Del Communications Inc. - Educational Facility Managers ...Del Communications Inc. 211 Hespeler Avenue Winnipeg, MB R2L 0L5 Email: [email protected] S.P.O.A. S . P . O. A.

School Plant Officials Association of B.C. Spring 2006 3

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C O N T E N T SMESSAGES

Editor’s Message ~ Nicole Petroski 4President’s Message ~ Lisa Johnston 7RFABC President’s Message ~ Willy Lee 8BCSSA President’s Message ~ Ken Emmons 8CEFPI President’s Message ~ Kendall Jessiman 9

FEATURES

Conference Planning 2006 10 & 11Trade Show Exhibitors 2006 12Member Profile: Meet Mac Christensen 13Certificate of Recognition Program 14Knowledge Capital 16Scoreboards: More than just keeping score 18Interface: Why are schools making the transition... 20Sarnafil: William S. Hart project profile 24Heritage Woods Secondary School 27Building Futures: Killick Metz Bowen Rose 28MJM Acoustics: Sound solutions for your acoustical needs 29Big Steel Box 30Euroline Windows Inc. 32The Untold Secret: The garbage can method 34A perspective on mercury 36SchoolDude: Provides solutions to school operation challenges 38Laser Engravers: An essential tool 40Are your construction projects accounting for hazardous materials 42Protect your schools through “Smarter” buildings 43Stage draperies and fire safety 44Ahead of the curve 45Mom I wish I could learn better 46A safer paint for their environment 48Thoughts on great employees 49Index to advertisers 50

4 School Plant Officials Association of B.C. Spring 2006

EDITOR’S MESSAGE NICOLE PETROSKIAs the school year winds down, thingsare gearing up for the 42nd annual con-ference of the School Plant OfficialsAssociation of British Columbia. Thisyear, three other organizations will alsobe participating, and there will be arecord number of trade show exhibitors.

The organization is continuing togrow and change; such an exciting timealso invites reflection. I had the pleasureof speaking with lifetime member MacChristensen, who shares his experiencesin this issue’s “Member Profile.”

In keeping with this year’s conferencetheme, “Navigating our Course,” con-tributors to this issue discuss the ways in

which administrators are responding tochanging educational needs. JohnBonnet tells us about the Certificate ofRecognition program, and Chuck Morrisgives us his views on encouragingemployees to reach their fullest poten-tial.

Other articles tell us how schools areresponding to environmental concerns,both in a global sense, and in terms of thelearning environments in which our stu-dents carry out their daily tasks.

We hope that you will find this issueinformative and enjoyable, and we hopeto see you at the conference in Pentictonthis June! ❏

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PRESIDENT’S MESSAGE LISA JOHNSTON

As President of SPOABC, I would liketo invite you all to attend the 42ndAnnual Conference for the School PlantOfficials Association of BritishColumbia. The theme for this year’sconference is “Navigating our Course.”We embarked on a journey in 2005 toraise the profile of SPOA province wide.This year we will continue on our questto improve communication with ourmembers at large, the Ministry ofEducation and fellow associations. Wewill enhance our certification program soit becomes a requirement for FacilityManagement positions, and also worktowards increasing public awareness ofour Association.

During the AGM of 2005, our mem-bership charted a course for theExecutive which included expansionwith other related associations. I ampleased to announce that this conferencewill be attended by the membership ofthree other provincial associations. Theresult will be an exciting time with morenetworking opportunities available forall those attending. British ColumbiaSchool Safety Association (BCSSA)members have participated in ourConference for the past three years, andthis year the Council of Educational

Facility Planners International (CEFPIBC Chapter) and Recreational FacilitiesAssociation of British Columbia(RFABC) will also be participating. Thishas allowed us to expand our conferencepackage and offer more educationalopportunities for our membership.

We are presently well on our way toselling out our largest tradeshow ever,increasing booths from 119 to 139. Thesupport from our valued suppliersthroughout the province has been excep-tional. We are expecting the tradeshowportion of our conference to be bothinformative and entertaining.

Take this journey with us as it willprovide you with a wealth of knowl-edge, tools, supplies and the opportunityto meet new people from different ven-ues who work in similar areas related tomaintenance of facilities.

I would like to extend a warm wel-come to all members and I look forward-ing to seeing you at our 42nd AnnualConference and Tradeshow.

See you in Penticton!

Lisa Johnston, PresidentSchool Plant Officials Association of BC

❏

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RFABC PRESIDENT’S MESSAGE WILLY LEEI would like to extend a very warm welcome toall delegates and partners attending the first jointConference of the Recreation FacilitiesAssociation of British Columbia (RFABC) andthe School Plant Officials Association of BritishColumbia. We will recognize some familiar facesfrom our respective School Districts at this, the42nd annual SPOA BC Conference and our 54thannual RFABC Conference, providing us withthe unique opportunity to discuss problems, solu-tions and trends common to the operation of pub-lic use facilities.

The theme for this year’s conference is“Navigating our Course,” which is a focus ofSPOA, “to improve communication among fel-low associations.” This first ever event will nodoubt provide all involved agencies with theopportunity to open this dialogue, creating the

potential for ongoing development of a positiveworking relationship amongst our associations.

Along with the ever-popular Golf Tournamentand Associates Trade Show there will be a fullslate of educational sessions open to all delegates.In 2006 the Trade Show will represent the diverseequipment and supply requirements for bothrecreation and school facilities, generating a wideand diverse variety of exhibitors.

Speaking on behalf of the members of theRFABC we are looking forward to the conferencein making new alliances with SPOA, BCSSA andCEFPI as well as rekindling friendships withinour own association.

Willy Lee, PresidentRecreation Facilities Associationof British Columbia ❏

BCSSA PRESIDENT’S MESSAGE KEN EMMONS

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

Ken Emmons, PresidentBritish Columbia School Safety Association

❏


CEFPI PRESIDENT’S MESSAGE KENDALL JESSIMAN

As president of the BC Chapter of the Council ofEducational Planners International (CEFPI), it ismy pleasure to write to our members and themembers of SPOA, RFABC and BCSSA. I lookforward to being a part of your joint conferencefrom June 6 to June 9, 2006 in beautifulPenticton, BC.

Your organization committee has been work-ing hard to pull together a stellar program withinteresting educational speakers, representativesfrom the Ministry of Education, a great tradeshow and stimulating social events where every-one will have an opportunity to meet others thatare active in the “business” of designing, con-struction, maintaining and delivering educationalfacilities.

CEFPI has planned an engaging program forits members. All attendees are invited andencouraged to participate in our programs, andour members are encouraged to participate intheirs.

We have a Round Table discussion scheduledfor Thursday that will see local engineers talkingabout mechanical and electrical issues in our

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

We also have a special guest speaker from theState of Washington who promises to deliver ahard hitting talk about how to be environmental-ly responsible and save money at the same time.You will want to catch Bob MacKenzie’s talk forsure if you have anything to do with building andmaintaining schools. Come and learn how theydo things just south of the border.

On Friday we expect to have a keynote speak-er talking about the effect of changing curriculumand its impact on school design. This type of aca-demic talk is always interesting and gets onethinking about the shape of our schools of thefuture.

So, plan to attend this Spring Conference andregister now. I look forward to seeing you on thegolf course on Tuesday or at one of the functionslater in the week!

Kendall JessimanBC Chapter President, CEFPI ❏

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The door closes, hand shakes all around, business cards areexchanged, and everyone grabs a coffee and a chair and makesthemselves comfortable. So starts the first meeting of all the par-ties involved in this year’s SPOA Conference.

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

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

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

ties agreed to respond as soon as possible. I am happy to reportthat at the time of writing the Speakers Program is in place andis looking to be very informative and educational. With theinclusion of the new organizations comes a different slant onspeakers. Some of their speakers will be able to comfortablycross over to all organizations and offer a new introspective onhow we approach things.

In talking with the Conference Coordinator, we should haveall our exhibitors in place by the end of March. Thanks to theexhibitors for the overwhelming support they have shown forthis 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’strade show.

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

❏

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Just after he graduated from high schoolin 1955, School District 33 inChilliwack hired Mac Christensen. Forhim, it was the start of “the best 41years in the business.”

In 1968, a year after becomingCustodial Supervisor, Mac’s boss askedhim to join a fairly new organizationcalled SPOA. He attended his first con-ference that year and except for missingone year, he has had perfect attendanceever since.

Mac’s dedication to learning andsharing knowledge in the workplacesoon spilled into his SPOA activities.Seeking out and taking advantage ofevery educational opportunity availableto him, Mac was eager to share his newknowledge and experience with his col-leagues and with his fellow SPOAmembers. “Sharing knowledge helpsdevelop a sense of community,” Macmaintains. “That’s essential to SPOA asan organization.”

In 1974, Mac was elected Secre-tary-Treasurer of SPOA. In his words,“it was lots of work and no paid help.”Following this term, he served as VicePresident for a year, then a year asPresident, followed by a year as PastPresident. To him, the highlight of hisinvolvement has always been the annu-al conference.

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

and to stay connected with friends,” hesays. He’s had the privilege of sayinggrace at the conference’s banquet everyyear since 1976. “It’s an honour,” headds. “It lets me share some of myexperiences in an informal way.”

One of Mac’s other annual confer-ence duties is swearing in the new exec-utive members. He takes this responsi-bility very seriously and tries to instilthe importance of their new duties toeach member by taking the time toaddress them individually and empha-sizing what is involved in carrying outtheir specific duties .

It’s his desire that every memberapproach and treat the organization withthe best possible business skills. Toassist the Executive, Mac has chroni-cled his wealth of experiences andknowledge into a procedure manual.This valuable reference has been usedfor many years and helps keep SPOArunning smoothly.

Mac has seen SPOA grow signifi-cantly over the past decades. Thisyear’s conference promises to be note-worthy, with close to 150 exhibitors.With this increased popularity, Maccautions about losing sight of SPOA’soriginal purpose - to create a communi-ty of learning and sharing knowledge.“Allow change to happen,” he advises,“but at the same time, learn from thosewho have come before you. Don’t try

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

Mac retired a decade ago, but hisgolden rule approach to his work, hiscolleagues and co-workers is still goingstrong. He is a passionate advocate offostering mutual respect, encouraginginnovation and sharing knowledge.“Don’t say something is right or wrong- suggest how it might be made better,”he advises. “Keep your eyes open foropportunities to learn, then use thisknowledge to improve your own prac-tices and make your workplace some-thing to be proud of.”

As for the future, Mac intends to bean actively contributing lifetime mem-ber of SPOA. He’s going to balancethis with spending time with his familyand enjoying his grandchildren. As forthe opportunities and challenges ahead,he offers some sage advice -“Remember the good old days? A fewyears ago, they were the trying times.”

❏

MEMBER PROFILE:Meet

MAC CHRISTENSEN

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In the first edition of Ops Talk in the fallof 2004, I did an article on the changesthat I thought would occur over the nextseveral years regarding how school dis-tricts would manage safety. One of mypredictions was that the role or enforce-ment activity by WorkSafeBC, the newname for the BC WCB, would declinein school districts and that school dis-tricts would assume a more prominentrole in developing and promoting occu-pational health and safety in the K-12sector.

This past January, the Board ofGovernors at WorkSafeBC approved inprinciple a new program that moves thisprediction in that direction. Officiallyknown as the Partners Program, it willbecome known as the COR Program.COR is an acronym for Certificate ofRecognition. This program will providemonetary incentives for school districtsto take a more proactive role in manag-ing effective health and safety programsand encouraging the implementation ofsupportive return to work programs.Coupling these two activities withclaims management approaches thatrecognize the rights of employeesshould lead to reductions in claims fre-quency and claims costs. When thisoccurs, WorkSafeBC is prepared to rec-ognize this achievement by returning up

to 15% of the monies paid to theWorkSafeBC through the quarterlyassessment payments.

A very similar program was intro-duced in Alberta in 1990. By 2005, 55%of the workforce was employed by anemployer who had registered in the pro-gram. Through effective managementof the occupational health and safetyprogram and claims management, by2004, the cost of claims among partici-pating employers was 24% lower thanemployers not participating. The pro-gram has been so well accepted inAlberta that a Certificate of Recognitionis becoming a basic requirement amongbusiness, particularly among sub-con-tractors bidding for work with largeremployers. A pilot program in BCamong construction companies saw 34firms share $218,000 in rebates in thespring of 2005 even though not all pro-gram requirements had been met.

How is it likely to work in BC?While the detail still needs to be devel-oped, a general overview can beexplained.

The program will be entirely vol-untary. School districts may elect toparticipate or not participate. Schooldistricts may join or leave the programat any time without penalty.

There are three broad elements to

the program. The first is a commitment to imple-

ment a comprehensive health and safetyprogram that shares common elementswith other districts. While most of thiselement is concerned with establishingcompliance with the OH&S Regulationand Part 3 of the WC Act, the commonelements will deal with programrequirements that are of particular con-cern to our sector and that will likely bedeveloped by our sector through ourvarious associations or with their sup-port. Verification of the commitment todo this will be by an audit process thatis administered by our sector and veri-fied by WorkSafeBC. A participatingschool district will need to have an auditdone every year on the program. Everythird year, an auditor not employed bythe district must complete the audit. Inthe other two years, the district wouldcomplete an audit with its own person-nel.

A similar approach will be taken inassessing the second element, imple-mentation of a return to work program.WorkSafeBC previously provided dataindicating that in our sector, 60% ofclaims costs were assigned to custodi-ans who account for perhaps 10% of ourworkforce. A return to work programshould bring about reductions in cost in

Certificate of RecognitionPROGRAM

by John Bonnet

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this area and that will influence resultsin the third element.

The third element will consist onlyof demonstrating a decrease in claimscosts. A reduction in these costs mayconsist of one or two approaches; dis-tricts may qualify by showing a declinein costs from one year to the next, dis-tricts may qualify by reducing claimscosts to a level lower than that experi-enced by all districts, and, it may be thatboth approaches will be considered.

In 2005, school districts paid about$24 million to WorkSafeBC in assess-ments. The Certificate of Recognitionprogram could see WorkSafeBC returnabout $3.6 million to school districts.The program should return enough toeach district to fund the work requiredto maintain compliance with Programstandards.

Peggy Lee once sang a torch songin which a recurring line went “Is thatall there is?” In the United States ofAmerica, OSHA introduced a similarprogram a number of years ago. Firmsparticipating in the program areexempted from planned inspections byOSHA Officers. This enables OSHA toredirect the attention of its staff intoother areas. However, OSHA officerswill continue to investigate accidentsand complaints, thus ensuring that thecommitment required to complete theCOR program is maintained. We shouldexpect WorkSafeBC to adopt a similarenforcement strategy when employersparticipate in this program.

“Is that all there is?” The audititself brings about another subtle butsignificant change. A change in owner-ship of the health and safety programwill occur as a result of the audit.WorkSafeBC officers will assess pro-gram issues from a “macro” perspectiverather than the present “micro” perspec-tive. Districts will assume a greater rolein establishing the direction of theirhealth and safety program.

“Is that all there is?” Anotherunstated benefit of this program is thatit 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 lowerbase assessment rate will benefit everydistrict even if the district is not partici-pating in the program.

School districts can expect to hear

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

John Bonnet is the ProvincialCoordinator of Occupational Healthand Safety for the BC Public SchoolEmployers’ Association. ❏

Certificate of RecognitionPROGRAM


Information bombards us every single day. In our world learn-ing is first and foremost. That not only means in the classroomwhere we are tasked to provide an environment conducive tolearning, but in our daily work life. If we are doing our job tothe best of our ability, we strive to keep our employees up todate with the most current technology, applicable codes andmore. Do you keep yourself learning?

Above my office door, visible to people leaving is a strategi-cally placed 4” X 8” card with the message, “Learning isDiscovering That Something is Possible”. I do not know whocoined that expression, but it is simple and quite profound! Weneed to continue to promote learning as an everyday occur-rence. Information is knowledge!

Someone once coined the term, “Knowledge Capital.” Theythen broke it down into four sub-sets:1. Inventoried; known and accounted for2. Utilized3. Secured within the organization (used by all)4. Growing

What does that mean? Paul Strassmann, in an article hewrote for American Programmer in March of 1998, likens it toan employee that is hired with little knowledge. Over thecourse of the next ten years that employee is trained on varioussubjects, sometimes at great expense, listens to all the compa-ny gossip, reads, and makes errors that he learns from. The endresult is this employee is worth far, far more after ten years thanwhen he first walked in the door. He has a lot of knowledge andit has been applied to the benefit of his company.

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

ing with the ever-increasing volumes of paper that cross yourdesk? How much of it is relevant to the organization and howmuch of it do you keep to refer to at a later time - a time whenyou ‘think’ you might have time to go over it in more detail?We should be retaining much of what we read and learn so itcan be used to enhance what we are doing, help the organiza-tion, 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 teamplayer and have the best interest of the organization at heart. Sonow you have inventoried the information, the knowledge. It isaccounted for. You have read and sometimes re-read that horren-dous flow of paper and it is accounted for. Are you utilizing it?

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

KNOWLEDGE CAPITAL:

What do we do with theinformation we process every day?

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as a manager; your job will not be in jeopardy. It will showyour staff that you are a true leader and know that the sharingof your knowledge is to assist them and make them betteremployees. The whole idea of professionalism flows from youon down and will rub off on others. So by acting in this fashionyou are securing knowledge within the company or organiza-tion, and promoting the use of this information by everyone.There is one thing left, and that is how to grow it. How do yougrow knowledge?

Mastering the subject matter helps. What is the point in read-ing a specific topic if you cannot understand it? How wouldyou take that information and transform it into somethingmeaningful and apply it to your surroundings? You cannot.What we do need to do is recognize and support innovativethinking. Sharing of the Capital we have been talking aboutwill spark an interest in staff and it will lead to some very inno-vative thoughts. Often times it is these thoughts, when furtherdeveloped and shared, which will cause outstanding perform-ance by staff. So it is better knowledge and a greater applica-tion of that knowledge that will allow it to grow.The ability to create, access and use knowledge is becomingfundamental to us and to our organizations, and that allowsknowledge growth. This enhances the productivity of those

involved, shows our peers we are willing to share informationand ultimately makes for a better informed and responsiveworkforce.

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

❏

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1-800-811-9872 1-800-480-9399 1-800-252-9360 1-800-667-9663

Also see us for all your Lumber & Plywood needs as well asAdhesives, Abrasives, Hardware & Arborite Plastic Laminates.

INFORMATION OVERLOAD

SCOREBOARDS:

More than just keeping scoreby Paul Hogendoorn

Scoreboards domore than justshow the scoreand keep trackof the gametime remain-ing; they canadd excite-

ment and enhance the expe-rience for players and spectators alike. In the

last minutes of a close basketball game for instance, all theplayers on the bench and all the fans in the gym will certainlyknow the score. Yet, at every stoppage in play, and after everynew point is scored, they will glance up at the scoreboard anx-iously - either in hope that time will wind down faster so their

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

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

Sports play a critical role in education. In addition to thephysical fitness and health benefits they provide, competitivesports teach us how to win and how to lose. Students learn howto cheer and support their own team while admiring andacknowledging the efforts and skill of their competitors. As ourchildren are taught about the importance of teamwork andsportsmanship, they learn valuable lessons about competition -how to compete properly, fairly, and to the best of one’s abili-ty. 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 winningand losing appropriately, are all valuable life skills that can betaught and reinforced by participation in team sports at school,both as players and as spectators.

OES understands the important role that team sports play inschools today. With so many “attention consuming” distrac-tions that compete for our kids’ attention, such as game boxes,the Internet, and cell phones, physical activity and team sportsfrequently do not gain or hold their interest as easily as theseactivities once did. In a small but still significant way, a score-board can help - by heightening the excitement, by elevatingthe stature of the event (giving it a “big league” feeling), andby keeping the spectators’ focus on the game situation (scoreand time remaining) during stoppages in play. Though it mightseem relatively minor, the difference between watching a bas-ketball game with flip-card scoring that provides no indicationof the time remaining, and watching a game with a scoreboardthat shows the score as well as the minutes and precious sec-onds remaining, can be significant for both players and specta-tors 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. OESscoreboards are now keeping score for NBA teams in


OES’s Model 5240 painted and trimmed in “school colours”.


Cleveland and in San Antonio, for CFL teams, for the WorldJunior Hockey Championships in Halifax, for curling inNagano Japan (host of the 1998 Winter Olympics), and nowalso for NCAA tournaments.

Being a proudly Canadian company, with representation andsupport across the country, OES can offer facility operators asignificant “home team advantage.” Using LED technologyeliminates any need for re-lamping and makes the scoreboardvirtually maintenance free.

OES recently celebrated 25 years in business. Our solid rep-utation with schools and school boards across the country givesOES customers the added confidence that if there is a problem,OES is prepared and equipped to provide the service and sup-port 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, werecommend 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 decideto add an electronic scoreboard to your facility, it would be ourpleasure to propose an OES solution for your school.

Paul Hogendoorn is president of OES, Inc., a leading manu-facturer of world class scoreboards “Made in Canada”. Hecan be reached at [email protected]

For more information on OES Scoreboards, please visitwww.oes-scoreboards.com

❏

OES’s Model 5210 in standard black.


Whether it is a renovation project or new construction, superin-tendents, facility managers and even A&D firms are rethinkingtraditional paradigms in order to get the best return on theirinvestment in school flooring. From buffing to mopping to strip-ping and waxing, many would agree that the maintenance of tra-ditional VCT flooring in schools can put an unnecessarily largedent in the yearly operational budget.

After nearly 35 years in the business, I believe there is a betterway. Interface Flooring Systems, the industry pioneer and world’slargest manufacturer of modular carpet, has proven that modularflooring can produce a long-term return on investment not foundwith other flooring options. More and more schools are makingthe transition from VCT to modular carpet and seeing returns inmany different ways.

There are pros and cons to every type of flooring. Examiningthe total life cycle costs of your flooring choice may help youdetermine the best option for your school. And there are differ-ent considerations for new construction versus renovation; sotaking a big-picture perspective of the total project, from theinitial budgeting process to the desired design aesthetic, willenable you to make the most informed decision on flooring.

EFFICIENT INSTALLATIONHard surface floors, including VCT, can be installed without a

problem, if the slab and sub-floors are installed perfectly. Even asmall pebble underneath will cause major problems such asbumps and welts. VCT can’t cover expansion joints; neither canit be cut less than 6” for accents. Lastly, hard surface floors cannever be changed or reconfigured.

However, installation of 50-cm carpet tiles is much faster andmore flexible. Carpet tiles also allow for installation and replace-ment in occupied spaces. Therefore, furniture does not need to bemoved 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 week-end. Also, the flexibility of the carpet tile backing allows a toler-ance for slab imperfections, such as bumps and welts, and expan-sion joints.

If you are thinking about conventional roll carpet for yourschools, first consider the waste factor. Studies show that trim wastefor carpet tile averages 1.5% compared to 10-13.5% for roll carpet.If you are spending bond monies or operational dollars, it is notcost-effective to throw 10% of that money into a landfill 6 weeksafter you issue a purchase order, but if you continue to buy roll car-

peting, that is exactly what is happening.Interface produces carpet tile products to meet a variety of appli-

cations, including walk-offs, corridors, offices, classrooms, mediacenters and cafeterias. Pattern-by-tile design, utilizing multiple pat-terns and colours within one space, enhances aesthetics whileadding flexibility to an environment that may need to grow andchange. Interface modules can easily be cut into any size for accentsor rearranged to enhance a floor.

MAINTENANCE MADE EASYHard 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 schoolsspend between $1.25-$1.50 per square foot a year on hard surfacefloor covering maintenance compared to $.35-$.60 a year for car-pet tile.

Compared to hard surface flooring, modular carpet tile requiresminimal daily maintenance. Through daily vacuuming and regu-lar dry/wet extract cleaning, carpet tile can maintain its long-termappearance and flexibility.

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

OPERATIONAL FLEXIBILITY It takes constant commitment to maintain hard surface floor

such as VCT. First, only trained technicians can replace VCTtiles. Second, broken or cracked VCT tiles cannot be repaired.The warranty for VCT tile is 5 years; but VCT can last longer ifproperly maintained.

Carpet tile, on the other hand, allows for quick replacement indamaged areas, without having to hire a costly outside flooringcontractor. Modules can literally be pulled off the floor andreplaced in seconds. Interface’s i2TM design system and merge-able dye lots always match, no matter when it is purchased orinstalled. Storage for modular carpet tile is manageable andspace-saving for convenient use.

Additionally, Interface products have a 20-year education war-ranty against excessive surface wear, edge ravel, backing separa-tion, shrinking and static electricity. The patented GlasBac®backing system, with nearly 30 years proven performance in thecommercial environment, is standard on Interface products forEducation.

INTERFACEREVOLUTIONIZING EDUCATION FLOORS:

Why are schools making thetransition to modular carpet tile


INDOOR AIR QUALITY & MOLD GROWTHVCT’s positive impact on indoor air quality is also question-

able. Volatile organic compounds (VOCs) increase significantlyfrom the cleaners, strippers and wax needed for maintenance ofVCT. High traffic on VCT causes allergen levels to increasebecause mold and mildew spores are stirred up in the air, distrib-uted through the HVAC system and inhaled. Unfortunately, buff-ing the VCT only spreads more particles.

Hard surface floors can actually cultivate the growth of moldand bacteria. Studies have shown that VCT can harbor high levelsof 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 qual-ity.

On the other hand, carpet tile serves as a filter system to bio-contaminants. Carpet tile often traps dust and pollen from the out-side. Thus, routine vacuuming can remove most particulates fromthe environment.

Additionally, Interface carpet tiles inhibit mold, mildew and

other odor-causing microorganisms through the use ofIntersept®. Interface’s Intersept antimicrobial preservative is per-manently incorporated into the pre-coat backing of all modularcarpet products. No other carpet includes an antimicrobial that’sas effective in preventing mold and mildew. Intersept is registeredby the EPA for use in carpets, and carpets treated with Interseptare guaranteed to maintain antimicrobial-preservative effective-ness for the life of the product, assuming proper maintenance.

ACOUSTICSWhat can disrupt a class more than noise? Though it is easy to

move chairs, desks and other things on a hard surface, unfortu-nately, you can hear it too. Hard surfaces allow sound to echo.

Carpet tiles filter unessential noise for a more peaceful envi-ronment. Carpet absorbs noise pollution allowing hearing levelsto increase which indirectly increases class productivity. The useof carpet tiles in hallways and common areas further decreasenoise disruptions and contribute to an overall feeling of warmthwithin the school building.

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.

AM BOTH SMART AND BEAUTIFUL.

INSTALLFASTER WITH LESSDISRUPTION.

THE NEXT GENERATION FLOOR IS INTERFACE

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INTERFACEREVOLUTIONIZING EDUCATION FLOORS...


RECYCLABILITYMore schools are making purchasing decisions based on envi-

ronmental criteria, including the use of recycled materials in pro-duction as well as the overall recycling possibilities of the productafter its useful life.

To date, there is no way to recycle hard surface floors. Thereare higher costs associated with removing hard surface floors,both financially and environmentally. The chemicals used in theglue to maintain hard surface floors can be hazardous to the envi-ronment.

Interface products are fully recyclable through its Re:Entry®Carpet Reclamation Program. Through the program, used carpettiles are collected and recycled or repurposed so that they will notbe dumped in a landfill. After reclamation, the nylon face andvinyl backing are separated. The backing is then recycled backinto the GlasBac® RE backing system, which can be reclaimedand recycled again. Up to 40% of Interface’s GlasBac® REBacking is made of recycled content. All Interface products con-tain a minimum of 39% post industrial content.

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

neered the concept of non-directional modular floor coveringwhich Interface offers as the i2™ collection of products. This col-lection of products installs with less waste, orders require nooverages, and all have mergeable dye lots. Interface FlooringSystems (Canada), Inc. is a division of Atlanta-based Interface,Inc., and is deeply immersed in the corporate mission to makeInterface a sustainable corporation by the year 2020.

For more information on Interface Flooring Systems, pleasevisit our website at www.interfaceflooring.com or contact us at1.800.267.2149, Ext. 2128.

* Wyndol Fry is a retired assistant superintendent of plantmanagement for the McKinney School District in Texas and wasresponsible for over $300 million dollars in school constructionover the last 10 years. He spearheaded the effort to build Roy LeeWalker Elementary, one of the first sustainable schools in thecountry and one of the most recognized. In 2002, he was namedDallas/Ft Worth Environmentalist of the Year. Currently he is thebond construction manager at Melissa ISD in Texas.

You can visit him at www.wyndolfry.com or e-mail him [email protected].

❏

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In 2004, the William S. Hart Union High School District innorthern Los Angeles County was made up of seven highschools 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 overcrowd-ing was costing the District $1 million a year in leased portableclassrooms and impacting the quality of the area’s educationalsystem. Major construction initiatives were needed fast.

First Came the FundingThe Santa Clarita Valley prides itself on being one of the

most family-friendly communities in America. In 2001, votersapproved 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 thestate due to the severe overcrowding. Now the school districtwill spend more than $500 million over a 10-year period tobuild new schools and modernize existing sites.

Without delay, construction of two new junior highschools, Rio Norte and Rancho Pico as well as two new highschools, Golden Valley High and West Ranch High, began in2003. By the end of 2004 three of the four schools were com-plete and the district was already benefiting from its choice ofenergy saving materials, including Sarnafil’s EnergySmartRoof®. The fourth school, West Ranch High, is scheduled forcompletion in early 2005.

A+ FOR PROVEN PERFORMANCE Carle Manley, director of facilities maintenance for the HartSchool District, had previous experience with Sarnafil roofsand asked the company to participate in the competitive bid-ding process for the district’s building project. He was pleased

when Sarnafil won the bid because of hisprevious experience with the EnergySmartRoof membrane and the sound perform-ance results he has witnessed over theyears. “I’ve used Sarnafil roof systems onprevious buildings since 1990,” he said.“And while I believe there is no such thingas a ‘maintenance-free’ roof, Sarnafil isabout as close as it gets.”

Having a single roofing productsupplier for the project was an added

bonus for the two architectural firms chosen to design theschools. Both PJHM Architects and NTD Stichler were toldthat Sarnafil had won the competitive bid. Sarnafil’s technicaldepartment worked closely with each to ensure the architectshad what they needed. “The Director of Facilities, CarleManley, told us about Sarnafil and linked us with their techni-cal department,” said Tom Kruse, partner at PJHM Architects.“What made it easy for us was that Sarnafil could provide thedetail drawings we needed, as well as helping us with specifi-cations for the installation.”

Because the district’s building project was so intense andextensive, and due to the area’s year-round solar radiationdemands, Manley needed a product that could meet all theirneeds. From long-term performance to energy efficiency,Sarnafil fit the bill, providing a lower initial installed cost thanwhat the District had experienced historically and fewer pro-jected maintenance expenses. “It’s too early to quantify energysavings from the roofs at this time,” said Manley. “But I havenoticed a lower repair cost for the HVAC units; I believe this isdue, in part, to the lower demand for cooling since the roofswere installed.”

The Hart District is also known for continually takingsteps to lower heating and cooling demands. Sarnafil’s whitesingle ply EnergySmart Roof® membrane has been proven toreflect much of the sun’s energy, thereby reducing the heatbuildup that might otherwise result from a darker roof.

INSTALLATION IS A BREEZEOnly Sarnafil trained and authorized applicators are per-

mitted to install its roofing systems. Three applicators won thebids for the four schools - Alcal Roofing, Best Roofing, andVance & Associates.

SARNAFIL:

William S. Hart project profile

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


Randy Ayala, project manager at BestRoofing, talked about his experience with theRancho Pico Junior High school roof. BestRoofing crews installed Sarnafil’s adhered sys-tem, using Sarnacol 2121, a water-based adhe-sive to meet California’s strict regulations toreduce volatile organic compounds.“Installation went very smoothly, especiallysince it took place in the winter months, so wedidn’t have to contend with the heat. We workedlong days and were able to finish the projectmore quickly,” said Ayala. “When it’s a Sarnafilproject, everything goes like clockwork. Theproducts are high quality, the service is great and our crews areexperienced enough to know just what to do. I’m always tellinganyone who will listen that I only want Sarnafil - nothing else.”

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

MORE TO COMEWith 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 partof the plan. “I’ve been very pleased with Sarnafil roofing sys-tems,” says Manley. “I’m happy we could work with Sarnafilagain because I know their products offer us the low life cyclecosts 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 [email protected]; Phone: in Canada 1-800-268-0479 or outsideCanada 905-271-7009; Fax 905-271-6608.

❏

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

High School District.

Dobra Design1/4

NEW?????Gary

Killick Metz Bowen...1/4

TO COMEDayna


Educational facility planning, at its best, strikes an optimal bal-ance between creating the ideal learning environment and min-imizing operational costs in the long term. The design ofHeritage Woods Secondary School in Port Moody attempted todo just that, and the results have already attracted considerableattention.

The design team was lead by Killick Metz Bowen RoseArchitects Planners (KMBR), a firm well-known in B.C. forschool design.

School District 43 Coquitlam selected the design team, inpart, on their ability to achieve a high standard of “green”design. With this encouragement KMBR registered the projectwith the US Green Buildings Council making it the first LEED(Leadership in Energy and Environmental Design) registeredpublic school in B.C.

Innovation took many forms in the design of this 1200-student facility, which opened in the fall of 2004.

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

Site planning also had to take into account two creeksflanking the site, stringent storm water management require-ments, and the financial and environmental necessities of bal-ancing the enormous earthwork cuts and fills. The design tookadvantage of the major earthworks by placing 17 kilometers ofpiping required for a ground source heating and cooling systemunder the track and field - much cheaper than having to drillvertical wells.

The architects designed a very compact 3-storey buildingstepped into the slope of the site. Taking advantage of thesouth-facing slope, the design uses a variety of means to cap-ture and control daylight entering the building. KMBR tookscale models of the building to the Seattle Lighting Lab toaccurately simulate the daylighting at different times of theyear, and used the results to improve the design. The buildingoccupants appreciate this aspect of the design. According to theprincipal, Doug Sheppard, “The architects have done a won-derful job of bringing in the natural setting...and the tremen-dous amount of light.”

The heart and lungs of this building take the form of a dra-matic and attractive 3-storey atrium. The atrium does manythings for the school. It is a multi-purpose common gatheringspace for students, served by a cafeteria, and adjacent to thelibrary and a student store. It is the circulation hub of theschool. Several internal classrooms get their daylight and viewsfrom the atrium, which is flooded with light from largeclerestory windows. By facing inward, these classrooms alsoexperience much less heat loss. Warm air naturally rises in theatrium. Air is pulled in and natural ventilation is achieved byopening windows around the building. At the top of the atrium,mechanical heat recovery units extract the heat using heatexchangers, and put the heat back into the building air supply.

In the atrium, near the school entrance, the design teamhas experimented in using the building as a learning tool. Acomputer station with a 19” touch screen display has been setup in an alcove and is programmed to allow students to see, inreal time, the dynamic workings of the building, from the tem-perature of the outdoor supply air to the performance of theheat recovery units. Information about the sustainable designfeatures in the school is also displayed on this computer, so thatstudents can better understand their built environment and theresponsibility we all have in minimizing our environmental“footprint.”

Energy-saving measures abound in this building. Forstarters, the building envelope is thermally efficient.Continuous spray foam insulation acts as a combination airbarrier, 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 efficien-cy boilers. Energy efficient lighting and controls minimize

HERITAGE WOODS SECONDARY SCHOOL:

Educational facility planningwith a long term view

by Gregg BrownKBMR General Staff.


energy use. Direct digital control (DDC) systems further opti-mize energy and water consumption, and enhanced buildingsystems commissioning helped ensure that everything was run-ning optimally when construction was complete. A measure-ment and verification program will extend into the future tomake sure the building systems perform as intended andreceive timely “tune-ups.”

Energy modeling has been an important tool for this proj-ect. The building is expected to perform 55% better than theModel Energy Code, garnering a full CBIP rebate, 9 LEEDpoints 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 otherschool in the province. The stepped form of the building, withextensive south-facing glass and sun shades, expresses a well-considered response to the site. Unpainted concrete, both tilt-

up and cast-in-place, provides durability and a robust civicpresence. Clear finished fibreboard (MDF), used for wall pro-tection and acoustical slats, gives the school interior thewarmth of wood.

One end of the building is anchored with a 325 raked seattheatre, which from the outside is expressed with a sweepingcurved roof. Since the Ministry of Education does not specifi-cally allocate space for performance venues in schools, itrequired considerable creativity on the part of the planningteam to make the theatre a reality. By cobbling together spacefrom various parts of the school program, the theatre becamefeasible without adding to the project size or budget.

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

The project has received considerable attention. For itsgreen design innovations, the project has won two ASHRAEawards and has become a featured case study for the provincialgovernment’s Green Buildings BC program. The Council ofEducational Facility Planners International featured the projectin a one-day seminar last year entitled “Innovation andEconomy.” The Design Quarterly and ArchitectureBC maga-zines have run cover stories about the project.

Most importantly, the students and staff in Heritage Woodshave responded enthusiastically to the design, and the SchoolDistrict is delighted about the energy savings and operationalbenefits. Not only has the facility created an excellent learningenvironment for students, but it appears to have inspired otherschool officials and designers who wish to create high per-formance schools.

Gregg Brown MAIBC, LEED AP, has been a partner atKMBR Architects Planners since 1991. He has the REFP(Recognized Educational Facility Professional) designationfrom the Council of Educational Facility PlannersInternational (CEFPI), one of 9 REFP’s in Canada. Gregg isan officer in the CEFPI BC Chapter Executive, and is theChair and founding member of the AIBC EducationalFacilities Committee.

For more information about the project and KMBR seewww.kmbr.com; telephone : 604-732-3361;fax: 604-732-1828. ❏

KBMR General Partners.

Night view of atrium.

. Heritage Woods Secondary School.

PHOTOS COURTESY OFROBERT STEFANOWICZ.

BUILDING FUTURES:

Killick Metz Bowen RoseArchitects Planners Inc.

Behind this magazine’s cover storyabout Heritage Woods SecondarySchool is another story, a story aboutthe architects who designed that excit-ing facility.

The firm Killick Metz Bowen RoseArchitects Planners (KMBR) is aVancouver-based firm of 32 people leadby 5 partners. Founded in 1958, the firmhas recently received considerableattention for creating architecture that isrigorously modern and yet grounded inthe community and environment whereit is located.

From KMBR’s origins in DawsonCreek as the most northerly located firmof architects in Canada, and through theleadership and innovation of the found-ing four partners, the firm went on toopen branch offices in Vancouver,Whitehorse, Grand Prairie andAbbotsford. Experience was gainedwith almost every imaginable buildingtype, and a diversity of project typescontinues to this day.

Recent projects by KMBR rangefrom a gas bar for a First Nations clientin Moricetown that won the 2006WoodWORKS Architect Award, to a22-storey residential tower being con-structed in New Westminster, to a pairof instructional buildings soon to beginconstruction at the College of theRockies in Cranbrook. The new SalmonArm Courthouse and District Offices isa striking joint-use facility that KMBRdesigned in association with BerndHermanski Architect.

For over 40 years KMBR has main-tained the distinction as one of BC’smost successful architectural firms spe-cializing in school design, and over thistime KMBR has served over 40 SchoolDistricts. The firm continues to bringfresh ideas and creativity to the publicand private school sector. Notably,KMBR are the architects in the design-build team that were awarded theG.W.Graham Middle/Secondary Schoolin Chilliwack. KMBR is the primearchitect for the Penticton Secondary

School (in association with BevandaArchitecture), which will integrate theoriginal 1912 heritage building into thenew facility (to be tendered this sum-mer). KMBR is also the architect for therecently tendered Sutherland SecondarySchool in North Vancouver, which hascommenced construction.

KMBR’s success and reputation arebuilt on several beliefs and core valuesthat guide their work. Responsive serv-ice in all phases of the work is a basictrait that the partners foster among allKMBR staff. The firm has a passion forunderstanding each client’s uniqueneeds and objectives, believing this tobe the only path to success. On the prac-tical side, KMBR has focused on main-taining a strong reputation amongclients for budget-conscious “value-for-money” design, and among contractorsfor well-detailed and thorough con-struction documents. As evidenced by

the Heritage Woods Secondary School,a strong interest in environmentalissues, sustainable design, and optimiz-ing life cycle costs is now, more thanever, a major driver in their work. Andfinally, KMBR is intent on producingwork that marries beauty and functionalintegrity into an architecture thatbelongs.

Along with a growing reputation fordesign in other building types, KMBRintends to remain a leader in education-al facility planning, and to that endtakes full advantage of the professionaldevelopment opportunities organizedby the Council of Educational FacilityPlanners International (CEFPI). In fact,of only three people in BritishColumbia who have attained theCEFPI’s Recognized EducationalFacility Professional (REFP) designa-tion, two are KMBR partners - CristinaMarghetti and Gregg Brown. ❏


Night view of front entrance ofHeritage Woods Secondary.


Formed in the fall of 2003,MJM Acoustics has becomeWestern Canada's leader inacoustical products forrecreational, industrial,hearing, and broadcastingand recording applications.Carrying a wide range ofproducts, we are dedicatedto assisting you with all of

your acoustical needs. From initial enquiry to the completedproject - a satisfied customer is our ultimate goal.

Recreational facilities mainly use the functional panel systemto correct noise level concerns, as the areas are typically largeand pre-existing. In areas where echo is a problem, such asgymnasiums, swimming pools, arenas and multi-purposerooms, these panels provide an efficient and economical meansof reducing noise and reverberation.

The panels come in many sizes, allowing them to be easilyplaced on walls and ceilings while avoiding existing buildingfixtures. Their versatile size, style, and wide range of finishesresult in an attractive acoustical product.

Functional panels also have several industrial applications.They effectively reduce the sound transfer of large machineryand other types of equipment that typically cause high noiselevels, such as water treatment plants, printing presses, andtransit stations.

Other industrial products include large modular acousticalrooms for product testing. Many industries require large enclo-sures to maximize space, while allowing other activities to carryon outside the enclosure with minimal sound transfer. MJM wasrecently involved in the supply and installation of a 25' squareby 22' high acoustical room for AcroHelipro Global Services,one of the few places on the west coast that tests helicoptertransmissions.

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

Whether they are used for the testing of hearing aids or otherscientific research, these rooms create an acoustically con-trolled environment. As well, the rooms are modular, a benefi-cial feature which enables them to be relocated as the businessgrows.

Broadcasting and recording industries use the modular enclo-sure for radio stations, music studios and movie production.MJM has relocated modular rooms for Panavison, the world-famous movie camera company, who used the room to testnoise levels on the cameras.

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

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

of expertise and care whenbuilding, as each componentmust fit tightly in order to beacoustically sound. The samecare must be taken whentransporting, cleaning andreconstructing a room that isbeing relocated. Many of ourother products, such as thefunctional panels, texturedpanels and lay-in panels areusually installed by local con-struction companies, as they are a ready-made acoustical prod-uct that does not require on-site construction.

For information about our products and services, pleaseemail [email protected], phone 604.220.2206,or fax 604.534.1112, 1047 Hendecourt Road North Vancouver,B.C. V7K 2X3 Mike Maxwell is a BCIT Steel Fabricationgraduate. He has seven years of experience in the construction& acoustical field, and is the president MJM Acoustics. ❏

MJM ACOUSTICS:

Sound solutions foryour acoustical needs Modular enclosure for hearing,

broadcasting or recording.

Eckoustic functional panel pool.

MJM AcousticsWestern Canada’s Leader in Acoustical Solutions

Carrying the full line ofAcoustical products by

INDUSTRIES OF CANADA LIMITED

Noise...Control it.ECKOUSTIC FUNCTIONAL PANELSefficiently and effectively reducebackground noise and reverbera-tion.

IDEAL FOR AUDITORIUMS, GYMS,SWIMMING POOLS, CHURCHES,ETC. EASY INSTALLATION.

10354 120th Street (Scott Road)Surrey, BCV3V 4G2

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


EUROLINE WINDOWS INC.

Three great reasons for schoolsto look at new ideas for windows

by R.P. Schwenger

School boards, builders and architects, in the past, have defaultedprimarily to aluminum windows for use throughout their educa-tional facilities. Durability and non-combustibility have beencited as the primary rationale for these decisions. As well, NorthAmerican manufacturers, in their quest to satisfy the speculativeresidential market, have been geared up to produce low-quality,inexpensive options in PVC or vinyl, or more expensive, andsomewhat impractical wood alternatives. However, in the last

decade or so, high quality, robustly designed, uPVC windowsfrom Europe have entered the market place and are proving to bea worthy alternative for consideration in schools or other long-term institutional environments.

Besides superior energy efficiency, the following outlines threedistinct advantages that high-quality commercial-grade uPVCwindows can provide in school facilities:

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 windowswings inwards on a left or right jam hinge; turn the handle the other and the window tilts in at thetop toward the inside allowing for draft and noise-reduced ventilation. This is perfect for a class-room environment and ideally designed to accommodate exterior-mounted roll-shutters. The larg-er 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 therooms are well-ventilated forcomfort.

2. Maintenance Advantage: Tilt and turn hardware hasmany pluses in school situations, most notably, the easewith which it can be maintained and cleaned, as well as thefast and easy manner in which broken glass units can bereplaced. As the windows swing inward, no exterior scaf-folding, ladders or swing-stages are required for regularcleaning and maintenance. uPVC window profiles are alsoequipped with built-in, snap-on glazing beads which arelocated on the interior side and can be easily snapped out toremove a broken glass unit. The beads can even be used totemporarily hold plywood in place while waiting for a glassunit to arrive. The new glass is simply installed from theinterior and the same snap-in glazing beads snapped back inplace - No fuss - No mess!

TILT & TURN

TiltWindows can betilted to providecomfortable,draft-freeventilation.

TurnWindow opensinward for easycleaning andmaintenance.EASE OF MAINTENANCE

Easy to replaceThe snap-in glazing allows you toeasily remove and replace adamaged pane. It can be done by asingle person – with minimal

downtime.

Easy to maintainWindows open inward for cleaningaccess to outside window panes.

Glazing beadsnaps in & out


3. Security: Security has become a pri-mary concern to many school boardswithin inner city and suburban areas. Asschools are often left unattended duringperiod breaks, the school facility's per-sonnel need effective ways to secure theschool from vandalism and break-ins.European tilt and turn window hardware,coupled with robust, steel-reinforced,uPVC frames, provide the most secureoptions for schools. The multi-pointlocking feature, unique to tilt & turn sys-tems, locks the sash of the window atmany points rather than just where thehandle is located. Marry this with intrud-er-proof aluminum exterior roll shuttersand there is no better, more secure optionavailable today.

Multi-point lockingAll our windows featuremulti-point lockinghardware to providesuperior protectionagainst break-ins.

Roll-shuttersOur roll-shutter option provides an addedlevel of security against intruders and van-dals and can be operated with automatedsmart systems using daylight, time settings,remotely or other.

ENHANCEDSECURITYFEATURES

For more information onuPVC 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❏

Shutters reinforced withclosed-cell foam for

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Sometimes in our search for answers we are stumped and, asmuch as we try, we still can't solve all the problems that we faceeach day in a carpet cleaning crisis. Whether you run a truckmount, a portable or even a bonnet system, you can still have thatcarpet crisis. No one has all the answers for dealing with thosespots, stains, and spills, but we all try to do our very best in ourschools, with the tools we have to work with.

Over four years ago I was invited to solve a carpet crisis inthe second largest school district in Washington State that, forover 20 years, no one had been able to resolve. This school dis-trict has 54 schools, including several out buildings and adminis-trative buildings. All the buildings' carpets were in crisis. Theparticular school I was dealing with had over twenty years ofdetergent build up, along with thousands of beverage-spill spotsand stains. There were also significant wicking and browningproblems in each of the buildings. The challenge was to deal withthis situation using the school's old equipment.

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

The Operations Manager then asked if we could remove abuild-up of duct tape adhesive that had resulted from powercords being taped down throughout the room. I sprayed Procyonon the adhesive, picked up the buffer and 100% cotton bonnetand wiped it right off.

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

The operations manager was impressed. He pointed out, Wehave the second largest public school district in the state ofWashington, and I need products and a method that work.”

At the high school that we visited next, we were faced withmore problem carpet. The carpet, which was in the school's lunchroom, was worn out and had a lot of fiber missing - it was threadbare in the main area. Through my evaluation, I again saw lightgray carpet that looked black as a result of many years' build-upof old soapy, sticky residues along with pop, juice and milkstains.

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

THE UNTOLD SECRET:

The garbagecan method


we had to resort to what we call theGarbage Can Method.

Rather than pre-spraying the soiledcarpet fiber, we used a thirty-five gallonBrute trash barrel with wheels on it so itcould be mobile on carpet. We filled thebarrel three-quarters full with 20 gallonsof hot water and poured 4 oz. of Procyoninto each gallon of water. We placed acommercial mop wringer on the garbagecan. We took a 100% all-cotton 19” bon-net and submerged it in the water, thensqueezed the solution out of the bonnetusing the mop wringer.

To complete the operation, we spunthe wet 100% cotton bonnet out over thedirty dry carpet, toweling off the soiledarea. The carpet did not wick because wekept the cotton bonnet moving across thecarpet. About every 200 square feet westopped to turn the bonnet over in a out ofthe way non-traffic area so that if themoisture in the cotton bonnet begin torun down in to the fiber it would rundown in to a non-problem area, not giv-ing the problem carpet fiber a chance toget wet.

The 20-year-old carpet came outlooking like new!

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

As I told the operations manager atthe first school I visited, the Procyontreatment is “what your carpet likes.”

Procyon is the original soap free“GREEN” concept in cleaning. For over25 years we have provided you withtechnical telephone support and on sitetraining in restoration services that work.

For further information on PlusManufacturing's products and services,please contact Ivan Day or CarlHockhalter at 1-800-843-2531. ❏

Workers Compensation Board of BC1/8

NEW????Gary


A cardboard box containing a monometer or barometer wasstored in a secondary school basement for several years. At therequest of a teacher it was relocated to the classroom inFebruary and left untouched for almost six months. On exami-nation in June, it was discovered the box held uncontained ele-mental mercury. In September, a WCB officer using a directreading detection instrument sampled the classroom forMercury vapour and detected no readings.

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

uncontained elemental mercury. That fall, a WCB officer foundthat ventilation in the school did not provide adequate outsideair to some of the classrooms.

From that time forward a series of tests by WCB staff andothers were completed in the school for both mercury vapourand air quality. These tests showed some results for mercuryvapour but these were associated with known previous mercu-ry spills and not indicative of a dangerous concentration in air.Air quality tests confirmed that the school was ventilated butcontinued to show problems with adequate fresh air to all class-rooms. This testing resulted in remediation work to removetraces of elemental mercury and maintenance of the air han-dling equipment. The testing did not indicate that staff and stu-dents were exposed to dangerous levels of mercury. Within thelast few months, the district's medical health officer, afterreviewing the history, has indicated that the school does notpresent a risk to health.

However, by this time, five teachers had long reportednon-specific adverse health effects. Over time, the teachersconsulted with a naturopath who prescribed a course of treat-ment generally known as chelation therapy. This treatment isnot a recognized medical treatment. More traditional diagnos-tic testing, that was recently completed, has not revealed anyphysical or neurological evidence linking these health com-plaints to exposure to mercury.

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

A perspective on mercuryby John Bonnet

Flexible Eutectic BoilersBeside Editorial -- NO EDITORIAL IN MAGAZINE!

1/3Gary


health complaints recognized andaccepted as being work-related so thattheir medical costs can be refunded. Thedistrict continues to deal with staff con-cerns on risk to health issues arisingfrom mercury exposure and indoor air.In considering these events, we need torealize that the problems experiencedby both the teachers and the district arevery real. There is nothing imaginary inthis situation. The teachers are con-vinced there is problem and the districthas no evidence to indicate a problemexists in the school. Solutions in thiskind of situation do not come easily.

School district employees occupyan unusual niche in our work environ-ment in that we are one of only a fewoccupational groups that can be ex-posed to mercury. Mercury is a com-mon component of science instruments.Thermometers are probably the mostcommon cause of mercury spills inschool labs. These are frequently bro-ken when used in student lab sinks. Themercury falls into the sink trap where itaccumulates when other thermometersare broken. Larger sources of mercuryare contained in shop and lab built glassmonometers and barometers used todemonstrate changes in air pressure.Another source is the “Two pound” vialof mercury in many chemistry labs usedto illustrate density. Every secondaryschool is likely to contain some amountof spilled elemental mercury in the theirscience areas.

Mercury is a naturally occurringelement that is found throughout ourenvironment in air, water and soil.Consequently, we cannot avoid expo-sure to mercury. Humans are a compo-nent of the environment and, conse-quently, our bodies will contain someamount of mercury.

Mercury is introduced into theenvironment by a variety of means.Volcanic activity, the mining and burn-ing of coal to power industry and to cre-ate electrical power are sources. Thefossil fuel we use in cars is a source of

mercury compounds. The amount ofmercury released into the environmenthas been increasing since the early1900s. Through the adoption of morestringent environmental controls inrecent years, the amount of mercuryentering the environment throughhuman activity in North America shoulddecrease but it may not decrease world-wide because of more relaxed emissionscontrols and more primitive technologyin other countries.

Mercury exists in several forms:elemental or metallic mercury, inorgan-ic compounds, and organic compounds.Exposure to mercury can happen in sev-eral ways.

Inorganic mercury is a componentof some fungicides; anti-fouling marinepaint is an example. It can be a compo-nent of medicines such as antisepticsand disinfectants. Creams to diminishskin freckles can contain significantamounts of mercury compounds.Mercury and mercury compounds arealso used in some traditional and reli-gious medications.

Organic mercury compounds areformed when mercury in the environ-ment combines with carbon. Organicmercury compounds accumulate up thefood chain. Nearly all exposures toorganic mercury compounds occurthrough eating fish. Long-lived predato-ry fish such as tuna and swordfish, andeven fresh water bass, contain moremercury than other fish. Health authori-ties routinely recommend both limita-tions on consumption of fish and theconsumption of fish in moderation.Limitations are especially directed topregnant women and young children.

The most common source of mer-cury intake among humans is dentalamalgam. Dental amalgam contains

about 50% mercury. Likely all of ushave some amount of dental amalgamcontaining mercury in our teeth. We cantake comfort in the US Centers forDisease Control findings that there isscant evidence that the health of indi-viduals is compromised by the presenceof mercury containing dental amalgamin our mouths.

All of us have a certain amount ofmercury in our systems. Mercury has ahalf life of up to 90 days in our bodies.We constantly expel mercury from ourbodies and by eating and breathing wetake mercury into our bodies. The rela-tively low levels of mercury we carrywith us aren't a threat to our well-being.However, this isn't a reason to encour-age the status quo. Mercury is not a sub-stance that has been shown to have anyintrinsic value to our health. On thecontrary, the evidence shows that it lim-its our ability to interact with our envi-ronment.

Increasingly stringent emissionscontrols are intended to reduce the pres-ence of mercury in our environment. Inour sector, we can favourably influencethis goal by removing mercury andmercury-containing equipment fromour schools and by ensuring that spilledelemental mercury has been removedfrom our premises.

The cost to deal with a mercuryspill when health concerns are identi-fied can be significant. The cost to dealwith parent, student and staff hysteriaover mercury spills is huge. The cost toremove mercury from our schools is rel-atively small and it only needs to bedone once.

John Bonnet is the ProvincialCoordinator of Occupational Healthand Safety for the BC Public SchoolEmployers' Association. ❏


Declining maintenance and operationsbudgets pose one of the most dauntingchallenges in history for school administra-tors - providing quality learning environ-ments during a tremendous financial crisis.

There is $266 billion in unmet fundingfor deferred maintenance and adequacyneeds for school facilities in the U.S. alone– more than $5,000 per student enrolled!And maintenance and operations budgetshave declined to a 30-year low while theaverage age of main instructional buildingsat public schools has increased to 40 years.

School administrators have known foryears that technology can streamline busi-ness processes, increase efficiency andimprove accountability. But despite thesebenefits, traditional business and facilityoperations management technology offer-ings are often too expensive for manyschools. The challenges seem overwhelm-ing, but web-native technology can help youdo more than survive this financial crisis.

The Internet makes this needed technol-ogy more affordable by reducing the TotalCost of Ownership (TCO), while providingmore power and ease of use. Traditionaldesktop systems leave you with seeminglyendless costs (software upgrades, licenses,servers, IT support, data backup). Web-native applications eliminate these hasslesand reduce your TCO 60 to 90-percent,making the applications you need to suc-ceed affordable.

It's simple - all you need to start stream-lining business and facility operations isyour web browser and access to theInternet! And since Internet technology isalready available on your computer, youcan typically start using next generationweb-native applications in less than a day!

North Carolina-based SchoolDude.comoffers a complete suite of web-native oper-ations management technology designed tohelp school administrators harness thepower of the Internet to succeed by revolu-tionizing the way they manage their busi-ness and facility operations.

More than 1,900 educational clients inthe 50 United States and seven Canadianprovinces utilize SchoolDude's web-nativeoperations management applications, mak-ing SchoolDude the market leader.SchoolDude offers eight modules thatcover numerous aspects of school opera-tions, including: work order processing,technology incident management, preven-tive maintenance scheduling, facility usagescheduling, trip management, utility track-ing, capital planning and inventory man-agement. SchoolDude's systems aredesigned exclusively for the unique needsof school administrators, with emphasis onease of implementation and use, as well asaffordability for both small and largeschools.

To utilize SchoolDude's web-nativeapplications, clients only need a webbrowser and Internet access. This reducesthe cost of system ownership compared tocompeting “installed desktop systems”,which require more time and money toinstall and maintain. Schools, therefore, donot have to worry about maintaining thesystem, and all of the upgrades are auto-matic. The cost is reasonable, according toSchoolDude clients, and is based on thenumber of students.

Snoqualmie Valley School District #410- a 5,000 student district in WashingtonState - uses MaintenanceDirect, PMDirectand PlanningDirect. Carl Larson, the dis-trict's Plant Operations Supervisor, said,“Snoqualmie Valley School District hasbeen using the services of SchoolDude forthe past five years. In that time, we havegone from a very reactive maintenancedepartment to a proactive department.SchoolDude has provided the tools neces-sary to proceed in that direction. The com-bination of MaintenanceDirect andPMDirect has allowed us to keep a com-plete tracking system on all our equipment,including HVAC, custodial, maintenanceand grounds. We are able to track themaintenance cost on each piece of equip-

ment along with the cost of maintaining ourfacilities by the square foot or full timeenrollment. It is an easy system to learn,and we had our district writing work orderswithin two hours after we first installed theprogram.”

“Additionally, PlanningDirect hasallowed us to develop a five year plan andschedule all of our capital, deferred mainte-nance, and general fund projects in advance.By using PlanningDirect, we have beentracking our costs for these projects andplanning our budgets accordingly. Pre-viously, we were using an Excel spreadsheetto try and do the same thing. There is nocomparison between spreadsheet informa-tion and data based programming. It's easyto run reports and retrieve the informationyou need when you need it.”

Larson added, “SchoolDude has beenthe one program we installed that has madethe largest impact on our department. Ithas provided us with a program that hasincreased our efficiency and helped man-age our shrinking budgets.”SchoolDude's web-native solutions havethe proven ability to help clients do morewith their limited resources. The technolo-gy is highly cost-effective because it typi-cally generates productivity and efficiencygains of 15-percent or more, helping clientsextend facility life, improve customer satis-faction, reduce operations costs and relievefacility capital budgets.

SchoolDude's broad suite of onlineapplications is revolutionizing the businessof managing school operations.SchoolDude's web-native tools for opera-tions management offer easy to use, afford-able solutions to help both small and largeschools save money, increase efficiencyand improve services. To learn more,please visit www.schooldude.com or call1-877-868-3833.

Martha Harmon has beenSchoolDude.com Marketing Manager forfour of her nine years in educational oper-ations software marketing. ❏

SchoolDude

Provides solutions to schooloperations challenges in

times of budget shortfallsby Martha Harmon

Carl Larson from Snoqualmie Valley SchoolDistrict, WA gives SchoolDude's solutions a

“thumbs up” for helping increaseoperations efficiency and better manage

shrinking budgets.

Flip the Software Simple Switch!

”

“

• 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

“SchoolDude was simple to implement. All of the staff have embraced the

program, and we continue to

implement new modules and

expand our usageof SchoolDude.

I have recommended this program to

numerous colleagues,and all of

them tell meit has simplified

their busy workday.

Steve MorlinoNewark Public Schools, NJ

I only have one word to describe SchoolDude's products - SIMPLE! Getting started using our SchoolDude systems was quick and easy, and theapplicationsare 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.”

Greg BinkleyCrittenden County Schools, KY

SIMPLE

DIFFICULT

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

• Innovative – automatic online software updates and no licensing limitations

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

• Affordable – reduce cost of ownership 60-90% compared to desktop/installed software

• Efficient – improve productivity 15% or more

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

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

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

ON


Epilog Laser Systems, in conjunctionwith Engraver's Express, has become oneof the world's leading providers of the lat-est technology for educational programs.Our mission is to provide the most com-prehensive and effective educationallaser solutions for all of our customers.We dedicate ourselves to providing thebest solutions available to assist educa-tors in molding today's students intotomorrow's skilled professionals.

WHAT SCHOOL PROGRAMS WILLBENEFIT FROM A LASERCURRICULUM?

Epilog's laser systems are used in avariety of classroom settings, from tech-nical labs to art departments. Whetherinvesting in a laser system for one class,or to be shared among programs, theywill develop your school's curriculum inan ever-expanding field of laser systems.Students who learn how to use a laser intheir classes are likely to search out fieldsof study that will allow them to continueto use this very exciting technology.

LASER APPLICATIONSWoodworking, Textile Cutting,Industrial Prototyping, IndustrialMarking, Sign Making, ArchitecturalModeling, Plastics Fabricating, RubberStamps, Picture Frames, Gift

Manufacturing, Bar Coding, GasketCutting, Cabinetry, Awards andTrophies, Personalized Pens

LASERABLE MATERIALSWood, Plastic, Acrylic, Glass, CoatedMetals, Ceramic, Delrin, Cloth, Leather,Marble, Matte Board, Melamine, Paper,Mylar, Pressboard, Anodized Aluminum,Rubber, Wood Veneer, Fiberglass, CircuitBoards, Stainless Steel, Painted Metals,Tile, Cork, Corian

HOW DO WE DEVELOP PROGRAMSFOR YOUR CLASSES?

When you are looking for ways toteach the lasers in your classes, nothing isbetter than our unique Technical Libraryand Sample Club.

Technical Library: Epilog's Tech-nical Library is an online resource for

LASER ENGRAVERS

An essential tool


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, toworking with photographs on the laser, you'll find unique,interesting articles that lend themselves to classroom studyand work with the laser.

Sample Club: Every month we add new samples toour website that can be downloaded and created with the laser.Students can download an architectural model that can be createdwith the laser, then use the principles they learn through the proj-ect and create their own model.

Engraver's Express On-site Training: Let us show youhow to save money by using the laser in a true cross-curriculumenvironment. We will show you how to benefit Career andTechnology Studies, making your own awards, signage, props foryour Drama department, cutout and etch fabric, instrumentationfor your Science department, maps for Social Studies, games forlanguage 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 but-ton. By designing their own pieces to be created with a laser, stu-dents learn the principles of design while working with a highlysophisticated tool that will excite their minds and expand theirability to think outside the box. Some other reasons to consider alaser system for your school include:Speed: Lasers offer the highest cutting speeds on the market,delivering higher output and better productivity than convention-al engraving and cutting systems.

Flexibility: Laser equipment can be easily adjusted to fityour exact laser engraving and cutting needs, whether you'reworking in batch mode or mass production, or need to cut mate-rials in a range of different sizes.

Safety: Laser engraving is a contact-free process that doesnot require any adjusting or clamping of the material to beworked with. Laser systems never expose users to open, movingparts.

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

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

with no frays. And Epilog's laser systems are clean in anotherway, too - they're built with the environment in mind, eliminatingdust and fumes, especially when used in conjunction with one ofour advanced laser exhaust systems.

WHY ENGRAVER'S EXPRESS?We started our business in 1982 as a small basement busi-

ness. Through the addition of product, equipment, skilled people- and a lot of hard work - we have grown to three warehouse loca-tions across Canada. Our dedicated staff, now more than twentystrong, 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 arecommitted 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.

CONCLUSIONTo prepare students

for the future, nothing canmatch a laser system todevelop the dynamic,multifaceted solutions alaser system can provide.By integrating a laser intoyour curriculum, youwill be preparing yourstudents for an excitingfuture. Create project-based classes that teachdesign, project manage-ment and product com-pletion - a full learningenvironment from onetool!

For more information on our products and services, visit ourwebsite: www.engraversexpress.com ❏

With the present state of the economy, construc-tion projects in British Columbia are booming.The projects include renovation, restoration, newconstruction, and often, demolition, to someextent. As a result of the current influx of work,projects are, on occasion, scheduled on shorternotice with tighter timeframes for completion.As a result, environmental concerns are some-times initially neglected.

School Boards throughout British Columbiaare faced with the same construction projectissues as they share the work force with the restof the industry.

When planning construction projects, feasi-bility studies are often completed to determine acourse of action and potential associated costs.An important part of these studies is the inclu-sion of a hazardous materials assessment by anenvironmental consultant. In some instances,projects are planned and the hazardous materialsassessments are not called for until the project iswell into the design stage - sometimes not untilthe project is awarded to the General Contractor.At this stage, no Occupational Health and Safetyrules have yet been broken, but the project canrun into a delay waiting for the hazardous mate-rials assessments to be completed. Additionalcosts, and time involved to deal with any haz-ardous materials identified, further complicate aproject that may already be under a tight time-frame.

The majority of school buildings have hadhazardous materials assessments performed inthe past. However, in most instances, the assess-ments are surficial in nature intended as infor-mation for the school board maintenance andcustodial staff only. When construction projectsare slated for a school board building, extensiveor complete demolition is often required in orderto accommodate the new construction. In almostall cases, further destructive testing is required toprovide a more complete hazardous materialsassessment for the project. Even with destruc-tive testing, hazardous materials may still befound during construction behind walls and ceil-ings, and underneath floors. When looking at thehistory of asbestos, a fairly recent example is thevermiculite insulation sometimes found in con-crete block walls. As buildings were added onto,concrete block walls that were previously on theexterior of the building, now become interiorwalls. These walls will require an asbestosabatement procedure for an operation as simpleas the installation of a new doorway.

Risk assessments are also required and canonly be provided once the hazardous materialsassessments are completed, and a full inventoryof identified hazardous materials, is made avail-able. In some instances, lead paint, mercurythermostats, science room chemicals, refriger-ants, and underground storage tanks, are alsoencountered. The risk assessments must be com-

pleted based on the proposed scope of work forthe project. In British Columbia, a risk assess-ment must be completed by a qualified personbefore any alteration, demolition, or repair ofmachinery, equipment, or structures whereasbestos may be disturbed. This is a WorkSafeBC Occupational Health and Safety Regulation.

Site specific work procedures with riskassessments must be provided to ensure workersafety. A scope of work is often included direct-ly into the procedures to further delineate areasusually identified in the project drawings. If forany reason, the scope of work is changed, andany contractor is directed to complete work out-side the original scope, the new areas in questionmust be properly assessed for potential haz-ardous materials, prior to proceeding.Otherwise, an occupational health and safetyregulation infraction occurs and worker healthand safety may also be compromised.

Even when all possible precautions are taken,hazardous materials may still be encounteredduring demolition. When any unknown materi-als are encountered, work must stop immediate-ly and the area must be isolated until the materi-al is identified. If it is determined to be haz-ardous, a risk assessment must be performed toensure worker safety.

On construction sites where older buildingsare involved, there is always a potential for anexposure to occur. Therefore, prior to the start ofany project, it is not only essential to establishrealistic budgets and timelines, it is also essentialto ensure a thorough review of all potentialaspects of the projects, including hazardousmaterials.

Jari E. Saarela, CEI, CEC, RHI (USA), hasbeen the President of A.C.M. EnvironmentalCorporation, located in Vancouver, B.C., for 16years. Mr. Saarela has been directly involved inthe asbestos industry for over 30 years. He pro-vides asbestos awareness work procedure train-ing seminars to all levels of the industry, and isone of the principal authors of the AsbestosAbatement Association Standards Manuals. Mr.Saarela was also part of the Industry FocusGroup assisting the WCB in developing a stan-dardized risk classification matrix for theasbestos industry.

He can be reached at 604-873-8599 (tel),604-873-5956 (fax) or by e-mail at:[email protected] ❏

ACMBeside Editorial

1/4Ross

Are your construction projectsaccounting for

hazardous materials?by Jari E. Saarela



Wireless technology and the internet havegiven rise to new “Smart Technology”applications to enhance the performanceof building envelopes for new and exist-ing school buildings.

Third-party firms offer FacilityMonitoring Services (FMS). One of thebenefits of such monitoring services is theearly detection of moisture caused byunintended water ingress. These serviceswill prove useful to facility managers ofschool buildings who are charged withlooking after building envelopes andmaintaining mechanical rooms and elec-trical rooms housed within the buildings.

Today, facility managers can takeadvantage of these automated integratedsystems to monitor crucial building func-tions. Such automated monitoring servic-es enhance the scope of manual and visu-al inspections.

Building owners can protect theirinvestment against costly repairs causedby premature failure of the building enve-lope and by water leaks from mechanicaland plumbing systems. Specifically, inthe wet coastal climate of BritishColumbia, the huge financial cost ofrepairing failed building envelopes hasbeen well-documented over the pastdecade.

Facility Monitoring Services have com-bined the technologies of wireless com-munications, the internet, long-life batter-ies, and global positioning satellites toprovide real-time monitoring of the build-ing envelope. The end-goal is to alert thefacility manager of unacceptable levels ofmoisture, temperature, and relativehumidity within the wall assemblies, thusenabling a timely response to problemsbefore they develop into costly repairs.

Levelton Consultants Ltd., a leader inbuilding envelope research and design,provides consultation on wireless FMS.Strategically located sensors within thebuilding measure moisture content, ambi-ent temperature, and relative humidity atthe monitored locations. These are thethree most important measures of per-formance for building envelopes. Next-generation batteries with a typical life

span of 15 to 45 years make the applica-tion of such monitoring practical.Miniaturization of the monitoring equip-ment enables it to be installed or removedduring all phases of construction, evenafter the drywall has been completed.Authorized personnel have “24/7” accessto a dedicated website which providesnumerical readings as well as graphicaldisplays of the performance of the build-ing being monitored.

Regular maintenance of the buildingenvelope helps ensure its proper perform-ance, and is as important as maintenanceof the equipment housed within the build-ing. Third-party monitoring services are anatural complement to a successfulBuilding Maintenance Program. Thesmarter building can help reduce the cost

of maintenance by identifying when andwhere attention is needed before a prob-lem can develop into a costly repair.

Facility managers often retain profes-sionals to perform reviews of the buildingenvelope to identify potential areas ofconcern. Smarter buildings make it possi-ble for early detection of building enve-lope problems. The FMS is not intendedto replace, but rather enhance, the reviewstypically performed by a building enve-lope consultant.

Brian Lee, P.Eng., BEP, is a profes-sional engineer with 27 years' experi-ence, specializing in structural engineer-ing and building science. For informa-tion on Levelton Consultants' productsand services, visit their website:www.levelton.com ❏

Protect your schools through“Smarter” buildings

by Brian Lee

Stage drapery is a valuable addition to any performance space. It trans-forms a relatively plain space into a theatre of illusion, magic and ele-gance. Through the use of drapery you can create a space suitable for awide variety of presentations, from a single speaker to a Broadway stylemusical.

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

Flame Retarded Drapes have always been a requirement ofBuilding and Fire Codes, but this requirement is sometimes overlookedas a cost-saving measure. Increasingly, facilities are having their stagedrapery reviewed. Officials are insisting that such facilities have docu-mentation to verify that their drapes are properly treated for flame resist-ance.

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

When purchasing new stage drapery you should consider the fol-lowing in your investigation:

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 appli-

cable flame retardancy.4) Consult with your local AHJ (authority having jurisdiction) to ensure

that they accept the flame retardancy of the product prior to makingyour purchase.

5) Check to ensure that appropriate labels are sewn onto the drapes.This labeling should provide manufacturer as well as flame retardan-cy details.

If you have existing drapery that is in good shape but do not havesupport documentation you should have it checked. Section 2.3.2.2 ofthe 2005 National Fire Code deals with flame retardant treatments ofinterior finishing, furnishing and decorative materials. The code statesthat “the treatments should be renewed as often as required to ensure thatthey pass the NFPA 705 - Field Flame Test for Textiles and Films.”Chapter 1 of NFPA-705 indicates that this test provides guidance forenforcement officials for the field checking of fabrics where reliable lab-oratory data is not available. Contact your local Fire Prevention Officialsto find out about having your existing stage drapery checked.

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

All drapery manufacturers that produce flame certificates will indi-cate that the fabric is treated. However, how the fabric is handled afterpurchase will affect its flame retardancy and bears greatly on its abilityto remain flame retarded.

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

Should you decide that your drapes need retreating, careful inves-tigation should be made into the cost of having this done. You shouldcompare the cost of replacing the drapes with a combination of theremaining life expectancy of the drapes, the condition of the drapes andthe cost of having them treated.

If you are considering having your drapes treated, ensure that theapplicator is experienced, has liability insurance and will provide thesupport documentation that is acceptable to your local authorities. Alsoensure that they will that will guarantee replacement of drapes that maybe 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 treatedafter manufacturing but is instead manufactured from fibres that alreadyhave the necessary properties. Drapes made from IFR product neverhave to be retreated and the flame retardancy will last the life of thedrape. These do cost a little more; however the extra money spent nowwill save you in the long run, as the drapes will not have to be tested andretreated. 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 firststep to great performance!

This article was prepared by the staff of Stagefab CustomManufacturing Inc. a company that supplies Drapery and Rigging tothe Film, Video, Theatre and Event Industries. Visit them at www.stage-fab.com ❏

STAGE DRAPERIES AND FIRE SAFETY:The first step to great performance



COAST MOUNTAINS SCHOOL DISTRICT NO. 82Coast Mountains School District began their ener-

gy saving journey in February 2003 with an energyintensity of $15.41 per square metre, ranking it withinthe top ten percent highest energy intensity districts inthe province at that time. In December 2003Honeywell Energy Solutions partnered with the districtin to work to reduce this. Their energy intensity, postconstruction, is now at $12.04 per square meter, a21.8% reduction. The Year 1 Annual SavingsReconciliation has demonstrated that the $333,000annual savings commitment for year 1 has beenexceeded. Coast Mountain's energy efficiency rankinghas improved from the bottom ten percent to the tophalf within school districts in the province. CoastMountains also realized the importance of a balancedapproach that includes “hard-wired” energy savingsand a complementary communication and awarenessprogram. Remember your spring 2005 SPOA OpsTalk magazine that featured Coast Mountains SD?Here's what they are doing now.

After completion of their Energy PerformanceContract with Honeywell, Chuck Morris, Director ofFacility Services, set about to improve upon their

results. Chuck brings considerable experience to this role from his lastfacilities position in Langley. Chuck worked closely with Honeywell tocommunicate and improve the awareness of their principals, teachers,staff and students about the program and how their involvement couldhelp 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 studentgrade categories. Students were asked to provide artwork and energysaving tips and ideas in exchange for the opportunity to win prizes. Theresponse was very encouraging, resulting in many submissions. Prizeswere awarded to many students and the overall winning artist's submis-sion and energy tips were laminated onto a bookmark which was print-ed and distributed to everyone in the district. Additionally, Chuck andhis webmaster set up an “Energy Corner” hot link on their web site tofurther inform and educate the students, staff and community. By click-ing on the link, viewers can see; the results of the base “hard-wired”energy project, the past and present communication and awareness ini-tiatives as well as future initiatives. Moreover, all of the energy savingtips students provided through participation in the artwork contest willbe featured monthly on their Energy Corner.

A second, student initiative of Chuck's involved student teamstasked with finding energy saving opportunities. These students gath-ered 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 initia-tives which he is confident will drive down their energy costs and inten-sities even further. He has banned incandescent light bulbs, issued lightsout and lights off until morning instructions to custodial staff and print-ed/distributed stickers for light switch plate covers.

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

ing emerging technologies that we can use for our benefit.” Please feelfree to call Chuck as he would be happy to share their achievements withyou. See future Ops Talk articles. Given Chuck's aggressive, thor-ough/creative approach to energy savings, I'm sure we'll be hearing fromhim again soon.

OPPORTUNITY COSTBecause of the steep increases and volatility in utility prices (think

Fall 2000 natural gas) in the past several years, had CMSD82 not actedwhen they did, their utilities expenditures would now be significantlyhigher than they are now. They would be spending over $333,000 more.Carpe diem! Coast Mountains seized the opportunity to address theircumulative deferred maintenance issues, renew their facilities and makeenergy saving part of the culture of their organization.

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

For more information, contact Bernie Desabrais, HoneywellEnergy Solutions Canada,Suite 300, 3490 Gardner Court, Burnaby, BC V5G 3K4Phone: (604) 654-5639; Fax: (604) 654-5696Email: [email protected] ❏

AHEAD OF THE CURVEWhat have you done within your

school district to protect your budgetsagainst rising energy costs?


“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 onlycatch about three-quarters of what is beingsaid in a classroom. In order to comprehendnew concepts, kids, whose auditory process-es aren't fully developed until their teens,need greater speech clarity than adults.Since they can't fill in the blanks on mis-heard concepts without language experience(and what teachers say to kids is, by defini-tion, new and unfamiliar), students can't eas-ily rely on context when they miss a word.

Missing 25% of a lesson is a prettyremarkable statistic for the average student.However, it is not entirely surprising to thosefamiliar with today's larger classes, most ofwhich have poor acoustics. We know thatchildren spend roughly 45% of the schoolday engaged in listening activities and thatthose who have good listening experiencestend to become better learners. Conversely,those who have difficulty hearing in classoften engage in disruptive behavior.

No wonder more and more schools areturning to classroom amplification, or whathas more recently been dubbed “activelearning systems,” to provide great learningenvironments for all students to reach theiracademic potential.

“It's now our goalto get a system

in every classroom.” Tom Hazzard, Principal,

Prince Albert, Saskatchewan

Could this be a technological gimmickthat soon fades without impact? Not ifyou're a mom like Tracy Fasciana whoclaims her daughter's academic life waschanged by a Front Row system. Here areher words as presented at a Parent AdvisoryCounsel meeting in B.C.:

“My name is Tracy Fasciana and I havebeen asked to speak about my experiencewith sound field amplification systems. I'mnot a public speaker, just a mom who hasseen the benefits of Sound Field and believesthey should be in every classroom. Mydaughter with normal hearing has difficultyseparating the teacher's voice from back-ground noise. Unfortunately schools haveproblems with acoustics affecting many stu-dents' attention and listening behaviors,speech perception and ultimately academicperformance. When children have difficultyhearing through background noise they havedifficulty learning, which has been proventhrough research over the last 30 years!

Noise and distance cause breakdown ofcommunication and missed information, likewhen a teacher turns to write on the chalkboard and their voice turns away from thechildren… making it harder to hear.

When a classroom is amplified, ALLchildren, regardless of student or teacherlocation, can hear the teacher. These sys-tems boost the teacher's voice evenly aroundthe room by approximately 8 to 10 dB aboveambient room noise. Teachers wear a smallmicrophone sending their voice throughstrategically placed speakers in the class-room.It's taken us 3 1/2 years to find out why mydaughter has had difficulty learning. She hasmissed a lot of information and would not beso far behind if she had an amplified class-room when she started school. It broke myheart to see her self-esteem bottom out whenothers noticed she was always asking forthings to be repeated! She felt singled outand always told me, “Mom I wish I couldlearn better!” Well, it's my mission to helpmy daughter by educating both parents andteachers, so other children don't have to gothrough this!

Since the audiologist suggested tryinga Front Row Amplification System, theresults have been amazing! Not only boost-ing my daughter's self-esteem, but changing

her outlook on school has increased herlearning performance. She no longer feelssingled out and can finally hear the teacher,thereby catching up on the language she hasmissed.

It was amazing to see children whowere never asking or answering questionsnow putting up their hands and participating.The children were more focused and theteacher's voice was less strained at the end ofthe day. It helps children develop confidencewhile they use it to speak in front of theclass. I still get parents coming to me saying“THANK YOU - it's really making a differ-ence.” The support and enthusiasm I havefrom both parents and teachers has beenAMAZING! Our children are ourFUTURE... If Sound Field systems were inevery school, I guarantee we wouldn't haveas many children dropping out of school.

TRACY'S STORY ISNOT AN ISOLATED ONE!

Leslie Bennett, an EducationalAudiologist in Coquitlam, BC., points out,“When teachers have to raise their voices tobe heard, the individual speech sounds areusually not enunciated as clearly. Using aFront Row active learning system typicallyprovides improvements in spelling and lan-guage development because students canbetter discriminate between the differentsounds when the teacher speaks in a calmvoice at normal levels.”


IMPROVING STUDENT ACHIEVEMENT~ THE HOWE SOUND SUCCESS STORY

During the 2003-2004 school year, Howe SoundDistrict undertook a research project involving seven pri-mary classrooms, and the results proved student comprehen-sion increased by 20% when teachers' voices were amplifiedby a FrontRow Sound Field system. Dr. Rick Erickson, theSuperintendent of Schools in Howe Sound, says,“Improving student achievement is the district's number onegoal, and we wanted to know if something as simple andinexpensive as putting a sound system in a primary class-room could help us achieve that goal.”

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

by Phonic Ear have been amplifying classrooms! Theprovince of New Brunswick is the first province to introducethe systems' use in elementary classrooms across theprovince! Grade improvements, especially with literacy,have quickly been noticed. Front Row active learning sys-tems 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.comTracy Fasciana is a mother of two living in Coquitlam.

After it was recommended her daughter Stephanie receive aFront Row system she became an advocate for better class-room acoustics across B.C.. Tracy organized a Sound Fieldcommittee in her school district and has been asked to speakabout her experiences at several Parent Advisory Committeemeetings. Tracy continues to be an inspiration for herdaughter and an advocate for Front Row systems in everyclassroom.

This article has been compiled from several sources byKaren Stefanishyn. Karen is the Manager of Phonic EarCanada, a company with a 40 year history of helping teach-ers and students in B.C. schools. In her 19 years, Karen hasseen first hand how improved speech clarity can changelives forever. She has worked and networked extensivelyacross Canada and was recently instrumental in the provin-cial adoption of Front Row systems for all elementary class-rooms. ❏


Cloverdale Paint is proud to introduceHorizon, a new generation of paint specifi-cally designed to significantly reduce pollut-ing vapours and odours released into the air,which can be harmful or irritating to the useras well as the occupants of the areas beingpainted. Horizon is a low VOC, environ-mentally responsible paint with minimalodour and no residual after smell. It is ideal-ly suited for schools, hospitals, nursing andsenior's homes, nurseries, public buildings

or anywhere sensitivity to paint smell is aconcern. Horizon is the first line of paints tohave both interior and exterior productsGreen Seal® certified and therefore qualifyautomatically for LEED™ credit points.

WHAT IS GREEN SEAL®

Green Seal® is a national, independentnon-profit environmental labeling and con-sumer education organization. Allied withUnderwriters Laboratories Inc. Green Seal®

issues their seal of approval to products thatmeet approved standards for environmentalimpact. This includes all phases of the prod-uct's life cycle including material extraction(raw materials), manufacturing, application,and ultimately recycling or disposal. AllGreen Seal® standards have a performancerequirement that a product work at least aswell as other in its class.

WHAT IS LEED™LEED™ stands for Leadership in Energy

and Environmental Design and is designedto help guide commercial building projectsin green and sustainable design. Many pub-lic and private buildings are now being builtto LEED™ standards. The concept is todesign and construct buildings that meet the“Green Building” standards with an aim toimprove occupant well-being, economicreturns and environmental performance ofbuildings employing new and innovativestandards in construction practices.

WHAT YOU CAN'T SEE CAN BE HARMFULVOC's (Volatile Organic Compounds) are

invisible solvent vapours, which are releasedinto the air as the paint film is applied anddries. VOC's react with the air to formground level ozone, a major contributor toodour and air polluting smog. These com-pounds have been traditionally used in con-ventional paints to improve their applicationcharacteristics, water resistance and freezethaw stability. Interior Horizon has a VOCcontent of less than 1 gram/litre, andExterior Horizon has low VOC's that meetGreen Seal certification standards. Horizonis a new generation of enviro-friendly coat-ings that have eliminated the harmful andodour causing ingredients without compro-mising the performance characteristics ofthe paint.

SUPERIOR PERFORMANCEHorizon is a high-performance paint with

excellent hiding power and washability. It isenhanced with anti-microbial agents to pro-vide continuous protection against bacteria,mold and mildew that cause stains andodours on the dried film. You can expectequal or better flow and leveling toCloverdale's best interior and exterior paint.To find out more about Horizon Coatings,contact Vince Smith at (604868-8406, visitthe Cloverdale Paint website atwww.cloverdalepaint.com or drop in to yourlocal Cloverdale Paint store.

Cloverdale Paint Inc. is Western Cana-dian owned and operated with locationsthroughout Western Canada. ❏

A safer paint for their environment


Shining stars are absolutely wonderful!Those employees that seem to stand outhigh above the rest of their peers; don'tyou wish you could clone them?

All your staff could be working theirhardest, but there are usually a few thatstand out. As an employer it behooves usto work with all the employees andencourage them to strive for excellence.However there a few that seem never topick up the pace and they just don'tbecome interested in furthering them-selves. They become evident quite quick-ly. Don't waste your energy on them. Youstill need to coach and mentor theseemployees, but place the bulk of yourenergy on those that shine. Help themalong; assist these “Stars” in reachingtheir goals.

By identifying who these are andworking with them, you will not only beproviding assistance but you will be bene-fiting yourself and the employer in gener-al. When an employee begins to not onlysee what you are doing, but actually feelwhere you are going, he will commit to it.He will take ownership much more seri-ously as he sees the latitude and responsi-bilities being given to him.

Often times when providing trainingfor these “Shining Stars” some of it rubsoff on their peers and you can see a gen-eral uplift in performance and productivi-ty. This usually happens when employeessee what is happening to those you havechosen to help advance. Morale increasesand an openness amongst employee andemployer takes place that may not havebeen as evident before.

Nurture what you are experiencing.Involve all of your employees in personalconversation. Take an interest in aspectsof their personal life. Show them that youreally do care! The end result of all of thisis a better work force and a few employ-

ees who have indicated the desire to learnmore and take on more responsibility atthe same time. That can make your job somuch easier.

The payback to the employer is sim-ply outstanding! ❏

Thoughts on great employeesby Chuck Morris

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