambition born from struggle in each of these four men transformed our society. It is interesting how their stories all tied together. Theodore Roosevelt was six years old when he watched Lincoln’s caisson make its way through New York City. FDR was a cousin to Teddy. Johnson’s first government job was with the FDR administration. In small ways, two Democrats are tied to the
On Their List Book reviews from your peers on relevant career topics
Todd Drafall Asst. Superintendent for Business Downers Grove SD 58 Todd has worked in school business management for the past 21 years. He has been a member of Illinois ASBO for 20 years, serving in various roles within the Association, and is currently on the Board of Directors.
first Republican president, as well as the first progressive Republican president. Perhaps now more than ever this is a good reminder that the ideas and relationships that unite us are far greater than the small things that divide us.
The ideas and relationships that unite us are far greater than the small things that divide us. www.iasbo.org
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Utilizing CoCo-Op Purchasing for HVAC Retrofit Projects
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ARTICLE
Adapted By Dan Brandolino By Mark Jolicoeur, AIA, LEED AP
MANAGING VICE PRESIDENT-PUBLIC PRINCIPAL SECTOR & SAAS PERKINS&WILL MIDWEST MECHANICAL
Richard Young, AIA, LEED AP SENIOR ASSOCIATE PERKINS&WILL
For many years, school districts had little choice in how they procured HVAC renovation projects. HVAC renovation projects can be among the messiest, most complicated and stressful projects for a school district. They tend to involve extensive work scopes and many trades, which must be carefully coordinated to build a project over an evershrinking summer construction schedule. If one contractor drops the ball or a piece of equipment is delayed, the entire project can be jeopardized. This can result in major headaches for those tasked with managing the project and/ or those dealing with the consequences of project failures.
In a “turnkey” offering, the contractor/vendor is responsible for design, implementation, warranty/service and construction management. This can provide great benefit to a school district. This allows a school district to address deficiencies related to comfort, indoor air quality, equipment reliability and energy costs. Because the turnkey contractor/vendor is fully responsible, the subsequent cost accountability, coordination and communication is streamlined. If the school district has a question or concern, there is only one phone call to make, which can result in a better client experience.
Project Procurement Methods
For an HVAC retrofit scenario, there is no faster procurement method than utilizing a purchasing cooperative. It is as simple as engaging a qualified contractor/vendor that has a co-op contract which meets Illinois statutory requirements. The qualified contractor/vendor’s proposal should follow the outlined scope, terms and conditions of the approved co-op contract. The district can then proceed with a normal contract approval process. This allows for a very fast procurement and implementation process.
The most common project procurement method remains the traditional plan and specification approach. Over the past 25 years, performance contracting has provided a different method of construction in certain situations. Both methods offer advantages, and each has its place in the public sector. However, many school districts have had negative experiences with these approaches and are seeking an alternative procurement option. In recent years, cooperative purchasing (co-op) programs have emerged and are quickly gaining popularity among school districts. This trend has extended to construction projects and can provide better, faster and more costeffective solutions. National co-ops typically administer a contract which has been vetted through a public, competitive RFP process. This process yields successful contractor/ vendor contracts which are available for other public sector entities to utilize per the Illinois Joint Purchasing Act.
Additionally, a co-op contract may be the most costeffective means to purchase an HVAC retrofit project. First, a turnkey approach eliminates many of the costs incurred up front to develop a project. In addition, most major co-ops obligate the contractor/vendor to adhere to competitive labor rates and equipment pricing that ensures good value to the school district. The field labor and equipment are made directly available to the school district without having layers of markups and fees added to it, as would be the case in other types of procurement. Finally, co-op contracts can stipulate “fixed pricing with no change orders.” These elements result in a very cost-effective solution.
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When Co-Ops are Not the Right Fit As important as understanding where a co-op can bring value, is understanding where it may not be a good fit. As with any other procurement method, there may be situations where the co-op approach does not bring any value. These situations could be: 1. The project is very simple and easy to get proposals on. This would be a project that would not require any design, product or project management expertise. 2. The desired scope cannot be obtained through a specific co-op contractor/vendor in your geographic area. For example, if in your desired co-op, the nearest HVAC contractor is Kansas City, you will need to look at a different co-op, or pursue the procurement in a different manner.
Meeting the Requirements It is easy to see why purchasing HVAC retrofit projects through a co-op is appealing. However, to utilize this method, there are statutory requirements that must be met: 1. The selected purchasing co-op contract must meet the competitive selection requirements clearly laid out in the Illinois Joint Purchasing Act. In short, the statute spells out competitive bidding requirements and evaluation requirements which are necessary for a co-op contract to be viable in Illinois.
2. The selected contractor/vendor must have a valid contract which addresses the required scope of work. This should be easily accessible on a purchasing co-ops website for review.
Utilize Your Resources to Make the Best Decision There are several ways to further investigate if purchasing a HVAC retrofit project through a co-op makes sense. Since experience provides the best insight, it can be valuable to engage a school district which has implemented a project through a co-op contract. School officials can share the pros and cons of their experience. They can also point you in the direction of a potential co-op and/or contractor partners. The websites for the major purchasing co-ops list the services they provide and include vendor links. Here are some major purchasing co-ops to consider: • NCPA (National Co-operative Purchasing Alliance) • US Communities • TIPS • Omnia • Choice Partners Local Illinois ASBO regional meetings also provide an opportunity to connect with colleagues and potential partners, as many approved co-op contractors attend these events.
The coco-op approach is a new, new, emerging method to procure HVAC renovation projects which has yielded outstanding results. results. 32 |
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ARTICLE / HVAC Adjusting Purchasing Your Buildings
A Method Worth Trying The co-op approach is a new, emerging method to procure HVAC renovation projects which has yielded outstanding results. As stated, it may not be the best method for all of your construction needs, but it is certainly worthy of investigation for a complicated, messy HVAC retrofit that poses schedule, change order and contractor risk to your school district. It has been proven to be a better, faster and more cost-effective way to get HVAC retrofits completed.
Recent Co-op Examples While co-op purchasing of HVAC retrofit projects is on the rise, some school officials without first-hand experience may be interested to learn that over $20 million work of K-12 HVAC retrofit work has been completed in suburban school districts since last year. Some recent co-op project examples include: • A large Will County school district replaced the entire HVAC system in a 55,000 square foot elementary school (project value of $4 million). The scope of work also included ceiling and lighting replacement and was completed over a single summer. This approach yielded over a $1M in documented project cost savings over other methods. • A DuPage County school district renovated the entire central chiller and boiler plant at a middle school (project value of $1.7 million). This project was done concurrently with a larger plan and spec project. The co-op project was completed on time with no change orders. The plan and spec project was plagued with delays, change orders and contract disputes. • A Will County school district is replacing the roof of a high school (project value of $3.2 million). The scope of work included substantial HVAC and plumbing elements. This project was developed in cooperation with the district architect, who issued the roof specification and approved shop drawings to protect the interests of the district. • A Cook County school district is renovating the HVAC and roof of an entire elementary school (project value of $2.2M). www.iasbo.org
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Developing a Facilities Master Plan:
A Road Map for Change
School districts are constantly faced with short- and long-term challenges that can negatively affect the future success of desired outcomes. As districts prepare for various changes, facilities master plans can align their facilities with their strategic plan, whether in five years or beyond.
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By Mike Eichhorn, AIA, LEED AP, BD + C ASSOCIATE WOLD ARCHITECTS AND ENGINEERS
Alison Andrews
ASSOCIATE WOLD ARCHITECTS AND ENGINEERS
Did You Know… Like a roadmap, these plans provide a clear path for demographic growth, changes in learning spaces or more critical building upgrades. Often the public may not understand these needs and school boards may no longer see your facilities as assets. Your staff and administration must live and work in these environments daily, which need to be safe and well-maintained. A successful facilities master plan demonstrates these needs and, most importantly, communicates them to your constituents. To get buy-in, the master planning process must include a diverse group of users, experts and community stakeholders to determine solutions and amplify the voices of those who will be directly impacted. Read on fort the detailed steps of a facility master planning process and the actions involved to develop long-term solutions that need collective stakeholder approval. Benefits of a Plan To determine if a facilities master plan is necessary for your district, it is essential to consider the true benefits of a longterm strategy. By having an established facilities master plan, districts can identify future projects for each facility by construction type and fiscal year. Establishing these future needs justifies these budget items to your board and, in some cases, the use of stimulus funding like ESSER, FEMA or state grants. While allowing for enhanced financial organization, facility master plans can also improve the efficiency of district leadership by providing a framework that encourages open communication, decision making and, at times, transitions in leadership. This may be as often as every four years for your board, CSBO or superintendent.
> Approximately 50 percent of districts do not have a long-range facilities plan started or updated. > Approximately 25 percent of districts do not have plans for more than five years in future or include life-cycle costs for equipment and roofing.
Driving Forces Several factors may lead a school district to utilize a facilities master plan. One of these reasons could be limitations of your annual allocated capital improvement or life safety funding, which may make it challenging to stay ahead of required deferred maintenance. Significant costs often build up over time as systems and infrastructure reach their life cycles. A master facilities plan can help you and your district map special initiatives full-day kindergarten or classroom moderization initiatives, and stay ahead of needs, saving your district both time and money. Catalysts for a facilities master plan can include: • Addressing facility structural or HVAC deficiencies • “Right-sizing” your facilities for growth • Capitalizing on initiatives for future-ready learning • Improving public perception of upkeep and quality • Capturing debt reduction or DSEB
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A Process for Success To support a listen-first approach, below is a proven process to ensure your facilities master plans align with community values and the way you want to deliver education. These steps include actions: • Data gathering and analysis • Defining true needs • Building consensus amongst stakeholders • Visioning and conceptual plans • Implementing the plan This all-encompassing process plays a pivotal role in establishing consensus on the recommended solutions, identifying and solidifying funding support. The following steps can be used in your facilities master planning process.
1 > Identify Needs: Start with the Facts To foster a meaningful conversation among stakeholders, accurate and objective data must be gathered to create a precise baseline for the entire process. District data for a facilities master plan includes, but is not limited to: • Enrollment growth • Accurate building floor plans • Building usage • Grade configurations • Attendance boundaries • Demographics • Data from previous life safety studies These facts help all stakeholders understand where the organization currently is and create a sound foundation for dialogue between different input givers. Establishing common ground before discussion will lead to wellinformed, prioritized decision making.
2 > Assess Physical Conditions To gain a deeper understanding of your district’s buildings, it is essential to undergo a comprehensive facilities assessment. Look under the hood! A collaborative assessment includes compiling existing reports, reviewing equipment standards and field observations. Through this comprehensive analysis, an architecture firm will review existing facilities to locate areas of improvement and report these findings with key personnel for feedback. Similar to data collection, this step helps provide research to guide discussions, ultimately forming the guiding principals and design criteria for the master plan. A facility assessment is evaluated through 11 categories: site, envelope, interiors, accessibility, hazardous materials, mechanical, electrical, life safety, expansion and technology and life cycle of equipment to name a few. Each category includes an analysis of existing conditions, identifying issues and budgets costs to address. A minimum of a five-year plan is recommended together with a 10-year life-cycle cost minimum for aging equipment and roofing. 3 > Consider Classroom Modernization Next, an Education Adequacy Assessment (EAA) evaluates the facility’s ability to support curriculum delivery through its learning environments. This process typically begins with an understanding of a building’s utilization, teaching stations and capacity limits. Through field observations, principal interviews, staff surveys and objectively evaluating the building against best practice planning standards, organizations can highlight what aspects of the facility are hindering instruction. Challenges may include lack of space, inefficient usage or less than ideal environments. Utilizing an Education Adequacy Assessment allows school districts the opportunity to align their curriculum goals with physical parameters. Coinciding with the research and assessments, all stakeholders must consider the holistic education initiatives of the district. Board initiatives, enrollment growth or decline, curriculum changes and security upgrades are a few examples. These goals can impact the solutions preserved in a facilities master plan and should be discussed throughout the identifying needs period. 36 |
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ARTICLE / Facilities Master Plan
4 > Build Consensus When developing consensus, a facilities master planning committee is essential and should include various perspectives with several stakeholders that represent the community. Stakeholder engagement is critical throughout the process to create ownership and support for decisions in a master plan. Examples of these stakeholders include district administration, staff, community members, community partners, board members, parents, students and any other actively involved groups. Once identifying needs is completed, the committee of stakeholders must prioritize needs and ultimately bring their final recommendation to the school board. One approach that helps assist in consensus is a focus group approach. Focus groups allow committee members to have meaningful discussions and align their passions with others.
occur through a variety of methods. For example, surveys allow school districts to understand what resonates with the community. Public forums, including open houses and community presentations, are critical settings to garner opinions and receive feedback, for example, when trying to pass a referendum. It is essential to create community support to approve funding for projects.
7 > Develop Funding Options Districts can develop funding for a facilities master plan in a variety of ways. Each district will find that its high-priority needs can be supported through a specific Having a facilities funding scheme. A few master plan previously examples of these funding methods include referendums established for your and bond sales. Additionally, district will position as we have just witnessed you to capitalize over the course of the pandemic, grants have the on new funding potential of becoming available opportunities as unexpectedly. Because of this, having a facilities master plan they arise. previously established for your district will position you to capitalize on new funding opportunities as they arise or be ‘shovel ready’.
5 > Provide Design Solutions Following consensus building, options are developed to meet the needs formulated by all stakeholders. The finalized solution should be based on the deigned criteria developed by the committee and is ultimately presented to the school board for approval. The recommendation includes the scope of improvements, timing, phasing and associated budget.
6 > Gather Community Support To ensure the solutions of a facilities master plan reflect stakeholder needs, it is vital to create community support. Receiving feedback and gathering support for solutions can
A Road Map to Long-Term Success A successful facilities master plan is a living document updated annually with your architect that your organization can use as a road map to attain long-term goals. The plan must be created with input from a diverse group of community stakeholders who will be impacted both directly and indirectly. Combining these inputs with industry knowledge will help guide you to expected outcomes that meet strategic plans of your organization.
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LOOKING BACK: What We Learned from the Pandemic
Horror Vacui. - Aristotle Nature abhors a vacuum. This concept is regarding physics; but in our case this past year, the concept applies to communication. Keeping stakeholders up to date and often, even when there might not be a change in status, is important. Families trapped at home with their children need updates and communication. Districts that did so fared better than those who did not. We learned that continual two-way communication was vital to keeping everyone on the same page. We learned the importance of listening to needs and communicating our plans, and when plans change, communicating the change in every possible format to reach our community. Of course, we could not meet everyone’s needs and or wants, but ensuring the opportunity to be heard was important. Which leads to the second thing we learned…
You get love for it; you get hate for it. - Lin Manuel Miranda
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There was no winning this past year; many opposed anything and everything. This was a time to focus on our inner selves, our professional standards and expert advice. Being in school, then out of school, parttime, then full-time, led to huge portions of the community that were not happy at any given point in time. It was key to make sure we worked closely with our superintendents and boards of education.
ARTICLE / Adjusting Your Buildings ARTICLE
By Todd Drafall
ASST. SUPERINTENDENT FOR BUSINESS DOWNERS GROVE SD 58
Don’t hesitate in a crisis. Sometimes ordering fast is more important than pausing to evaluate options. We learned, sometimes the easy way, sometimes the hard way, that it is vital to anticipate and time purchases. We realized we needed to do our work early and sometimes simply guess on needs. We knew operations could not be the reason we could not open schools. We did our planning early and often and bought a lot early. When needed, we rented storage units. We were caught, like everyone, with the lead-time crunches and the short supply of PPE due to the federal grab, but our early purchases gave us enough leeway and stock on hand to open on time and safe. Did we overbuy? On some things, likely yes. But that happens during these types of events.
I cannot count the number of times we planned out something only to change it. However, that allowed us to handle almost anything that came at us. In some cases, as we encountered new challenges as the year progressed, we realized we had a reservoir of ideas and potential solutions already considered and were able to respond faster as we continued through the school year.
Plan, plan, plan and plan some more.
We must, indeed, all hang together or, most assuredly, we shall all hang separately. - Benjamin Franklin
Ben Franklin reportedly made that statement as the colonies signed the Declaration of Independence. Often, we use this phrase when we decide about closing for snow or cold. With no definitive direction given to all school districts in the state, during the pandemic school districts were left to their own path, with some very different plans and models next door to our own plans and models. What we found was confused parents, teachers and staff members and discrepancy in learning by students. Each district was on their own to figure out how to reopen. Each district and its leadership hung separately. Considering this statement from a district level, having worked with a strong group of administrators, we found it vital to work together to accomplish what seemed like the impossible during the summer of 2020. But we found during that toughest time, it was important to hang together and support each other. www.iasbo.org
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EFFECTIVE & SUSTAINABLE: THE NEXT ERA OF DISINFECTION
ARTICLE
Adapted By Mark By Brian Jolicoeur, Rominski AIA, LEED AP
MANAGING PRINCIPAL DIR./BUILDINGS & GROUNDS PERKINS&WILL PROSPECT HEIGHTS SD 23
Richard Young, AIA,Williams LEED AP Tyler
SENIOR ASSOCIATEDIR./SCIENTIFIC SERVICES PERKINS&WILL PATHOSANS, USA
In a time where disinfection kill claims have become the focus for an effective building maintenance program, it is easy to forget the environmental impact of daily cleaning and disinfecting. Facilities are going through more boxes, containers and barrels of different chemistries all in a quest to assure their buildings are cleaned and disinfected. The chemicals are being dumped, sprayed, wiped, misted and fogged into these environments. Unchecked, these disinfection programs have become a major burden on building sustainability initiatives. To illustrate the sharp increases, a recent Wall Street Journal article sites an increase in hand sanitizer sales from 2019 to 2020 sales of over 600 percent. While we may not fully understand the broad impacts of a dramatic increase such as 600 percent, there is little debate that the impact will be far reaching. So how can a facility successfully meet sustainability initiatives, while assuring facilities are effectively cleaned and disinfected?
OSG TECHNOLOGY
Technology is now providing a way to produce cleaning and disinfecting chemicals on site. These devices known as OnSite Generators (OSGs) are providing an option to improve sustainability while maintaining a powerful list of kill claims. OSGs utilize salt, water and electricity to produce chemicals on site and on demand.
ECAS CHEMISTRY
The benefits of OSGs are numerous but arguably the most significant is its simplicity in the utilization of salt, water and electricity to produce Electro-Chemically Activated Solutions (ECAS). Typically speaking, ECAS take the form of an alkaline, sodium hydroxide cleaning solution and a mildly acidic, hypochlorous acid disinfectant. The electrolytic current hypercharges the output chemistry to effectively clean or destroy the target pathogens at a much lower concentration than standard bottled chemistry. In the same way a balloon can be charged with electricity to stick to a wall, the chemistry is charged to react with soils and bacteria.
SIMPLIFIED CLEANING
With OSGs, no longer does a custodian’s arsenal need to consist of a laundry list of chemicals. All facility needs can be handled by two solutions, a cleaner and a disinfectant. ECAS chemistry technology takes the place of harsh chemicals, additives and specialized products. Custodial training becomes more simplified; guess work and concerns of incompatible chemicals being mixed together is eliminated. Productivity is also increased; custodians can carry all chemistry on one cart, reducing travel time back and forth from custodial closets.
The Science Behind On-Site Generators
OSGs are connected to the cold domestic water supply, and depending on water hardness, may pass through a small water softener, enter the brine bath and finally pass through the electrolytic cell. Once inside the electrolytic cell, that is where all the science happens! Salt is then separated into its two components sodium (Na+) ions, and chloride (Cl-) ions via a direct current. Just like a magnet, opposites attract, and the positive sodium ions are pulled toward the negative side of the circuit (cathode) and the negative chloride ions are pulled toward the positive side of the circuit (anode). Ion selective membranes assure that only the necessary ions end up in the correct spots for electrochemistry and do not create corrosive, salty outputs. Once past the membrane chloride ions are oxidized by the anode electrode to produce a stable hypochlorous acid (HOCl) molecule and sodium ions pass into the cathode to stabilize the formation of electrolytically produced sodium hydroxide (NaOH). The now electrolytically produced actives then flow out of the cell in the freshwater stream ready to clean and disinfect. www.iasbo.org
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Electro-Chemically Activated Solutions provide a positive impact to the overall health and environment of school facilities.
EFFECTIVE AND SAFE
OSGs can provide efficacy against all pathogens typically found in schools, such as norovirus, Influenza A, Hepatitis C, MRSA, Listeria and SARS-CoV-2 (the virus that causes COVID-19). Due to the effective nature of ECAS, chemistry concentrations are utilized that do not require PPE when handling and are proven to be non-irritating to skin and eye. No added fragrances or dyes to the chemistry eliminates concerns for asthma and allergy triggers. When custodian, teacher and student safety is no longer compromised, and efficacy can be properly communicated, ECAS typically takes a stronghold with all stakeholders. ECAS provide a positive impact to the overall health and environment of school facilities.
REDUCTION IN CARBON FOOTPRINT
Utilizing an OSG allows facility managers to no longer spend time ordering and eliminating constant chemical deliveries of product: raw materials that are manufactured, delivered to a distributor, then delivered to school facilities on pallets with boxes filled with chemistry in plastic bottles, to be managed and eventually be disposed of. Aside from the initial purchase of individual spray bottles, ECAS chemistry is filled in reusable containers at each school facility, only a small portion needing to be replaced annually due to damage, reducing plastic bottle waste and cardboard box disposal. As salt is the only critical consumable, when producing chemical onsite, and reusing bottles, a mediumsized school district can be estimated to reduce up to 1,600 pounds of carbon emissions each year. Facilities utilizing these systems are finding they can increase the frequency of cleaning and disinfecting without increasing their carbon footprint, while at the same time eliminating traditional supply chain dependency.
Ushering in the Next Era of Cleaning
ENVIRONMENTAL RESPONSIBILITY
All facility managers battle overstock and accumulation of chemicals, all of which have a listed expiration date. The overstock of most unused traditional chemistries needs to be disposed of responsibly (usually as hazardous waste) but are often disposed of irresponsibly (down a drain). ECAS are drain safe and environmentally responsible. OSGs enable the facility to produce as much cleaner and disinfectant as needed on demand, eliminating the need to overstock supplies, expiration dates and wasted product. ECAS leave no residue behind, eliminating rinsing needs, and thus reducing the amount of water used in a facility.
PLANNING THE TRANSITION TO OSGs
Planning a transition, regardless of the type of chemistry, involves a number of steps. Depending on the school district size, a transition could require forethought 6-12 months in advance. As stewards of public money, a priority should be placed on utilizing as much current product as possible. A full district transition should occur during June and July, while a “trickle down” strategy would transition most buildings during the summer leaving a few to use the remainder of old chemistry and transition at a later date. To properly size a district-wide OSG program, a detailed calculation of daily chemistry use is required. Both day and night custodial routines should be examined to determine how much liquid chemistry is being used by each custodian, by each area assignment, by building. Mop buckets, broadcast sprayers, handheld spray bottles and floor machines all need to be accounted for. Keeping in mind all the supplemental spray bottles provided to teachers, nurses, food service personnel, etc., daily chemistry use should be literally dialed into the “liters used.” Should the current chemistry already utilize wall-mounted dilution stations or RTU hook ups, this is also a good chance to determine convenience vs. need vs. productivity, which will help avoid overstock and accumulation.
Leveraging support in school facilities for OSG technology aligns with many things important to staff and students alike. OSGs are: • Safe but effective • Environmentally friendly • Able to reduce waste & focus on recycling Not only can OSGs provide a clean and healthy school environment, but OSGs can now help you achieve your sustainability goals. 42 | UPDATE Magazine /FA L L 2021
THE FINAL WORD SPEAKING UP ABOUT SCHOOL FACILITIES DANIEL MORTENSEN, CPMM Dir./Building & Grounds Lake Forest Districts 67 & 115
My Role in Education My role is to provide a safe and healthy learning environment for our students, staff and community. Improving and maintaining highperforming school facilities can have a positive effect on student and staff performance. They know they are supported and valued when the facilities they use each day are designed properly, cleaned and well-equipped.
The Biggest Facilities Challenges During the pandemic, space utilization in school buildings has become a large focus. Administrators have had to be very creative in how they maximize facilities that function appropriately, while still supporting the mission of the district for all stakeholders, especially the students and staff, both inside and around the buildings. Smaller in-person class sizes, simultaneous remote and in-person learning, student arrival and dismissal times and general building logistics have all been reimagined over the past 18 months. The positive outcome of breaking down these procedures is that new and more efficient methods learned will be used as we slowly return to the normalcy of in-person learning this fall.
Issues to Watch Indoor air quality improvements are a big discussion in the world of school facilities right now. The pandemic has taught us how to become more creative with balancing and supplying more outside air to the facilities, and improving air filtration, while also maintaining a comfortable room climate. In buildings with updated HVAC/building automation systems, this is sometimes as easy as a few mouse clicks and changing the filters. School buildings that are not able to meet these new recommendations might need to undergo major HVAC/energy projects. These types of projects in older buildings can be very costly and time consuming to develop and initiate.
One Thing Districts Can Do Now It is extremely important to develop and maintain a 5- or 10-year Master Facilities Plan together with your district's architects and engineers. This document takes a lot of time to fully research and develop. Administrators will need to work with the district's board of education so that they understand the importance of maintaining the schedule contained in this living document. Failures resulting from aging equipment or roofing material issues are examples of costly mistakes that can be avoided by adhering to these schedules and procedures. www.iasbo.org
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Illinois ASBO
Introducing Your New Home for Online Professional Development Illinois ASBO is excited to launch a new hub for your professional learning! Illinois ASBOnline is your home to get valuable training anywhere, anytime and earn PD Clock Hours. X Go Back to Basics with School Business 101 Resources — Available for free to members during the introductory period! X Access Past Webinar and Conference Recordings — Plus, register to earn PD clock hours for learning at your own pace. X Demonstrate Your Competencies through Micro-credentials — Now hosted within Illinois ASBOnline learning platform.
GET STARTED NOW! Learn 44 | more about this exciting new platform at www.iasbo.org/learnonline UPDATE Magazine /FA L L 2021
