National Forum on Education Statistics

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(No Transcript)
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Purpose To improve the ?QUALITY ?COMPARABILI
TY ?UTILITYof elementary secondary
education data http//nces.ed.gov/forum
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ASBO International

• Promotes the highest standards of school business
  management practices
• Supports a standing committee on school
  facilities
• 6,200 members with dissemination to gt15,000 LEAs
• http//www.asbointl.org

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Task Force Members

• Roger Young MA / ASBO / Forum / MASBO
• Frank Norwood TX / ASBO / TASBO
• Joan Hubbard MP / ASBO / Facilities Consultant
• John Bowers MI / ASBO / Facilities Consultant
• Tim Shrom PA / ASBO / PASBO
• David Uhlig VA / ASBO / Forum / VASBO
• Christine Lynch MA / MA DOE
• Jay Sullivan MA / MA DOE
• Janet Emerick IN / Forum
• Judy Marks DC / National Clearinghouse
  Educational Facilities
• Mary Filardo DC / Forum / 21st Century School
  Fund
• Patty Murphy UT / Forum / USABO
• Lee Hoffman DC / Forum / NCES
• Tom Szuba VA / Project Consultant

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This planning guide focuses on

• School facility maintenance as a vital component
  of the responsible management of an education
  organization.
• The needs of an education audience.
• Strategies and procedures for planning,
  implementing, and evaluating effective
  maintenance programs.
• A process to be followed, rather than a canned
  set of one size fits all solutions.
• Best practice recommendations rather than
  mandates.

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In a nutshell

• These guidelines are written to help school
  administrators, staff, and community members
  better understand why and how to develop,
  implement, and evaluate a facilities maintenance
  plan.
• How does an organization develop, implement, and
  evaluatea maintenance plan?
• This planning guide is not
• Presented as a how-to manual of maintenance
  procedures and instructions.
• An attempt to dictate policy making in local and
  state education agencies.

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Target Audience

• School business officials
• Superintendents and principals (and their
  assistants)
• Other policy makers (e.g., school board members)
• Other facilities maintenance planners
• Maintenance and custodial staff
• Secondary audiences include state education
  agency staff, community members, vendors, and
  regulatory agencies (e.g., the EPA)

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Chapter Headings

• Introduction to School Facility Maintenance
  Planning
• Planning for School Facilities Maintenance
• Facilities Audits Knowing What You Have
• Providing a Safe Environment for Learning
• Maintaining School Facilities and Grounds
• Effectively Managing Staff and Contractors
• Evaluating Facilities Maintenance Efforts

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Chapter Framework

• Table of Contents
• Chapter Goals and Objectives
• Best Practice Recommendations
• Vignettes/Real World Examples
• Commonly Asked Questions
• Checklist (i.e., a To-Do-List)
• Additional Resources (primarily Web-based)

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Chapter 1 Introduction Why Does Facilities
Maintenance Matter?

• Table of Contents
• Why Does Facilities Maintenance Matter?
• Who Should Read this Document?
• In a Nutshell
• Planning Guide Framework
• In Every Chapter
• Commonly Asked Questions
• Additional Resources
• Introductory Facilities Maintenance Checklist
• Goals
• To explain how clean, orderly, safe,
  cost-effective, and instructionally-supportive
  school facilities enhance education.
• To introduce the purpose, structure, and format
  of the planning guide.

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Chapter 1 Introduction To err is human
but youd like to avoid this kind of thing all
the same! The school board was happy, the
community was proud, and the students were
ecstatic. In 1992 the high school finally
invested in a gymnasium that would meet the needs
of the physical education department, the
athletic department, and community organizations
alike. After six years of use, the facility
looked to be in great shape, so everyone was
shocked to find that school had been cancelled on
a Monday morning so that the maintenance staff
could combat a flood that had gushed across the
gym floor and into the main building. What had
happened? A 12 gasket had failedbut it
happened to be the one that sealed the 40,000
gallon back up water tank that lay adjacent to
the gymnasium. Even that, however, could have
been overcome had not the tanks emergency drain
been covered with boxes of books in a misguided
attempt to increase the buildings storage space.
As it was, school was cancelled for two days,
emergency response cost 26,000, and the
gymnasium was closed to school and community
users alike for five weeks while 160,000 worth
of repair work was performed. So how could this
problem have been avoided? In truth, there were
many things that could have saved the district
from its woes Solution 1. Proper Planning
Might there have been another, less perilous,
place to construct the the water tank, rather
than over the gymnasium floor? Probably
so! Solution 2. Acceptable Maintenance Might
regular equipment inspections of the backup water
tank have identified a rotting gasket and
prevented the flood? Perhaps so! Solution 3.
Appropriate Operations Shouldnt there have
been someone who had enough common sense to know
that covering an emergency drain with boxes
wasnt an acceptable storage system? Definitely
so!
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Chapter 1 Introduction Commonly Asked Questions

• How will a maintenance plan make our schools
  better?
• Learning does not occur in a vacuum. Students
  and staff interact more constructively in an
  environment that is orderly, clean, and safe.
  Poor air quality, for example, can negatively
  impact student alertness, and student and teacher
  attendance, which has a corresponding impact on
  student learning. On the other hand, classrooms
  that are well ventilated, suitably lighted, and
  properly maintained actually facilitate learning.
  Moreover, appropriate facilities maintenance
  extends the life span of older facilities and
  maximizes the useful life of newer facilities.
  Thus, a facilities maintenance plan contributes
  to both the instructional and financial well
  being of an education organization and its
  community.

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Chapter 1 Introduction Checklists
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Chapter 1 Introduction Additional Resources

• Guide for Collecting and Using Data on Elementary
  and Secondary Educational Facilities A
  publication from the National Forum on Education
  Statistics which defines a set of data elements
  that are critical to answering overarching policy
  questions related to elementary and secondary
  school facility management. (http//nces.ed.gov/fo
  rum/publications.asp)
• Indoor Air Quality and Student Performance.
  (2000) U.S. Environmental Protection Agency,
  Indoor Environments Division, Washington, DC.
  This report examines how indoor air quality (IAQ)
  affects a child's ability to learn and provides
  several case studies of schools that have
  successfully addressed their indoor air problems,
  the lessons learned from that experience, and
  what long-term practices and policies emerged
  from the effort. (http//www.epa.gov/iaq/schools/p
  erformance.html)

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Chapter 1 Introduction Why Does Facilities
Maintenance Matter?

• The appearance of your communitys school
  buildings says a lot about its values
• A positive relationship exists between school
  conditions and student achievement and behavior1
• Students who attend schools in poor condition
  score 11 lower than those attending schools in
  excellent condition2
• Physical conditions have a direct effect on
  teacher morale, sense of personal safety, and
  feelings of effectiveness in the classroom3
• 1Department of Education (1998) Impact of
  inadequate school facilities on student learning
• 2American Association of School Administrators
  (1992) Building our Future Making School
  Facilities Ready for the 21st Century, NASBE
• 3Corcoran T.B., Walker L.J., and White J.L.
  (1998) Working in Urban Schools. Washington, DC
  Institute for Educational Leadership.

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Chapter 1. IntroductionWhat causes facilities
problems?

• Environmental Conditions
• Deferred maintenance
• Inadequate funding
• Inadequate staff training
• Poor practices
• The occurrence of facilities problems is less
  likely a function of geography or socioeconomics
  and more directly related to staffing levels,
  staff training, and staff practices.

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Chapter 1. IntroductionWhat if we dont plan to
protect our investments?

• Buildings and equipment deteriorate
• Warranties become invalidated
• Student and staff morale is affected
• Future public investment in the education system
  is discouraged

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Chapter 1. IntroductionFacts about Facilities

• We know that both routine and unexpected
  maintenance demands will arise. This is
  inevitable.
• Facilities maintenance is big and costly. It can
  get even more costly if it handled in a haphazard
  manner.
• It seems that we are always having to weigh short
  term demands against long term demands.
• An organization must PLAN to meet these
  challenges.

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Chapter 1. IntroductionWhat is a facilities
maintenance plan?

• A document that details an organizations
  strategy for proactively maintaining its
  facilities.
• Reflects the vision and mission of the entire
  organization.
• Includes an accurate assessment of existing
  facilities.
• Incorporates the perspectives of various
  stakeholder groups.
• Focuses on preventive measures.
• Provides a formal way of communicating the
  districts priorities.
• Establishes necessary documentation for funding
  authorities and other approving organizations.
• Demonstrates organizational commitment to
  facilities maintenance.

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Chapter 1 Introduction How Does Facilities
Maintenance Save

• Unlike other investments, the return on
  investment for facilities maintenance doesnt
  necessarily result in increased revenues.
  Instead, good facilities maintenance produces
  savings by lowering
• Replacement costs
• Labor costs
• Overhead and utility costs

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Chapter 1 Introduction Other Benefits

• Effective school facility maintenance can
• Improve the cleanliness, orderliness, and safety
  of an organizations facilities.
• Contribute to an organizations instructional
  effectiveness and financial well-being.
• Reduce operational costs and life cycle costs.
• Help staff deal with limited resources by
  identifying priorities proactively rather than
  reactively.
• Extend the useful life of buildings.
• Increase energy efficiency and help the
  environment.

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Chapter 2 PlanningEffective Management
Planning

• Planning is the formulation of a strategy for
  getting an organization from the here and now to
  the future
• As circumstances change over time, strategies for
  achieving tomorrows successes also change
• Good planners are always mindful of the need to
  review and revise plans to meet the changing
  needs of the organization

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Chapter 2. PlanningIdentify Stakeholders

• Stakeholders include anyone who has a sense of
  ownership in facilities decision-making
• Maintenance Staff/Contractors Parents
• Custodial Staff/Contractors Students
• Superintendents Community Groups/Users
• Principals School Business Officials
• PTA Representatives Teachers
• State DOE Staff School Board Members
• Public Safety Officials/Regulators Contracted
  Experts
• Taxpayers Againsters
• Againsters are those people who make a habit
  of opposing any kind of change. In order to
  minimize the likelihood of last minute delay
  tactics, planners must include these stakeholders
  in the decision making process from its onset.

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Chapter 2. PlanningBe Clear About What You Want

• CLEAN IS A RELATIVE TERM
• Your local high school can be cleaned by a single
  personno kidding.
• The only catch is that you have to be willing to
  live with the job that would be done. Thus, it is
  imperative that there be agreement on
  expectations. Somebody is bound to be unhappy if
  parents expect 4-star hotel but planners only
  budget for discount motel standards.

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Chapter 2. PlanningData for Informed
Decision-Making

• Good data are necessary to inform good
  decision-making.
• Without data, planners are forced to work without
  context, and planning becomes guesswork
• Vision What you WANT
• Plans What you EXPECT
• Data What you KNOW

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Chapter 2. PlanningPlanning Information
Success

• Planners must know
• what facilities exist
• where they are located
• how old they are
• their status/condition
• Are equipment and facilities working
• as designed?
• as they should?
• as they need to?
• The only way to make effective decisions is to
  collect data in a regular, timely, and consistent
  manner

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Chapter 3 Knowing What You HaveThe Facilities
Audit

• A facilities audit is a comprehensive inventory
  and review of all aspects of new or existing
  facilities
• It provides a snapshot in time of how the various
  systems and components are operating.
• It provides the landscape against which all
  facilities maintenance efforts will occur.
• It requires time, energy, and expertise.

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Chapter 3 Knowing What You HaveCommissioning

• A type of facilities audit that occurs after
  building construction or renovation in order to
  document that the facility operates as designed
  and is able to meet the requirements of intended
  use
• Performed by a neutral third party.
• Must be included in all construction and
  renovation contracts as a standard expectation to
  occur before transfer of liability.
• Re-commissioning measures current performance
  against as-new performance
• Retro-Commissioning allows baselines to be
  established for older buildings

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Chapter 4 SafetyProviding a Safe Environment
for Learning

• Safety is the priority over cleanliness,
  orderliness, cost-effectiveness, and even
  instructional support
• Efforts to provide safe facilities are regulated
  by
• Federal regulations
• State law
• Local law
• District policy
• Good old fashioned common sense

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Chapter 4 SafetyProviding a Safe Environment
for Learning

• Major catastrophes and other serious incidents
  are not the preferred method of learning about
  environmental regulations.
• The first step in complying with environmental
  regulations is to become aware of their
  existence, intent, applicability, and
  requirements.
• In most cases, this knowledge can come from
  regulatory agencies, professional associations,
  and on-the-job training.
• Getting this information may not always be
  expensive, but it does demands considerable
  expertise, either hired or developed.

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Chapter 4 SafetyFour Horsemen of Facilities
Maintenance

• Indoor Air Quality
• Asbestos
• Water Management
• Waste Management

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Chapter 4 SafetyBest Practice Recommendations
Asbestos

• The Asbestos Hazard Emergency Response Act
  (AHERA) regulates the management of
  asbestos-containing materials in all public and
  private schools
• Local education agencies are required to
• Designate and train an asbestos coordinator
• Identify friable and non-friable asbestos
  containing materials
• Develop and implement an asbestos management plan
• Develop and implement a responsible operations
  and maintenance program
• Perform semiannual surveillance activities
• Notify all occupants (and occupant guardians)
  about the status of asbestos-containing materials
  on an annual basis
• For more information http//www.epa.gov/reg5foia/
  asbestos/ahera.html

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Chapter 4 SafetyOther Major Safety Concerns

• Chlorofluorocarbons (CFCs and HCFCs)
• Emergency Power Systems
• Hazardous Materials
• Integrated Pest Management (IPM)
• Lead Paint
• Polychlorinated Biphenyls (PCBS)
• Radon
• Underground Storage Tanks (USTs)

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Chapter 5 Maintaining School Facilities and
GroundsTypes of Maintenance

• Emergency Maintenance The main water line breaks
  and floods the lunchroom someone better fix it
  NOW!
• Routine Maintenance The pencil sharpener in a
  classroom needs to be replaced get to it when
  you can.
• Preventive Maintenance The air conditioner
  filter is due for replacement every 3 months
  schedule the work.
• Predictive Maintenance Monitoring software
  indicates that a piece of equipment will fail
  within a predicted time frame based on user
  demand and other performance measures get out
  your computer.

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Chapter 5 Maintaining School Facilities and
Grounds Maintenance Operations Issues

• Access Controls
• Boilers
• Electrical Systems
• Energy Management
• Fire Alarms
• Floor Coverings
• Gym Floors
• HVAC
• Hot Water Heaters
• Kitchens
• Painting Plumbing
• Public Address Systems and Intercoms
• Roofs
• Water Softeners

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Chapter 5 Maintaining School Facilities and
Grounds Grounds Management

• Courtyards
• Exterior lighting and signage
• Pools
• Museums
• Bike trails
• Modular facilities
• Paved surfaces (e.g., side walks, parking lots,
  and roads)
• Athletic fields outdoor learning equipment
• Use of fertilizers/herbicides
• Watering and sprinkler systems
• Use of recycled water (gray water) for plumbing,
  watering fields
• Drainage
• Scheduling rest time for fields
• The aesthetic benefits of flower beds versus the
  health costs of increasing allergy events and bee
  stings
• Use of the grounds as a classroom (e.g.,
  science courtyards)

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Chapter 6 Effectively Managing Staff and
ContractorsHiring Staff

• Expertise on the hiring team is essential
• Many maintenance jobs require technical skills
• Identify the qualities you want before the
  interviews begin
• Job descriptions must include
• Duties and responsibilities
• Working conditions
• Physical requirements
• Educational requirements
• Credentials and licensure
• Equipment used
• At-will vs. unionized position
• Channels of authority and supervision
• Evaluation mechanisms

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Chapter 6 Effectively Managing Staff and
ContractorsTraining New Employees

• Equipment instructions Training on all tools,
  machinery, and vehicles the individual will be
  expected to use
• Lessons Show the trainee how to perform the job
  properly, common mistakes that lead to improperly
  completed tasks, and what the job looks like when
  it is done right
• Expectations A clear description of precisely
  what the individual must do in order to meet the
  requirements of the job
• Evaluation information A clear explanation of
  all criteria on which the individual will be
  evaluated
• Potential ramifications of the evaluations Some
  mistakes result in retraining, others warrant
  reprimands, and a few demand punishment or
  dismissal be clear.

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Chapter 6 Effectively Managing Staff and
ContractorsEvaluating Staff

• Establish performance standards and evaluation
  criteria
• Develop an evaluation instrument and use it
  objectively, consistently, and regularly (e.g., a
  checklist and a rating scale)
• Be positive and encouraging
• Provide retraining/remediation as necessary
  termination is an expensive option and should not
  be used without good reason
• Document evidence that supports assessment

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Chapter 6 Effectively Managing Staff and
ContractorsMaintaining Staff

• What keeps people on the job?
• Good pay
• Good benefits
• A sense that they are respected
• A feeling that their work is valued
• Opportunities for advancement
• Remember that the organization has made an
  investment in the employee. If they lose the
  employee, that investment is lost
• Consider incentives and awards.

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Chapter 7 Evaluating Facilities Maintenance
EffortsEvaluating the Maintenance Program

• After demonstrating their support of maintenance,
  it is fair for stakeholders to expect the
  maintenance program to yield results
• Establish measurable baselines against which
  progress can be measured (e.g., average time it
  takes to complete a work order)
• Accurate, timely, and comparable data are the key
  to measuring and documenting status
• A good computerized maintenance management system
  can provide the evaluation data (work orders,
  energy use, etc.)

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Chapter 7 Evaluating Facilities Maintenance
EffortsMeasurable Components of Evaluation

• Number of work orders accomplished
• Major incident reviews (e.g., number of school
  shutdowns, etc.)
• Customer feedback
• Weekly foremans meetings
• Visual inspections by supervisors and managers
• Comprehensive Management Audits
• Performance Audits
• Organizational Studies
• Annual snapshots (cost per square foot or per
  student)
• Facility Report Cards
• Comparisons with peer organizations/ Peer
  reviews
• Progress toward the organizations long-range
  plans
• Staff turnover rates
• Public opinion (e.g., newspaper articles, etc.)

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Other Forum Publications

• School Facility Data Elements (expected July
  2003)
• Safety in Numbers Collecting and Using
  Crime,Violence, and Discipline Incident Data to
  Make a Difference in Schools
• Technology in Schools Suggestions, Tools and
  Guidelines for Assessing Technology in
  Elementary and Secondary Education
• Weaving a Secure Web Around Our Schools
• Basic Education Finance Data Elements
• Protecting the Privacy of Student/Staff Records
• Building an Automated Student Record System
  and more!

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