Ontario School Plant Manager Fall 2012

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Table of Contents Message from the Education Minister

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The Cost Benefits of School Security Technology

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Simcoe County District School Board’s Vandalism Project

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Reducing Energy Costs through Alarm Monitoring

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The Benefits of Improving Indoor Environmental Quality

14

Ontario EcoSchools: A Growing Success!

17

The Right Roof Coating for the Right Roof

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Swish Maintenance Limited - Value, Quality and Service

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Ontario School Plant Manager | Fall 2012

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Message from the Education Minister

Laurel Broten Over the past nine years, our investments in Ontario’s publiclyfunded education system have produced real, positive results.

Student achievement is up in all measurable areas, and Ontario’s education system is now recognized as one of the best in the world.

This progress could not have happened without the dedicated support staff in our schools that ensure students have the wellequipped and well-maintained facilities they need to learn and grow. Every day, they make things better for children and students, parents, adult learners and colleagues. They make our schools cleaner, safer and healthier while supporting our students in so many ways – creating environments that are accepting, inclusive and caring.

I have the privilege as Minister to visit schools on a regular basis and it is clear to me that warm, attentive and caring support staff can make an incredibly positive impact on the school atmosphere. Recognizing the important contribution these workers make to our schools, we have increased the number of support staff by 11,300 since 2003, despite declining enrolment.

The work of support staff has been particularly important to me following the passage of the Accepting Schools Act. The Act is helping make sure all schools are providing their students with the positive, supportive learning environment they need to thrive in their studies, and I appreciate the work support staff do to make this a reality.

While the people in our schools do an incredible job every day of maintaining and improving the school environment, we still need to make important investments in school infrastructure.

That is why since 2003, our government has supported more than 27,000 renewal projects with 570 new schools completed or under construction. This year alone, more than 52 new schools are expected to open and over 100 other major additions and renovations are planned across the province. This is significant progress and it never could have happened without the great partnership between our government and Ontario’s plant managers.

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Ontario School Plant Manager | Fall 2012

Perhaps the greatest measure of our success together is the rise in student achievement over that past nine years. Today, more high school students are graduating than ever before — up to 82 per cent, from 68 per cent in 2003-04. Eighty-four per cent of Ontario students between the ages of 15 and 19 are enrolled in some level of education, which is above the Canadian average of 81.5 per cent.

In addition, the latest Education Quality and Accountability Office (EQAO) results show more students than ever are gaining the skills they need for success in school and beyond. Seventy per cent of Grade 3 and 6 students are mastering reading, writing, and math — an increase of 16 percentage points since 2003.

These results speak to the hard work and talent of Ontario’s students, but also to the strength and dedication of the education sector and the world-class education facilities in which our students learn. But we cannot be complacent with these results and we need to continue to direct our resources to the areas that help students succeed.

That is why our government recently made a very deliberate choice about our priorities in education. As part of our commitment to support Ontario students, we are choosing to protect smaller class sizes, full-day kindergarten, 10,000 teaching jobs and about 10,000 non-teaching positions. By directing our resources to these areas, we can ensure our students continue to reach even higher.

By all measurable accounts, we have seen tremendous progress in our education system over the past nine years, with the support of our partners like you. Our government is committed to building on this success and in doing so we know we can count on Ontario’s plant managers and their demonstrated commitment to excellence for local students. Thank you for the work you do each and every day make our schools among the best in the world. »

Dome-style security cameras with a tinted shield can be helpful if properly placed with an adequate coverage field and appropriate lighting. Photo by Rachel Wilson.

Cost-Benefit Implementation of School Security Technology

By Michael Dorn and Chris Dorn In contrast to what was available just a decade ago, modern school safety and security technology solutions are nothing short of amazing. Unfortunately, as was the case then, there are still many instances of school organizations spending hundreds of thousands and even millions of dollars on security technologies that do not deliver the anticipated improvements in school safety. Typically, these gaps in performance have little to do with the quality of the technology but are instead a result of a failure to fit security technology solutions to needs defined through an effective assessment process.

What Types Of School Safety Assessments Are There?

Unfortunately, there is not a definitive and standardized school safety assessment process that is consistently agreed upon by leading school safety experts. While some assessment processes

focus solely on physical security, others are much more comprehensive and look at school safety in a more holistic manner.

Whether local personnel conduct the assessment or an outside vendor is contracted to perform the work, school officials should carefully define the scope of the assessment before it is started.

Broader assessments of this type will prove to be far more effective than those focused mainly on locks, doors, alarms and security cameras in isolation. For example, a basic physical security assessment might last a few hours, whereas a School Safety, Security, Climate, Culture and Emergency Preparedness Assessment can encompass several visits and will address physical security as well as other critical areas such as: • The level of connection between the school and its students and staff • GREEN CERTIFIED CHOICES • CLEANING SOLUTIONS

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• The effectiveness of student supervision in the school • The effectiveness of access control and visitor management procedures in actual practice • Ways to reduce the chances of injury and death due to common hazards (for example, gravity hazards and “slips, trips and falls”) • The probable level of effectiveness for emergency preparedness measures under the stress and confusion of an actual crisis event • How closely written plans and policies match actual safety, security and emergency preparedness measures This comprehensive approach to the assessment process can dramatically improve the effectiveness of security technology implementation. This allows decision-makers to selectively purchase and place equipment where it is needed rather than basing these decisions on guesswork. For example, our assessments commonly reveal gaps where cameras and night-time lighting are not coordinated to provide proper lighting for video surveillance at night.

Another common problem we see is the implementation of an expensive surveillance system with little or no input from staff in the building where the equipment is to be used.

Using Assessments to Improve Implementation of Security Technologies in Concert with Human Behaviors School facilities must serve a very dynamic, interactive and constantly fluctuating population of students, staff and visitors.

Since they are designed to serve children and youth, the security

A staff member locking an exterior door during a lockdown drill.

Photo by Chris Dorn.

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technology needs of schools are sometimes very different from the application of the same security technology solutions in other settings such as airports, courthouses, factories and shopping malls. The type of comprehensive assessment described above can help school officials more effectively select and integrate security technologies to the unique school environment. For example, obvious gaps in student supervision at specific locations and times of day are one common finding of our assessments. This finding might result in a recommendation to use a combination of security camera coverage, improved student supervision at key times in the locations identified by the assessment and a new school policy that prohibits students from congregating in certain areas. One of our larger school district clients spent $56 million dollars on new security cameras in one fiscal year but did not see a dramatic drop in their incident rates. When this technology was supplemented by training and clearly communicated expectations for staff assigned to supervise students in these “hot spots” identified through an assessment process, before and after surveys of students demonstrated a 50% reduction in unhealthy behaviors such as gang activity, vandalism and fights. While the security technology cost millions, the supportive human practices to enhance it cost the district less than $12,000 for a district of 300,000 students.

The assessment process can help match the implementation of security technology to actual rather than perceived needs. This in turn can make schools safer but also dramatically reduce both

Pan-tilt-zoom (PTZ) cameras, either moving on a timer or controlled by remote, can be helpful if properly placed. Photo by Rachel Wilson.

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Analyst conducting a facility assessment. Photo by Rachel Wilson.

Michael Dorn accompanies a building principal on a school climate assessment. Photo by Chris Dorn.

short- and long-term fiscal expenditures.

Using the Assessment Process to Select Security for Technologies Based On Cost-Benefit One common problem in school security involves the acquisition of capabilities that are not the most effective choices for the reality of risk in relation to funding limitations. For example, the purchase of security cameras instead of a visitor management system might be relatively ineffective even if the up-front costs are lower. (i.e. an elementary school located in a high-crime neighborhood would likely benefit more from a solid access control and space management program than from video surveillance. In this type of situation, capturing a crime on video would be less effective than preventing it in the first place.) While both of these types of technologies could help reduce risk, the chances are better that a good visitor screening system will have a higher return on investment in the form of increased security and staff perceptions of safety, particularly if the cameras are not monitored – as is often the case with primary schools.

As this example shows, the assessment process can help school officials determine not only which types of security technologies are needed but can also help to prioritize their implementation for maximum effectiveness over the long term. This example also underscores the need to support the technology with day-today operations practices in the school. For example, the visitor management system may be easily defeated if staff commonly leave side doors propped open; however, adding proximity access card readers to doors may reduce the feeling among staff 8

Ontario School Plant Manager | Fall 2012

that they even need to prop doors open at all. One of our analysts recently spoke to a teacher at an elementary school who said propped doors were a constant concern of hers at her old school, where this was a common practice. After being transferred to a new school building with proximity access for all staff, the same teacher reported that she never sees propped doors at her school building.

Educating Staff to Increase the Effectiveness of Security Technologies Educating staff on the technologies selected can be very important for a successful implementation. For this reason, staff interviews can be an extremely important part of the assessment process. It is very common to learn that staff members have unrealistic expectations of what technology can do. In one case we were brought in to a remote and rural school district after a multiple victim shooting committed by a student. In response, the district had purchased a walk-through metal detector, plugged it in, placed it in a main hallway and instead of providing staffers for the unit, placed a sign that asked visitors to walk through the unit themselves! The superintendent was under the impression that somehow the unit would notify them if a person was carrying a gun – assuming they walked through the detector in the first place.

Though this is an extreme example, it is very common to learn

Camera placement is critical, especially with fixed cameras that can only be moved by facilities personnel using a ladder. These cameras might be placed just a bit too close together and probably represents an over-investment of equipment in a single area. Photo by Rachel Wilson.

from interviews that staff assume someone is monitoring security cameras constantly, ready to jump into action at a moment’s notice. One teacher we spoke to reported an incident where a student was showing a gun to fellow classmates in a restroom and was convinced that the incident would have been instantly neutralized if there had been security cameras in the restroom. It is also common for staff to automatically buzz-in visitors with no effort to even ask the visitor’s purpose for visiting the school. We routinely provide the names of famous serial killers when we have to buzz into schools and say strange things that should arouse suspicion and are still often buzzed in by office staff who are focused on other duties and just see the buzzer as a formality that by itself will increase safety.

safety, security, climate, culture and emergency preparedness assessments for schools and leads the Safe Havens International Training Video Production Unit. Chris can be reached at DFG Greenbuild QuarterPg Ad

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Conclusion Today’s robust and highly capable security technologies can be a wise investment when properly applied. Taking the time to properly assess real needs before selecting specific solutions can reduce costs, decrease the burden on staff time and maybe even save lives.

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Michael Dorn serves as the Executive Director of Safe Havens International, a non-profit school safety center. Safe Havens analysts have assisted clients with school safety assessments for more than 2,000 public and non-public school facilities. The author of 26 books on school safety, Michael’s work over three decades has taken him to schools in Central America, Mexico, Canada, Europe, South Africa, Asia and the Middle East. Michael welcomes reader feedback and can be reached at www.safehavensinternational.org Chris Dorn has authored five books on school safety and his work has taken him to Mexico, Bolivia, Canada, England, France, Vietnam, South Africa and the Netherlands. Chris performs school

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SCDSB’s Vandalism Project Team:

Ensuring Safety and Making a Positive Impact

By Lyndon McLean In an effort to reduce the incidence and costs of vandalism – which were nearing the $1 million mark in 2006 – the Simcoe County District School Board (SCDSB) has taken a unique approach to dealing with the problem. The result is a reduction of more than $650,000 in annual vandalism costs, a beneficial partnership with Crime Stoppers and a renewed sense of school pride.

Starting in 2002, SCDSB saw costs of vandalism rise until they reached $942,119 in the 2006-2007 school year. Much-needed funds were being re-directed away from the classroom on account of the growing number of required repairs to the school buildings and properties. As well, the vandalism reflected negatively on the com-

10 Ontario School Plant Manager | Fall 2012

munity and was inconsistent with SCDSB’s Commit to Character philosophy, which teaches, among other things, respect for property.

In the fall of 2007, the Vandalism Project Team – comprised of staff from Facility Services, Business Services and Information Technology Services, along with school administrators – was established to review the growing problem of vandalism and its impact on schools and communities. After collecting and analyzing data on the “when”, “where” and “how” of vandalism to SCDSB property, the team implemented strategies designed to diminish the occurrence and impact of vandalism on local school communities.

According to John Dance, Superintendent of Facility Services, the Vandalism Project Team has been using a proactive approach in creating strategies to reduce damage to schools. “Through a unique combination of community awareness outreach programs and Crime Prevention Through Environmental Design (CPTED), we are seeing encouraging success in lowering the frequency of vandalism to our property,” he says.

CPTED focuses on the design and effective use of the property and interior and exterior building features to reduce the incidences of crime. The Vandalism Project Team has been completing audits of schools based on the CPTED model to identify potential issues.

“Looking at the physical environment and seeing what factors contribute to vandalism at our schools is an important step to reducing the damage done,” says Mike Howell, Vice-Principal at Eastview Secondary School and a member of the project team. “CPTED is becoming a strong method of crime prevention, and should have a positive impact at our schools and facilities.”

Examples of items examined in a CPTED audit include landscaping and maintenance, exterior and interior schools entrances, interior lighting, sightline of the front entrance to the main office and the general atmosphere inside facilities.

Staff members have received CPTED training, and Site Review Teams conducts audits based on CPTED principles. Best practice recommendations for site security enhancements and corrective measures are applied following the audit. All new school designs are also subject to CPTED principles.

“In addition to these audits, community partnerships and awareness of the issue are key components to our vandalism reduction strategy,” adds Mark Twardowski, Manager of Maintenance and Environmental Services at SCDSB. “We want to work together with the community to ensure our schools remain safe and inviting places.”

To that end, the SCDSB has partnered with Crime Stoppers of Simcoe-DufferinMuskoka to create a strong anti-vandalism awareness campaign. Awareness efforts include posters, signage, newsletters, presentations, training of school liaison officers and participation in National Crime Stoppers Month, which takes place each January. As well, students at two SCDSB schools have been hard at work promoting vandalism-free schools and communities. Barrie North Collegiate students created a video focusing on the proactive approach the SCDSB and Crime Stoppers have been taking to deter van-

dalism, Eastview Secondary School students participated in a Crime Stoppers sponsored poster contest raising awareness to the problems related to graffiti, and students at Guthrie Public School designed bumper sticker slogans for Crime Stoppers as part of a school-wide contest.

In just two years, the Vandalism Project Team has made a huge impact, successfully reducing vandalism costs to $291,256 in the 2011-2012 school year, costs that are now shared between Facility Services and School Basic Budget. The school board has seen not only financial benefits but also a heightened sense of security at schools and an improvement in the SCDSB’s reputation and public perception. The conscious effort to maintain high standard of buildings and properties and to actively pursue and seek restitution from vandals has given everyone at SCDSB a greater sense of commitment to the community and a lot to be proud of. »

Ontario School Plant Manager | Fall 2012

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Reducing Energy Costs Through an Alarm Monitoring System

By Margaret Manetta York Region District School Board is the third largest school district in the province, operating 215 schools and education centres. The school board has identified environmental initiatives and goals that articulate a healthy and sustainable future is the right of each student and that environmental education is a shared responsibility of staff, students, parents and the community. This system priority is reinforced in annual plans, an environmental policy, and the Board’s commitment to promoting change in organizational practices that will result in reducing our ecological footprint. These principles influence the work of the Plant Services Department and open the doors to divergent thinking.

The implementation of the Carma Submetering System, which measures and evaluates electrical demand and consumption in “real-time” 15-minute intervals, is now evident in all York Region public schools. With the first system installed in 2000, the 13-year partnership between the Board and Carma Industries has evolved over the years so that Carma is now an active participant in the Board’s environmental efforts. The system was initially adopted by the Plant Services department to troubleshoot, refine seasonal operations, and adjust mechanical systems based on the data. Through the collaboration between Carma Industries expertise and technology and the Board’s existing infrastructure and experience, Plant Services has been able to advance its business and environmental goals and investigate how this technology can be used beyond its initial intent. Currently this entails expanding to site-based gas meter monitoring.

12 Ontario School Plant Manager | Fall 2012

Fig. 1: nighttime electricity load exceeding the set threshold.

Fig. 2: Carma Alarming package illustrating a chiller running when it should not be operating.

Real-time data tracking is significant to ensure Plant operations staff and caretakers can effectively monitor the conditions within their schools. Unique to the York Region District School Board is the incorporation of additional submeters within the schools to monitor major critical subloads (i.e. chillers, lighting panels). The addition of an alarming package was a natural extension to the monitoring program, to further assist in reducing energy costs and promoting efficient facility operations. It is a Windows-based software application that allows energy managers and facility operators to receive notification of critical problem areas through a series of alarms and email alerts.

“This alarm feature will allow us to continue our efforts to reduce unnecessary energy consumption and flag system failures,” says Robert Selvazzo, Manager of Energy and Environmental Services.

Being alerted to when equipment is running outside of scheduled times, the department can provide targeted learning, streamline operations to maximize energy conservation, and further align with the Board’s environmental intentions.

The alarming system typically has three main screen displays available to users: a main screen allows users to set up demand and consumption limits, holiday schedules and program schedules; the demand schedule graphing screen allows users to set thresholds as they pertain to expected loading within the facility; and the Min/Max Investigator screen allows the user to select and preview meter data before generating summary reports.

Once thresholds are entered, the system automatically alarms when a meter has exceeded its user defined limits and an email is automatically generated and sent to the building operator notifying that the specified limit has been exceeded.

The monitoring system uses a colourcoded system for easy identification of critical meters: green for standard

alarms, yellow for elevated, blue for consumption and red for critical. Only critical (or red) alarms generate emails to end users, eliminating unnecessary emails being sent to operators and increasing operational efficiencies.

One of the main benefits of the Carma alarming software is its capability to create two different schedules per week.

This allows an operator to distinguish between weekday and weekend usage patterns which are uniquely different within a school board environment. Within the daily schedule setup, the user is able to create thresholds based on time of day, which is necessary within the normal operation of a school and its unique occupancy profile. For example, an evening threshold can be set to accommodate in-school community activities occurring during non-traditional school hours and shoulder periods can be programmed for mornings and evenings.

Energy usage can be further reduced by using the “Save Date Exception” button feature which gives operators the ability to add specific dates or holidays to either a weekday or weekend schedule.

York Region DSB has used this feature to compare holiday energy consumption to a proto typical school day; for example, Thanksgiving Monday to a typical Mon-

day school day.

The ability to establish two seasons is most useful in school environments where power usage during the summer is typically at minimal levels. York Region DSB has successfully implemented this feature to set seasonal thresholds for its main chillers, tracking when chillers are operating unnecessarily. It’s a strategy that not only saves energy, but can also assist in reducing costs and usage.

Plant Services also designed an interface and website for teaching staff and students to access the data, track realtime energy consumption and witness first-hand the impact of their conservation efforts. Focusing on environmental learning, this website encourages engagement by fostering participation and cultivating an understanding of the students’ direct connection to energy consumption and how they can collectively make a positive difference through behavioural change. Superintendent of Plant Services Margaret Roberts notes, “The website is an opportunity to work and learn with the students who challenge the Board to improve our practices and find new ways to reduce utility consumption.” »

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The Benefits of Improving Indoor Environmental Quality New research continues to stress the importance of high-quality learning environments

By Jerry Lamping This article originally appeared in the July/August 2012 School Business Affairs magazine and is reprinted with permission of the Association of School Business Officials International (ASBO). The text herein does not necessarily represent the views or policies of ASBO International, and use of this imprint does not imply any endorsement or recognition by ASBO International and its officers or affiliates.

As school funding levels nationwide continue to plummet amid public demands for increased student performance, an expanding body of research in the field of indoor environmental quality (IEQ) is providing greater statistical validity about the relationship between environmental conditions in school facilities and student achievement. We look at results of the research as well as actual classroom experiences here.

Invisible Particulate Matter in Classrooms Because of their developing respiratory systems and faster breathing rates per pound of body weight, school-aged children are more susceptible to health effects associated with invisible airborne particulate matter in classrooms. Many field studies have measured indoor particle concentrations of fine and coarse particle size ranges in schools, yet limited attention is paid to indoor ultra fine particles (UFPs) that are less than 0.10 micrometers, or about one thousandth the size of a human hair.

Recent research shows that levels of invisible airborne UFPs in indoor environments are of great concern. For example, 14 Ontario School Plant Manager | Fall 2012

exposure to airborne fine and coarse particulate material (PM) has been linked to hospitalizations for respiratory and cardiovascular conditions, asthma symptoms, acute bronchitis, and atherosclerosis. The UFPs with a diameter <100 nanometer (nm) are of special interest because they are major components (on a number basis) of the airborne particulate material.

Recent research shows that levels of invisible airborne UFPs in indoor environments are of great concern.

New research studies suggest that inhaled UFPs may be transported along nerves that travel directly from the nasal passages into the brain, which may have an adverse effect on studentsâ&#x20AC;&#x2122; learning capability.

Case in Point: In an elementary school classroom, the invisible airborne particulate matter levels were measured after the teacher noted she was experiencing

throat irritation and was losing her voice during the day. She also reported that several of her students were suffering from respiratory illnesses.

A hand-held particle counter detected large quantities of particles in the air, especially in the sub-micrometer size range.

The classroom was thoroughly cleaned and vacuumed with a HEPA-type vacuum cleaner. One week later, the airborne particle levels were re-measured and significant reductions in the particle quantities were found. After the room was cleaned, the classroom air had 10 times fewer invisible airborne particles. The classroom teacher reported that she was able to now speak throughout the day and that she was not experiencing throat irritations as she was before the thorough cleaning (Gerba 2009). See Fig. 1.

Irritant Gases in Classrooms Research shows that studentsâ&#x20AC;&#x2122; test scores are affected by the amount of outside air that is provided as ventilation into a classroom to remove or dilute irritant gases. These gases emanate from a variety of sources, including room furnishings, building infiltrations, and the occupants themselves.

Research shows that students’ test scores are affected by the amount of outside air that is provided as ventilation into a classroom to remove or dilute irritant gases.

Richard Shaughnessy, president of the International Society of Indoor Air Quality and Climate and a professor at the University of Tulsa, found that for every 2 cubic feet per minute per person increase in the outside air ventilation (OAV) rate, the proportion of students scoring satisfactory or above on standardized tests is expected to increase by 2.9% (95%CI 0.9–4.8%) for math and 2.7% (95%CI 0.5–4.9%) for reading.

Other studies have found a similar correlation between ventilation rates and performance.

Case in Point: School A and School B are elementary schools that opened in August 2010. The schools are located in new subdivisions of a large urban city.

They are about three miles apart and are separated by a north–south highway and commercial shopping centers.

An energy management system control software problem was experienced in School A that resulted in a significant reduction in the outside air ventilation flows, especially during the winter months. For several months, the actual OAV flow for School A was often significantly less than School B’s OAV flow.

Each school had participated in the 2011 Texas Assessment of Knowledge and Skills (TAKS) student assessment program. After all the test results were compiled, School B had up to 4% higher percentages of students passing reading, writing, and mathematics sections.

Also, School B had 11% and 16% more students who obtained the Commended Level on the reading and mathematics

tests, respectively. (Commended Level is

Infectious Microbes in Classrooms

the percentage of students who correctly

School performance is affected by stu-

answered 90% or more of the TAKS ques-

dent absenteeism due to sickness. Recent

tions.)

research provides evidence that a large

Ontario School Plant Manager | Fall 2012

15

portion of enteric and respiratory illnesses such as norovirus and influenza can be prevented through improved environmental hygiene and an emphasis on better hand and surface cleaning practices.

Case in Point: Charles P. Gerba from the University of Arizona studied hand and surface hygiene in schools and found that good hygiene practices can reduce illness and school absenteeism rates among children and adults by 30% to 50%. He reported these findings in his November 2011 School Business Affairs article “Clean Up Your Schools to Promote Learning.” Improvements in cleaning and hygiene of high-touch areas and hands can be beneficial to a school’s attendance rate and educational outcome. See Fig. 2.

Summary Since the 1990s, international indoor environmental quality researchers have been investigating and defining the relationships between the environmental conditions in schools and the health and academic performance outcomes of students. These researchers have quantified, through their publications, the benefits that can be obtained with improvements in the physical conditions and operation practices and reductions in invisible airborne particular matter, irritant gases and infectious microbe levels.

These new research studies, substantiated by school experiences, have demonstrated significant increases in student health outcomes and academic performance. Research data compiled

Since the 1990s, international indoor environmental quality researchers have been investigating and defining the relationships between the environmental conditions in schools and the health and academic performance outcomes of students. by the IAQ Tools for Schools program of the U.S. Environmental Protection Agency show that test scores uniformly increase as a school building environmental conditions improves.

Specific results depend on the type of test and the degree of difference in building conditions, but test scores have been increased by 3% to 17%, according to the EPA (http://epa.gov/iaq/ schools/student_performance/faq4.html#maintenance).

Smart school business officials are looking for ways to gain these proven benefits as they reduce their operational budgets while trying to increase educational excellence.

Jerry Lamping is retired director of indoor air quality for North East ISD, San Antonio, Texas. Email: jlamping@gvtc.com. »

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16 Ontario School Plant Manager | Fall 2012

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A Growing Success!

Ontario EcoSchools Recognizes Schools for Commitment to Ecological Literacy and Environmental Action

by Mat Morin and Kaitlin Doherty Since its inception in 2003, the Ontario EcoSchools program has experienced dramatic growth in both the number of participating schools and school boards – from 13 schools in one board in 200304 to 1,801 schools in 51 boards this past year (2011-12). The school boards participating in this voluntary certification program now represent 70% of the 2.1 million students in Ontario. The program recognizes schools for their achievement in six areas: Teamwork & Leadership, Energy Conservation, Waste Minimization, School Ground Greening, Curriculum (Ecological Literacy) and Environmental Stewardship. Alongside this statistical growth, however, the breadth and depth of the environmental initiatives being implemented in Ontario’s EcoSchools also continues to grow in tandem with the diversity of the participating schools.

“The program is built upon the premise that we want to help students develop ecological literacy while engaging in practices to become more environmentally responsible,” shares Alison Macaulay from the Peterborough Catholic Board. “In the process, they learn to reduce the environmental impact that comes from being in school.”

In 2011-12, a large number of new school boards joined the Ontario EcoSchools network, certifying schools for the first time. In the north, Lakehead Public Schools and Thunder Bay Catholic DSB joined Keewatin Patricia DSB spreading the impact of the program in

the Thunder Bay area. French-language school boards also became active including three new boards: le Conseil des écoles publiques de l’Est de l’Ontario, le Conseil des écoles catholiques du CentreEst, and le Conseil scolaire Viamonde.

In addition to the new school boards joining the EcoSchools network, many existing EcoSchools and boards had reason to celebrate. Two school boards (Hamilton Wentworth Catholic DSB and Niagara Catholic DSB) attained the im-

The EcoSchools program encourages the creation of a diverse EcoTeam at each school, representing all levels of student and adult participation.

Ontario EcoSchools is pleased to continue to support French-language schools with workshops and site visits, as well as a full suite of resources and ongoing support in the French language.

pressive goal of having 100% participation from all of the schools in their board. And for the first time in 201112, Ontario EcoSchools recognized over 150 schools that have been certi-

Ontario School Plant Manager | Fall 2012

17

fied for at least five years, with a 5-year seal, acknowledging their continued achievement in the program. This demonstrates that schools have continued to find the EcoSchools program a good tool in developing ecological literacy in their students, while implementing environmentally responsible practices on a daily basis to minimize the environmental impact of their school.

An exciting trend this year was a renewed focus on outdoor learning.

Through participation in the EcoSchools program, many schools designed, planned or implemented an outdoor classroom or garden area to increase the biodiversity and useful shade available within their grounds.

Nearly 60% of EcoSchools participants reported using a school ground greening project to enrich student learning and recreation. Halton DSB is working closely with the Back to Nature Network to publish a teacherâ&#x20AC;&#x2122;s guide to help teachers use the school grounds as a rich learning environment. Alongside the guide, HDSB invited elementary teachers to after school outdoor learning workshops with great response.

The EcoSchools program encourages the creation of a diverse EcoTeam at each school, representing all levels of student and adult participation, as this 18 Ontario Schoolâ&#x20AC;&#x2C6;Plant Manager | Fall 2012

The Ontario EcoSchools team congratulates all participating schools on their environmental achievements. has been seen to have a direct impacton success. Of those EcoSchools who

The Ontario EcoSchools program is free of charge, supported by the Ministries of Education, Energy and Environment.

For more information, visit www.ontarioecoschools.org. or contact Elanor Waslander, Ontario EcoSchools, Program Director at ewaslander@ontarioecoschools.org or 416-642-5774 x 1.

Built for kids that play tough.

attained the Gold level of certification this past year, nearly 85% reported having an EcoTeam that met frequently and had defined roles. From a facilities perspective, nearly all those schools reported some level of involvement on the part of the custodial and caretaker staff in the EcoTeam, while over 65% reported that the custodial staff members were frequent and consistent participants in the EcoTeam. Clearly, the role that custodial and caretaker staff members play on the EcoTeam directly impacts the success of an EcoSchool and cannot be understated.

As students, teachers, and school communities start the school year with

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Blue Imp playgrounds inspire and challenge kids while standing up to tough play. It’s all about putting fun first without compromising safety or durability.

inspiring to see how the growing network of schools and boards deepen their commitment to learning in, about and for the environment. The Ontario EcoSchools team congratulates all participating schools on their environmental achievements.

Ontario EcoSchools was created to address environmental issues in the formal education system. Seven school boards, York University, and the TRCA collaborated to adapt the Toronto District School Board’s EcoSchools program, developing a provincial environmental education

Call your Blue Imp play consultant at 1-800-661-1462 or visit blueimp.com for more play ideas.

program. » Ontario School Plant Manager | Fall 2012

19

Applying the Right Roof Coating to the Right Roof:

How to Select the Correct Restoration Solution for the Correct Roof Conditions

By Tom Stuewe

Downtown – Cool roof coatings, such as the acrylic coating shown here, reduce energy bills by decreasing air conditioning needs while extending roof life.

In today’s building industry and economy, we all want to get the most value out of what we purchase. Therefore, when you make a large investment like a roof, it becomes critically important to protect the investment through proper maintenance to ensure you will get the longest possible life out of your roof system.

Due to increased labour costs and the environmental considerations of a roof tear-off, roof coatings and roof restoration systems are becoming a more popular option. Of course, before you consider which restoration solution is the most appropriate option, it’s important to assess the current state of your roof.

Get to Know Your Roof Knowing when to repair versus when to replace a roof is a critical decision that requires an expert eye. Trained roofing professionals can assist you in by providing visual inspections to help identify roof 20 Ontario School Plant Manager | Fall 2012

Nashville – An aliphatic urethane high-tensile coating was used to restore this 20 year old roof.

damage and leaks, which are most often found in flashings and roof penetrations.

Address these critical areas prior to applying any roof coating. Core cuts and non-destructive testing provide key information in determining the condition of your roof. Also, wet insulation on a roof will need to be removed and replaced before the roof can be restored. An infrared scan can identify locations of wet insulation; typically if more than 30 per cent of the roof’s insulation is wet, a complete tear-off is recommended.

Selecting the Right Roof Coating With so many different types of products and chemistries available, it is important to select the most appropriate product based on your environment and needs. Some important roof conditions to consider when selecting a restoration coating include: • Current condition of the roof

• Location • Slope • Ponding water • Chemical exposure • High heat exposure • UV exposure Subjecting a roof or restoration coating to any or all of these conditions will greatly affect its performance and life expectancy. Therefore, when selecting from the variety of roof coatings available in the market today, it is important to consider the features and benefits of each coating type, as well as its drawbacks.

Acrylic Water-based acrylic coatings are both easy to use and environmentally friendly.

They are most often used for reflectivity and are designed to cool the roof down.

They are also very elastomeric, maintaining performance when temperatures fluctuate. However, they typically do not have

high tensile strength so may not be the best option to resist wear and tear.

Polyurethane Polyurethane coatings offer a highly durable surface that protects the roofing system from a wide variety of conditions. Urethanes typically have higher tensile strength than most other coatings, enabling roof system expansion and contraction. Polyurethanes are great in high-stress areas, around penetrations or on wall flashings where your building endures the most abuse. Keep in mind that there are two types of urethane coatings; aromatic urethanes may be adversely affected by UV over time; however, aliphatic urethanes are UV stable and will provide lasting integrity.

Silicone Silicone coatings are mostly used to cover and protect spray polyurethane foam (SPF) roofs due to the coating’s permeability. Silicones are also very well suited for areas with extreme tempera-

Type of Roof Coating

Conditions Polyurethane Acrylic Ponding Water Best Acceptable Chemical Exposure Best Acceptable High Heat Exposure Better Acceptable Building Movement Best Better UV Exposure Better Good ture ranges and intense UV exposure.

Once used, their slick surface can only be recoated using another layer of silicone.

Their downside is high dirt pickup and low abrasion resistance, making them unadvisable for highly visible or heavy traffic areas.

PVDF Polyvinylidene fluoride (PVDF)-based coatings – long associated with metal roofing – are now being used in traditional low-slope applications. PVDF-based coatings are typically water-based products, and they resist dirt pickup and maintain high reflectivity without fading or yellowing. The dried film surface is very smooth, promoting reflectivity, making them ideal

Silicone Better Good Best Good Good

PVDF Good Better Good Acceptable Best

for roofs demanding high aesthetics and energy savings.

Conclusion When selecting a coating to restore your roof, make sure the coating is designed for its particular conditions. Selecting the right coating will optimize the service-life extension of your restoration for the highest return on your investment.

Tom Stuewe is an 11-year veteran of the construction industry and active in many construction and coating industry associations. Stuewe is the Coatings & Mastics Product Manager at The Garland Company, Inc., a 100+-year-old manufacturer of high-performance solutions for the total building envelope. »

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Swish Maintenance Limited:

Value, Quality and Service Swish Maintenance Limited is a leading sanitation and maintenance company dedicated to solving all your cleaning needs since 1956. Over the years Swish has come to be known as the janitorial supply experts in the sanitation industry - we specialize in solving your cleaning and facility problems! Swish is located in 11 cities across Canada including: Peterborough, Whitby, Oakville, London, Kitchener, St. Catharines, Barrie, Kingston and Ottawa in Ontario, and Winnipeg, Manitoba and Dartmouth, Nova Scotia. All locations are open to the public and fully equipped with trained CleanIt Centre staff to answer all your questions. Swish also has a Direct Sales Team that can solve your problems onsite. Over the years we have established ourselves

as the education leaders within our industry. Some of our value-added services include: Easy Ordering • Shop on-line available 24 hours a day, 7 days a week, 365 days a year.

• Phone our order desk and speak to a real live person!

• Fax or e-mail (orderdesk@swish.ca) • In-person at a Clean-It Centre nearest you.

Training • Swish offers one of the most extensive training programs on cleaning in the industry, including a large library of CDs, DVDs and material on all types of cleaning.

HARNESSING THE POWER OF POLYMERS We lift, align, under-pin & stabilize settled slab-on-grade structures We densify and stabilize weak base soils to increase bearing capacity We fill voided areas such as sink-holes, wash-outs, etc.

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• Cleaning seminars on a wide variety of subjects featuring leading industry experts.

• Unique E-learning modules that allow you to train your staff at your convenience at their leisure.

Equipment Service Program • At Swish, we service what we sell. Our factory trained technicians will ensure that your equipment is repaired and checked right the first time.

• Our mobile service technicians can repair most equipment in your facility • For major repairs, our modern fully equipped repair shops will handle all of your requirements.

Rental & Leasing Program • If you are considering a major equipment purchase, Swish will arrange financing, leasing or rental discounts that will best suit your needs.

Health & Safety • A safer work place is important to us.

We offer standardized MSD Sheets that are readable, colour-coded, WHMIS and OSHA compliant.

• Computer tracking of MSD Sheets to ensure that you are kept up to date.

• Product and secondary labeling system instructing your employees on the “Right to Know” and training material and seminars to assist in education.

At Swish we have always prided ourselves on selling value, quality and service. We deliver proven innovative solutions that lower your procurement cost, increase your productivity, enhance your financial bottom line and make your work place safer and more environmentally responsible. »

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