Ops Talk Magazine Spring 2006

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Published By:

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Communications Inc.

Del Communications Inc. 211 Hespeler Avenue Winnipeg, Manitoba R2L 0L5 Phone: (204) 254-6418 Fax: (204) 668-4641 Publisher David Langstaff david@delcommunications.com Editor Nicole Petroski Advertising Sales Manager Jason Stefanik Advertising Sales Debbie Angers Gary Barrington Ross James Dayna Oulion Production Services Provided by: S.G. Bennett Marketing Services Unit 7 - 414 Westmount Drive Winnipeg, Manitoba R2J 1P2 Layout & Design Kathy Cable Advertising Art Eric Bailey Debbie Dunmall Theresa Kurjewicz

©Copyright 2006. School Plant Officials of B.C. All rights reserved.

The contents of this publication may not be reproduced by any means, in whole or in part, without the prior written consent of the publisher.

Publications mail agreement #40934510 Return undeliverable Canadian addresses to: Del Communications Inc. 211 Hespeler Avenue Winnipeg, MB R2L 0L5 Email: david@delcommunications.com

CONTENTS MESSAGES Editor’s Message ~ Nicole Petroski 4 President’s Message ~ Lisa Johnston 7 RFABC President’s Message ~ Willy Lee 8 BCSSA President’s Message ~ Ken Emmons 8 CEFPI President’s Message ~ Kendall Jessiman 9 FEATURES Conference Planning 2006 10 & 11 Trade Show Exhibitors 2006 12 Member Profile: Meet Mac Christensen 13 Certificate of Recognition Program 14 Knowledge Capital 16 Scoreboards: More than just keeping score 18 Interface: Why are schools making the transition...

20 Sarnafil: William S. Hart project profile 24 Heritage Woods Secondary School 27 Building Futures: Killick Metz Bowen Rose 28 MJM Acoustics: Sound solutions for your acoustical needs 29 Big Steel Box 30 Euroline Windows Inc. 32 The Untold Secret: The garbage can method 34 A perspective on mercury 36 SchoolDude: Provides solutions to school operation challenges 38 Laser Engravers: An essential tool 40 Are your construction projects accounting for hazardous materials 42 Protect your schools through “Smarter” buildings 43 Stage draperies and fire safety 44 Ahead of the curve 45 Mom I wish I could learn better 46 A safer paint for their environment 48 Thoughts on great employees 49 Index to advertisers 50

Mission Statement:

To provide support and recognition to our members who work in partnership with leaders in education in the province of British Columbia.

School Plant Officials Association of B.C. Spring 2006

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EDITOR’S MESSAGE

NICOLE PETROSKI As the school year winds down, things are gearing up for the 42nd annual conference of the School Plant Officials Association of British Columbia. This year, three other organizations will also be participating, and there will be a record number of trade show exhibitors.

The organization is continuing to grow and change; such an exciting time also invites reflection. I had the pleasure of speaking with lifetime member Mac Christensen, who shares his experiences in this issue’s “Member Profile.”

In keeping with this year’s conference theme, “Navigating our Course,” contributors to this issue discuss the ways in

which administrators are responding to changing educational needs. John Bonnet tells us about the Certificate of Recognition program, and Chuck Morris gives us his views on encouraging employees to reach their fullest potential.

Other articles tell us how schools are responding to environmental concerns, both in a global sense, and in terms of the learning environments in which our students carry out their daily tasks.

We hope that you will find this issue informative and enjoyable, and we hope to see you at the conference in Penticton this June! ❏

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PRESIDENT’S MESSAGE

LISA JOHNSTON As President of SPOABC, I would like to invite you all to attend the 42nd Annual Conference for the School Plant Officials Association of British Columbia. The theme for this year’s conference is “Navigating our Course.”

We embarked on a journey in 2005 to raise the profile of SPOA province wide.

This year we will continue on our quest to improve communication with our members at large, the Ministry of Education and fellow associations. We will enhance our certification program so it becomes a requirement for Facility Management positions, and also work towards increasing public awareness of our Association.

During the AGM of 2005, our membership charted a course for the Executive which included expansion with other related associations. I am pleased to announce that this conference will be attended by the membership of three other provincial associations. The result will be an exciting time with more networking opportunities available for all those attending. British Columbia School Safety Association (BCSSA) members have participated in our Conference for the past three years, and this year the Council of Educational

Facility Planners International (CEFPI BC Chapter) and Recreational Facilities Association of British Columbia (RFABC) will also be participating. This has allowed us to expand our conference package and offer more educational opportunities for our membership.

We are presently well on our way to selling out our largest tradeshow ever, increasing booths from 119 to 139. The support from our valued suppliers throughout the province has been exceptional. We are expecting the tradeshow portion of our conference to be both informative and entertaining.

Take this journey with us as it will provide you with a wealth of knowledge, tools, supplies and the opportunity to meet new people from different venues who work in similar areas related to maintenance of facilities.

I would like to extend a warm welcome to all members and I look forwarding to seeing you at our 42nd Annual Conference and Tradeshow.

See you in Penticton!

Lisa Johnston, President School Plant Officials Association of BC ❏

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RFABC PRESIDENT’S MESSAGE

WILLY LEE I would like to extend a very warm welcome to all delegates and partners attending the first joint Conference of the Recreation Facilities Association of British Columbia (RFABC) and the School Plant Officials Association of British Columbia. We will recognize some familiar faces from our respective School Districts at this, the 42nd annual SPOA BC Conference and our 54th annual RFABC Conference, providing us with the unique opportunity to discuss problems, solutions and trends common to the operation of public use facilities.

The theme for this year’s conference is “Navigating our Course,” which is a focus of SPOA, “to improve communication among fellow associations.” This first ever event will no doubt provide all involved agencies with the opportunity to open this dialogue, creating the

potential for ongoing development of a positive working relationship amongst our associations.

Along with the ever-popular Golf Tournament and Associates Trade Show there will be a full slate of educational sessions open to all delegates.

In 2006 the Trade Show will represent the diverse equipment and supply requirements for both recreation and school facilities, generating a wide and diverse variety of exhibitors.

Speaking on behalf of the members of the RFABC we are looking forward to the conference in making new alliances with SPOA, BCSSA and CEFPI as well as rekindling friendships within our own association.

Willy Lee, President Recreation Facilities Association of British Columbia ❏

BCSSA PRESIDENT’S MESSAGE

KEN EMMONS The BCSSA’s main goal is the partnership and sharing of Health & Safety related information. This will be the fourth year running that our association has partnered with SPOA BC in their Annual Conference and Trade show. The 2006 SPOA Conference again offers the members of our Associations greater opportunities to network and share safety related information with their counterparts throughout the province. The program this year is one of the most extensive programs we have seen with more educational opportunities than ever before. We are anticipating an exciting and eventful conference, and I am looking forward to seeing you in Penticton.

Ken Emmons, President British Columbia School Safety Association ❏

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School Plant Officials Association of B.C. Spring 2006

CEFPI PRESIDENT’S MESSAGE

KENDALL JESSIMAN As president of the BC Chapter of the Council of Educational Planners International (CEFPI), it is my pleasure to write to our members and the members of SPOA, RFABC and BCSSA. I look forward to being a part of your joint conference from June 6 to June 9, 2006 in beautiful Penticton, BC. Your organization committee has been working hard to pull together a stellar program with interesting educational speakers, representatives from the Ministry of Education, a great trade show and stimulating social events where everyone will have an opportunity to meet others that are active in the “business” of designing, construction, maintaining and delivering educational facilities.

CEFPI has planned an engaging program for its members. All attendees are invited and encouraged to participate in our programs, and our members are encouraged to participate in theirs.

We have a Round Table discussion scheduled for Thursday that will see local engineers talking about mechanical and electrical issues in our

schools. This promises to give us an important and practical look at things that work well and things that don’t.

We also have a special guest speaker from the State of Washington who promises to deliver a hard hitting talk about how to be environmentally responsible and save money at the same time.

You will want to catch Bob MacKenzie’s talk for sure if you have anything to do with building and maintaining schools. Come and learn how they do things just south of the border.

On Friday we expect to have a keynote speaker talking about the effect of changing curriculum and its impact on school design. This type of academic talk is always interesting and gets one thinking about the shape of our schools of the future.

So, plan to attend this Spring Conference and register now. I look forward to seeing you on the golf course on Tuesday or at one of the functions later in the week!

Kendall Jessiman BC Chapter President, CEFPI ❏

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CONFERENCE PLANNING 2006

by Jim Garfield The door closes, hand shakes all around, business cards are exchanged, and everyone grabs a coffee and a chair and makes themselves comfortable. So starts the first meeting of all the parties involved in this year’s SPOA Conference.

Joining us for the fourth year in a row is the British Columbia School Safety Association. Also joining us for the first time will be the Recreational Facilities Association of British Columbia (RFABC) and the Council of Educational Facilities Planners International (CEFPI - BC Chapter).

We held our first meeting in Kelowna in December at which time we laid out our program to the other parties and asked for their input. Questions were asked and answered by all parties concerned. We also asked for a list of speakers to be ready for the next meeting, which was to be held in January.

We did not accomplish all we had hoped for in January’s meeting, as there was a shortfall for the Speakers Program. But once we reiterated the importance of having this list compiled due to time constraints, things progressed exceptionally well. All par-

ties agreed to respond as soon as possible. I am happy to report that at the time of writing the Speakers Program is in place and is looking to be very informative and educational. With the inclusion of the new organizations comes a different slant on speakers. Some of their speakers will be able to comfortably cross over to all organizations and offer a new introspective on how we approach things.

In talking with the Conference Coordinator, we should have all our exhibitors in place by the end of March. Thanks to the exhibitors for the overwhelming support they have shown for this year’s conference. With the addition of RFABC and CEFPI, we have tapped into a new area for exhibitors. With that in mind, we should have some new and exciting displays for this year’s trade show.

Special thanks to everyone who is involved in the organizing of the conference. We still have a ways to go yet, but things are coming along nicely. Hope to see you all in Penticton in June. ❏

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Primex Wireless Progressive Services Quantum Lighting Quadra Pacific RCABC RecTec Refrigerative Supply Reliable Controls Robber Stoppers Rock Advertising Rocky Point Engineering Rubbermaid Canada Inc. Sanuvox School District #60 SchoolDude.com School House Products Shanahan’s SK Sanitary Spears Sales & Services Spider Safety Systems Stantec Consulting Sybertech Waste Reduction Sycorp Environmental Taledi Distribution Talius Terasen Gas Tero Consulting Tom Donaldson Company Ltd. Trane BC Tremco Tyco Electronics Unisource Uplift Equipment Venetian Blind Service, The Victaulic Viessman Vimar Equipment Wesclean West Coast Sound Williams Scotsman Wiremold Wood Wyant Worksafe BC Zurn Industries

MEMBER PROFILE:

Meet

MAC CHRISTENSEN Just after he graduated from high school in 1955, School District 33 in Chilliwack hired Mac Christensen. For him, it was the start of “the best 41 years in the business.”

In 1968, a year after becoming Custodial Supervisor, Mac’s boss asked him to join a fairly new organization called SPOA. He attended his first conference that year and except for missing one year, he has had perfect attendance ever since.

Mac’s dedication to learning and sharing knowledge in the workplace soon spilled into his SPOA activities.

Seeking out and taking advantage of every educational opportunity available to him, Mac was eager to share his new knowledge and experience with his colleagues and with his fellow SPOA members. “Sharing knowledge helps develop a sense of community,” Mac maintains. “That’s essential to SPOA as an organization.”

In 1974, Mac was elected Secretary-Treasurer of SPOA. In his words, “it was lots of work and no paid help.”

Following this term, he served as Vice President for a year, then a year as President, followed by a year as Past President. To him, the highlight of his involvement has always been the annual conference.

“Conferences are good places to gain information, to meet new people

and to stay connected with friends,” he says. He’s had the privilege of saying grace at the conference’s banquet every year since 1976. “It’s an honour,” he adds. “It lets me share some of my experiences in an informal way.”

One of Mac’s other annual conference duties is swearing in the new executive members. He takes this responsibility very seriously and tries to instil the importance of their new duties to each member by taking the time to address them individually and emphasizing what is involved in carrying out their specific duties .

It’s his desire that every member approach and treat the organization with the best possible business skills. To assist the Executive, Mac has chronicled his wealth of experiences and knowledge into a procedure manual.

This valuable reference has been used for many years and helps keep SPOA running smoothly.

Mac has seen SPOA grow significantly over the past decades. This year’s conference promises to be noteworthy, with close to 150 exhibitors.

With this increased popularity, Mac cautions about losing sight of SPOA’s original purpose - to create a community of learning and sharing knowledge.

“Allow change to happen,” he advises, “but at the same time, learn from those who have come before you. Don’t try

to reinvent the wheel, just fix the spoke if it’s broken.”

Mac retired a decade ago, but his golden rule approach to his work, his colleagues and co-workers is still going strong. He is a passionate advocate of fostering mutual respect, encouraging innovation and sharing knowledge.

“Don’t say something is right or wrong - suggest how it might be made better,” he advises. “Keep your eyes open for opportunities to learn, then use this knowledge to improve your own practices and make your workplace something to be proud of.”

As for the future, Mac intends to be an actively contributing lifetime member of SPOA. He’s going to balance this with spending time with his family and enjoying his grandchildren. As for the opportunities and challenges ahead, he offers some sage advice “Remember the good old days? A few years ago, they were the trying times.” ❏

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School Plant Officials Association of B.C. Spring 2006

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Certificate of Recognition PROGRAM

by John Bonnet In the first edition of Ops Talk in the fall of 2004, I did an article on the changes that I thought would occur over the next several years regarding how school districts would manage safety. One of my predictions was that the role or enforcement activity by WorkSafeBC, the new name for the BC WCB, would decline in school districts and that school districts would assume a more prominent role in developing and promoting occupational health and safety in the K-12 sector.

This past January, the Board of Governors at WorkSafeBC approved in principle a new program that moves this prediction in that direction. Officially known as the Partners Program, it will become known as the COR Program.

COR is an acronym for Certificate of Recognition. This program will provide monetary incentives for school districts to take a more proactive role in managing effective health and safety programs and encouraging the implementation of supportive return to work programs.

Coupling these two activities with claims management approaches that recognize the rights of employees should lead to reductions in claims frequency and claims costs. When this occurs, WorkSafeBC is prepared to recognize this achievement by returning up

to 15% of the monies paid to the WorkSafeBC through the quarterly assessment payments.

A very similar program was introduced in Alberta in 1990. By 2005, 55% of the workforce was employed by an employer who had registered in the program. Through effective management of the occupational health and safety program and claims management, by 2004, the cost of claims among participating employers was 24% lower than employers not participating. The program has been so well accepted in Alberta that a Certificate of Recognition is becoming a basic requirement among business, particularly among sub-contractors bidding for work with larger employers. A pilot program in BC among construction companies saw 34 firms share $218,000 in rebates in the spring of 2005 even though not all program requirements had been met.

How is it likely to work in BC? While the detail still needs to be developed, a general overview can be explained.

The program will be entirely voluntary. School districts may elect to participate or not participate. School districts may join or leave the program at any time without penalty.

There are three broad elements to

the program.

The first is a commitment to implement a comprehensive health and safety program that shares common elements with other districts. While most of this element is concerned with establishing compliance with the OH&S Regulation and Part 3 of the WC Act, the common elements will deal with program requirements that are of particular concern to our sector and that will likely be developed by our sector through our various associations or with their support. Verification of the commitment to do this will be by an audit process that is administered by our sector and verified by WorkSafeBC. A participating school district will need to have an audit done every year on the program. Every third year, an auditor not employed by the district must complete the audit. In the other two years, the district would complete an audit with its own personnel.

A similar approach will be taken in assessing the second element, implementation of a return to work program.

WorkSafeBC previously provided data indicating that in our sector, 60% of claims costs were assigned to custodians who account for perhaps 10% of our workforce. A return to work program should bring about reductions in cost in

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School Plant Officials Association of B.C. Spring 2006

Certificate of Recognition PROGRAM

this area and that will influence results in the third element.

The third element will consist only of demonstrating a decrease in claims costs. A reduction in these costs may consist of one or two approaches; districts may qualify by showing a decline in costs from one year to the next, districts may qualify by reducing claims costs to a level lower than that experienced by all districts, and, it may be that both approaches will be considered.

In 2005, school districts paid about $24 million to WorkSafeBC in assessments. The Certificate of Recognition program could see WorkSafeBC return about $3.6 million to school districts.

The program should return enough to each district to fund the work required to maintain compliance with Program standards.

Peggy Lee once sang a torch song in which a recurring line went “Is that all there is?” In the United States of America, OSHA introduced a similar program a number of years ago. Firms participating in the program are exempted from planned inspections by OSHA Officers. This enables OSHA to redirect the attention of its staff into other areas. However, OSHA officers will continue to investigate accidents and complaints, thus ensuring that the commitment required to complete the COR program is maintained. We should expect WorkSafeBC to adopt a similar enforcement strategy when employers participate in this program.

“Is that all there is?” The audit itself brings about another subtle but significant change. A change in ownership of the health and safety program will occur as a result of the audit.

WorkSafeBC officers will assess program issues from a “macro” perspective rather than the present “micro” perspective. Districts will assume a greater role in establishing the direction of their health and safety program.

“Is that all there is?” Another unstated benefit of this program is that it is designed to lower the base assess-

ment rate. Currently, the rate is at $0.70.

Every $0.01 reduction will return about $300,000 to all school districts. A lower base assessment rate will benefit every district even if the district is not participating in the program.

School districts can expect to hear

more about this program in the coming months. A target date of January 1, 2007 for implementation is realistic.

John Bonnet is the Provincial Coordinator of Occupational Health and Safety for the BC Public School Employers’ Association. ❏

School Plant Officials Association of B.C. Spring 2006

15

KNOWLEDGE CAPITAL:

What do we do with the information we process every day?

by Chuck Morris Information bombards us every single day. In our world learning is first and foremost. That not only means in the classroom where we are tasked to provide an environment conducive to learning, but in our daily work life. If we are doing our job to the best of our ability, we strive to keep our employees up to date with the most current technology, applicable codes and more. Do you keep yourself learning?

Above my office door, visible to people leaving is a strategically placed 4” X 8” card with the message, “Learning is Discovering That Something is Possible”. I do not know who coined that expression, but it is simple and quite profound! We need to continue to promote learning as an everyday occurrence. Information is knowledge!

Someone once coined the term, “Knowledge Capital.” They then broke it down into four sub-sets: 1. Inventoried; known and accounted for 2. Utilized 3. Secured within the organization (used by all) 4. Growing What does that mean? Paul Strassmann, in an article he wrote for American Programmer in March of 1998, likens it to an employee that is hired with little knowledge. Over the course of the next ten years that employee is trained on various subjects, sometimes at great expense, listens to all the company gossip, reads, and makes errors that he learns from. The end result is this employee is worth far, far more after ten years than when he first walked in the door. He has a lot of knowledge and it has been applied to the benefit of his company.

But Knowledge Capital means much more than that example. Most of us in one sense or another can compare ourselves to the illustration above. How much of your day is spent deal-

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ing with the ever-increasing volumes of paper that cross your desk? How much of it is relevant to the organization and how much of it do you keep to refer to at a later time - a time when you ‘think’ you might have time to go over it in more detail?

We should be retaining much of what we read and learn so it can be used to enhance what we are doing, help the organization, motivate employees and be generally shared. Let’s face it - if we use what we could be learning in this information age, Knowledge really is power.

How you use that power will show if you are really a team player and have the best interest of the organization at heart. So now you have inventoried the information, the knowledge. It is accounted for. You have read and sometimes re-read that horrendous flow of paper and it is accounted for. Are you utilizing it?

Sharing with your staff so they can learn and be helped is part of this utilization. It does not take anything away from you

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INFORMATION OVERLOAD

as a manager; your job will not be in jeopardy. It will show your staff that you are a true leader and know that the sharing of your knowledge is to assist them and make them better employees. The whole idea of professionalism flows from you on down and will rub off on others. So by acting in this fashion you are securing knowledge within the company or organization, and promoting the use of this information by everyone.

There is one thing left, and that is how to grow it. How do you grow knowledge?

Mastering the subject matter helps. What is the point in reading a specific topic if you cannot understand it? How would you take that information and transform it into something meaningful and apply it to your surroundings? You cannot.

What we do need to do is recognize and support innovative thinking. Sharing of the Capital we have been talking about will spark an interest in staff and it will lead to some very innovative thoughts. Often times it is these thoughts, when further developed and shared, which will cause outstanding performance by staff. So it is better knowledge and a greater application of that knowledge that will allow it to grow.

The ability to create, access and use knowledge is becoming fundamental to us and to our organizations, and that allows knowledge growth. This enhances the productivity of those

involved, shows our peers we are willing to share information and ultimately makes for a better informed and responsive workforce.

Tomorrow as you sort through the myriad of memos, trades journals, emails and phone messages think about what it is you’re doing. You are sifting information -and some of it you will turn into knowledge. Capitalize on THAT Capital! ❏

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17

SCOREBOARDS:

More than just keeping score

by Paul Hogendoorn

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Scoreboards do more than just show the score and keep track of the game time remaining; they can add excitement and enhance the experience for players and spectators alike. In the last minutes of a close basketball game for instance, all the players on the bench and all the fans in the gym will certainly know the score. Yet, at every stoppage in play, and after every new point is scored, they will glance up at the scoreboard anxiously - either in hope that time will wind down faster so their

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School Plant Officials Association of B.C. Spring 2006

team can hold on for the win, or that their team still has the time remaining for the last ditch miracle effort required to steal the game.

This is really no different than watching your favourite professional sports team in a larger venue. Most of the time, your gaze will be fixed intently on the ice or floor where the game is played. The scoreboard is second only to the playing surface, becoming the focus of your attention between plays, especially as the game situation tightens and time winds down.

Sports play a critical role in education. In addition to the physical fitness and health benefits they provide, competitive sports teach us how to win and how to lose. Students learn how to cheer and support their own team while admiring and acknowledging the efforts and skill of their competitors. As our children are taught about the importance of teamwork and sportsmanship, they learn valuable lessons about competition how to compete properly, fairly, and to the best of one’s ability. Life is filled with competition - for jobs, in sibling rivalries, in grades, and even for prime parking spots at the mall.

Learning how to compete properly, and dealing with winning and losing appropriately, are all valuable life skills that can be taught and reinforced by participation in team sports at school, both as players and as spectators.

OES understands the important role that team sports play in schools today. With so many “attention consuming” distractions that compete for our kids’ attention, such as game boxes, the Internet, and cell phones, physical activity and team sports frequently do not gain or hold their interest as easily as these activities once did. In a small but still significant way, a scoreboard can help - by heightening the excitement, by elevating the stature of the event (giving it a “big league” feeling), and by keeping the spectators’ focus on the game situation (score and time remaining) during stoppages in play. Though it might seem relatively minor, the difference between watching a basketball game with flip-card scoring that provides no indication of the time remaining, and watching a game with a scoreboard that shows the score as well as the minutes and precious seconds remaining, can be significant for both players and spectators alike.

Drawing on our major venue and sports event experience, OES scoreboards are designed to bring that “big game feeling” into every school gymnasium in which they are installed. OES scoreboards are now keeping score for NBA teams in

OES’s Model 5210 in standard black.

Cleveland and in San Antonio, for CFL teams, for the World Junior Hockey Championships in Halifax, for curling in Nagano Japan (host of the 1998 Winter Olympics), and now also for NCAA tournaments.

Being a proudly Canadian company, with representation and support across the country, OES can offer facility operators a significant “home team advantage.� Using LED technology eliminates any need for re-lamping and makes the scoreboard virtually maintenance free.

OES recently celebrated 25 years in business. Our solid reputation with schools and school boards across the country gives OES customers the added confidence that if there is a problem, OES is prepared and equipped to provide the service and support required to ensure a high level of satisfaction.

If your school facility does not have an electronic scoreboard

to enhance the “team sport experience� of your students, we recommend that you consider one in your near-future planning.

If capital expense is an issue, ask about OES’s “lease-to-own� programs for schools and parent groups. And if you do decide to add an electronic scoreboard to your facility, it would be our pleasure to propose an OES solution for your school.

Paul Hogendoorn is president of OES, Inc., a leading manufacturer of world class scoreboards “Made in Canadaâ€?. He can be reached at phogendoorn@oes-inc.com For more information on OES Scoreboards, please visit www.oes-scoreboards.com â??

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School Plant Officials Association of B.C. Spring 2006

19

INTERFACE REVOLUTIONIZING EDUCATION FLOORS:

Why are schools making the transition to modular carpet tile Whether it is a renovation project or new construction, superintendents, facility managers and even A&D firms are rethinking traditional paradigms in order to get the best return on their investment in school flooring. From buffing to mopping to stripping and waxing, many would agree that the maintenance of traditional VCT flooring in schools can put an unnecessarily large dent in the yearly operational budget.

After nearly 35 years in the business, I believe there is a better way. Interface Flooring Systems, the industry pioneer and world’s largest manufacturer of modular carpet, has proven that modular flooring can produce a long-term return on investment not found with other flooring options. More and more schools are making the transition from VCT to modular carpet and seeing returns in many different ways.

There are pros and cons to every type of flooring. Examining the total life cycle costs of your flooring choice may help you determine the best option for your school. And there are different considerations for new construction versus renovation; so taking a big-picture perspective of the total project, from the initial budgeting process to the desired design aesthetic, will enable you to make the most informed decision on flooring.

EFFICIENT INSTALLATION Hard surface floors, including VCT, can be installed without a problem, if the slab and sub-floors are installed perfectly. Even a small pebble underneath will cause major problems such as bumps and welts. VCT can’t cover expansion joints; neither can it be cut less than 6” for accents. Lastly, hard surface floors can never be changed or reconfigured.

However, installation of 50-cm carpet tiles is much faster and more flexible. Carpet tiles also allow for installation and replacement in occupied spaces. Therefore, furniture does not need to be moved out and there is less down time and disruption in the space.

And, since you don’t have to wait for an extended school break, installation could be easily performed overnight or over a weekend. Also, the flexibility of the carpet tile backing allows a tolerance for slab imperfections, such as bumps and welts, and expansion joints.

If you are thinking about conventional roll carpet for your schools, first consider the waste factor. Studies show that trim waste for carpet tile averages 1.5% compared to 10-13.5% for roll carpet.

If you are spending bond monies or operational dollars, it is not cost-effective to throw 10% of that money into a landfill 6 weeks after you issue a purchase order, but if you continue to buy roll car-

20

School Plant Officials Association of B.C. Spring 2006

peting, that is exactly what is happening.

Interface produces carpet tile products to meet a variety of applications, including walk-offs, corridors, offices, classrooms, media centers and cafeterias. Pattern-by-tile design, utilizing multiple patterns and colours within one space, enhances aesthetics while adding flexibility to an environment that may need to grow and change. Interface modules can easily be cut into any size for accents or rearranged to enhance a floor.

MAINTENANCE MADE EASY Hard surface floors require several expensive machines to keep clean, not to mention unnecessary use of resources such as water, electrical energy and cleaning solutions. On average schools spend between $1.25-$1.50 per square foot a year on hard surface floor covering maintenance compared to $.35-$.60 a year for carpet tile.

Compared to hard surface flooring, modular carpet tile requires minimal daily maintenance. Through daily vacuuming and regular dry/wet extract cleaning, carpet tile can maintain its long-term appearance and flexibility.

Interface modular carpet tiles also contain Protekt2® soil and stain barrier, which keeps spills on top of the surface for easier cleaning. Its 100% premium branded solution-dyed fiber also offers superior stain resistance to commonly used bleaches and other staining liquids.

OPERATIONAL FLEXIBILITY It takes constant commitment to maintain hard surface floor such as VCT. First, only trained technicians can replace VCT tiles. Second, broken or cracked VCT tiles cannot be repaired.

The warranty for VCT tile is 5 years; but VCT can last longer if properly maintained.

Carpet tile, on the other hand, allows for quick replacement in damaged areas, without having to hire a costly outside flooring contractor. Modules can literally be pulled off the floor and replaced in seconds. Interface’s i2TM design system and mergeable dye lots always match, no matter when it is purchased or installed. Storage for modular carpet tile is manageable and space-saving for convenient use.

Additionally, Interface products have a 20-year education warranty against excessive surface wear, edge ravel, backing separation, shrinking and static electricity. The patented GlasBac® backing system, with nearly 30 years proven performance in the commercial environment, is standard on Interface products for Education.

INDOOR AIR QUALITY & MOLD GROWTH VCT’s positive impact on indoor air quality is also questionable. Volatile organic compounds (VOCs) increase significantly from the cleaners, strippers and wax needed for maintenance of VCT. High traffic on VCT causes allergen levels to increase because mold and mildew spores are stirred up in the air, distributed through the HVAC system and inhaled. Unfortunately, buffing the VCT only spreads more particles.

Hard surface floors can actually cultivate the growth of mold and bacteria. Studies have shown that VCT can harbor high levels of viable mold spores and it does not inhibit active mold growth.

The seams also allow dust and moisture to remain in the flooring, which can result in long-term, negative impacts to indoor air quality.

On the other hand, carpet tile serves as a filter system to biocontaminants. Carpet tile often traps dust and pollen from the outside. Thus, routine vacuuming can remove most particulates from the environment.

Additionally, Interface carpet tiles inhibit mold, mildew and

other odor-causing microorganisms through the use of Intersept®. Interface’s Intersept antimicrobial preservative is permanently incorporated into the pre-coat backing of all modular carpet products. No other carpet includes an antimicrobial that’s as effective in preventing mold and mildew. Intersept is registered by the EPA for use in carpets, and carpets treated with Intersept are guaranteed to maintain antimicrobial-preservative effectiveness for the life of the product, assuming proper maintenance.

ACOUSTICS What can disrupt a class more than noise? Though it is easy to move chairs, desks and other things on a hard surface, unfortunately, you can hear it too. Hard surfaces allow sound to echo.

Carpet tiles filter unessential noise for a more peaceful environment. Carpet absorbs noise pollution allowing hearing levels to increase which indirectly increases class productivity. The use of carpet tiles in hallways and common areas further decrease noise disruptions and contribute to an overall feeling of warmth within the school building.

AM BOTH SMART AND BEAUTIFUL. i2TM modular carpet from Interface offers easy installation, less waste and no maintenance. Best of all, i2 makes your budget and your floors look great. So call 1.800.267.2149 Ext. 2128 or visit www.i2byinterface.com today.

REDUCE WASTE BY 90%.

INSTALL FASTER WITH LESS DISRUPTION.

THE NEXT GENERATION FLOOR IS INTERFACE

School Plant Officials Association of B.C. Spring 2006

21

INTERFACE REVOLUTIONIZING EDUCATION FLOORS...

RECYCLABILITY More schools are making purchasing decisions based on environmental criteria, including the use of recycled materials in production as well as the overall recycling possibilities of the product after its useful life.

To date, there is no way to recycle hard surface floors. There are higher costs associated with removing hard surface floors, both financially and environmentally. The chemicals used in the glue to maintain hard surface floors can be hazardous to the environment.

Interface products are fully recyclable through its Re:Entry® Carpet Reclamation Program. Through the program, used carpet tiles are collected and recycled or repurposed so that they will not be dumped in a landfill. After reclamation, the nylon face and vinyl backing are separated. The backing is then recycled back into the GlasBac® RE backing system, which can be reclaimed and recycled again. Up to 40% of Interface’s GlasBac® RE Backing is made of recycled content. All Interface products contain a minimum of 39% post industrial content.

With a rich history of product design and innovation, Interface Flooring Systems is the world’s leading manufacturer of modular, soft-surfaced floor covering. Interface Flooring Systems pio-

NORSPEC F I L T R A T I O N 22

School Plant Officials Association of B.C. Spring 2006

neered the concept of non-directional modular floor covering which Interface offers as the i2™ collection of products. This collection of products installs with less waste, orders require no overages, and all have mergeable dye lots. Interface Flooring Systems (Canada), Inc. is a division of Atlanta-based Interface, Inc., and is deeply immersed in the corporate mission to make Interface a sustainable corporation by the year 2020.

For more information on Interface Flooring Systems, please visit our website at www.interfaceflooring.com or contact us at 1.800.267.2149, Ext. 2128. * Wyndol Fry is a retired assistant superintendent of plant management for the McKinney School District in Texas and was responsible for over $300 million dollars in school construction over the last 10 years. He spearheaded the effort to build Roy Lee Walker Elementary, one of the first sustainable schools in the country and one of the most recognized. In 2002, he was named Dallas/Ft Worth Environmentalist of the Year. Currently he is the bond construction manager at Melissa ISD in Texas.

You can visit him at www.wyndolfry.com or e-mail him at wfry@wyndolfry.com. ❏

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Specializing in custom supply & installation of Talius Rollshutters and vandal-proof screens.

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PHONE: 604-599-0900 FAX: 604-599-0316 1-800-875-9090

School Plant Officials Association of B.C. Spring 2006

23

SARNAFIL:

William S. Hart project profile Golden Valley High School in Santa Clarita, CA ~ part of the William S. Hart Union High School District.

First Came the Funding The Santa Clarita Valley prides itself on being one of the most family-friendly communities in America. In 2001, voters approved a measure permitting $158 million in school bonds, allowing the Hart School District to qualify for additional state “matching” funds. Hardship funds were also provided by the state due to the severe overcrowding. Now the school district will spend more than $500 million over a 10-year period to build new schools and modernize existing sites.

Without delay, construction of two new junior high schools, Rio Norte and Rancho Pico as well as two new high schools, Golden Valley High and West Ranch High, began in 2003. By the end of 2004 three of the four schools were complete and the district was already benefiting from its choice of energy saving materials, including Sarnafil’s EnergySmart Roof®. The fourth school, West Ranch High, is scheduled for completion in early 2005.

when Sarnafil won the bid because of his previous experience with the EnergySmart Roof membrane and the sound performance results he has witnessed over the years. “I’ve used Sarnafil roof systems on previous buildings since 1990,” he said.

“And while I believe there is no such thing as a ‘maintenance-free’ roof, Sarnafil is about as close as it gets.”

Having a single roofing product supplier for the project was an added bonus for the two architectural firms chosen to design the schools. Both PJHM Architects and NTD Stichler were told that Sarnafil had won the competitive bid. Sarnafil’s technical department worked closely with each to ensure the architects had what they needed. “The Director of Facilities, Carle Manley, told us about Sarnafil and linked us with their technical department,” said Tom Kruse, partner at PJHM Architects.

“What made it easy for us was that Sarnafil could provide the detail drawings we needed, as well as helping us with specifications for the installation.”

Because the district’s building project was so intense and extensive, and due to the area’s year-round solar radiation demands, Manley needed a product that could meet all their needs. From long-term performance to energy efficiency, Sarnafil fit the bill, providing a lower initial installed cost than what the District had experienced historically and fewer projected maintenance expenses. “It’s too early to quantify energy savings from the roofs at this time,” said Manley. “But I have noticed a lower repair cost for the HVAC units; I believe this is due, in part, to the lower demand for cooling since the roofs were installed.”

The Hart District is also known for continually taking steps to lower heating and cooling demands. Sarnafil’s white single ply EnergySmart Roof® membrane has been proven to reflect much of the sun’s energy, thereby reducing the heat buildup that might otherwise result from a darker roof.

A+ FOR PROVEN PERFORMANCE Carle Manley, director of facilities maintenance for the Hart School District, had previous experience with Sarnafil roofs and asked the company to participate in the competitive bidding process for the district’s building project. He was pleased

INSTALLATION IS A BREEZE Only Sarnafil trained and authorized applicators are permitted to install its roofing systems. Three applicators won the bids for the four schools - Alcal Roofing, Best Roofing, and Vance & Associates.

In 2004, the William S. Hart Union High School District in northern Los Angeles County was made up of seven high schools and five junior high schools. But just a few years ago, more than 19,000 students were jammed into fewer schools, originally designed to hold just 10,000. The severe overcrowding was costing the District $1 million a year in leased portable classrooms and impacting the quality of the area’s educational system. Major construction initiatives were needed fast.

24

School Plant Officials Association of B.C. Spring 2006

Golden Valley High School in Santa Clarita, CA ~ part of the William S. Hart Union High School District.

Randy Ayala, project manager at Best Roofing, talked about his experience with the Rancho Pico Junior High school roof. Best Roofing crews installed Sarnafil’s adhered system, using Sarnacol 2121, a water-based adhesive to meet California’s strict regulations to reduce volatile organic compounds.

“Installation went very smoothly, especially since it took place in the winter months, so we didn’t have to contend with the heat. We worked long days and were able to finish the project more quickly,” said Ayala. “When it’s a Sarnafil project, everything goes like clockwork. The products are high quality, the service is great and our crews are experienced enough to know just what to do. I’m always telling anyone who will listen that I only want Sarnafil - nothing else.”

Both Alcal Roofing and Best Roofing are Sarnafil “Elite Level” applicators - proven to be highly skilled and reputable with more than 20 years’ experience each installing Sarnafil systems.

MORE TO COME With four new schools coming online by early 2005, Phase II of the school district’s modernization plan can begin.

Over the next ten years, eight more schools will be upgraded, expanded or renovated. And Sarnafil will continue to be a part of the plan. “I’ve been very pleased with Sarnafil roofing systems,” says Manley. “I’m happy we could work with Sarnafil again because I know their products offer us the low life cycle costs we need and the long-term quality we demand.”

For more information on Sarnafil’s products and services, please visit www.sarnafil.ca, or contact canadainfo@sarnafilus.com; Phone: in Canada 1-800-268-0479 or outside Canada 905-271-7009; Fax 905-271-6608. ❏

Killick Metz Bowen...

1/4 TO COME Dayna

Dobra Design 1/4 NEW?????

Gary

School Plant Officials Association of B.C. Spring 2006

25

HERITAGE WOODS SECONDARY SCHOOL:

Educational facility planning with a long term view KBMR General Staff.

Educational facility planning, at its best, strikes an optimal balance between creating the ideal learning environment and minimizing operational costs in the long term. The design of Heritage Woods Secondary School in Port Moody attempted to do just that, and the results have already attracted considerable attention.

The design team was lead by Killick Metz Bowen Rose Architects Planners (KMBR), a firm well-known in B.C. for school design.

School District 43 Coquitlam selected the design team, in part, on their ability to achieve a high standard of “green” design. With this encouragement KMBR registered the project with the US Green Buildings Council making it the first LEED (Leadership in Energy and Environmental Design) registered public school in B.C. Innovation took many forms in the design of this 1200student facility, which opened in the fall of 2004.

The building – jointly developed by SD 43 and the City of Port Moody – is situated on a steeply sloping site (a 33 meter fall from top to bottom!). Large platforms were needed to construct a $2M track, a $1.5M synthetic turf field and a $600,000 baseball field. The integrated approach to site development has many benefits: less land is needed, parking can be shared, and the students have the use of outdoor recreational facilities that most schools can only dream of.

Site planning also had to take into account two creeks flanking the site, stringent storm water management requirements, and the financial and environmental necessities of balancing the enormous earthwork cuts and fills. The design took advantage of the major earthworks by placing 17 kilometers of piping required for a ground source heating and cooling system under the track and field - much cheaper than having to drill vertical wells.

26

School Plant Officials Association of B.C. Spring 2006

by Gregg Brown

The architects designed a very compact 3-storey building stepped into the slope of the site. Taking advantage of the south-facing slope, the design uses a variety of means to capture and control daylight entering the building. KMBR took scale models of the building to the Seattle Lighting Lab to accurately simulate the daylighting at different times of the year, and used the results to improve the design. The building occupants appreciate this aspect of the design. According to the principal, Doug Sheppard, “The architects have done a wonderful job of bringing in the natural setting...and the tremendous amount of light.”

The heart and lungs of this building take the form of a dramatic and attractive 3-storey atrium. The atrium does many things for the school. It is a multi-purpose common gathering space for students, served by a cafeteria, and adjacent to the library and a student store. It is the circulation hub of the school. Several internal classrooms get their daylight and views from the atrium, which is flooded with light from large clerestory windows. By facing inward, these classrooms also experience much less heat loss. Warm air naturally rises in the atrium. Air is pulled in and natural ventilation is achieved by opening windows around the building. At the top of the atrium, mechanical heat recovery units extract the heat using heat exchangers, and put the heat back into the building air supply.

In the atrium, near the school entrance, the design team has experimented in using the building as a learning tool. A computer station with a 19” touch screen display has been set up in an alcove and is programmed to allow students to see, in real time, the dynamic workings of the building, from the temperature of the outdoor supply air to the performance of the heat recovery units. Information about the sustainable design features in the school is also displayed on this computer, so that students can better understand their built environment and the responsibility we all have in minimizing our environmental “footprint.”

Energy-saving measures abound in this building. For starters, the building envelope is thermally efficient.

Continuous spray foam insulation acts as a combination air barrier, insulation and vapour barrier, with no thermal bridging.

In addition to geothermal heating/cooling and heat recovery, fifty per cent of the peak heat load is handled by high efficiency boilers. Energy efficient lighting and controls minimize

.

Heritage Woods Secondary School.

KBMR General Partners.

PHOTOS COURTESY OF ROBERT STEFANOWICZ.

energy use. Direct digital control (DDC) systems further optimize energy and water consumption, and enhanced building systems commissioning helped ensure that everything was running optimally when construction was complete. A measurement and verification program will extend into the future to make sure the building systems perform as intended and receive timely “tune-ups.”

Energy modeling has been an important tool for this project. The building is expected to perform 55% better than the Model Energy Code, garnering a full CBIP rebate, 9 LEED points for energy efficiency, and annual savings in the order of $52,000 per year (as compared to the ASHRAE 90.1 baseline).

Architecturally, the building looks different than any other school in the province. The stepped form of the building, with extensive south-facing glass and sun shades, expresses a wellconsidered response to the site. Unpainted concrete, both tilt-

Night view of atrium.

up and cast-in-place, provides durability and a robust civic presence. Clear finished fibreboard (MDF), used for wall protection and acoustical slats, gives the school interior the warmth of wood.

One end of the building is anchored with a 325 raked seat theatre, which from the outside is expressed with a sweeping curved roof. Since the Ministry of Education does not specifically allocate space for performance venues in schools, it required considerable creativity on the part of the planning team to make the theatre a reality. By cobbling together space from various parts of the school program, the theatre became feasible without adding to the project size or budget.

The project was built within the Ministry of Education’s normal unit rate for construction. The 11,770 m2 building cost $1140 per square meter, a bargain compared to present-day construction costs.

The project has received considerable attention. For its green design innovations, the project has won two ASHRAE awards and has become a featured case study for the provincial government’s Green Buildings BC program. The Council of Educational Facility Planners International featured the project in a one-day seminar last year entitled “Innovation and Economy.” The Design Quarterly and ArchitectureBC magazines have run cover stories about the project.

Most importantly, the students and staff in Heritage Woods have responded enthusiastically to the design, and the School District is delighted about the energy savings and operational benefits. Not only has the facility created an excellent learning environment for students, but it appears to have inspired other school officials and designers who wish to create high performance schools.

Gregg Brown MAIBC, LEED AP, has been a partner at KMBR Architects Planners since 1991. He has the REFP (Recognized Educational Facility Professional) designation from the Council of Educational Facility Planners International (CEFPI), one of 9 REFP’s in Canada. Gregg is an officer in the CEFPI BC Chapter Executive, and is the Chair and founding member of the AIBC Educational Facilities Committee.

For more information about the project and KMBR see www.kmbr.com; telephone : 604-732-3361; fax: 604-732-1828. ❏ School Plant Officials Association of B.C. Spring 2006

27

BUILDING FUTURES:

Killick Metz Bowen Rose Architects Planners Inc. Behind this magazine’s cover story about Heritage Woods Secondary School is another story, a story about the architects who designed that exciting facility.

The firm Killick Metz Bowen Rose Architects Planners (KMBR) is a Vancouver-based firm of 32 people lead by 5 partners. Founded in 1958, the firm has recently received considerable attention for creating architecture that is rigorously modern and yet grounded in the community and environment where it is located.

From KMBR’s origins in Dawson Creek as the most northerly located firm of architects in Canada, and through the leadership and innovation of the founding four partners, the firm went on to open branch offices in Vancouver, Whitehorse, Grand Prairie and Abbotsford. Experience was gained with almost every imaginable building type, and a diversity of project types continues to this day.

Recent projects by KMBR range from a gas bar for a First Nations client in Moricetown that won the 2006 WoodWORKS Architect Award, to a 22-storey residential tower being constructed in New Westminster, to a pair of instructional buildings soon to begin construction at the College of the Rockies in Cranbrook. The new Salmon Arm Courthouse and District Offices is a striking joint-use facility that KMBR designed in association with Bernd Hermanski Architect.

For over 40 years KMBR has maintained the distinction as one of BC’s most successful architectural firms specializing in school design, and over this time KMBR has served over 40 School Districts. The firm continues to bring fresh ideas and creativity to the public and private school sector. Notably, KMBR are the architects in the designbuild team that were awarded the G.W.Graham Middle/Secondary School in Chilliwack. KMBR is the prime architect for the Penticton Secondary

28

Night view of front entrance of Heritage Woods Secondary.

School (in association with Bevanda Architecture), which will integrate the original 1912 heritage building into the new facility (to be tendered this summer). KMBR is also the architect for the recently tendered Sutherland Secondary School in North Vancouver, which has commenced construction.

KMBR’s success and reputation are built on several beliefs and core values that guide their work. Responsive service in all phases of the work is a basic trait that the partners foster among all KMBR staff. The firm has a passion for understanding each client’s unique needs and objectives, believing this to be the only path to success. On the practical side, KMBR has focused on maintaining a strong reputation among clients for budget-conscious “value-formoney” design, and among contractors for well-detailed and thorough construction documents. As evidenced by

School Plant Officials Association of B.C. Spring 2006

the Heritage Woods Secondary School, a strong interest in environmental issues, sustainable design, and optimizing life cycle costs is now, more than ever, a major driver in their work. And finally, KMBR is intent on producing work that marries beauty and functional integrity into an architecture that belongs.

Along with a growing reputation for design in other building types, KMBR intends to remain a leader in educational facility planning, and to that end takes full advantage of the professional development opportunities organized by the Council of Educational Facility Planners International (CEFPI). In fact, of only three people in British Columbia who have attained the CEFPI’s Recognized Educational Facility Professional (REFP) designation, two are KMBR partners - Cristina Marghetti and Gregg Brown. ❏

MJM ACOUSTICS:

Sound solutions for your acoustical needs Formed in the fall of 2003, MJM Acoustics has become Western Canada's leader in acoustical products for recreational, industrial, hearing, and broadcasting and recording applications.

Carrying a wide range of products, we are dedicated to assisting you with all of your acoustical needs. From initial enquiry to the completed project - a satisfied customer is our ultimate goal.

Recreational facilities mainly use the functional panel system to correct noise level concerns, as the areas are typically large and pre-existing. In areas where echo is a problem, such as gymnasiums, swimming pools, arenas and multi-purpose rooms, these panels provide an efficient and economical means of reducing noise and reverberation.

The panels come in many sizes, allowing them to be easily placed on walls and ceilings while avoiding existing building fixtures. Their versatile size, style, and wide range of finishes result in an attractive acoustical product.

Functional panels also have several industrial applications.

They effectively reduce the sound transfer of large machinery and other types of equipment that typically cause high noise levels, such as water treatment plants, printing presses, and transit stations.

Other industrial products include large modular acoustical rooms for product testing. Many industries require large enclosures to maximize space, while allowing other activities to carry on outside the enclosure with minimal sound transfer. MJM was recently involved in the supply and installation of a 25' square by 22' high acoustical room for AcroHelipro Global Services, one of the few places on the west coast that tests helicopter transmissions.

In the hearing industry we offer a wide variety of modular acoustical enclosures.

Whether they are used for the testing of hearing aids or other scientific research, these rooms create an acoustically controlled environment. As well, the rooms are modular, a beneficial feature which enables them to be relocated as the business grows.

Broadcasting and recording industries use the modular enclosure for radio stations, music studios and movie production.

MJM has relocated modular rooms for Panavison, the worldfamous movie camera company, who used the room to test noise levels on the cameras.

As an alternative to a modular enclosed room, the functional panel system works well when smaller rooms need to be acoustically treated and space will not allow for an enclosure.

At MJM Acoustics we offer installation of all of the products we carry. The modular acoustical enclosure requires a great deal

Modular enclosure for hearing, broadcasting or recording.

of expertise and care when building, as each component must fit tightly in order to be acoustically sound. The same care must be taken when transporting, cleaning and reconstructing a room that is being relocated. Many of our other products, such as the functional panels, textured Eckoustic functional panel pool. panels and lay-in panels are usually installed by local construction companies, as they are a ready-made acoustical product that does not require on-site construction.

For information about our products and services, please email mike@mjmacoustics.com, phone 604.220.2206, or fax 604.534.1112, 1047 Hendecourt Road North Vancouver, B.C. V7K 2X3 Mike Maxwell is a BCIT Steel Fabrication graduate. He has seven years of experience in the construction & acoustical field, and is the president MJM Acoustics. â??

MJM Acoustics Western Canada’s Leader in Acoustical Solutions

Carrying the full line of Acoustical products by INDUSTRIES OF CANADA LIMITED

Noise...

Control it.

ECKOUSTIC FUNCTIONAL PANELS efficiently and effectively reduce background noise and reverberation.

IDEAL FOR AUDITORIUMS, GYMS, SWIMMING POOLS, CHURCHES, ETC. EASY INSTALLATION. 10354 120th Street (Scott Road) Surrey, BC V3V 4G2

www.mjmacoustics.com Ph: 1-604-220-2206 Fax: 1-604-580-2980

School Plant Officials Association of B.C. Spring 2006

29

EUROLINE WINDOWS INC.

Three great reasons for schools to look at new ideas for windows

by R.P. Schwenger School boards, builders and architects, in the past, have defaulted primarily to aluminum windows for use throughout their educational facilities. Durability and non-combustibility have been cited as the primary rationale for these decisions. As well, North American manufacturers, in their quest to satisfy the speculative residential market, have been geared up to produce low-quality, inexpensive options in PVC or vinyl, or more expensive, and somewhat impractical wood alternatives. However, in the last

decade or so, high quality, robustly designed, uPVC windows from Europe have entered the market place and are proving to be a worthy alternative for consideration in schools or other longterm institutional environments.

Besides superior energy efficiency, the following outlines three distinct advantages that high-quality commercial-grade uPVC windows can provide in school facilities:

TILT & TURN

1.

Ease of Use & Comfort: Many European uPVC windows are equipped with superior tilt & turn hardware which allows for two operation options: turn the handle one way and the window swings inwards on a left or right jam hinge; turn the handle the other and the window tilts in at the top toward the inside allowing for draft and noise-reduced ventilation. This is perfect for a classroom environment and ideally designed to accommodate exterior-mounted roll-shutters. The larger turn handle makes the window very easy to operate and it can be equipped with a “tilt only” custodial key so that teachers and students remain safe and secure in upper floor areas while the rooms are well-ventilated forcomfort.

EASE OF MAINTENANCE Easy to replace The snap-in glazing allows you to easily remove and replace a damaged pane. It can be done by a single person – with minimal downtime.

Glazing bead snaps in & out

Easy to maintain Windows open inward for cleaning access to outside window panes.

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School Plant Officials Association of B.C. Spring 2006

2.

Tilt Windows can be tilted to provide comfortable, draft-free ventilation.

Turn Window opens inward for easy cleaning and maintenance.

Maintenance Advantage: Tilt and turn hardware has many pluses in school situations, most notably, the ease with which it can be maintained and cleaned, as well as the fast and easy manner in which broken glass units can be replaced. As the windows swing inward, no exterior scaffolding, ladders or swing-stages are required for regular cleaning and maintenance. uPVC window profiles are also equipped with built-in, snap-on glazing beads which are located on the interior side and can be easily snapped out to remove a broken glass unit. The beads can even be used to temporarily hold plywood in place while waiting for a glass unit to arrive. The new glass is simply installed from the interior and the same snap-in glazing beads snapped back in place - No fuss - No mess!

ENHANCED SECURITY FEATURES Multi-point locking All our windows feature multi-point locking hardware to provide superior protection against break-ins.

Roll-shutters Our roll-shutter option provides an added level of security against intruders and vandals and can be operated with automated smart systems using daylight, time settings, remotely or other.

Shutters reinforced with closed-cell foam for greater strength and impact resistance.

3.

Security: Security has become a primary concern to many school boards within inner city and suburban areas. As schools are often left unattended during period breaks, the school facility's personnel need effective ways to secure the school from vandalism and break-ins.

European tilt and turn window hardware, coupled with robust, steel-reinforced, uPVC frames, provide the most secure options for schools. The multi-point locking feature, unique to tilt & turn systems, locks the sash of the window at many points rather than just where the handle is located. Marry this with intruder-proof aluminum exterior roll shutters and there is no better, more secure option available today.

For more information on uPVC window options for school facilities, please refer to: http://www.euroline-windows.com/ section.asp?catid=146 Or call: Euro-Innovations Ltd. at: 780-469-7255

â??

Please support the advertisers who have helped make this publication possible.

School Plant Officials Association of B.C. Spring 2006

33

THE UNTOLD SECRET:

The garbage can method Sometimes in our search for answers we are stumped and, as much as we try, we still can't solve all the problems that we face each day in a carpet cleaning crisis. Whether you run a truck mount, a portable or even a bonnet system, you can still have that carpet crisis. No one has all the answers for dealing with those spots, stains, and spills, but we all try to do our very best in our schools, with the tools we have to work with.

Over four years ago I was invited to solve a carpet crisis in the second largest school district in Washington State that, for over 20 years, no one had been able to resolve. This school district has 54 schools, including several out buildings and administrative buildings. All the buildings' carpets were in crisis. The particular school I was dealing with had over twenty years of detergent build up, along with thousands of beverage-spill spots and stains. There were also significant wicking and browning problems in each of the buildings. The challenge was to deal with this situation using the school's old equipment.

We set up in a classroom with about 20 lead custodians, two supervisors and the operations manager to work on the blackest carpet I had ever seen in my 30 years of experience. We presprayed, extracted, set their air movers out and then we went over the carpet with their buffer. We did, however, use our pad driver and our 100% all-natural cotton bonnets to dry the tips of the carpet fiber. The carpet came out looking brand new.

The Operations Manager then asked if we could remove a build-up of duct tape adhesive that had resulted from power cords being taped down throughout the room. I sprayed Procyon on the adhesive, picked up the buffer and 100% cotton bonnet and wiped it right off.

We finished cleaning the carpet in that room and drying the tips of the fiber. The carpet again turned out great!

The operations manager was impressed. He pointed out, We have the second largest public school district in the state of Washington, and I need products and a method that work.�

At the high school that we visited next, we were faced with more problem carpet. The carpet, which was in the school's lunch room, was worn out and had a lot of fiber missing - it was thread bare in the main area. Through my evaluation, I again saw light gray carpet that looked black as a result of many years' build-up of old soapy, sticky residues along with pop, juice and milk stains.

We repeated the same process that we used at the elementary school, but with no success. The old juices pop and milk just wicked back along with the soapy, sticky detergent residues. So

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School Plant Officials Association of B.C. Spring 2006

Workers Compensation Board of BC 1/8 NEW????

Gary

we had to resort to what we call the Garbage Can Method.

Rather than pre-spraying the soiled carpet fiber, we used a thirty-five gallon Brute trash barrel with wheels on it so it could be mobile on carpet. We filled the barrel three-quarters full with 20 gallons of hot water and poured 4 oz. of Procyon into each gallon of water. We placed a commercial mop wringer on the garbage can. We took a 100% all-cotton 19” bonnet and submerged it in the water, then squeezed the solution out of the bonnet using the mop wringer.

To complete the operation, we spun the wet 100% cotton bonnet out over the dirty dry carpet, toweling off the soiled area. The carpet did not wick because we kept the cotton bonnet moving across the carpet. About every 200 square feet we stopped to turn the bonnet over in a out of the way non-traffic area so that if the moisture in the cotton bonnet begin to run down in to the fiber it would run down in to a non-problem area, not giving the problem carpet fiber a chance to get wet.

The 20-year-old carpet came out looking like new!

After this success we went on to solve all the carpets problems in 54 schools in the district.

As I told the operations manager at the first school I visited, the Procyon treatment is “what your carpet likes.”

Procyon is the original soap free “GREEN” concept in cleaning. For over 25 years we have provided you with technical telephone support and on site training in restoration services that work.

For further information on Plus Manufacturing's products and services, please contact Ivan Day or Carl Hockhalter at 1-800-843-2531. ❏ School Plant Officials Association of B.C. Spring 2006

35

A perspective on mercury

by John Bonnet

A cardboard box containing a monometer or barometer was stored in a secondary school basement for several years. At the request of a teacher it was relocated to the classroom in February and left untouched for almost six months. On examination in June, it was discovered the box held uncontained elemental mercury. In September, a WCB officer using a direct reading detection instrument sampled the classroom for Mercury vapour and detected no readings.

Three years later, in 2004, a barometer stored in a closed wooden box in a chemical storage room was also found to have

uncontained elemental mercury. That fall, a WCB officer found that ventilation in the school did not provide adequate outside air to some of the classrooms.

From that time forward a series of tests by WCB staff and others were completed in the school for both mercury vapour and air quality. These tests showed some results for mercury vapour but these were associated with known previous mercury spills and not indicative of a dangerous concentration in air.

Air quality tests confirmed that the school was ventilated but continued to show problems with adequate fresh air to all classrooms. This testing resulted in remediation work to remove traces of elemental mercury and maintenance of the air handling equipment. The testing did not indicate that staff and students were exposed to dangerous levels of mercury. Within the last few months, the district's medical health officer, after reviewing the history, has indicated that the school does not present a risk to health.

However, by this time, five teachers had long reported non-specific adverse health effects. Over time, the teachers consulted with a naturopath who prescribed a course of treatment generally known as chelation therapy. This treatment is not a recognized medical treatment. More traditional diagnostic testing, that was recently completed, has not revealed any physical or neurological evidence linking these health complaints to exposure to mercury.

At this time, the teachers are still attempting to have their

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School Plant Officials Association of B.C. Spring 2006

health complaints recognized and accepted as being work-related so that their medical costs can be refunded. The district continues to deal with staff concerns on risk to health issues arising from mercury exposure and indoor air.

In considering these events, we need to realize that the problems experienced by both the teachers and the district are very real. There is nothing imaginary in this situation. The teachers are convinced there is problem and the district has no evidence to indicate a problem exists in the school. Solutions in this kind of situation do not come easily.

School district employees occupy an unusual niche in our work environment in that we are one of only a few occupational groups that can be exposed to mercury. Mercury is a common component of science instruments.

Thermometers are probably the most common cause of mercury spills in school labs. These are frequently broken when used in student lab sinks. The mercury falls into the sink trap where it accumulates when other thermometers are broken. Larger sources of mercury are contained in shop and lab built glass monometers and barometers used to demonstrate changes in air pressure.

Another source is the “Two pound” vial of mercury in many chemistry labs used to illustrate density. Every secondary school is likely to contain some amount of spilled elemental mercury in the their science areas.

Mercury is a naturally occurring element that is found throughout our environment in air, water and soil.

Consequently, we cannot avoid exposure to mercury. Humans are a component of the environment and, consequently, our bodies will contain some amount of mercury.

Mercury is introduced into the environment by a variety of means.

Volcanic activity, the mining and burning of coal to power industry and to create electrical power are sources. The fossil fuel we use in cars is a source of

mercury compounds. The amount of mercury released into the environment has been increasing since the early 1900s. Through the adoption of more stringent environmental controls in recent years, the amount of mercury entering the environment through human activity in North America should decrease but it may not decrease worldwide because of more relaxed emissions controls and more primitive technology in other countries.

Mercury exists in several forms: elemental or metallic mercury, inorganic compounds, and organic compounds.

Exposure to mercury can happen in several ways.

Inorganic mercury is a component of some fungicides; anti-fouling marine paint is an example. It can be a component of medicines such as antiseptics and disinfectants. Creams to diminish skin freckles can contain significant amounts of mercury compounds.

Mercury and mercury compounds are also used in some traditional and religious medications.

Organic mercury compounds are formed when mercury in the environment combines with carbon. Organic mercury compounds accumulate up the food chain. Nearly all exposures to organic mercury compounds occur through eating fish. Long-lived predatory fish such as tuna and swordfish, and even fresh water bass, contain more mercury than other fish. Health authorities routinely recommend both limitations on consumption of fish and the consumption of fish in moderation.

Limitations are especially directed to pregnant women and young children.

The most common source of mercury intake among humans is dental amalgam. Dental amalgam contains

about 50% mercury. Likely all of us have some amount of dental amalgam containing mercury in our teeth. We can take comfort in the US Centers for Disease Control findings that there is scant evidence that the health of individuals is compromised by the presence of mercury containing dental amalgam in our mouths.

All of us have a certain amount of mercury in our systems. Mercury has a half life of up to 90 days in our bodies.

We constantly expel mercury from our bodies and by eating and breathing we take mercury into our bodies. The relatively low levels of mercury we carry with us aren't a threat to our well-being.

However, this isn't a reason to encourage the status quo. Mercury is not a substance that has been shown to have any intrinsic value to our health. On the contrary, the evidence shows that it limits our ability to interact with our environment.

Increasingly stringent emissions controls are intended to reduce the presence of mercury in our environment. In our sector, we can favourably influence this goal by removing mercury and mercury-containing equipment from our schools and by ensuring that spilled elemental mercury has been removed from our premises.

The cost to deal with a mercury spill when health concerns are identified can be significant. The cost to deal with parent, student and staff hysteria over mercury spills is huge. The cost to remove mercury from our schools is relatively small and it only needs to be done once.

John Bonnet is the Provincial Coordinator of Occupational Health and Safety for the BC Public School Employers' Association. ❏

School Plant Officials Association of B.C. Spring 2006

37

SchoolDude

Provides solutions to school operations challenges in times of budget shortfalls

by Martha Harmon Declining maintenance and operations budgets pose one of the most daunting challenges in history for school administrators - providing quality learning environments during a tremendous financial crisis.

There is $266 billion in unmet funding for deferred maintenance and adequacy needs for school facilities in the U.S. alone – more than $5,000 per student enrolled!

And maintenance and operations budgets have declined to a 30-year low while the average age of main instructional buildings at public schools has increased to 40 years.

School administrators have known for years that technology can streamline business processes, increase efficiency and improve accountability. But despite these benefits, traditional business and facility operations management technology offerings are often too expensive for many schools. The challenges seem overwhelming, but web-native technology can help you do more than survive this financial crisis.

The Internet makes this needed technology more affordable by reducing the Total Cost of Ownership (TCO), while providing more power and ease of use. Traditional desktop systems leave you with seemingly endless costs (software upgrades, licenses, servers, IT support, data backup). Webnative applications eliminate these hassles and reduce your TCO 60 to 90-percent, making the applications you need to succeed affordable.

It's simple - all you need to start streamlining business and facility operations is your web browser and access to the Internet! And since Internet technology is already available on your computer, you can typically start using next generation web-native applications in less than a day!

North Carolina-based SchoolDude.com offers a complete suite of web-native operations management technology designed to help school administrators harness the power of the Internet to succeed by revolutionizing the way they manage their business and facility operations.

38

More than 1,900 educational clients in the 50 United States and seven Canadian provinces utilize SchoolDude's web-native operations management applications, making SchoolDude the market leader.

SchoolDude offers eight modules that cover numerous aspects of school operations, including: work order processing, technology incident management, preventive maintenance scheduling, facility usage scheduling, trip management, utility tracking, capital planning and inventory management.

SchoolDude's systems are designed exclusively for the unique needs of school administrators, with emphasis on ease of implementation and use, as well as affordability for both small and large schools.

To utilize SchoolDude's web-native applications, clients only need a web browser and Internet access. This reduces the cost of system ownership compared to competing “installed desktop systems”, which require more time and money to install and maintain. Schools, therefore, do not have to worry about maintaining the system, and all of the upgrades are automatic. The cost is reasonable, according to SchoolDude clients, and is based on the number of students.

Snoqualmie Valley School District #410 - a 5,000 student district in Washington State - uses MaintenanceDirect, PMDirect and PlanningDirect. Carl Larson, the district's Plant Operations Supervisor, said, “Snoqualmie Valley School District has been using the services of SchoolDude for the past five years. In that time, we have gone from a very reactive maintenance department to a proactive department.

SchoolDude has provided the tools necessary to proceed in that direction. The combination of MaintenanceDirect and PMDirect has allowed us to keep a complete tracking system on all our equipment, including HVAC, custodial, maintenance and grounds. We are able to track the maintenance cost on each piece of equip-

School Plant Officials Association of B.C. Spring 2006

Carl Larson from Snoqualmie Valley School District, WA gives SchoolDude's solutions a “thumbs up” for helping increase operations efficiency and better manage shrinking budgets.

ment along with the cost of maintaining our facilities by the square foot or full time enrollment. It is an easy system to learn, and we had our district writing work orders within two hours after we first installed the program.”

“Additionally, PlanningDirect has allowed us to develop a five year plan and schedule all of our capital, deferred maintenance, and general fund projects in advance.

By using PlanningDirect, we have been tracking our costs for these projects and planning our budgets accordingly. Previously, we were using an Excel spreadsheet to try and do the same thing. There is no comparison between spreadsheet information and data based programming. It's easy to run reports and retrieve the information you need when you need it.”

Larson added, “SchoolDude has been the one program we installed that has made the largest impact on our department. It has provided us with a program that has increased our efficiency and helped manage our shrinking budgets.”

SchoolDude's web-native solutions have the proven ability to help clients do more with their limited resources. The technology is highly cost-effective because it typically generates productivity and efficiency gains of 15-percent or more, helping clients extend facility life, improve customer satisfaction, reduce operations costs and relieve facility capital budgets.

SchoolDude's broad suite of online applications is revolutionizing the business of managing school operations.

SchoolDude's web-native tools for operations management offer easy to use, affordable solutions to help both small and large schools save money, increase efficiency and improve services. To learn more, please visit www.schooldude.com or call 1-877-868-3833.

Martha Harmon has been SchoolDude.com Marketing Manager for four of her nine years in educational operations software marketing. ❏

Flip the Software Simple Switch! “ I only have one word to describe SchoolDude's products SIMPLE! Getting started using our SchoolDude systems was quick and easy, ON and the applications are even easier to use. Our teachers and principals love how simple it is to submit requests online, and that has cut down on our paperwork tremendously.”

SIMPLE

DIFFICULT

“SchoolDude was simple to implement.

All of the staff have embraced the program, and we continue to implement new modules and expand our usage of SchoolDude.

I have recommended this program to numerous colleagues, and all of them tell me it has simplified their busy workday. ” Steve Morlino Newark Public Schools, NJ

Greg Binkley Crittenden County Schools, KY

Easily integrate and manage your business and facility operations with SchoolDude's simple web-native solutions for schools!

• Easy – simple to implement and use • Maintenance Free – no software to install, maintain or back up

• Affordable – reduce cost of ownership 60-90% compared to desktop/installed software • Efficient – improve productivity 15% or more

• Innovative – automatic online software updates and no licensing limitations

• Integrated – connect business, technology and facility operations across your district

• Reliable – maintained in a 24x7 secure data center for maximum uptime

• Education Specific – designed exclusively for the unique needs of schools

Learn more in a FREE, online seminar! www.schooldude.com/seminars

• • • • • • • • •

MaintenanceDirect - work order management system PMDirect - preventive maintenance scheduling system InventoryDirect - inventory tracking and management system UtilityDirect - utility tracking and analysis system PlanningDirect - capital planning and budgeting system TripDirect - field trip planning and management system FSDirect - facility usage scheduling system ITDirect - technology help desk management system CommunityDirect - peer networking for school operations professionals

LASER ENGRAVERS

An essential tool

Epilog Laser Systems, in conjunction with Engraver's Express, has become one of the world's leading providers of the latest technology for educational programs.

Our mission is to provide the most comprehensive and effective educational laser solutions for all of our customers.

We dedicate ourselves to providing the best solutions available to assist educators in molding today's students into tomorrow's skilled professionals.

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WHAT SCHOOL PROGRAMS WILL BENEFIT FROM A LASER CURRICULUM? Epilog's laser systems are used in a variety of classroom settings, from technical labs to art departments. Whether investing in a laser system for one class, or to be shared among programs, they will develop your school's curriculum in an ever-expanding field of laser systems.

Students who learn how to use a laser in their classes are likely to search out fields of study that will allow them to continue to use this very exciting technology.

LASER APPLICATIONS Woodworking, Textile Cutting, Industrial Prototyping, Industrial Marking, Sign Making, Architectural Modeling, Plastics Fabricating, Rubber Stamps, Picture Frames, Gift

School Plant Officials Association of B.C. Spring 2006

Manufacturing, Bar Coding, Gasket Cutting, Cabinetry, Awards and Trophies, Personalized Pens LASERABLE MATERIALS Wood, Plastic, Acrylic, Glass, Coated Metals, Ceramic, Delrin, Cloth, Leather, Marble, Matte Board, Melamine, Paper, Mylar, Pressboard, Anodized Aluminum, Rubber, Wood Veneer, Fiberglass, Circuit Boards, Stainless Steel, Painted Metals, Tile, Cork, Corian HOW DO WE DEVELOP PROGRAMS FOR YOUR CLASSES? When you are looking for ways to teach the lasers in your classes, nothing is better than our unique Technical Library and Sample Club.

Technical Library: Epilog's Technical Library is an online resource for

articles on how to work with the laser on various processes.

From in-depth articles about Radiance High Energy Optics, to studies of resolution and how it works with the laser, to working with photographs on the laser, you'll find unique, interesting articles that lend themselves to classroom study and work with the laser.

Sample Club: Every month we add new samples to our website that can be downloaded and created with the laser.

Students can download an architectural model that can be created with the laser, then use the principles they learn through the project and create their own model.

Engraver's Express On-site Training: Let us show you how to save money by using the laser in a true cross-curriculum environment. We will show you how to benefit Career and Technology Studies, making your own awards, signage, props for your Drama department, cutout and etch fabric, instrumentation for your Science department, maps for Social Studies, games for language classes, marking computer equipment, etc.

WHY CHOOSE A CO2 LASER SYSTEM? CO2 lasers provide a unique opportunity in the classroom, allowing students to create exciting products at the touch of a button. By designing their own pieces to be created with a laser, students learn the principles of design while working with a highly sophisticated tool that will excite their minds and expand their ability to think outside the box. Some other reasons to consider a laser system for your school include: Speed: Lasers offer the highest cutting speeds on the market, delivering higher output and better productivity than conventional engraving and cutting systems.

Flexibility: Laser equipment can be easily adjusted to fit your exact laser engraving and cutting needs, whether you're working in batch mode or mass production, or need to cut materials in a range of different sizes.

Safety: Laser engraving is a contact-free process that does not require any adjusting or clamping of the material to be worked with. Laser systems never expose users to open, moving parts.

Ease of Use: Epilog's laser machines can be operated with the same ease-of-use as a laser printer, using standard graphic layout programs and quick, one-touch commands. That means you'll always get high-quality output, whether you're a new user or a laser expert.

Clean: Laser systems deliver clean, sharp edges, every time,

with no frays. And Epilog's laser systems are clean in another way, too - they're built with the environment in mind, eliminating dust and fumes, especially when used in conjunction with one of our advanced laser exhaust systems.

WHY ENGRAVER'S EXPRESS? We started our business in 1982 as a small basement business. Through the addition of product, equipment, skilled people - and a lot of hard work - we have grown to three warehouse locations across Canada. Our dedicated staff, now more than twenty strong, offers you the best technical expertise in the country, along with outstanding training and problem-solving services.

We innovate. We develop. We understand your needs and we are committed to providing you with the highest level of satisfaction.

That's why, today, Engraver's Express stands as the most trusted name in the industry.

CONCLUSION To prepare students for the future, nothing can match a laser system to develop the dynamic, multifaceted solutions a laser system can provide.

By integrating a laser into your curriculum, you will be preparing your students for an exciting future. Create projectbased classes that teach design, project management and product completion - a full learning environment from one tool!

For more information on our products and services, visit our website: www.engraversexpress.com â??

School Plant Officials Association of B.C. Spring 2006

41

Are your construction projects accounting for hazardous materials?

by Jari E. Saarela With the present state of the economy, construction projects in British Columbia are booming.

The projects include renovation, restoration, new construction, and often, demolition, to some extent. As a result of the current influx of work, projects are, on occasion, scheduled on shorter notice with tighter timeframes for completion.

As a result, environmental concerns are sometimes initially neglected.

School Boards throughout British Columbia are faced with the same construction project issues as they share the work force with the rest of the industry.

When planning construction projects, feasibility studies are often completed to determine a course of action and potential associated costs.

An important part of these studies is the inclusion of a hazardous materials assessment by an environmental consultant. In some instances, projects are planned and the hazardous materials assessments are not called for until the project is well into the design stage - sometimes not until the project is awarded to the General Contractor.

At this stage, no Occupational Health and Safety rules have yet been broken, but the project can run into a delay waiting for the hazardous materials assessments to be completed. Additional costs, and time involved to deal with any hazardous materials identified, further complicate a project that may already be under a tight timeframe.

The majority of school buildings have had hazardous materials assessments performed in the past. However, in most instances, the assessments are surficial in nature intended as information for the school board maintenance and custodial staff only. When construction projects are slated for a school board building, extensive or complete demolition is often required in order to accommodate the new construction. In almost all cases, further destructive testing is required to provide a more complete hazardous materials assessment for the project. Even with destructive testing, hazardous materials may still be found during construction behind walls and ceilings, and underneath floors. When looking at the history of asbestos, a fairly recent example is the vermiculite insulation sometimes found in concrete block walls. As buildings were added onto, concrete block walls that were previously on the exterior of the building, now become interior walls. These walls will require an asbestos abatement procedure for an operation as simple as the installation of a new doorway.

Risk assessments are also required and can only be provided once the hazardous materials assessments are completed, and a full inventory of identified hazardous materials, is made available. In some instances, lead paint, mercury thermostats, science room chemicals, refrigerants, and underground storage tanks, are also encountered. The risk assessments must be com-

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School Plant Officials Association of B.C. Spring 2006

pleted based on the proposed scope of work for the project. In British Columbia, a risk assessment must be completed by a qualified person before any alteration, demolition, or repair of machinery, equipment, or structures where asbestos may be disturbed. This is a WorkSafe BC Occupational Health and Safety Regulation.

Site specific work procedures with risk assessments must be provided to ensure worker safety. A scope of work is often included directly into the procedures to further delineate areas usually identified in the project drawings. If for any reason, the scope of work is changed, and any contractor is directed to complete work outside the original scope, the new areas in question must be properly assessed for potential hazardous materials, prior to proceeding.

Otherwise, an occupational health and safety regulation infraction occurs and worker health and safety may also be compromised.

Even when all possible precautions are taken, hazardous materials may still be encountered during demolition. When any unknown materials are encountered, work must stop immediately and the area must be isolated until the material is identified. If it is determined to be hazardous, a risk assessment must be performed to ensure worker safety.

On construction sites where older buildings are involved, there is always a potential for an exposure to occur. Therefore, prior to the start of any project, it is not only essential to establish realistic budgets and timelines, it is also essential to ensure a thorough review of all potential aspects of the projects, including hazardous materials.

Jari E. Saarela, CEI, CEC, RHI (USA), has been the President of A.C.M. Environmental Corporation, located in Vancouver, B.C., for 16 years. Mr. Saarela has been directly involved in the asbestos industry for over 30 years. He provides asbestos awareness work procedure training seminars to all levels of the industry, and is one of the principal authors of the Asbestos Abatement Association Standards Manuals. Mr. Saarela was also part of the Industry Focus Group assisting the WCB in developing a standardized risk classification matrix for the asbestos industry.

He can be reached at 604-873-8599 (tel), 604-873-5956 (fax) or by e-mail at: jari_saarela@acmenvironmental.com â??

Protect your schools through “Smarter” buildings

by Brian Lee Wireless technology and the internet have given rise to new “Smart Technology” applications to enhance the performance of building envelopes for new and existing school buildings.

Third-party firms offer Facility Monitoring Services (FMS). One of the benefits of such monitoring services is the early detection of moisture caused by unintended water ingress. These services will prove useful to facility managers of school buildings who are charged with looking after building envelopes and maintaining mechanical rooms and electrical rooms housed within the buildings.

Today, facility managers can take advantage of these automated integrated systems to monitor crucial building functions. Such automated monitoring services enhance the scope of manual and visual inspections.

Building owners can protect their investment against costly repairs caused by premature failure of the building envelope and by water leaks from mechanical and plumbing systems. Specifically, in the wet coastal climate of British Columbia, the huge financial cost of repairing failed building envelopes has been well-documented over the past decade.

Facility Monitoring Services have combined the technologies of wireless communications, the internet, long-life batteries, and global positioning satellites to provide real-time monitoring of the building envelope. The end-goal is to alert the facility manager of unacceptable levels of moisture, temperature, and relative humidity within the wall assemblies, thus enabling a timely response to problems before they develop into costly repairs.

Levelton Consultants Ltd., a leader in building envelope research and design, provides consultation on wireless FMS. Strategically located sensors within the building measure moisture content, ambient temperature, and relative humidity at the monitored locations. These are the three most important measures of performance for building envelopes. Nextgeneration batteries with a typical life

span of 15 to 45 years make the application of such monitoring practical.

Miniaturization of the monitoring equipment enables it to be installed or removed during all phases of construction, even after the drywall has been completed.

Authorized personnel have “24/7” access to a dedicated website which provides numerical readings as well as graphical displays of the performance of the building being monitored.

Regular maintenance of the building envelope helps ensure its proper performance, and is as important as maintenance of the equipment housed within the building. Third-party monitoring services are a natural complement to a successful Building Maintenance Program. The smarter building can help reduce the cost

of maintenance by identifying when and where attention is needed before a problem can develop into a costly repair.

Facility managers often retain professionals to perform reviews of the building envelope to identify potential areas of concern. Smarter buildings make it possible for early detection of building envelope problems. The FMS is not intended to replace, but rather enhance, the reviews typically performed by a building envelope consultant.

Brian Lee, P.Eng., BEP, is a professional engineer with 27 years' experience, specializing in structural engineering and building science. For information on Levelton Consultants' products and services, visit their website: www.levelton.com ❏

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STAGE DRAPERIES AND FIRE SAFETY:

The first step to great performance

Stage drapery is a valuable addition to any performance space. It transforms a relatively plain space into a theatre of illusion, magic and elegance. Through the use of drapery you can create a space suitable for a wide variety of presentations, from a single speaker to a Broadway style musical.

Suitable drapery is important. The type of material, colour, weight (thickness), and fullness (folds) are considerations, but one issue that is becoming more important all the time is whether the materials are flame retarded. Flame retarded drapes are not only required to meet Building and Fire Codes, but are vital for the protection of the performers, audience and the space.

Flame Retarded Drapes have always been a requirement of Building and Fire Codes, but this requirement is sometimes overlooked as a cost-saving measure. Increasingly, facilities are having their stage drapery reviewed. Officials are insisting that such facilities have documentation to verify that their drapes are properly treated for flame resistance.

In one case, the facility was unable to provide proof that their drapes were “up to code.” They were instructed to remove the drapes and to ensure that replacement ones were in compliance. The sad thing about this case was that these drapes were relatively new, in good shape, and were supplied as flame retarded drapes. The lack of correct information about the drapery resulted in an $ 11,000 preventable error.

When purchasing new stage drapery you should consider the following in your investigation:

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School Plant Officials Association of B.C. Spring 2006

1) Choose a reputable supplier who is familiar with “stage” drapery.

2) Only use flame retarded fabrics that meet the code requirements of your area.

3) Ensure that you will get support documentation indicating the applicable flame retardancy.

4) Consult with your local AHJ (authority having jurisdiction) to ensure that they accept the flame retardancy of the product prior to making your purchase.

5) Check to ensure that appropriate labels are sewn onto the drapes.

This labeling should provide manufacturer as well as flame retardancy details.

If you have existing drapery that is in good shape but do not have support documentation you should have it checked. Section 2.3.2.2 of the 2005 National Fire Code deals with flame retardant treatments of interior finishing, furnishing and decorative materials. The code states that “the treatments should be renewed as often as required to ensure that they pass the NFPA 705 - Field Flame Test for Textiles and Films.”

Chapter 1 of NFPA-705 indicates that this test provides guidance for enforcement officials for the field checking of fabrics where reliable laboratory data is not available. Contact your local Fire Prevention Officials to find out about having your existing stage drapery checked.

Cleanliness is important when dealing with stage drapery. The fabric may not burn, but the dust that often accumulates will.

All drapery manufacturers that produce flame certificates will indicate that the fabric is treated. However, how the fabric is handled after purchase will affect its flame retardancy and bears greatly on its ability to remain flame retarded.

It is important to note that most applied flame retardancy treatments are water-based, so if the draperies have been washed or have gotten wet in any way, the flame retardancy treatment might be compromised. This also holds true with painted back drops. The fabric may be treated but some paints are water-based and may compromise the flame retardancy of the drop. There are however flame retardancy treatments that can be added to the paint.

Should you decide that your drapes need retreating, careful investigation should be made into the cost of having this done. You should compare the cost of replacing the drapes with a combination of the remaining life expectancy of the drapes, the condition of the drapes and the cost of having them treated.

If you are considering having your drapes treated, ensure that the applicator is experienced, has liability insurance and will provide the support documentation that is acceptable to your local authorities. Also ensure that they will that will guarantee replacement of drapes that may be damaged as a result of the application of the flame retardant.

In the past few years, a cost-effective Inherently Flame Retarded (IFR) Fabric has become available. In this case the fabric is not treated after manufacturing but is instead manufactured from fibres that already have the necessary properties. Drapes made from IFR product never have to be retreated and the flame retardancy will last the life of the drape. These do cost a little more; however the extra money spent now will save you in the long run, as the drapes will not have to be tested and retreated. Another benefit to IFR fabrics is that they are easier to clean, with the possibility of machine washing smaller panels.

Making sure that your stage drapery is properly treated is the first step to great performance!

This article was prepared by the staff of Stagefab Custom Manufacturing Inc. a company that supplies Drapery and Rigging to the Film, Video, Theatre and Event Industries. Visit them at www.stagefab.com ❏

AHEAD OF THE CURVE What have you done within your school district to protect your budgets against rising energy costs?

COAST MOUNTAINS SCHOOL DISTRICT NO. 82 Coast Mountains School District began their energy saving journey in February 2003 with an energy intensity of $15.41 per square metre, ranking it within the top ten percent highest energy intensity districts in the province at that time. In December 2003 Honeywell Energy Solutions partnered with the district in to work to reduce this. Their energy intensity, post construction, is now at $12.04 per square meter, a 21.8% reduction. The Year 1 Annual Savings Reconciliation has demonstrated that the $333,000 annual savings commitment for year 1 has been exceeded. Coast Mountain's energy efficiency ranking has improved from the bottom ten percent to the top half within school districts in the province. Coast Mountains also realized the importance of a balanced approach that includes “hard-wired” energy savings and a complementary communication and awareness program. Remember your spring 2005 SPOA Ops Talk magazine that featured Coast Mountains SD? Here's what they are doing now.

After completion of their Energy Performance Contract with Honeywell, Chuck Morris, Director of Facility Services, set about to improve upon their results. Chuck brings considerable experience to this role from his last facilities position in Langley. Chuck worked closely with Honeywell to communicate and improve the awareness of their principals, teachers, staff and students about the program and how their involvement could help the school district reduce their energy use even further.

One “student” initiative was a contest co-sponsored by Honeywell.

It was an artwork contest which engaged a broad cross-section of student grade categories. Students were asked to provide artwork and energy saving tips and ideas in exchange for the opportunity to win prizes. The response was very encouraging, resulting in many submissions. Prizes were awarded to many students and the overall winning artist's submission and energy tips were laminated onto a bookmark which was printed and distributed to everyone in the district. Additionally, Chuck and his webmaster set up an “Energy Corner” hot link on their web site to further inform and educate the students, staff and community. By clicking on the link, viewers can see; the results of the base “hard-wired” energy project, the past and present communication and awareness initiatives as well as future initiatives. Moreover, all of the energy saving tips students provided through participation in the artwork contest will be featured monthly on their Energy Corner.

A second, student initiative of Chuck's involved student teams tasked with finding energy saving opportunities. These students gathered an impressive list of opportunities (even in a brand new school!) and with Chuck's guidance, presented these to the board in 2005.

Chuck has implemented a number of other energy saving initiatives which he is confident will drive down their energy costs and intensities even further. He has banned incandescent light bulbs, issued lights out and lights off until morning instructions to custodial staff and printed/distributed stickers for light switch plate covers.

Chuck is not content to stop here. He is always on the lookout for where new technology can be utilized to the district's benefit. For example, he has realized additional savings through conversion of gym lighting from H.D. to T8 and is also exploring some T5 applications. “We are not content to stand still. The great efficiencies that we have achieved are just the beginning. I am always investigating and evaluat-

ing emerging technologies that we can use for our benefit.” Please feel free to call Chuck as he would be happy to share their achievements with you. See future Ops Talk articles. Given Chuck's aggressive, thorough/creative approach to energy savings, I'm sure we'll be hearing from him again soon.

OPPORTUNITY COST Because of the steep increases and volatility in utility prices (think Fall 2000 natural gas) in the past several years, had CMSD82 not acted when they did, their utilities expenditures would now be significantly higher than they are now. They would be spending over $333,000 more.

Carpe diem! Coast Mountains seized the opportunity to address their cumulative deferred maintenance issues, renew their facilities and make energy saving part of the culture of their organization.

Are you up to the challenge? First, choose a partner like Honeywell to complete your “hard-wired” energy savings, and then couple this with a robust communication and awareness program to affect the behaviour of your facility's users. Then continue to be on the lookout for further ways to reduce your energy use.

For more information, contact Bernie Desabrais, Honeywell Energy Solutions Canada, Suite 300, 3490 Gardner Court, Burnaby, BC V5G 3K4 Phone: (604) 654-5639; Fax: (604) 654-5696 Email: bernard.desabrais@honeywell.com ❏

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“Mom I wish I could learn better!”

How amplification is giving every student a front row seat and improving learning

Research indicates that most students only catch about three-quarters of what is being said in a classroom. In order to comprehend new concepts, kids, whose auditory processes aren't fully developed until their teens, need greater speech clarity than adults.

Since they can't fill in the blanks on misheard concepts without language experience (and what teachers say to kids is, by definition, new and unfamiliar), students can't easily rely on context when they miss a word.

Missing 25% of a lesson is a pretty remarkable statistic for the average student.

However, it is not entirely surprising to those familiar with today's larger classes, most of which have poor acoustics. We know that children spend roughly 45% of the school day engaged in listening activities and that those who have good listening experiences tend to become better learners. Conversely, those who have difficulty hearing in class often engage in disruptive behavior.

No wonder more and more schools are turning to classroom amplification, or what has more recently been dubbed “active learning systems,” to provide great learning environments for all students to reach their academic potential.

“It's now our goal to get a system in every classroom.”

Tom Hazzard, Principal, Prince Albert, Saskatchewan

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Could this be a technological gimmick that soon fades without impact? Not if you're a mom like Tracy Fasciana who claims her daughter's academic life was changed by a Front Row system. Here are her words as presented at a Parent Advisory Counsel meeting in B.C.: “My name is Tracy Fasciana and I have been asked to speak about my experience with sound field amplification systems. I'm not a public speaker, just a mom who has seen the benefits of Sound Field and believes they should be in every classroom. My daughter with normal hearing has difficulty separating the teacher's voice from background noise. Unfortunately schools have problems with acoustics affecting many students' attention and listening behaviors, speech perception and ultimately academic performance. When children have difficulty hearing through background noise they have difficulty learning, which has been proven through research over the last 30 years!

Noise and distance cause breakdown of communication and missed information, like when a teacher turns to write on the chalk board and their voice turns away from the children… making it harder to hear.

When a classroom is amplified, ALL children, regardless of student or teacher location, can hear the teacher. These systems boost the teacher's voice evenly around the room by approximately 8 to 10 dB above ambient room noise. Teachers wear a small microphone sending their voice through strategically placed speakers in the classroom.

It's taken us 3 1/2 years to find out why my daughter has had difficulty learning. She has missed a lot of information and would not be so far behind if she had an amplified classroom when she started school. It broke my heart to see her self-esteem bottom out when others noticed she was always asking for things to be repeated! She felt singled out and always told me, “Mom I wish I could learn better!” Well, it's my mission to help my daughter by educating both parents and teachers, so other children don't have to go through this!

Since the audiologist suggested trying a Front Row Amplification System, the results have been amazing! Not only boosting my daughter's self-esteem, but changing

School Plant Officials Association of B.C. Spring 2006

her outlook on school has increased her learning performance. She no longer feels singled out and can finally hear the teacher, thereby catching up on the language she has missed.

It was amazing to see children who were never asking or answering questions now putting up their hands and participating.

The children were more focused and the teacher's voice was less strained at the end of the day. It helps children develop confidence while they use it to speak in front of the class. I still get parents coming to me saying “THANK YOU - it's really making a difference.” The support and enthusiasm I have from both parents and teachers has been AMAZING! Our children are our FUTURE... If Sound Field systems were in every school, I guarantee we wouldn't have as many children dropping out of school.

TRACY'S STORY IS NOT AN ISOLATED ONE! Leslie Bennett, an Educational Audiologist in Coquitlam, BC., points out, “When teachers have to raise their voices to be heard, the individual speech sounds are usually not enunciated as clearly. Using a Front Row active learning system typically provides improvements in spelling and language development because students can better discriminate between the different sounds when the teacher speaks in a calm voice at normal levels.”

IMPROVING STUDENT ACHIEVEMENT ~ THE HOWE SOUND SUCCESS STORY During the 2003-2004 school year, Howe Sound District undertook a research project involving seven primary classrooms, and the results proved student comprehension increased by 20% when teachers' voices were amplified by a FrontRow Sound Field system. Dr. Rick Erickson, the Superintendent of Schools in Howe Sound, says, “Improving student achievement is the district's number one goal, and we wanted to know if something as simple and inexpensive as putting a sound system in a primary classroom could help us achieve that goal.”

MORE SUCCESS ACROSS CANADA AND BEYOND For over 20 years, Front Row active learning systems

by Phonic Ear have been amplifying classrooms! The province of New Brunswick is the first province to introduce the systems' use in elementary classrooms across the province! Grade improvements, especially with literacy, have quickly been noticed. Front Row active learning systems are used in varying degrees throughout Canada, the

United States, England, Australia and other countries.

For more information on Front Row Systems contact Phonic Ear at 1-800-263-8700 or visit www.gofrontrow.com Tracy Fasciana is a mother of two living in Coquitlam.

After it was recommended her daughter Stephanie receive a Front Row system she became an advocate for better classroom acoustics across B.C.. Tracy organized a Sound Field committee in her school district and has been asked to speak about her experiences at several Parent Advisory Committee meetings. Tracy continues to be an inspiration for her daughter and an advocate for Front Row systems in every classroom.

This article has been compiled from several sources by Karen Stefanishyn. Karen is the Manager of Phonic Ear Canada, a company with a 40 year history of helping teachers and students in B.C. schools. In her 19 years, Karen has seen first hand how improved speech clarity can change lives forever. She has worked and networked extensively across Canada and was recently instrumental in the provincial adoption of Front Row systems for all elementary classrooms. ❏

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A safer paint for their environment Cloverdale Paint is proud to introduce Horizon, a new generation of paint specifically designed to significantly reduce polluting vapours and odours released into the air, which can be harmful or irritating to the user as well as the occupants of the areas being painted. Horizon is a low VOC, environmentally responsible paint with minimal odour and no residual after smell. It is ideally suited for schools, hospitals, nursing and senior's homes, nurseries, public buildings

or anywhere sensitivity to paint smell is a concern. Horizon is the first line of paints to have both interior and exterior products Green Seal® certified and therefore qualify automatically for LEED™ credit points.

WHAT IS GREEN SEAL® Green Seal® is a national, independent non-profit environmental labeling and consumer education organization. Allied with Underwriters Laboratories Inc. Green Seal®

issues their seal of approval to products that meet approved standards for environmental impact. This includes all phases of the product's life cycle including material extraction (raw materials), manufacturing, application, and ultimately recycling or disposal. All Green Seal® standards have a performance requirement that a product work at least as well as other in its class.

WHAT IS LEED™ LEED™ stands for Leadership in Energy and Environmental Design and is designed to help guide commercial building projects in green and sustainable design. Many public and private buildings are now being built to LEED™ standards. The concept is to design and construct buildings that meet the “Green Building” standards with an aim to improve occupant well-being, economic returns and environmental performance of buildings employing new and innovative standards in construction practices.

WHAT YOU CAN'T SEE CAN BE HARMFUL VOC's (Volatile Organic Compounds) are invisible solvent vapours, which are released into the air as the paint film is applied and dries. VOC's react with the air to form ground level ozone, a major contributor to odour and air polluting smog. These compounds have been traditionally used in conventional paints to improve their application characteristics, water resistance and freeze thaw stability. Interior Horizon has a VOC content of less than 1 gram/litre, and Exterior Horizon has low VOC's that meet Green Seal certification standards. Horizon is a new generation of enviro-friendly coatings that have eliminated the harmful and odour causing ingredients without compromising the performance characteristics of the paint.

SUPERIOR PERFORMANCE Horizon is a high-performance paint with excellent hiding power and washability. It is enhanced with anti-microbial agents to provide continuous protection against bacteria, mold and mildew that cause stains and odours on the dried film. You can expect equal or better flow and leveling to Cloverdale's best interior and exterior paint.

To find out more about Horizon Coatings, contact Vince Smith at (604868-8406, visit the Cloverdale Paint website at www.cloverdalepaint.com or drop in to your local Cloverdale Paint store.

Cloverdale Paint Inc. is Western Canadian owned and operated with locations throughout Western Canada. ❏

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School Plant Officials Association of B.C. Spring 2006

Thoughts on great employees

by Chuck Morris Shining stars are absolutely wonderful!

Those employees that seem to stand out high above the rest of their peers; don't you wish you could clone them?

All your staff could be working their hardest, but there are usually a few that stand out. As an employer it behooves us to work with all the employees and encourage them to strive for excellence.

However there a few that seem never to pick up the pace and they just don't become interested in furthering themselves. They become evident quite quickly. Don't waste your energy on them. You still need to coach and mentor these employees, but place the bulk of your energy on those that shine. Help them along; assist these “Stars” in reaching their goals.

By identifying who these are and working with them, you will not only be providing assistance but you will be benefiting yourself and the employer in general. When an employee begins to not only see what you are doing, but actually feel where you are going, he will commit to it.

He will take ownership much more seriously as he sees the latitude and responsibilities being given to him.

Often times when providing training for these “Shining Stars” some of it rubs off on their peers and you can see a general uplift in performance and productivity. This usually happens when employees see what is happening to those you have chosen to help advance. Morale increases and an openness amongst employee and employer takes place that may not have been as evident before.

Nurture what you are experiencing.

Involve all of your employees in personal conversation. Take an interest in aspects of their personal life. Show them that you really do care! The end result of all of this is a better work force and a few employ-

ees who have indicated the desire to learn more and take on more responsibility at the same time. That can make your job so much easier.

The payback to the employer is simply outstanding! ❏

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School Plant Officials Association of B.C. Spring 2006

49

INDEX TO ADVERTISERS Aaron’s Professional Supplies ACM Environmental Corp.

6 42

J.M. Bean & Co.

14

Killick Metz Bowen Rose Architects Planners Inc.

25

Air-Vac Services Canada Ltd.

6

Lawson Products, Inc.

Allmar International

9

Levelton Consultants Ltd.

43

B.C. Boiler Services

13

Little Tykes Commercial

35

B.C. Plumbing Supplies

7

B.C. Tree Services Ltd.

12

Miracle Recreation Equipment Company

33

Bel-Par Industries Ltd.

14

MJM Acoustics Ltd.

29

Bevanda Architecture

16

Nilfisk ~ Advance Canada

49

Big Steel Box

30

Norspec Filtration Inc.

22

O.E.S. / The Rock Group

19 23

Blue Imp Recreational Products

5

Matrix Planning Associates

4

C P Distributors Ltd.

23

Pacific Blue Cross

Cariboo Awnings & Shutters

23

Panarama Technologies Ltd.

Chairlines

4

7

9

Phonic Ear

47

Clearzone Services Inc.

23

PJ White Hardwoods Ltd.

17

Cloverdale Paint Inc.

48

Plus Manufacturing

34

Comac Corporation Inc.

4

Premier Levaque / Spider Safety Systems

6

Cora Bike Rack (1995) Ltd.

16

Refrigerative Supply

10

Dobra Design

25

Reliable Controls Corp.

18

Engraver’s Express

40

Roofing Contractors of British Columbia (RCABC)

Erv Parent Group

28

SchoolDude.com

39

Stagefab Custom Manufacturing Inc.

44

Euroline Windows Inc.

OBC

5

Flexible Eutectic Boilers Ltd.

36

Talius

IFC

Hags

15

Tandus

13

Honeywell

45

Terasen

IBC

Interface Flooring Systems

21

Workers Compensation Board of B.C.

50

School Plant Officials Association of B.C. Spring 2006

35

Teresen FP4C

Euroline Windows OBC