In this issue... Publications mail agreement #40934510
Accessibility Spotlight on Keewatin-Patricia DSB
Good Energy Management The Role of the Facility Manager Take Back the Light
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Table of Contents Editor’s Message — Lyndon McLean
The Benefits of Good Energy Management
What it Means to be a Facility Manager
Take Back the Light and Make an Impact on the Environment
Accessibility Spotlight: 15 Keewatin - Patricia District School Board
President David Langstaff Publisher Jason Stefanik Editor Lyndon McLean email@example.com
The Top 10 Energy Wasters in K–12 Facilities 18 (and What to Do about Them)
Advertising Account Executives Robert Bartmanovich Cheryl Ezinicki Jennifer Hebert Mic Paterson
Firestone Introduces PlatinumPV™ Program 20 for Low-Slope Rooftops in Canada
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Enbridge Energy Solutions Consultants 22 Improving Energy Efficiencies with Enbridge’s Experts The Role of HVAC Air Filtration & LEED® Certification MOLOK® – The New Generation Waste Collection System
Every Building Contains Radon - It’s A Matter of How Much
Does your Heating System make the Grade?
Frost – Innovative Solutions for a Safe Environment
Upper Grand DSB Full-Day Kindergarten Moves Forward
Index to Advertisers
ON THE COVER New Prospect Public School in Dryden. COVER PHOTO AND PHOTOS ON PAGES 15-17 COURTESY OF SHEENA VALLEY, COMMUNICATIONS ASSISTANT, KPDSB. 4
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Ontario School Plant Manager | Summer 2012
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Lyndon McLean Some people see things as they are and say “Why?” I dream things that never were and say “Why not?” – George Bernard Shaw
We have more possibilities available in each moment than we realize. – Thich Nhat Hanh
To say we’ve come a long way from oneroom schoolhouses is an understatement. So much progress has been made in education in recent generations, and a school is no longer just the place students go for reading, writing and arithmetic. More than ever, schools are an organic environment, and the awareness that that environment impacts how students learn has made a difference to everyone from students and teachers to principals and facilities managers. The days of hot, cramped classrooms cooled only by a rattling metal fan and an open window are gone. We know now that that heat and noise do nothing to help a student learn. Technology has been a boon to the education system, allowing everyone to make a difference, whether it’s being green to save the environment or being energy efficient to save money. And the possibilities for everyone are limitless – for students to reach
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The Benefits of
Good Energy Management Good energy management avoids unnecessary costs improves the local and national environment by reducing carbon dioxide (CO2) emissions that result from energy use. Energy costs are, to a large extent, manageable. Prudent schools are saving significant financial resources by avoiding energy costs. Practicing good energy management also has the following benefits: • a voids energy costs to help provide more funds for books and equipment; • p rovides valuable curriculum opportunities; • strengthens quality management; and • increases physical comfort levels. By managing energy more effectively, many schools can reduce their energy costs by 15 to 20 percent. Energy waste results from inefficient plant operations, poor controls, poor energy awareness and poor or outdated practices. Canadian schools spend about $500 million annually on energy; avoiding unnecessary costs could reduce national energy costs by approximately $75 million per year.
The Environmental Picture In 1992, at the United Nations Conference on Environment and Development in Rio de Janeiro, the nations of the world signed up for Agenda 21, an agenda for the 21st century. In Chapter 28 of the Agenda, local communities are encouraged to adopt the principles of sustainable development. Each school should do its part to help achieve these goals.
Ontario School Plant Manager | Summer 2012
Managing Energy in Schools Good energy management ensures that energy use and energy costs are as low as possible and that standards of comfort and service are maintained or improved. A combined approach generates commitment at all levels to reduce costs and pollution. A workshop offered by Natural Resources Canada’s (NRCan’s) Office of Energy Efficiency (OEE), “Dollars to $ense: The Energy Master Plan,” also offers howto guidance. Developing an explicit policy forms an essential part of raising the profile of energy use in schools. A comprehensive policy should include the following: • a statement of commitment; • an outline of objectives; • an energy management action plan or master plan; • agreed-upon targets for energy consumption and costs; • a policy review process; and • the responsibilities and resources necessary to make the action plan happen. An effective energy management program should involve the entire school population. However, someone must coordinate central activities such as data collection and communications. This role may fall to the premises manager or physical plant manager. During initial development, teaching and non-teaching staff should be consulted in order to obtain commitment. In addition, ideas from pupils could be useful, and their involvement should be encouraged. An initial one-year plan for resource management should outline objectives, identify responsibilities and resources available and highlight the review process. Publicity and promotion of the policy throughout the school should ensure wide commitment.
In the planning framework, set preliminary goals, collect base data, design a tracking system, spot low-cost opportunities and plan project implementation. Then take action and start working on a longer-term plan. Remember to publicize and promote the policy throughout the school. Getting started also involves seeing how the school is presently performing. Benchmarking Guide for School Facility Managers (http://oee.nrcan.gc.ca/publications/commercial/6299) will help identify current performance, and how it compares with other similar schools. It also indicates what energy costs could be avoided by adopting “good practice.” The first step is to review your current energy management and answer the questions of how is it done, what policies are in place, what information is collected regularly and who is responsible. Developing an Energy Management Action Plan A master plan helps focus activities and gain commitment. Guidelines and templates are available from the OEE to help schools complete action plans. An officer from the OEE’s Energy Innovators Initiative can also help schools develop their plans. Here are some tips to start the campaign once the energy coordinator has been appointed. • Make sure that energy data are collected regularly - weekly or monthly - to correspond with utility meter readings and/ or fuel deliveries. • Update records and profile the school energy performance over 12 months. Compare these figures with benchmark values. • Check energy bills for the last year. Are the correct rates being charged?
• S et up a winning team to oversee the campaign, encourage motivation and maintain progress. Choose members from all areas - teaching and non-teaching staff and students. • S tart regular walk-through tours •A gree upon good housekeeping measures room by room, and explain them to teaching and administrative/support staff and students. •U pdate lists of items that need maintenance, servicing, repair or replacement. • S et priorities for investment. Where there are plans for building retrofits, incorporate energy-saving measures at little extra cost. •H ave teaching staff and students nominate energy monitors to switch off lights, etc. • T alk to teaching staff about direct involvement of older students through curriculum projects. •K eep people informed on progress. Give
staff and students regular feedback through newsletters, posters and other communications items. • Set targets for energy cost savings and/ or CO2 savings. Compare overall performance with best practice benchmarks. • Set up regular and continuous staff training. Conducting a Walk-Through Energy Audit A simple inspection of the school premises can reveal where excess energy use can be avoided. What is a Walk-Through Energy Audit? A walk-through energy audit is a tour of school premises to inspect its energyusage practices. Adapt a checklist to make an organized and thorough inspection of each room and circulation area. Note the following: • where energy is being wasted (i.e., where good housekeeping practices are
not being followed); • where repair or maintenance work is needed; and • where capital investment is needed to improve energy efficiency. When Should You Do a Walk-Through Energy Audit? Aim to audit your school at least twice a year - before the start of the heating season and at the end. If possible, tour more often, e.g., once a month during the heating season. Stagger the times of inspections - at lunchtime, at the close of the school day, during cleaning periods or evening use, on the weekend and even during holidays. What Should You Look For? First, draw a simple block plan of your school. Mark how the school is divided up in zones for heating and lighting. As you make your tour, identify the position of the following:
Ontario School Plant Manager | Summer 2012
• the school’s boiler room; • a ll gas, electricity and water meters, on/ off valves and stop controls; • f uel storage tanks and their contents gauges; • a ny zone controls or switches for heating and lighting; and • a ll boiler controls, time clocks and thermostats.
Use this plan to familiarize members of your team on how the school is heated, lighted and ventilated, and the location of any major items of equipment that consume energy. This is useful because it will allow staff to have a better knowledge of the school. Have members of the team read each type of meter you have. Read these regu-
larly (once a week). In addition, try reading them the last thing after school on Friday and then again before school on Monday to discover how much of your consumption is occurring while the school is unoccupied. Include all heated and lighted spaces, not just classrooms.
Seasonal Tips for Good Practices To achieve and maintain good or best practices, schools must implement effective energy management alongside specific improvement projects. In addition to establishing a master plan, good housekeeping measures should be regularly maintained. Tasks vary with the time of year. Here are some seasonal tips to help schools plan their campaign throughout the year. Spring • Adjust heating systems to ensure that overheating does not occur. • Check that the warm-up period of your building is shorter than in winter. • Check if heating is turned off earlier in the day. • Reset time switches for daylight-saving time. Summer When premises are closed, ensure that all non-essential heating, ventilation and lighting systems are switched off. This can be checked by reading meters during empty periods. Plan ahead for energy-efficient operation prior to the heating season, and ensure that boilers are serviced and that pumps are checked. Fan convector filters should also be cleaned. In addition, check the following: • external envelope of the building should be free of damage that could result in heat loss; • roof space insulation should be in place and be of the current recommended thickness; • external doors should fit and close properly, and doorclosers should be operating effectively; • effective weatherstripping should be fitted to all external doors and windows; and • all windows should fit and close properly, and any damaged handles and latches should be repaired.
Autumn • Check timers, including resetting when daylight-saving time ends. • Turn on the heating only when it is needed. • With the heating on, check that room temperatures are at the minimum required for comfort with no overheating. • Check that buildings are at the correct temperature during occupancy only. • Avoid heating the whole building when only security staff is occupying the building. Winter • Ensure that buildings are correctly heated and lighted only when required. • Ensure proper control of supplementary portable heaters. • Label light switches to ensure that only necessary lights are turned on. • Check that security lighting comes on only when darkness approaches. • Check that controls permit different weekend settings. • During holidays, check that minimum essential services operate correctly. • Check that heating system controls respond to changes in weather. • Ensure that cleaning staff use minimum lighting to work effectively and permit safe movement. Notes: When adjusting heating temperatures and lighting levels in teaching and working spaces, make certain that health and safety requirements are fully met. ASHRAE standards also provide guidance on suitable seasonal temperatures for comfort purposes. »
All information courtesy of the Office of Energy Efficiency (http://oee.nrcan.gc.ca/publications/commercial/16513). 10 Ontario School Plant Manager | Summer 2012
What it Means to be a Facility Manager By Chuck Morris
Previously published in the Fall 2011 issue of Ops Talk, the official publication of the Educational Facility Managers Association of B.C.
Thirty or so years ago, not a lot of thought was given to facility management and what it meant. It was a thriving industry and was providing some very good opportunities for a great many individuals, but those “looking in” did not really understand it. Sure, they may have seen various operations overseen by real-estate management firms or people hired specifically to run the maintenance of a building, but for many that is where it stopped. Many people fell into the role of facility management not by design but by having seen an opportunity for some sort of advancement within their area of work.
They developed over the years and grew into the role. Others saw a different sort of opportunity, decided that’s where their strengths were and thus identified a career path they thought would be a good course to follow. Notwithstanding their reasons for choosing this work, both groups made a good choice. It is not just facility managers who realized this career path was a good one to choose; this industry is huge, and as the years went on (beginning far longer than thirty years ago), many of these people realized they had commonalities with others around the country. Like-minded individuals got together and formed associations to allow a broad exchange of information and create an ability to grow. Take a look at how many facility management (FM) associations exist today:
• International Facility Managers Association (IFMA) • Facilities Management Association (FMA) • Association of Physical Plant Administrators (APPA) • Restaurant Facility Management (RFM) • Educational Facility Managers Association of B.C. (EFMABC) • Health Estates and Facilities Managers Association (HEFMA) • Louisiana School Facility Managers Association (LSFMA) • Association of Property and Facility Managers (APFM) These are only a portion of what is out there, all working to promote growth of their members and position those members for opportunities within the facility management field.
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Beginning with the early days, people moving into this choice of work would have an identified interest maintaining buildings. They may have learned certain traits through osmosis, working under a tradesperson, or they may have been a tradesperson who wanted to do more than build, install and walk away from the facility. As time went on, others became attracted to the work as well. Most soon realized either more education was necessary or, to help them out, contractors were hired to carry out identified work within the facility. In the past number of years, more and more people saw the growth within this industry and the need to provide education centred on facility management, including all the components that make up the day-to-day life of a facility manager. The various associations have been working to identify educational needs and bring in facilitators to teach numerous courses. The vendors who facility managers deal with on a regular basis have seen this happen and they, too, have stepped up to provide
12 Ontario School Plant Manager | Summer 2012
product – and service-specific training. What is even more interesting is the fact that colleges and universities are now offering a myriad of coursework to educate the facility manager through certificate and degree programs. Many facility management associations have now identified specific course materials that are offered at these institutions and specify these to their members as a requirement toward earning a designation that identifies, to others, that this person really is trained and knowledgeable about his or her work. A facility manager needs to have great communication skills, enjoy working with people and have good problem-solving skills and an overall focus on everything safety. A facility manager can be tasked with the responsibilities of looking after large commercial buildings, hotels, hospitals, condominium complexes, universities and schools. The work entails a very wide range of responsibilities, which could include staffing, all components of a building’s upkeep and renovation, new
building projects, maintaining the surrounding grounds and, in an educational setting, possibly even managing bussing and fleets. Facility management is a great career choice. If you love challenges and can deal with the unexpected with focus and determination, this could be for you. As educational requirements and responsibilities for the job increase, so too does the potential for a very good income. Facility managers are dedicated people carrying out their work in a professional manner that directly reflects on their demeanour, the organization they work for and the profession itself. Just over 30 years ago, Chuck entered the world of facility management in the K-12 education public sector. With his trades background and certification in some specialty areas, he already had a good grasp on what makes a building “tick”. Identifying opportunities to expand his knowledge almost immediately, Chuck firmly entrenched his work life with continuing education, building upon his ability to understand new systems and how to incorporate these into the life of a facility. Chuck worked his way through the ranks and was soon managing departments before moving into a director of operations position. During those years, he recognized the need to share information with his peers, as some of them were struggling with problems for which others already had developed solutions. Chuck was invited to run as a director with the provincial association formerly called the School Plant Officials Association of British Columbia (SPOA B.C.) and now re-branded as the Educational Facility Managers Association of British Columbia (EFMA B.C.). He spent seven years on the executive and was the president for the 2007/2008 term. Always pushing to share information, Chuck is a big advocate of building confidence in his staff by teaching and coaching them as part of succession planning. Chuck believes in sharing as much information as he can with his peers around the province. »
Take Back the Light -
and Make an Impact on the Environment By Jodi Frye, Recycling Council of Ontario If you are reading this article at work, look up – what do you see on the ceiling? Probably fluorescent lamps. When people think of fluorescent lamps, they likely think the four foot tubes that look like Star Wars lightsabers. While these are the most common lighting sources used in the institutional lighting sector, there are many other lights that fall into the fluorescent lighting category, including compact fluorescent lamps (also known as CFLs), high-intensity discharge lamps, mercury vapour metal halide lamps and low-pressure sodium. Mercury is an essential component for these types of lamps to work. Because fluorescent lamps – and in fact all lamps – contain hazardous materials, they all should be managed properly of at the end of their life, and by properly, I mean reduced to their component parts and recycled. So how is your facility handling the endof-life management of its spent lamps? While some facilities are recycling their lamps, a great many others are not. In 2005 (the most recent study of its type), the Recycling Council of Ontario found that only 5% of the more than 30 million lamps generated yearly in the industrial, commercial and institutional sectors were being properly recycled. With no regulatory pressure and none on the horizon requiring greater lamp recycling, the question arose of how this situation can be improved. It is because of this void that a program called Take Back the Light was created. What is Take Back the Light? How does it work? Take Back the Light (TBTL) is Ontario’s first comprehensive fluorescent light recycling program designed to make purchasing and recycling easy and cost-effective. The program is built on the principles of green
procurement, which necessitates that endof-life management be taken into account when a product or service is purchased, just
as performance, customer service and cost are considered. TBTL works with both lamp suppliers and buyers of fluorescent lights
Ontario School Plant Manager | Summer 2012
to recover and recycle spent lamps whether they are generated through relamping, ongoing service or a retrofit. According to Jason Fani, Assistant Director of the Ministry of Environment, “The Take Back the Light fluorescent lamp stewardship program is an excellent example of the innovative and effective programs we need in Ontario to drive waste reduction and pollution prevention. This program incents the right behavior by
14 Ontario School Plant Manager | Summer 2012
using the marketplace to incent environmental leadership.” TBTL only partners with processors that have been audited and approved against the programs standards, standards that were written in consultation with more than 20 stakeholders, including Environment Canada, the Ministry of Environment, the Ministry of Labour and lamp processors. As a buyer of lighting products, facility
managers are in a unique position to find great lighting service at a reasonable price through TBTL because lighting suppliers that partner with TBTL are able to offer value added collection and recycling services in addition to your standard lighting. Chris Ferris, the Manager of Purchasing Services for the Toronto District School Board, says that “the program provides a positive framework for our interactions with lighting suppliers. We believe in this program so much that we made it a requirement of our last tender for lighting supplies. Our document stated that the successful bidder must be a registered Take Back the Light distributor and process the TDSB’s spent lamps through the program.” The benefit to the buyer is not only the great service – which will include lamp recycling – but also the knowledge that the lamps are being properly recycled and that all lamps recycled data is being tracked and verified by a third party for accuracy and impartiality. TBTL also profiles program participants and provides promotional materials so that TBTL participants can be recognized for their progressive efforts to recycle their lamps. TBTL has been operating for four years and has an impressive selection of suppliers on its roster, including Eco-Shift Power, Gerrie Electric, Graybar Canada, Guillevin International, HD Supply Litemor, House of Electric Suppliers, LaPrairie Inc., Nedco, Osso Electric Supplies, Paul Wolf Electric, Powertrade Electric, Province Electric, Westburne Ruddy and WESCO Distribution Canada LP. We asked WESCO Distribution Canada LP their reason for becoming a registered participant of TBTL, and this is what they had to say: “WESCO believes that we all have a social responsibility to protect our environment. Across Canada and the United States, WESCO’s partnership with lamprecycling companies simplifies sustainable practices for customers and WESCO operations alike. WESCO is reducing its energy consumption and environmental impact. We want to help you do the same.” So what is your facility waiting for? For more information about how to make sure that your facility is properly recycling it lamps, visit www.takebackthelight.ca. »
Keewatin-Patricia District School Board By Lyndon McLean
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Since the Accessibility for Ontarians with Disabilities Act became law in 2005, all organizations, including schools, have been working to ensure all students have the opportunity to learn. With more than 5,000 students at 23 schools, Keewatin-Patricia District School Board in northwestern Ontario is one of many school boards making accessibility a priority. Once the AODA legislation was in place, KPDSB developed a plan to make its schools accessible and create a positive learning atmosphere. In keeping with their policy of providing an environment in all of its facilities that builds independence, dignity and respect for students, parents/guardians, the public and staff, KPDSB has identified and removed numerous barriers to accessibility. These include physical (i.e. a door knob that cannot be operated by an elderly person with limited upper
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Dryden High School’s acting vice-principal Brad Bartlett demonstrates the school’s sound system
New, handicap accessible front entrance of Beaver Brae Secondary School in Kenora 16 Ontario School Plant Manager | Summer 2012
body mobility and strength), architectural (i.e. a hallway or door that is too narrow for a wheelchair or scooter) and policy/practice (i.e. an organization that does not have any policies in place to address the issue of hiring persons with disabilities), among others. KPDSB’s accessibility plan and the process of making schools accessible have increased awareness at all staff levels, according to Facilities Manager Kim Carlson. “The whole process is great and has brought accessibility to the forefront. It has become part of the budget and part of the daily routine.” A lot of progress has been made, with numerous changes and improvements being implemented, including: • At Lakewood Public School, the stairway at the front of the school was too narrow for traffic flow, so they were widened to twice the width. • At Beaver Brae Secondary School, the Physical Science lab was redesigned to include a handicap work station. • At Dryden High School, a wheelchair ramp
was installed to allow access to from the gym to the field. A portable wheelchair lift was also purchased and installed to allow wheelchair access to the gym stage. • All schools purchased rocking chairs for autistic students to replace uncomfortable student chairs. As well, the standards for desks purchased were changed to better accommodate handicap/oversize students. Work is ongoing at all schools. And while awareness certainly reduces the challenges of making schools accessible, the main hurdle, according to Carlson, is one that’s common to all schools boards: funding. He says many items have been bookmarked for future work and are completed as funding becomes available, such as: • Developing an area outside the classroom for students requiring special needs programs at Red Lake High School. • Installing an elevator at Keewatin Public School to allow handicap access between floor levels. • The reception counters in the main offices
Photos by Sheena Valley, Communications Assistant, KPDSB
Atrium of Open Roads Public School
of all schools are being reviewed to ensure they are wheelchair accessible. Carlson says special education programming resource rooms like the one in Red Lake High School are a priority and will eventually be part of every school, as will high-quality sound systems, which help hearing-impaired students (they can be tied into hearing aids) and also provide clarity to all students. Other measures being taken to improve learning access students include designing new schools like the recently opened Open Roads Public School with heating and ventilation systems that reduce background noise and keep students’ attention focused. “Environment is key,” Carlson says. Sound, colour and lighting are some of the things now taken into consideration in school design and redesign to eliminate any and all barriers. Even special education staff and local agencies have become involved in the process – because it’s important that all students have equal opportunities and a positive learning experience.
Wheelchair lift at New Prospect Public School
Accessibility for all Ontarians The Ontario government introduced the Accessibility for Ontarians with Disabilities Act (AODA) in June 2005 because it’s important for everyone, regardless of their abilities, to have equal opportunities. The AODA outlines enforceable standards with timelines for compliance in accessing goods, services, information, transportation, employment, buildings and public spaces. Requirements are being phased-in between 2011 and 2025 to allow organizations time to plan for accessibility. The final proposed Accessible Built Environment Standard is currently under development. The Standard proposes requirements in areas such as entrances, doorways and ramps, parking spaces, signs and displays and builds upon current accessibility provisions in the Ontario Building Code. If the standard becomes law, it will apply to new construction. However, buildings that undergo extensive renovations will be required to conform to accessibility requirements in the Ontario Building Code, as is the case now. This will allow organizations to include accessibility in building plans right at the beginning. For more information on accessibility in Ontario, visit http://www.mcss.gov. on.ca/en/mcss/programs/accessibility/ » Ontario School Plant Manager | Summer 2012
The Top 10 Energy Wasters in K–12 Facilities By Dave Leathers
(and What to Do about Them)
This article originally appeared in the May 2010 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.
Every year, K–12 facilities waste millions of dollars in excess energy consumption. Those dollars may take the form of lost heat through walls, windows, doors, and roofs. Or the villain may be poorly conceived or mismanaged control systems. Those excess funds that districts are sending to the local utility companies could be invested “at home” to improve the facility and work toward a zero net-energy environment. Start with the following list of top energy wasters and strategies to mitigate them.
1. Inefficient Energy Management System A poorly configured energy management system can waste 20%–25% of your gas and electricity dollars. Align yourself with a control professional who not only understands how to “write code” but also Integrates the functions of your mechanical systems, using concepts of timeof-day scheduling, ventilation control consistent with space use, optimized startstop, free cooling, and heat recovery; Demonstrates a working knowledge of the rate structures offered by your utility company and ways to manage your mechanical systems to function within the restrictions of those structures; and Develops graphic interfaces that a novice user can understand and navigate. Although often cursed, an energy management system can be one of your greatest assets.
2. Lack of Central Plant Optimization The typical workhorse components of your heating, ventilating, and air-conditioning system are boilers, chillers, pumps, and cooling towers. They can look intimidating and if not properly optimized can be very costly to operate. For example, if the burner on a boiler is improperly calibrated,
18 Ontario School Plant Manager | Summer 2012
it can cause a boiler designed to operate at 80% efficiency to run at 60%. Although often cursed, an energy management system can be one of your greatest assets. Develop a relationship with a mechanical systems service organization that has a verifiable positive record in providing preventive maintenance on central plant components. Again, as with the controls, the service organization must be able to articulate a working knowledge of utility rates so as to help “right size” equipment or offer higher-efficiency alternatives to your current equipment. In addition, your energy management professional must be able not only to program your central plant to function in harmony with your K–12 building operation but also to exploit opportunities in the utility rate structures.
3. Postponed Routine Preventive Maintenance Even the most routine maintenance, like changing filters, can greatly enhance the energy efficiency of a building system. The facilities management staff should review the operations and maintenance manuals for each piece of equipment and use that information to develop a list of maintenance tasks, such as boiler cleaning, belt tensioning, lubrication, and chemical treatment. From there, they must integrate the task list into a calendar. Contract with a preventive maintenance firm or purchase a computer software program to track tasks and generate reminders.
4. Domestic Hot Water Systems Domestic hot water systems are also prime candidates for promoting energy conservation. Centrally located domestic
water heaters with large storage capacities are often designed for the anticipated demand of locker room shower use occurring simultaneously with dish-washing and general restroom hand washing. By their very nature, steam systems are less efficient than hot water heating systems. A strong energy partner can evaluate the domestic water system as it relates to actual use. It may be advantageous to distribute small point-of-use water heaters for hand washing in restrooms, to develop a dedicated system for the kitchen, and to install time-of-day controls. Consider demand-based water heating at shower locations. This approach can eliminate long runs of domestic hot water distribution piping with the associated energy losses and can eliminate the losses associated with large storage tanks.
5. Inefficient Lighting Systems Are the gym lights left on all day because they take so long to “warm up”? Maybe the daylight in the lobby or cafeteria would be more than enough on a sunny day, but the “keyed light switch” makes it inconvenient to turn off the lights. Lighting systems are making tremendous advances in technology and efficiency; in fact, simple lighting controls along with florescent and LED technologies are making two-year-old lighting systems obsolete. Consider systems like occupancy control, daylight harvesting, and automatic dimming as cost-effective ways to reduce your electricity consumption and energy demand profiles.
6. Traditional Pumping Systems Many K–12 facilities use pumps to allo-
cate hot water and chilled water from the central plant to the distributed heating and cooling systems. By design, these pumping systems can meet the greatest demand for heating and cooling imposed by occupancy and weather conditions. In fact, in designing the pumping systems, the systems engineer likely assumed that all areas of the building peaked simultaneously. Yet we know the students are in the cafeteria at lunchtime and not in the classrooms, and the gym rarely sees full occupancy on the hottest, sunniest days of the year. As a result, there is ample opportunity for the pumping systems to circulate “less-than-design” flows as much as 98% of the year. Consider variable frequency drives, reduced pumping capacity, parallel pumping, primary and secondary pumping, or other technologies to immediately lower your electric bills.
7. Wasteful Boiler Systems As systems age, they tend to become less efficient. Hot water boilers are no exception. The burner components wear and become “sloppy”; the heat transfer surfaces get dirty both inside and out; and controls need recalibration. Preventive maintenance can keep a boiler at its best for many years; yet there is more to consider. Don’t just assume that because your facility is new, the boiler plant is capable of delivering efficiently generated heat throughout all ranges of use. Much like pumping systems, boilers are selected to meet the greatest potential demand, so for 90% of the year they are oversized. An energy professional should be able to review your gas consumption history and evaluate the potential advantages of a high-efficiency “light-load” boiler.
cold “makeup water” to steam temperatures. They are also much more difficult to control. Because steam systems operate at higher temperatures, the piping systems have greater losses. And when you consider steam traps and condensate pumps, they are more costly to maintain. The best approach is to replace the steam plant and distribution system with an alternative; however, the cost for this work may be more than the utility savings can justify. In those cases, have your energy partner evaluate technologies like periodic trap inspections, flue gas heat recovery, enhanced piping insulation, and heat recovery at locations where condensate is vented to the atmosphere.
9. Outdated Plumbing Fixtures K–12 facilities are huge consumers of water. Much like lighting, improvements in plumbing fixtures have been swift in the past three to five years. Many fixtures that formerly consumed 2.5 or 1.6 gallons per flush can now be replaced with fixtures that use 1.1 or 0.8 gallons. Furthermore, you can decrease your water cost with low-flow faucets and showerheads and the application of sensor-based technology.
8. Outdated Steam Systems Many older K–12 facilities use steam boilers and steam distribution systems as a building’s heating source. By their very nature, steam systems are less efficient than hot water heating systems. They operate at higher temperatures, thereby losing more “up the flue.” Consequently, they have a constant demand for makeup water and chemical treatment and the need to heat
10. Retro-Commissioning School districts have used commissioning for years. By definition, commissioning is the methodical evaluation of systems and controls to ensure that their performance is consistent with the design intent of the original architect and engineer. Retro-commissioning is also a methodical evaluation of your building systems; however, the focus is shifted to make the building function efficiently as it is currently used. Often, buildings are remodelled or the function of rooms has changed; yet little consideration is given to the effect of energy use as a result of such changes. Additionally, schools may design a building with the anticipation of particular enrollment figures that have changed or have not yet been met. These, and similar issues, justify the investment in retro-commissioning. If for no other reason, it can enhance comfort and therefore the learning environment.
Start Now This list of tips, steeped in engineering and technical details, may seem overwhelming. So where to do you start? 1. Remember, the money is in your budget to make the appropriate modifications. It is currently being spent as excess energy consumption. Reinvest those dollars in the form of payments to retire an investment in energy security. 2. Be sure to benchmark your utility consumption against other K–12 facilities in your geographic area. The U.S. Department of Energy, Energy Star, utility companies, and others all have benchmarking information. In addition, firms that specialize in energy work can evaluate your buildings. And don’t be surprised to learn that your new, supposedly efficient, five-year-old building is an energy hog! 3. Find a professional energy services firm that can help you integrate the process. Some firms specialize in energy analysis and retrofits, but invest some effort in checking their references. Talk to your peers and find out who they have used and whether they had a good experience that resulted in real savings. 4. Don’t become enamoured by all the “renewable technologies” currently being promoted. Yes, they are great technologies and will ultimately allow the United States to become more energy independent. But you should first focus on what you can do to make your facility efficient. For example, why invest in a 200kilowatt solar panel system to generate power you would have otherwise not used? Remember, you can’t tell who won the game without a scorecard. Don’t just pay the utility bills—track them. Ensure that you have developed an energy baseline before you start your energy projects and then, on a monthly basis, compare your current consumption to the baseline. Make sure you are winning the energy savings game! David Leathers is senior vice president of building service and energy solutions with Limbach Inc. Email: firstname.lastname@example.org. » Ontario School Plant Manager | Summer 2012
Okanagan College of Excellence (Living Building Challenge) in Kelowna, BC. Its 71,000 ft2 roof is covered by the Firestone EnviroReady System.
A PV installation by Firestone Energy Solutions.
Firestone’s PlatinumPV™ Program Firestone Building Products Canada, in partnership with Firestone Energy Solutions, is pleased to introduce the PlatinumPV™ program for low-slope rooftops in Canada. The program provides building owners with an energy-producing rooftop, consisting of a Firestone top-of-the-line Platinum roofing system – EPDM, TPO, asphalt or metal – combined with a turnkey rooftop PV solution. The PlatinumPV™ program minimizes risks, maximizes return on investments and provides peace of mind for decades to come. High-Performance Roofing System A high-performance roofing system must be in place to turn the roof into an energy-producing asset. Available with EPDM, TPO, asphalt and metal, Firestone Platinum roof assemblies sum up decades of roofing system design expertise to bring the best commercial roofing has to offer. By incorporating ISOGARD™ HD 120 psi polyiso cover board to protect from higher levels of traffic with Firestone’s thickest and toughest fully adhered single-ply membranes, SBS and metal profiles, Firestone is able to offer the ultimate in building owner peace of mind. Once a high-performance roofing assembly – warrantable for 30 years – is in place, it’s time to turn the roof into a “power plant.” Rooftop Solar Photovoltaic System Firestone Energy Solutions is a onestop-shop for rooftop PV systems. Besides 20 Ontario School Plant Manager | Summer 2012
a full line of PV products with 25-year solar module efficiency guarantees, services offered range from financial analysis and system engineering to solar system contracting. Once the PV system is in place on top of the high-performance roof assembly – “Platinum” – Firestone can offer an optional Solar Service Agreement (SSA). Solar Service Agreement (SSA) Firestone’s Solar Service Agreement (SSA) is a promise to remove and reinstall rooftop PV as needed to investigate warranted roof leaks. Linked to coverage terms of Firestone’s industry leading Red Shield™ warranty, the SSA can be purchased for up to 30 years, outlasting PV module warranties. By creating such a durable roofing substrate for a rooftop PV system, solar electrical production can go on undisturbed for decades, resulting in years of additional profit generation. Rooftop solar is purchased based on a calculated return on investment. The expense of disassembling and moving solar arrays for roof maintenance or replacement can obliterate anticipated ROI. The Firestone PlatinumPV™ program combines 30-year Red Shield® roofing warranties and 25-year solar module efficiency guarantees along with an optional Firestone Solar Service Agreement for the ultimate peace of mind and maximal ROI. For more information on the PlatinumPV™ Program, please contact Michael Sexton, Senior Sales Engineer at Firestone Energy Products, at email@example.com.
About Firestone Building Products Canada Firestone Building Products Company, LLC (FSBP) is a leading manufacturer of EPDM, TPO, asphalt and metal roofing systems, polyiso insulation and accessories for the commercial roofing industry. Firestone also offers a number of green roofing solutions, including photovoltaic, daylighting and vegetative roofing systems. Beyond high-performance roofing solutions, FSBP offers installation expertise and product support through roofing solutions and technical services departments and an international network of roofing contractors, distributors and field sales representatives. FSBP Canada is headquartered in Mississauga, Ontario. Visit the FSBP website at www.firestonebp.ca. About Firestone Energy Solutions Firestone Energy Solutions is committed to providing products and systems that assist in conservation and the production of energy for the commercial building envelope. Working in conjunction with Firestone Building Products, the company serves as a single-source option for all products associated with rooftop photovoltaic installations. In addition, Firestone provides solar and installation technologies from leading manufacturers, along with the ability to provide warranty coverage for both the roof and energy systems. Firestone Energy Solutions is a division of Firestone Building Products, LLC. Visit the Energy Solutions website at www.firestoneenergy.com. »
Enbridge Energy Solutions Consultants
Improving Energy Efficiencies with Enbridge’s Experts Achieving energy efficiency is not as complicated, time consuming and costly as one may anticipate. In fact, it’s never been easier for sustainable building owners with the help and support of an Enbridge Energy Solutions Consultant (ESC). An ESC’s primary objective is to improve energy efficiencies with their technical expertise and sustainable energy solutions while saving the customer money by reducing energy expenditures and making them aware of financial incentives available. They have industry knowledge, which allows them to find the energy initiative that’s right for each business. Enbridge’s ESCs offer a wide range of related free services especially designed to help customers establish and fulfill a successful energy conservation plan. The consultants are able to provide customers with a customized natural gas energy plan identifying improvements to maximize available financial incentives by performing a preliminary walk-through of a building. An Enbridge ESC is available to offer solutions to customers for
a program, promotion or technical assistance they require and will ensure projects are simple and easy to execute. In addition to offering solutions, they are also able to connect customers with an inventory of Enbridge’s independent business partners including manufacturers, energy specialist and contractors for equipment, installation and maintenance estimates and assistance. ESC’s work with their customers to determine the most suitable incentive program to ensure they receive the maximum payback as possible. These experts will work with their customers during the application process to ensure everything runs smoothly, ensuring that not only is time saved but also that the project will be eligible and that it can start immediately. To get started on an energy efficiency project or for more information, please contact Enbridge Gas Distribution at 1-888-427-8888 or visit www.enbridgegas.com/commercial. »
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The Role of
HVAC Air Filtration
By Bob Jackson, Norspec Filtration Ltd.
Buildings pursuing LEED® (Leadership in Energy and Environmental Design) certification need to evaluate many things relating to energy efficiency, water efficiency, indoor environmental quality and related materials and resource selection. But did you know that choosing the right air filter also can be an integral part of a building’s environmental sustainability strategy? In fact, implementing the right HVAC strategy could net you up to 11 LEED credits. Air Filtration for IAQ and Energy Efficiency A building’s HVAC air filtration system provides tangible ways to improve indoor air quality (IAQ) and energy efficiency – two main tenets of the LEED program. In addition to contributing to the completion of LEED credits and prerequisites, careful selection of the right HVAC filter and filter media can actually save money in the long run – answering critics’ charges that green buildings always have to cost more. Effective air filtration provides the primary defense for building occupants and HVAC equipment against particulate and gaseous pollution generated within a building, as well as pollutants from air drawn into a building by the HVAC system. At the same time, air filters play a significant role in the energy consumed to operate the HVAC system. The higher the filter’s resistance to air passing through it, the more energy is consumed to operate the HVAC system. But even though we speak of air filters, it’s really the filter media that has 24 Ontario School Plant Manager | Summer 2012
the biggest effect on providing clean air, protecting HVAC equipment and minimizing energy consumption. That’s why the right filter media strategy can help buildings become more environmentally sustainable and meet LEED and other green building rating system criteria. Select the Right Filter To understand how the right filter can help to achieve LEED prerequisites and credits, it’s important to understand how filters should be selected to meet IAQ and energy efficiency requirements. One of the biggest factors is filtration efficiency, which defines how well the filter will remove contaminants from air passing through the HVAC system. The American Society of Heating, Refrigerating and Air-Conditioning Engineers (ASHRAE) has an HVAC filter test standard to quantify the efficiency of filters. The ASHRAE 52.2 test standard measures the fractional particle size efficiency (PSE) of an HVAC filter. This indicates the filter’s ability to remove airborne particles of differing sizes between 0.3 and 10 mi-
crons in diameter. A Minimum Efficiency Reporting Value (MERV) is assigned to the filter media depending on the PSE in three different particle size ranges: E1 (very fine particles in the 0.3 to 1 micron range), E2 (fine particles in the 1 to 3 micron range) and E3 (coarse particles in the 3 to 10 micron range). A MERV rating of 5 is least efficient, while a rating of 16 is most efficient. For the best and most complete way to compare the filtration efficiencies of different air filters, review the efficiency values that are included in the ASHRAE 52.2 test report. The E1, E2 and E3 efficiencies represent the true measure of filter performance and give users a more complete picture of what the filter will actually do. Filters and Energy Efficiency Commercial and residential buildings account for 70 per cent of all electricity consumption and 40 per cent of all greenhouse gas emissions. A third of the energy used by commercial buildings goes to ventilation and space heating/cooling. The energy used by HVAC systems is based on
& LEED Certification the resistance of the air passing through the filter. The lower the filter’s resistance, the lower the energy consumption will be. Switching to a filter with a lower resistance to airflow is one of the easiest changes building professionals can make in an effort to reduce energy usage and cost. That’s because the HVAC system fan motor needs to overcome less resistance to deliver the required airflow, thus reducing the motor’s energy consumption. Fortunately, modern filter media has given the industry the capability to produce filters that provide a lower resistance to airflow while maintaining high-particle capture efficiencies, thereby providing the ability to improve IAQ and reduce energy costs simultaneously.
Reduce Waste and Greenhouse Gas Emissions In addition to providing for superior IAQ and reducing energy consumption, HVAC filter selection has a direct effect on a number of environmental sustainability issues: – Greenhouse gas emissions – A 0.05” WG reduction in a filter’s initial resistance to airflow may reduce CO2 emissions up to 4% or 120 lbs. per filter. A 0.20” WG reduction in a filter’s initial resistance to airflow may reduce CO2 emissions by up to 9% or 480 lbs. per filter. – Raw material use – Some filters provide superior performance while using less media than other filters. In ad-
dition, filter media can be made with recycled polymer from manufacturing waste streams.
– Waste output – Choosing high-capacity pleated filters can extend filter life and reduce changeouts and associated waste streams. Conclusion Once a robust air filtration system has been implemented, it’s important to pay attention to proper filter maintenance. Delaying filter maintenance increases energy consumption and increases CO2 emissions. Reducing HVAC energy consumption
natural resources – a wise sustainability strategy. »
Ontario School Plant Manager | Summer 2012
MOLOK® – The New Generation Waste Collection System The MOLOK® Deep Collection System for waste and recyclables offers the ultimate solution to all aspects of project development and management – from the ease of planning to preserving nature in the end. As a planner, there is no need to worry about extra space requirements for cumbersome waste enclosures or waste rooms, there are no lost parking spaces and no eyesores spoiling the otherwise creative and beautiful designs of new schools and other projects. Instead, the MOLOK® Deep Collection System provides new opportunities for beautiful landscaping while conserving precious space. How Can This Be? MOLOK® containers are installed partly underground, and because of the way they’re emptied, MOLOK® containers are never moved once installed. This allows for creative landscaping around the units – plus precious space is saved for other uses, such as parking, playgrounds etc. The containers are emptied by means of an articulate crane, which allows for flexible placement of the containers. A typical MOLOK® emptying truck needs only a fraction of space to operate compared to traditional above-ground systems. Benefits to the Builder MOLOK® containers are quick and easy to install. By following instructions, a typical MOLOK® container installation requires 26 Ontario School Plant Manager | Summer 2012
only about 1.5 hours of work. MOLOK® North America Ltd. provides these instructions and works closely with installers to ensure a quality end result. MOLOK® North America has developed a certified installer program for those contractors who wish to specialize in MOLOK® products. This also guarantees that the end user will receive complete satisfaction with their new system. Happy End Users and Mother Nature Because the majority of waste is stored underground, the underground temperature keeps the waste cool, as if it were in a fridge. Therefore, there are practically no unpleasant odours, which allows for longer intervals between the empties. Also, the longer the waste stays in the container, the more it is compacted, simply due to gravity. This turns into instant savings in collection costs and reduces the environmental impact caused by collection vehicles. Reduced collection vehicle traffic also means increased safety on site. MOLOK® Around the World The MOLOK® system has been in use for over 20 years and has reached more than 40 countries. Millions of happy users enjoy the benefits of this system every day, including a fast-growing number of Ontario schools. Please contact email@example.com or call 519-323-9909 for more information, or visit our website at www.molokna.com. »
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Every Building Contains Radon By Scott Cryer, P.Geo. NEHA-NRPP, C-NRPP Certification
It’s a Matter of How Much
Radon is a naturally occurring radioactive gas present outdoors and within every building. It forms from the radioactive decay of uranium and, ultimately, radium 226 and exists in soil, rocks and even groundwater. Problems arise when too much radon accumulates inside a building and becomes an indoor air-quality issue and health hazard. You cannot see, smell or taste radon and as a result, elevated levels could be present inside a building and you’d never know without testing for it. Radon poses a risk to human health when it breaks down into what are commonly referred to as radon decay products (RDPs). These RDPs emit high-energy alpha radiation particles in the lungs which increase the risk of getting lung cancer. According to Health Canada, approximately 10% of all lung cancer deaths in Canada are caused by radon, resulting in 28 Ontario School Plant Manager | Summer 2012
the loss of about 2,000 lives per year. Next to smoking, radon is the leading cause of lung cancer. The hazards of radon have been known for some time but the issue gained prominence in 2007 when Health Canada lowered the acceptable upper limit of radon concentration in buildings from 800 becquerels per cubic metre (Bq/m³) to 200 Bq/m³ based on current medical knowledge. Since then, many buildings have been tested for radon, including residential dwellings, commercial, industrial and institutional buildings such as schools. The Atlantic Provinces were the first to mandate radon testing in their schools and since that time have undertaken numerous mitigation projects to reduce radon to acceptable levels. Last year the Ministry of Education in Quebec began a radon testing program to determine radon concentrations in all schools throughout
the province. When the Quebec program is completed in 2014, 100,000 individual radon tests will have been conducted. Manitoba is anticipated to become the next province to order radon testing within all of its schools. There are many misconceptions about radon, one of the most common being that radon can only enter buildings with basements. The truth is, radon can enter any building that is in contact with the underlying soil and/or rock. This means that slab-on grade buildings are as susceptible to radon entry as buildings with subgrade basement levels. Radon is known to enter buildings through cracks, sumps, floor/wall joints or unfinished floors in crawlspaces. Radon can also come into a building via well water, but this contribution is typically less significant than radon which comes from soil and/or rock. Radon gas can enter through micro-
scopic cracks, and large holes or seams are not essential to having elevated radon levels in a building. Because radon can enter via small holes due to natural air movement, sealing openings with caulking won’t generally solve your radon problem – another misconception. Sealing is not an effective stand-alone method for mitigating radon problems and instead is used to enhance other mitigation methods. Testing a single family dwelling for radon is relatively simple but testing a larger building, such as a school, is more complicated. Considerations in establishing testing protocols include occupancy patterns within rooms and the proximity of the device to the floor, walls, ceiling, other objects and mechanical systems in the test area. It’s recommended that certified radon professionals registered with either the National Environmental Health Association–National Radon Proficiency Program (NEHA-NRPP) or the Canadian National Radon Proficiency Program (C-
NRPP) conduct the testing. Testing can be performed by school board staff in-house if the testing protocol is pre-established and the worker has been trained by an instructor having NEHA-NRPP or C-NRPP certification. Radon testing may be short- or longterm. Long-term tests range from 91 days to one year in length and short-term tests typically take from 48 hours to seven days. Radon concentrations vary significantly in a building from hour to hour, day to day and even more so from season to season. As a result, long-term tests are better at estimating the annual average radon concentration in a building. In schools, long-term test durations of 10 months are commonly used to provide an indication of radon concentrations during the school year. If a school has been tested and all radon concentrations measured are below 200 Bq/m³, no further action is required, according to Health Canada’s guideline. If test results indicate levels ranging from
200 Bq/m³ to 600 Bq/m³, the guideline indicates that mitigation should occur within two years to lower radon concentrations to acceptable levels. If the results are found to be above 600 Bq/m³, the recommendation is to mitigate within one year. Mitigation options are quite variable but often inexpensive. These range from simply adjusting the HVAC system within a building to installing a sub-slab depressurization system to create a reduced pressure under the building. By doing so, radon from beneath a building is collected and exhausted outside the building before it has a chance to enter into the building. The costs of a worst-case radon scenario are far less than asbestos or mould abatement. A healthy environment within your school starts with simple radon testing. For more information see: Health Canada - http://www.hc-sc.gc.ca/ ewh-semt/radiation/radon/index-eng.php Pinchin Environmental – www.pinchin.com/radon »
Ontario School Plant Manager | Summer 2012
Does Your Heating System Make The
Inox-Crossal Heat Exchanger Surface
From the space heating that keeps classrooms comfortable in cold weather to the domestic hot water used in washrooms, showers and cafeterias, your school’s boiler system must carry a significant heating load while delivering consistent, uninterrupted service. Equipment, maintenance and fuel costs, along with system reliability and greenhouse gas emissions, must all be taken into account when addressing your heating system needs. This becomes especially challenging with tightening budgets and growing environmental concerns. Fortunately, Viessmann has a solution that is sure to fit the bill – and your budget. The Vitocrossal 200, CM2 from Viessmann: A Practical Approach to Innovation With its distinctive mix of proven Viessmann technology and innovative features, the new Vitocrossal 200, CM2 takes a bold step forward while retaining trusted Viessmann quality and performance. The 30 Ontario School Plant Manager | Summer 2012
gas-fired boiler combines unparalleled flexibility with maximum efficiency, making it an ideal choice for a new installation or economical retrofit of your school’s heating system. Viessmann Technology from Top to Bottom The Vitocrossal 200, CM2 utilizes advanced condensing technology to extract heat that would escape up the chimney in a conventional heating system, significantly reducing fuel consumption, heating costs and environmental impact. Its new, fully-modulating Viessmann pre-mix cylinder burner features a wide modulation input range of 5:1 turndown ratio to precisely match load and provide clean, quiet and environmentally friendly operation. The burner comes fully pre-assembled to simplify installation and commissioning. The generous heat transfer surface area/heat input ratio of the SA240 316Ti stainless steel Inox-Crossal heat ex-
changer allows for maximum heat extraction while maintaining a compact size. Its smooth, corrosion-resistant surface allows condensate to simply run off – a “self-cleaning” process that ensures continuous condensing efficiency, reduced maintenance costs and longer boiler service life. When combined with powerful Viessmann control technology, the fullymodulating burner and Innox-Crossal heat exchanger enable the Vitocrossal 200, CM2 to achieve outstanding efficiencies up to 94.6%. Progressive Design Features The Vitocrossal 200, CM2 operates with low inlet gas pressure (NG) of only four inches of water column for compatibility with a greater range of supply pressures. Extremely low water pressure drop through the heat exchanger eliminates the need for a dedicated boiler pump and low-loss header, while the boiler’s large water content extends burner run time and reduces cycling.
A Versatile Solution The Vitocrossal 200, CM2 offers a solution for almost every school building. Multiple venting options (direct or chimney, up to 200 feet in length), fuel flexibility (NG/LPG/LNG) with simple electronic conversion and seamless integration into building control systems simplify retrofit projects and provide numerous possibilities for new schools. Shipped unassembled for easy transportation and maximum installation flexibility, it is easy to install, even in older buildings with narrow entrances (30-inch standard doorway clearance) and small mechanical rooms. Multiple-Boiler Systems Up to four Vitocrossal 200, CM2 boilers can operate in a cascade configuration to precisely match your school’s varying heating load (inputs of 133 to 4448 MBH), maximize boiler plant efficiency and provide security against heating plant service interruption. Harness the full potential of your Vitocrossal 200, CM2 cascade installation with the powerful Vitocontrol-S – an advanced digital boiler and system
control with outdoor reset function to ensure reliable, efficient performance of the entire heating system. The Vitocontrol-S will modulate burners; stage and rotate boilers; and regulate boiler water temperature, common supply temperature and up to two heating circuits with mixing valves.
A Wise Investment When you choose clean, quiet and energy efficient heating from Viessmann, you not only save money and conserve energy – you also invest in your students’ future. For more information on the Vitocrossal 200, CM2, call 1-800-387-7373 or visit www.viessmann.ca. »
GREEN RULE #1: USE LESS ENERGY across Canada with less maintenance, greater reliabilty, and reduced gas consumption. The MACH boiler has the size range for every application available from 300MBH to 4,000MBH. Smith Energy has represented Patterson Kelley for over 20 years with hundreds of MACH installations and have the expertise to make your next boiler project a success.
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Ontario School Plant Manager | Summer 2012
– Innovative Solutions for a Safe
When Frost first opened its doors 50 years ago, founder Warren Biggar manufactured everything from garbage cans to license plates. Now in its third generation of family management, Frost has evolved to be a leading Canadian manufacturer of commercial washroom accessories. Frost’s slogan “Hygienic Solutions at Work” embodies what the company is all about as it strives to provide the best quality products which will transform any space into a clean, safe and more livable environment. Frost products are used every day in a wide variety of settings, from movie theatres to your local coffee shop. Along with our diverse range of customers, school
boards across the country have adopted Frost’s products into their environments. As always, Frost strives to provide durable, functional and attractive solutions to meet their customers’ cleanliness and safety requirements. Recently Frost has seen a shift in the recycling needs of many school boards across the country. Recycling regulations are constantly changing, leaving schools scrambling to keep up with the evolving requirements. To better meet these changing needs, Frost has introduced two adaptable recycling stations, codes 315 & 316. These stations allow the user to interchange the labels on the units to easily adjust to new recycling programs.
W.G. Osborne Inc.
Making Safety Child’s PlayTM
668 Millway Avenue Suite 2 | Concord, Ontario L4K 3V2 Phone: (905) 760.1705 | Cell: (416) 717.6732 | Fax: (905) 760.2154 Email: email@example.com | www.osborne.ca 32 Ontario School Plant Manager | Summer 2012
Frost has also taken into consideration the different lay outs and space restrictions that each school might be faced with. One of the recycling units is wallmounted, which allows cleaning staff to easily maintain the floor area around the unit. The other is a larger, free-standing unit that provides three streams in which recyclable material can be sorted. By providing two mounting styles with twelve adjustable labels – including glass, paper, plastic and trash – it gives the users multiple options that can been changed as quickly as the requirements demand. Frost recognizes the importance of safety in schools and consciously designs and manufactures their products to keep environments as safe as possible. Frost recycling and waste receptacles are made with fully welded fabricated metal, which provide maximum fire protection. Going beyond fire and building codes, Frost recognizes issues with bullying and accidents in change room facilities. In response to these issues, Frost invented a collapsible coat hook, code 1150. These coat hooks are designed to collapse when more than 25 pounds of force is place upon them. Frost wanted to ensure that their products could help to make the school a safe environment, even if it is something as simple as a coat hook. Frost is committed to helping make schools a safe and clean environment. We look forward to expanding our connections with school boards while encouraging up-to-date recycling programs and expanding the number of solutions that can be offered to schools. »
Upper Grand DSB Full-Day Kindergarten
Moves Forward Since Ontario started the full-day kindergarten program in September 2010, many schools have undertaken renovations or other projects to accommodate students. An example of this is Upper Grand District School Board, which is proceeding with a number of construction projects as part of their Full Day Kindergarten (FDK) Capital Plan. Five elementary schools in Guelph and Shelburne will undergo renovations and additions valued at $4.6 million, but the biggest project approved was the construction of a new JK-8 elementary school in Guelph. The present-day Laurine Avenue Public School – a single-storey school building constructed in 1959, with just seven classrooms for kindergarten to grade 6 – will be torn down and replaced by a new two-storey building with an estimated cost of $6.7 million and slated to open in September 2013. Situated on a 3.9-acre lot at the end of Laurine Avenue, the new school will have up to 17 classrooms, a design tech room, gymnasium, seminar rooms, resource room, library, staff room, work room and administration offices. Although it will have more square footage, it’s expected the new two-storey school will occupy a similar footprint, preserving much of the schoolyard landscape, trees and playground. Expansions and renovations to three other elementary schools in the City of Guelph were also given the green light, including:
• Ken Danby P.S. – $850,000 for an addition of two new kindergarten classrooms. • Ottawa Crescent P.S. – $1,050,000 for the addition of two new kindergarten classrooms and the renovation of one existing classroom into a purpose-built kindergarten classroom. • Fred A. Hamilton P.S. – $1,850,000 for the renovation of two existing classrooms to become purpose-built kindergarten rooms, and the addition of five or six standard classrooms. Also going forward are renovations at two elementary schools in the Town of Shelburne: • Centennial Hylands E.S. – $450,000 for the renovations within the existing school building to create four purpose-built kindergarten rooms. • Hyland Heights E.S. – $450,000 for the restoration of two existing kindergarten rooms, plus a renovation of two existing classrooms to become one kindergarten room and a seminar room. • Purpose-built kindergarten rooms are 1,000 square feet – larger than the typical classroom size of 750 square feet. The projects are all part of the board’s FDK Capital Plan, an $89-million initiative to expand the board’s capacity for full-day junior and senior kindergarten students, and add more classroom space in neighbourhoods with high growth in enrolment. » Ontario School Plant Manager | Summer 2012
Index to Advertisers Carma Industries Inc. . . . . . . . . . . . . . . . . . . . . . . . IFC
Mapei Inc.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Dafco Filtration Group. . . . . . . . . . . . . . . . . . . . . . . . 15
Molok NA Ltd.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Davroc & Associates Ltd. . . . . . . . . . . . . . . . . . . . . . . 14
Norspec Filtration Ltd.. . . . . . . . . . . . . . . . . . . . . . . . 25
Decommissioning Consulting Services Limited . . . . . 15
Pinchin Environmental Ltd.. . . . . . . . . . . . . . . . . . . . 29
Delta Elevator . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Poly-Mor Canada Inc.. . . . . . . . . . . . . . . . . . . . . . . . . . 6
Dol Turf Restoration Ltd. . . . . . . . . . . . . . . . . . . . . . . . 5
Recycling Council of Ontario. . . . . . . . . . . . . . . . . . . 13
Enbridge Gas Distribution . . . . . . . . . . . . . . . . . . . . . 23
Reliable Controls Corporation . . . . . . . . . . . . . . . . . IBC
Equipment Canada. . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Smith Energy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Firestone Building Products. . . . . . . . . . . . . . . . . . . . 21
Viessmann Manufacturing Company Inc.. . . . . . . . . OBC
Frost Products . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
W.G. Osborne. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Laird Plastics Inc.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Yorkland Controls Ltd. . . . . . . . . . . . . . . . . . . . . . . . . 22
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Product not exactly as illustrated. Technical information subject to change. †Tested to ANSI Z21.13/CSA 4.9 standards with a return temperature of 80 ˚F (27 ˚C) and supply water temperature of 180 ˚F (82 ˚C).
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Published on Jan 8, 2013
Ontario School Plant Manager covers issues relevant to facilities managers in Ontario, from accessibility and air quality to roofing, ground...