Covering all aspects of educational facilities and …... • Fraser Valley • Nanaimo • Okanagan Valley • Prince George • Squamish • Vancouver • Victoria • Whistler •

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www.efmabc.com

Covering all aspects of educational facilities and operations.

TalkSpring 2018

B.C. government accelerates seismic upgrades in schools

New K-7 school opens in downtown Vancouver

Preventative maintenance for audio systems

2018 EFMA Conference and Trade Show comes to Penticton June 4-8, 2018

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4 Ops Talk • Spring 2018

Published by: DEL Communications Inc. Suite 300, 6 Roslyn Road Winnipeg, Manitoba R3L 0G5 www.delcommunications.com

President David Langstaff

Publisher Jason Stefanik

Managing editor Shayna Wiwierski [email protected]

Contributing writers Mel Hoffart | Andre Leblanc Chuck Morris | James Wright

Advertising Sales Manager Dayna Oulion Toll Free: 1.866.424.6398

Advertising Sales Gary Barrington | Jennifer Hebert Dan Roberts | Gary Seamans

Production services provided by: S.G. Bennett Marketing Services www.sgbennett.com

Art Director Kathy Cable

Layout & Design Dana Jensen

Advertising Art

Dave Bamburak

© Copyright 2018. EFMA. All rights reserved. The contents of this publication may not be reproduced by any means, in whole or in part, without the prior written consent of the publisher.

While every effort has been made to ensure the accuracy of the information contained herein and the reliability of the source, the publisher in no way guarantees nor warrants the information and is not responsible for errors, omissions or statements made by advertisers. Opinions and recommendations made by contributors or advertisers are not necessarily those of the publisher, its directors, officers or employees.

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PRINTED IN CANADA 03/18

In t

his

issu

e

ON THE COVER: A number of districts have added portable

(or modular) classrooms because of the increasing numbers of

students. These were installed in the Kootenays a couple years ago.

The newer portable classrooms are far superior to the old leaky

units of a number of years ago.

Message from the executive director of EFMA, Glenn Miller ......................10

Message from the president of EFMA, Steve Smoroden ...............................12

Message from the Minister of Education, Rob Fleming ................................14

No place like home: EFMA member profile on Nino Maletta .......................16

Little school in the big city: Vancouver¹s newest urban school....................18

B.C. Government accelerating seismic upgrades ...........................................20

Thoughts on: Should I, or shouldn’t I? .............................................................22

2018 EFMA Conference and Trade Show program ........................................23

2018 EFMA Conference and Trade Show registration form ..........................28

2018 EFMA Conference and Trade Show Partners Program registration ...29

2018 EFMA Conference and Trade Show 22nd Annual Golf Tournament .30

2018 EFMA Conference and Trade Show accommodations .........................31

2018 EFMA Conference and Trade Show sponsorship opportunities .........34

2018 EFMA Conference and Trade Show sponsorship application .............35

Energy efficiency resources for British Columbia schools ............................38

Condensation: Leak posers on a winter day ...................................................40

The lowest price isn’t always the lowest price ...............................................44

The way I see it! Are you reliable? ...................................................................45

Preventative maintenance for audio systems .................................................46

Are your students hearing you? The importance of acoustic treatment

in K-12 schools ....................................................................................................50

MAGNA3 pumps aid in optimization of a multi-building retrofit project

in Coquitlam .......................................................................................................56

Make your schools safer and more efficient for the 21st century .................58

Addressing limited classroom spaces with portable classroom

relocations ...........................................................................................................60

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MESSAGE FROM THE EXECUTIVE DIRECTOR

Glenn Miller

Ah yes, spring in Penticton. What a lovely thought as we work

through some long dark winter days here in British Columbia.

While the images of sunshine, lakes, and fermented grapes

come to mind, I’m really talking about the Educational Facility

Managers’ Association of British Columbia (EFMA) conference.

The EFMA conference committee is working hard as we speak to put together

another full program from June 4, 2018 to June 8, 2018 (inclusive) that starts

off with two days of professional development and leads into three days of

concurrent sessions and discussions, ministry presentations, and our annual

general meeting. Early registration numbers of exhibitors indicate that there

will be a full complement of exhibitors there throughout the day, and evening

programs to show and demonstrate a wide range of products and services

used in facility maintenance.

It is a well-known fact that good supervisors and managers are taught to be,

not born to be. I cannot overstate the importance of professional development

in our workforce today. When I started working in facility management many

moons ago, I never realized that I would feel that I was a human resources

manager, a health and safety officer, a counsellor, and a tradesman all in one.

The reality today, in my opinion, is that any person who now aspires to be in-

volved in facility management, whether it be education, health, construction,

or other areas, must have the desire, knowledge, and support to be successful

in such an ever-changing work and learning environment. EFMA has made

professional development a commitment through the association’s strategic

plan to continue to provide support to members by providing progressive and

relevant courses and programs.

In the past year, I have had several requests to clarify what the criteria is to

become a member of EFMA. Some people believe that it is for facility manag-

ers in the K-12 sector only, but that is not the case. I promised I would clarify

for those who asked.

“Any person employed by a school district, university, regional college, pa-

rochial school, or a private school within British Columbia who, is directly

responsible for the management or operation of one or more departments or

divisions within facilities, may become an active member”.

If you need any further information, please feel free to contact me at

[email protected].

Have a wonderful spring!

See you in Penticton. n


Your Schools,

MESSAGE FROM THE PRESIDENT OF EFMA

Steve Smoroden

Greetings everyone, it’s spring again and I am sure we

are all planning for the upcoming summer list of proj-

ects. Many of us have roofing, flooring, HVAC, and

summer cleanup projects. The list goes on and on and

we never run out of projects that need to be accom-

plished during the summer period.

The same planning and strategizing takes place with the EFMA ex-

ecutive. From planning the program and venues for the 54th annual

conference and trade show, to the behind-the-scenes work with the

ministry, from the shared services, capital advisory, school protection,

and capital asset committees. We have representation on these com-

mittees and more, and are often asked to share our opinion and exper-

tise in helping to guide the future for our districts’ facilities.

We also have our zones with our zone chairs putting on great profes-

sional development within each region of the province.

I want to thank all the members who volunteer their time and energy

to participate in a meaningful way on committees and as zone rep-

resentatives. As you can see, there are many opportunities to serve

within the association to add your expertise to help mould the future

of facilities in the K-12 sector. I would encourage you talk with these

volunteers and/or the executive team to see where you might be able

to get involved.

Next I want to thank an amazing group of EFMA directors who once

again take time out of their busy schedule to do the work that needs to

be done to ensure we have a thriving and robust association which tru-

ly does have an impact in the B.C. K-12 sector. They put in many extra

hours to ensure the business of the association runs smoothly. I would

also like to thank Glenn Miller, our executive director, for stepping in

and helping us revise our constitution and bylaws and reviewing the

strategic plan. And of course I would like to offer a special thank you to

Molly Shipowich, our executive secretary. Molly, you keep us on track

and on time, and you make all of us look good. Thank you very much!

Lastly, a big thank you to all the association members for the giving

me the opportunity to serve once again as president of this great as-

sociation. It is truly a wonderful experience because of the great team

working alongside me. I consider all of you my dear friends. n


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MESSAGE FROM THEMINISTER OF EDUCATION

Rob Fleming

Spring has finally arrived in beautiful British Columbia and our

2017/2018 school year is in full swing with an abundance of exciting

capital projects underway in a large number of districts across the

province.

We are continuing to make life better for students, parents, and staff,

and we have made tremendous headway since July 2017 when I was sworn in

as minister of education. I am committed to maintaining the fast pace of invest-

ments in B.C.’s education system as we work to restore funding in key areas.

February was an important month for all of us. The Throne Speech and Budget

2018 outlined a clear path to making life more affordable for British Columbians.

The government made historic investments in housing and childcare, while

news of additional funding for education was also celebrated.

Budget 2018 will provide an extra $409 million in Ministry of Education operat-

ing funding over three years, bringing the total to nearly $6.4 billion by 2020/21.

Our capital budget is also receiving a boost of $100 million, to $1.8 billion. Over

the next three years, these funds will be used to replace aging schools, add ad-

ditional spaces in growing communities, and fast-track seismic upgrades.

Budget 2018 also announced government’s new Playground Equipment Pro-

gram, which has an annual budget of $5 million. This relieves pressure on parent

advisory councils, previously forced to fundraise for upgrades at their respective

schools. Full program details will be released soon.

Additional classrooms for growing districts were also part of the Budget, which

includes $100 million, part of a dedicated Enrolment Growth Program, meaning

we can take important steps toward reducing the need for portables at schools

around the province.

Budget 2018 also included an investment of $50 million this fiscal year in sup-

port of the revitalization and preservation of Indigenous languages. Indigenous

learning is at the forefront of our ministry as a result of the findings from the

Truth and Reconciliation Commission, and we are proud to see the emergence

and growth of a variety of programs in every corner of the province.

I would like to thank all the members of the Educational Facility Managers’ As-

sociation of B.C. for your efforts as we move forward to meet our government’s

goals and objectives, and for your hard work and dedication to our schools. Your

efforts do not go unnoticed and we all play a role in working to make life better

in B.C. n



No place like home

EFMA member profile on Nino Maletta

By Shayna WiWierSki

MEMBER PROFILE

Aside from a brief time

studying at BCIT, Nino

Maletta has lived in

Prince George his en-

tire life.

As the general manager of capital proj-

ects at SD #57 in Prince George, B.C., he

has had a long career in the school divi-

sion. After graduating from high school,

he got his fourth-class power engineer

certificate at the College of New Cale-

donia, and then headed south to BCIT to

take the Building Technology Program.

After that, he came back to Prince

George where he worked for a couple

different general contractors from 1984

to 1991, before starting at SD #57 on

January 2, 1992.

Maletta’s first position with the district

was the manager of Area B for building

maintenance, which lasted from 1992

to 1995. That same year, he became the

general manager of the facility services

department, a job he held until last year.

“We went through a reorganization

[last year],” says Maletta. “We received

a new $40 million replacement high

school and the last time I looked after

a project of that size we had someone

come in and oversee the department.

We now have a new general manager

of operations and I focus on the capital

projects and renovations.”

In his position as the general manag-

er of capital projects, the 58-year-old

looks after the renovation work in the

school district, as well as all new con-

struction and anything that goes into

the building. His vision for the depart-

ment is customer focused and likes to

recognize when work is done well.

“One of my philosophies is to make

sure to do the job once and do it right.

Before there was an attitude of a tem-

porary fix it up, but ever since I took

over we have followed that premise,”

says Maletta, adding that he has built

trust with his staff by listening to their

concerns.

A feather in his cap was a project he

did a couple years ago, the Duchess

Park Secondary School, which was

the first school in the province to

get awarded LEED Gold status. The

school also received the Canadian De-

sign Build Institute’s Award of Excel-

lence for design-build in 2011.

Although there’s been many highs

in his career, it has also come with a

set of challenges since he has had to

face a number of budget cuts over the

years. The school district has reduced

the number of open facilities, which

means that Maletta has to be as effi-

cient as possible with capital dollars

to replace equipment to ensure they

can operate the buildings. He says

that the greatest pressure he has is

delivering services over and above

the routine daily maintenance. If he

ever has a question he can’t answer

though, he knows to turn to EFMA

B.C. for the answer.

Originally joining the association in

1992, Maletta has found that EFMA

has been a great resource for help.

“You can phone someone else and

they have dealt with your problem or

give you advice and point you in the

right direction when it comes to con-

sultants or anything to do with build-

ings,” says Maletta, who became a

member when he got his first position

with the school district. “Members are

helpful when you have a question and

you don’t know who to turn to.”

Aside from his time on the job, Maletta

enjoys going to the gym and doing ren-

ovations around the house. He is also

married and has two adult children,

one who is becoming a lawyer and the

other who works as a radiation thera-

pist at a cancer clinic. Although he’s

spent practically all his life in Prince

George, it doesn’t look like Maletta

plans on moving anytime soon.

“You get all four seasons here and it’s

a really good place to raise a family.” n

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Amidst the towering high-

rise condos and the

stop-and-start traffic of

the streets of downtown

Vancouver, elementary-

aged children are getting an education.

Located on Expo Boulevard near the

International Village in the northeast

False Creek neighbourhood of down-

town, Crosstown Elementary School

is the newest urban elementary school

built by the Vancouver School Board

and accommodates 510 students from

Kindergarten to Grade 7.

“Over the last 10 years, the Vancouver

downtown and west end has seen an

increase in the number of families living

in the area with school-age children,”

says James Meschino, director of fa-

cilities at the Vancouver School Board

(VSB). “The first indication of this trend

was following the completion of Elsie

Roy Elementary School in 2004.”

Meschino says when the Yaletown el-

ementary school opened to students liv-

ing in that downtown neighbourhood in

2004, it was already over capacity. An

addition was immediately added to the

new school, but it was not enough to

meet the growing demand. While much

of the attention is given to new mega

schools in bursting areas such as Burn-

aby, Richmond, and Surrey, downtown

Vancouver has a need as well.

“Working with the city of Vancouver,

the VSB has identified school sites

where there is a forecasted need based

on demographic growth trends or large

development rezoning,” says Meschino.

He says that in addition to the Elsie

Roy school site, the VSB negotiated the

properties at the Crosstown Elementary

site through rezoning sought by Hender-

son Development (Canada) Ltd., as well

as an additional site for future growth in

Coal Harbour, the result of another de-

velopment rezoning.

The City of Vancouver donated the land

as part of the community amenity con-

tribution made by the developer for ad-

ditional residential density as part of

land rezoning. The $19.7 million project

was built with $15.4 million provided by

the provincial government and the re-

maining $4.3 million from the VSB.

Vancouver’s newest urban school By Tammy SchuSTer

Little school in the big city

Rendering of the Crosstown Elementary School, downtown Vancouver’s newest urban elementary school. PhOTO COURTESy Of ThE VANCOUVER SChOOL BOARd.

Educational Facility Managers’ Association of B.C. | www.efmabc.com 19

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Designed by Francl Architecture in

Vancouver, the 47,350-square-foot

school features modern, collaborative,

and open learning spaces including 22

classrooms, full-sized gymnasium, and

daycare, as well as outdoor learning

spaces on the rooftop playground and

patio areas. The general contractor for

this project was ITC Construction, also

from Vancouver.

The school is designed to LEED Gold

standards, and is linked to the South

East False Creek Neighbourhood Ener-

gy Utility. It uses waste thermal energy

captured from sewage to provide space

heating and hot water for the building.

This recycled energy eliminates more

that 60 per cent of the greenhouse gas-

ses associated with heating the prem-

ises.

With the footprint for the school already

defined by the surrounding residential

towers, park, and roadway, the four-sto-

rey building was designed to cantilever

over the park. This design solution was

created to respect distance between

the upper floors of the school and the

residential balconies of the residential

tower.

But, Meschino says the biggest chal-

lenge in constructing the school was

building on top of an existing under-

ground parkade used by the residential

condo-dwellers. The parkade needed to

be strengthened to withstand the struc-

ture being built above it and this in-

cluded adding additional columns, slab

bands and other reinforcing. The VSB

also had to work with the residents of

the condo tower, having them park their

cars across the street in a designated

surface parking lot until construction

could be completed.

Another challenge was securing approv-

als for the school overhang into the park

— a challenge due to building bylaw set-

back requirements. The next challenge

was coordinating all the desired program

requirements of a school to work within a

very constrained site volume.

Located across from Rogers Arena, stu-

dents utilize neighbouring Andy Liv-

ingstone Park for recess and physical

education activities. Through a partner-

ship with the Vancouver Park Board, the

school has shared-used access to the

park, reserving the artificial-turf field for

daily school use. Construction of a new

school playground at the park is also in

the works.

In partnership with the City of Vancou-

ver, the VSB has plans to construct an

additional community multipurpose

room shared with the school.

While the idea of urban schools in down-

town Vancouver may still seem uncon-

ventional, Meschino says the biggest

factor for having an urban school as

part of the downtown landscape is to

accommodate those in the community.

“Most importantly, it offers a school to

residents of the West End, downtown,

Yaletown, Crosstown, Gastown, and

Chinatown communities.” n


It has been an exciting year so far

for K-12 students, teachers, and

support staff in British Columbia

under our new government. We

have an amazing education sys-

tem in our province, and we are working

hard to make it even better.

Budget 2018 is further evidence that our

government is making a real investment

in our future – and our children.

It provides nearly $1.8 billion over three

years to replace aging schools, add more

spaces in growing communities, and to

accelerate seismic upgrades.

This is an historic investment after years

of underfunding.

At the Ministry of Education, a major fo-

cus has been placed on accelerating the

Province’s Seismic Mitigation Program

with a goal of giving parents the comfort

of knowing they are sending their chil-

dren to a seismically safe school. Students

deserve to learn in the best educational

setting possible to support their success.

If a major earthquake hits, we need to

be prepared. The current state of many

schools in our province is unacceptable.

That is why government is making in-

vestments that make life better for British

Columbians – that includes investments

in students and schools throughout the

province.

In July 2017, when the new government

was sworn in, only 165 schools in the

Seismic Mitigation Program had their

upgrades completed. We’re making seis-

mic upgrades a priority, and our goal is to

approve 50 seismic mitigation projects in

government’s first 18 months.

So far, government has announced fund-

ing of nearly $200 million for seismic up-

grades or replacements at 13 high-risk

schools in communities across B.C. – from

Coquitlam to Victoria, from Delta to Ma-

ple Ridge.

These investments, and many more to

come, will go a long way to improve stu-

dent safety in the event of a large earth-

quake.

There is also a need to invest all of the

capital dollars that are available to the

ministry, something that under previous

governments was not done efficiently

enough. Since 2012/13, the ministry has

underspent its capital budget by an aver-

age of 16 per cent annually. That is money

that could have been spent on schools to

better support students and keep them

safe. We will do better. Moving forward,

the ministry intends to improve the ap-

proval process to ensure funding allo-

cated in the capital budget is fully spent

on much-needed school construction and

seismic upgrades.

In addition to spending more efficiently,

upgrading or replacing high-risk schools

is not just about investment dollars. We

are working with municipalities and

school boards to speed up the process

from green-light to ground-breaking and

make sure everyone is pulling in the

same direction. This will allow us to get

students into safe schools as soon as pos-

sible.

All of this is to ensure that government is

giving B.C. students the best opportunity

to succeed – and to make our good educa-

tion system a great one. n

B.C. Government accelerating seismic upgrades

Minister Rob Fleming announced $7.9 million for seismic upgrades and a four-classroom addition at Keating Elementary School in Central Saanich.

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We have many instances in

our lives where a decision

could be made that will im-

prove your life. It happens

frequently from small, nearly

mundane choices all the way up to career

choices that will have an impact. It’s hap-

pened to you. It has happened to me as

well. What will you do?

Years ago I hired a plumber in Vancouver

and he chose to move to the district I was

working in. That was a big move for a re-

cently married young guy. His destination

was the northwest corner of our province.

I chose right as it turned out, for he was a

great person to have on staff. As a couple

of years went by I could detect he wanted

more and we had a few chats about his

goals and what he wanted to do. This

young man made a move that kept him

in the region so he did not have to sell his

newly built home. He became a regional

manager for WSI, a company that main-

tained all government buildings in the

northwest. Last I heard he was doing very

well. He made a choice that affected his

and his new wife, and he succeeded.

I had an electrician working for me in the

same district who was an awesome per-

son and very knowledgeable in his trade.

He had taken, on his own volition, a one-

year leave and attended SAIT in Alberta

to learn DDC. He learned well. Under the

toulage of the local Delta Controls con-

tractor while still working for us, he be-

came our go-to guy for all HVAC control

work on DDC.

During this time frame I had an opportu-

nity to decide if my wife and I should pull

up stakes, sell the house and move to an-

other district after receiving a call to apply

for an upcoming vacancy. We did go, end-

ing up on Vancouver Island. Who should I

run into one day in Comox? My electrician

from the northwest! He became an em-

Should I, or Shouldn’t I?By chuck morriS

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ployee of mine and worked for two years

before another opportunity arose for him.

After five years in Comox I again received

a call that turned out to be very worth-

while. I ended up taking a four-year ab-

sence from my school district duties and

immersed myself in the modular building

industry, initially to build a better modular

classroom. My fourth year doing this saw

me touring northern B.C. and southern

Yukon doing business development for a

modular company out of Kelowna.

One day in the north, while visiting school

districts and First Nation peoples, I pulled

into Dease Lake and booked a room at the

Northern Motel. I heard laughing and loud

talking as I walked down the hall. Recog-

nizing the voice and that familiar laugh-

ter, I knocked on the door. My electrician

from northern B.C., and more recently

from Comox, opened it up. We had a great

visit and it turned out he was headed to

Telegraph Creek the next morning (I was

as well). After Telegraph, he was going to

Atlin. It turned out he was now working

for the same WSI mentioned above and

Nick was still the manager there.

Each move he made improved his life and

allowed greater financial rewards too.

I was once given some advice that if you

do not want to become stale you need to

look at a four-to-six-year period of time,

and when opportunity becomes avail-

able, think about taking it. The reason is

you expose yourself to further challenges

and experiences, all the while making you

more marketable and building a level of

confidence in you that you may not have

had in the past. Think about it. Should I,

or shouldn’t I? n


MONDAY, JUNE 4th Professional development (two days) Pre-registration is required for professional sessions

8:00 a.m. – 3:00 p.m. A. Leadership Development Program

Instructor: Bob Johnstone, Johnstone & Associates, Education and Management Consulting Services

The Education Facilities Managers’ Association’s Leadership Development Program was designed to

assist supervisors of operations meet the changing challenges of their positions. Through the four-part

program, participants have been developing greater self-awareness, improving their ability to manage

themselves, and enhancing their capacity to lead others towards high performance in changing times.

The final session in June will focus on: understanding change, responding effectively to change, and

leading organizations in changing times.

Professional development (one day)

8:00 a.m. – 3:00 p.m. B. Hazardous Material Management – Asbestos and Other

Instructors: Special Guest, WorkSafeBC

Vanessa McNeil, Pinchin Ltd.

Emma Gibson, Corporate Health and Safety Manager, Enviro-Vac

Feeling a bit overwhelmed by the complexities of managing asbestos and other hazardous materials in

your buildings? Does it feel like you are never fully understanding the complexities of the requirements,

pricing, and procedures? Do you often wonder: are they qualified? How do I know? Can that possibly

be right? The legislation changed again? This session is for you! Come listen as a panel of experienced

guests share their expertise on how to overcome the challenges that we face as building managers

and health and safety practitioners. This panel of experts will discuss this hot topic through the lens of

the regulator, the consultant, and the contractor. Join us for questions with the panel and take home

some useful tools! This session is sure to be engaging, informative and will provide answers to those

frequently wondered questions.

2018 CONFERENCE PROGRAMPenticton Trade & Convention Centre

June 4 – June 8, 2018

“INSPIRING the huNGRy SPIRIt – StayING ReSILIeNt”

Corporate Sponsor: Ossicle SoundField Solutions BC hydro


8:45 a.m. – 4:00 p.m. C. Managing in a Unionized Environment

Instructors: Debbie Craig, Director LR, BCPSEA

Leanne Bowes, Senior Labour Relations Specialist

This sessions will provide attendees with information essential to effectively address incidents of

employee misconduct in a manner that appropriately corrects behaviours to ensure a productive and

respectful workplace. The session will include a review of:

• Fundamental management rights and how collective agreements impact on those rights.

• The role and responsibility that employers and unions have in our workplace;

• The difference between non-culpable and culpable employee behaviours;

• How to conduct a fair and effective investigation process;

• The key legal principles and best practices that guide this work;

• The arbitral tests associated with determining misconduct; and,

• A review of the legally sound and effective means for correcting employee misconduct.

TUESDAY, JUNE 5th Professional development

8:00 a.m. – 11:30 p.m. A. Leadership Development Program (con’t)

8:30 a.m. – 3:30 p.m. D. Develop Effective Solutions with Ergonomics/Human Factors

Instructors: Jennifer Colman, Risk Analysis Unit at WorkSafeBC

Gina Vahlas, Risk Analysis Unit at WorkSafeBC

This highly interactive workshop will walk you through ergonomics/human factors principles, as well

as a process that provides you with an understanding of how workplace factors influence decision

making and actions in the context of the work that is being performed. We will analyze incidents

related to your workplace and discuss effective recommendations that can pave the path towards

sustainable, preventative solutions. These solutions will enable workers to perform at their optimum,

leading to improvements in quality and productivity, as well as health and safety. Participants will be

provided with materials to help them follow this process in their workplace

2:00 p.m. – 7:00 p.m. Registration - Members and Exhibitors – South Lobby

12:30 p.m. – 4:00 p.m. EFMA 22nd Annual Nine-Hole Golf Tournament – Penticton Golf & Country Club Hole Sponsored by: Iredale Architecture

2:00 p.m. – 7:00 p.m. Exhibitors Set-Up – Ballroom II/Salon A

7:00 p.m. – 10:00 p.m. Presidents Reception - Entertainment – South Lobby

Sponsored by: Tremco Roofing & Building Maintenance

10:00 p.m. – 12:00 a.m. Hospitality Suite - Everyone welcome – Kettle Valley Station Pub, Ramada

Canstar Restorations Colliers Project Leaders Kimco Controls Ltd. Lightspeed Technologies Inc. RCABC Guarantee Corp. Rocky Point Engineering Ltd.


WEDNESDAY, JUNE 6th 7:30 a.m. – 8:30 a.m. Registration - Members and Exhibitors – South Lobby

7:30 a.m. – 8:00 a.m. New Member Orientation

8:00 a.m. – 9:00 a.m. Zone Meetings – Continental breakfast

9:00 a.m. – 9:30 a.m. Zone Chair and Executive Meeting

9:00 a.m. – 11:30 a.m. Visit Exhibitors Booths - Coffee – Ballroom II/Salon A

Sponsored by: E.B. Horsman & Son

8:30 a.m. – 10:00 a.m. 1. The New Safety – Innovations and Successes

Speaker: Jeff Lyth, Safety Consultant

When it comes to safety systems and in-practice approaches, the latest may indeed be the greatest!

Even seasoned safety professionals will benefit from this crash-course in what’s new in occupational

H&S. And yes, the “new safety” is considerably different from the same-old. Consider how to unlock

potential strategies to success on stubborn safety challenges by shining a whole new light on it. Yes,

you can teach an old dog new tricks!

10:15 a.m. – 11:30 a.m. 2. Facilities and Due Diligence

Speaker: Bruce Jackson, WorkSafeBC

As facility owners and employers, it’s important to understand the extent to which WorkSafeBC

holds you accountable even when you have a prime contractor in place. Being able to demonstrate

due diligence is key to compliance and a must if you hope to avoid the now significantly onerous

WorkSafeBC fines associated with non-compliance. Practices to assist employers in meeting the due

diligence test are discussed.

11:30 a.m. – 2:00 p.m. Opening Ceremonies – Salon B/C

Delegates, Exhibitors and Partners Luncheon

Keynote Speaker: Ryan Walter

Sponsored by: Quantum Lighting, Inc.

2:00 p.m. – 3:30 p.m. Visit Exhibitors Booths - Coffee – Ballroom II/Salon A

Sponsored by: IKO Industries

3:30 p.m. – 5:00 p.m. 3. Improving the Learning Environment

Speaker: Keith Gray, Director of Applied Research, J+J Flooring Group

Improving the Learning Environment: Flooring Selection is a comprehensive and objective overview

of the science that accurately describes the relationship between flooring and acoustic performance,

health, comfort and safety in learning environments and the impact they can have on teachers and

students. The key learning objectives of the course are: Understand how flooring impacts acoustics and

indoor air quality (IAQ); safety and thermal and visual comfort in schools; Assess acoustic, IAQ, safety

and comfort properties of different floor coverings; identify ways that environmental factors can impact

student performance; learning to use lifecycle costs of ownership as a specifying tool; explain to others

the importance of considering these environmental factors when specifying flooring.

Trends in 21st Century Learning Facilities

Speakers: Justin Dyck, Architect AIBC and Ryan Huston, Architect AIBC, CHP Architects

The incorporation of 21st century learning and project-based education has dramatically shifted the

traditional school facility design and layout. The program will compare and contrast the various unique

design approaches school districts have taken and explore some of the opportunities and challenges

from the perspective of students, educators, and facility managers.


4. Radon Testing in Schools Speaker: David Shearer, Director, Pinchin Ltd.

If you thought geographically this wasn’t your issue, think again. In this session, discover what each

H&S and facilities department needs to know about radon, why testing is being mandated, and where

to begin when it comes to testing and compliance.

5:00 p.m. – 7:30 p.m. Exhibitors Hosted Evening – Ballroom II/Salon A

Costume: Prohibition

9:00 p.m. – 12:00 a.m. Hospitality Suite – Everyone Welcome – Kettle Valley Station Pub, Ramada Canstar Restorations Colliers Project Leaders Kimco Controls Ltd. Lightspeed Technologies Inc. RCABC Guarantee Corp. Rocky Point Engineering Ltd.

THURSDAY, JUNE 7th 7:00 a.m. – 8:00 a.m. Buffet Breakfast - Everyone Welcome – Salon B/C

Sponsored by: Fortis BC

8:00 a.m. – 10:00 a.m. EFMA Annual General Meeting – Salon B/C

8:30 a.m. – 10:00 a.m. Workplace Violence Best-Practices Forum

School staff face the challenges of workplace violence in classrooms daily. This session explores best

practices with respect to staff safety when it comes to a range of workplace violence challenges.

Participants can expect to add to their professional toolkit both current best practices and novel

solutions for an increasingly challenging topic.

9:30 a.m. – 10:00 a.m. Exhibitors Meeting - Appointing New Exhibitor Representative – Ballroom II/Salon A

10:00 a.m. – 1:00 p.m. Visit Exhibitors Booths / Hosted Luncheon – Ballroom II/Salon A Sponsored by: CareHawk Inc.

1:00 p.m. – 3:00 p.m. 5. Ministry Presentation – Facility Condition Index Usage as a Planning and Forecasting Tool Speakers: Michael Nyikes, Director, Capital Programs & Policies Unit, Damien Crowell, Planning

Officer, Capital Programs & Policies Unit

To provide school districts with an overview of resources within the VFA database and usage of

Facility Condition Indexes as a planning and forecasting tool.

Ministry Presentation – Round Table - Annual Facility Grants

Speakers: Michael Nyikes, Director, Capital Programs & Policies Unit, John Woycheshin, Regional

Director, Capital Programs & Policies Unit

To provide dialogue between the ministry and school districts regarding how the Annual Facilities

Grant is being used.

6. Occupational Hygiene Expert Panel – Asbestos to Water Testing

Speakers: Jeff Clarke, WorkSafeBC, Mary Campbell, SD #36 Surrey, Doug McClary, SD #39 Vancouver

Occupational hygiene is among the most challenging areas in safety as it demands a technical insight

that few in the field hold. Let’s demystify occupational hygiene. Promising to be marry regulations


to compliant safety practices and straight-forward implementations, this session is for all district

managers grappling to determine how much is enough when dealing with ALARA, TWA, STEL/

ceiling limits and asbestos, lead, mould, silica, and more. We have gathered the key players on our

expert panel: the regulator, an H&S manager, and a maintenance manager who is often charged with

implementing the advice of the other two!

7. Waste Management

Speakers: Steve Smoroden, SD #43 Coquitlam and Harry Kumar, SD #37 Delta

3:15 p.m. – 5:00 p.m. 8. Energy Manager Round Table

9. Maintenance Round Table

10. Custodial Round Table

11. Health & Safety Round Table

Facilitator: Collette O’Reilly, SD #39 Vancouver

Hot topics will be highlighted: safeguarding requirements - shops to kitchens, justifying H&S funding

management, work refusals, and more. Participants are encouraged to bring specific challenges to put

to the group, as well as sample resources that are working well for your district to share with others.

6:00 p.m. – 12:30 a.m. Reception, BBQ Dinner, and Social – Penticton Trade and Convention Centre

Entertainment: Nearly Neal Sponsored by: Unitech Construction Management Ltd.

FRIDAY, JUNE 8th 9:00 a.m. – 10:30 a.m. 12. Indoor Air Quality – Compliance, Mould and More

Speaker: Geoff Clarke, WorkSafeBC

“What goes around comes around” describes the topic of indoor air quality in schools. Confirm what

compliance looks like in 2018 and which WorkSafeBC regulations on IAQ deserve a second look. Mould

management certainly warrants a deeper dive and as do requirements around allergens, nuisance

odours, and other airborne contaminants.

9:00 a.m. – 12:00 p.m. 13. Shared Services

Speaker: Bruce Tisdale, Director, Shared Services, Ministry of Education

Review of current BCEM Initiatives, future directions, value added and complimented services.

BCPSEA

Speaker: Deborah Stewart, Executive Director, Corporate Services and Communications

An update on exempt staff compensation matters in the K-12 public education sector.

Speaker: Renzo Del Negro, Chief Executive Officer, BC Public School Employers’ Association

To provide an update on key BCPSEA initiatives, including preparation for collective bargaining with

unionized employees in 2019.

Ministry Update

Speakers: Michael Nyikes – Director, Capital Programs & Policies Unit and Joel Palmer – Executive

Director, Capital Branch

To provide school districts with a current, broad perspective and update on the ministry’s policies,

plans, strategies, standards, and performance measures.

First name: _____________________________________________Surname: _______________________________________________

Organization: ___________________________________________________________________________________________________

Address:_____________________________________________________________________Postal Code: _____________

Tel:_________________________________ Fax:__________________________________ Email:_ ___________________

Cheques, MasterCard or Visa are accepted via website www.efmabc.com. Forward form with payment. Educational Facility Managers’ Association of BC PO Box 19032, 1153 – 56th Street, Delta, BC V4L 2P8 • fax: 604-943-3541 • email: [email protected]

Name on the card: _______________________________________________________________________________________________

Credit Card #_________ / _________ /_________ /_________ / Exp Date __________ / __________ Code: ______________

***Please indicate your vest size: o Men’s o Ladies o X-small o small o medium o large o X-large o XX-large o XXX-large

EFMA 2018 CONFERENCE& TRADE SHOW

Registration Form

Conference FeesActive Members Full Conference Package (includes banquet) . . . . . . . . . . . . . . . . . . . . .$450 _____________________

Non-Members Full Conference Package (includes banquet) . . . . . . . . . . . . . . . . . . . . . . .$600 _____________________

Members One-Day Pass (does not include banquet) Wed___ Thurs ___ Fri ___ . . . . . . . . . . .$200 _____________________

Non-Members One-Day Pass (does not include banquet) Wed___ Thurs ___ Fri ___. . . . . . . . .$300 _____________________

Professional Development “A” Leadership Development (two days). . . . . . . . . . . . . . . . . . .$350 _____________________

Professional Development “B” Monday, June 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$200 _____________________

Professional Development “C” Monday, June 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$200 _____________________

Professional Development “D” Tuesday, June 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$200 _____________________

Partners Program (includes banquet). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$125 _____________________

Additional Banquet Dinner Ticket Only . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$ 50 _____________________

Golf Tournament (Handicap ____ ) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$ 55 _____________________

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .GST 5% __________________

Please indicate your selection of sessions and social events: . . . . . . . . . . . . . . . . . .Total $ __________________

TUESDAY – June 5President’s Reception . . . . . . . . . o

WEDNESDAY – June 6Zone Meeting Breakfast . . . . . . . . oLuncheon . . . . . . . . . . . . . . . . oExhibitors Hosted Evening . . . . . . oSession 1 . . . . . . . . . . . . . . . . oConcurrent Session 2. . . . . . . . . . oConcurrent Session 3. . . . . . . . . . oConcurrent Session 4. . . . . . . . . . o

THURSDAY – June 1Buffet Breakfast. . . . . . . . . . . . . oHosted Luncheon. . . . . . . . . . . . oConcurrent Session 5. . . . . . . . . . oConcurrent Session 6. . . . . . . . . . oConcurrent Session 7. . . . . . . . . . oConcurrent Session 8. . . . . . . . . . oConcurrent Session 9. . . . . . . . . . oConcurrent Session 10 . . . . . . . . . oConcurrent Session 11 . . . . . . . . . oConcurrent Session 12 . . . . . . . . . oReception, Dinner, Social . . . . . . . o

FRIDAY – June 2Consecutive Session 12 . . . . . . . . oConsecutive Session 13 . . . . . . . . o

Please inform us ofany dietary needs.

Cancellation Policy:Cancellation of registration must be

received before May 18, 2018 forregistration fees to be refunded.

A processing fee of $50 will be charged on all refunds.


First name: _____________________________________________Surname: _______________________________________________

School District / Company: _______________________________________________________________________________________

Home Mailing Address:_____________________________________________________Postal Code: __________________

Tel:_________________________________ Email:_ ________________________________________

EFMA 2018CONFERENCE& TRADE SHOWJune 5- June 8, 2018

Partners Program Registration

Please indicate which social event(s) will be attended:Presidents’ Reception (Tuesday at 7:00 p.m. – 10:00 p.m.) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . _______________

Meet & Greet Breakfast (Wednesday at 9:00 a.m. – 10:00 a.m.) . . . . . . . . . . . . . . . . . . . . . . . . . . . . _______________

Session (Wednesday at 9:30 a.m. – 11:30 a.m.). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . _______________

Delegates, Exhibitors & Partners Luncheon (Wednesday at 11:30 a.m. – 2:00 p.m.) . . . . . . . . . . . . . . . . . _______________

Activity (Wednesday at 2:30 p.m. – 4:00 p.m.) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . _______________

Exhibitors Hosted Evening (Wednesday at 5:00 p.m. – 7:30 p.m.) . . . . . . . . . . . . . . . . . . . . . . . . . . . _______________

Wine Tour Excursion (Thursday at 9:00 a.m. – 4:30 p.m.). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . _______ _______

BBQ, Dance and Social (Thursday at 6:00 p.m. – 12:30 a.m.) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . _______________

*** Please inform us of any dietary needs ***

Please return this form, as it will help us in determining transportation and meals needed for various functions.

Cost of the Partners Program is $125 (plus GST) and includes all functions.

Payment: Cheque: _________________________________

Name on the card: _______________________________________________________________________________________________

Credit Card #_________ / _________ /_________ /_________ / Exp. __________ / __________ Code: __________________

Cheques, MasterCard or Visa are accepted, also pay via the EFMA website at www.efmabc.ca.

To register by mail, send this form with cheque, Visa or MasterCard made payable to:

Educational Facility Managers’ Association of BC PO Box 19032, 1153 – 56th Street Delta, BC V4L 2P8


This year’s highlights and information:• Texasscramble-ninehole-shotgunstart• Evenoutteamsforscoreandfun• Winecellar• Prizesforlongdrive/closesttothepin/holeinone/drawprizes• Trophiesforwinningteam• Golfcost$55(plusGST),includeslunchandtransportationtoandfromgolfcourse• Limit to first 72, please reserve now• GolfCartreserve on your own,250-492-7274

GolfRegistration:

Name: _________________________________________________________________________________________________________

Company/SchoolDistrict: _________________________________________________________________________________________

Email: __________________________________________________________________________________________________________

Handi-cap:Under15_________________ Between15-25_________________ Rarelygolfover25_________________

Pleasetrytoplacemeonateamwith: ________________________________________________________________________________

Please indicate any food allergies: ___________________________________________________________________________________

Cheques,MasterCardorVisaareaccepted,alsoabletopayviatheEFMAwebsiteatwww.efmabc.ca.

Toregisterbymail,sendthisformwithcheque,VisaorMasterCardmadepayableto:

EFMA PO Box 19032, 1153 – 56th Street, Delta, BC V4L 2P8Fax:604-943-3541Email:[email protected]:www.efmabc.com

Name on the card: ________________________________________________________________________________________________

CreditCard#_________/_________/_________/_________/ExpDate__________/__________Code: ___________________

Enter early so proper teams, assigned holes etc. can be established well in advance.How would you like to have an instant wine cellar?

EFMA’s 22nd Annual Golf Tournament

Penticton Golf & Country ClubTuesday, June 5th, 2018 • Shotgun 1:00 P.M.



Accommodations

Thefollowinghotelshavebeenchosenwithblockreservationsforyourbenefit.EachhotelislocatedclosetothePentictonTrade&

ConventionCentreandhasissuedspecialdiscountratesforthoseattendingtheconference.Pleaseensureyoureservepriortothe

scheduled deadline date of April 30, 2018 and that you quote EFMA Conferencetoreceivethespecialdiscountrate.

Ramada Courtyard Inn (Host Hotel)1050EckhardtAvenueWest,Penticton,BCV2A2C3

Tel:1-800-665-4966/250-492-8926

Roomrate:Single$120-$130/BusinessKing$140

Kitchen/fireplace$180-$215

The Coast Penticton Hotel950EckhardtAvenueWest,Penticton,BCV2A1L2

Tel:250-492-0225

Roomrate:Single$105-$135

Sandman Hotel Penticton939BurnabyAvenueWest,Penticton,BCV2A1G7

Tel:250-493-7151(QuoteGroup#302035)

Roomrate:Twin/Queen$119toKing$129

Days Inn & Conference Centre Penticton152RiversideDrive,Penticton,BCV2A5Y4

Tel:250-493-6616(EFMAConferenceGroup)

RoomRate:$105-$125

Penticton Lakeside Resort 21LakeshoreDriveWest,Penticton,BCV2A7M5

Tel:1-800-663-9400/250-493-8221

Roomrate:StandardParkview$149-KingMainHotel$185

Please quote EFMA conference when making reservations.*** Reservations must be made by April 30, 2018***

800.633.9876 • www.extronclassroom.com

VoiceLift Pro Microphone SystemSuperior Performance and Special Education Pricing

Extron is pleased to announce special education pricing of $1,495 on our new VoiceLift® Pro Microphone System, making it even more affordable to add voice amplification to your classrooms. Studies have shown that significant gains in student achievement and teacher effectiveness can be made by simply ensuring that the teacher can be heard clearly throughout the classroom. VoiceLift Pro Microphone Systems contain all the components necessary for evenly distributing the teacher’s voice including wireless microphone, receiver, switcher/amplifier, speakers, mounting, and cables. They also upgrade easily and affordably to a complete PoleVault® Digital classroom AV switching and control system.

Features:• Enhanced RF wireless technology provides superior sound

quality, increased reliability, greater range, and reduced interference over traditional systems

• Powerful 50 watt audio amplifier

• One pair of Extron patented Flat Field® speakers for consistent sound levels across the listening area

• Advanced digital signal processing optimizes voice intelligibility and audio quality

• Supports up to two microphones per classroom for team teaching or student participation

• Wall mount kit protects components from tampering and theft

• Upgrades easily and affordably to a complete PoleVault Digital classroom AV switching and control system

• Grants Available: Apply at www.extronclassroom.com/grant

ops_talk_2_page_spread.indd 1 2/15/18 12:25 PM

800.633.9876 • www.extron.com/hc403

HC 403 Collaboration SystemPowerful, Affordable AV for Modern Learning Environments

The Extron HC 403 is a cost-effective and easy-to-use AV system for active learning and collaboration spaces. It combines video switching, scaling, signal extension, and system control into a transmitter and receiver pair that seamlessly integrate with a variety of room configurations. HC 403 systems are simple and intuitive to use. Common functions such as display power and source switching are automated. Students and instructors can quickly share projects by simply connecting their laptop, tablet, or other source device. Monitor, support and report on all of your collaboration spaces throughout the organization using GlobalViewer Enterprise, a powerful networked AV system management solution.

Features:• Powerful solution for collaborative spaces

• Decorator-style wallplate transmitter has one HDMI input and one VGA input

• HDMI input on receiver is ideal for connecting a local source, such as a ShareLink wireless collaboration gateway

• Auto-switching between inputs

• Built-in control capability

• Easy integration with occupancy sensors

• Remotely monitor, control and report AV functions using GlobalViewer Enterprise

Seamless Architectural Integration

Components are designed to complement a variety of room environments. Decorator-style wallplate matches other amenities and low-profile receiver can be discreetly mounted behind a display.


800.633.9876 • www.extronclassroom.com

VoiceLift Pro Microphone SystemSuperior Performance and Special Education Pricing

Extron is pleased to announce special education pricing of $1,495 on our new VoiceLift® Pro Microphone System, making it even more affordable to add voice amplification to your classrooms. Studies have shown that significant gains in student achievement and teacher effectiveness can be made by simply ensuring that the teacher can be heard clearly throughout the classroom. VoiceLift Pro Microphone Systems contain all the components necessary for evenly distributing the teacher’s voice including wireless microphone, receiver, switcher/amplifier, speakers, mounting, and cables. They also upgrade easily and affordably to a complete PoleVault® Digital classroom AV switching and control system.

Features:• Enhanced RF wireless technology provides superior sound

quality, increased reliability, greater range, and reduced interference over traditional systems

• Powerful 50 watt audio amplifier

• One pair of Extron patented Flat Field® speakers for consistent sound levels across the listening area

• Advanced digital signal processing optimizes voice intelligibility and audio quality

• Supports up to two microphones per classroom for team teaching or student participation

• Wall mount kit protects components from tampering and theft

• Upgrades easily and affordably to a complete PoleVault Digital classroom AV switching and control system

• Grants Available: Apply at www.extronclassroom.com/grant


800.633.9876 • www.extron.com/hc403

HC 403 Collaboration SystemPowerful, Affordable AV for Modern Learning Environments

The Extron HC 403 is a cost-effective and easy-to-use AV system for active learning and collaboration spaces. It combines video switching, scaling, signal extension, and system control into a transmitter and receiver pair that seamlessly integrate with a variety of room configurations. HC 403 systems are simple and intuitive to use. Common functions such as display power and source switching are automated. Students and instructors can quickly share projects by simply connecting their laptop, tablet, or other source device. Monitor, support and report on all of your collaboration spaces throughout the organization using GlobalViewer Enterprise, a powerful networked AV system management solution.

Features:• Powerful solution for collaborative spaces

• Decorator-style wallplate transmitter has one HDMI input and one VGA input

• HDMI input on receiver is ideal for connecting a local source, such as a ShareLink wireless collaboration gateway

• Auto-switching between inputs

• Built-in control capability

• Easy integration with occupancy sensors

• Remotely monitor, control and report AV functions using GlobalViewer Enterprise

Seamless Architectural Integration

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Watch for our article in the Fall, 2018 edition


energy efficiency resourcesfor British Columbia schools

In today’s changing regulatory and social environment,

energy efficiency is becoming a popular topic of dis-

cussion. The federal and provincial governments have

created initiatives which provide opportunities for the

greening of our homes, businesses, and institutions

as a way to promote economic growth while fighting climate

change.

Building operation systems which have been industry-standard

for decades, now come in a variety of energy-efficient options

which can be implemented using upgrades or retrofits. Light-

ing, as well as heating, ventilation and air conditioning (HVAC),

and water systems are eligible for the most energy savings.

The provincial government offers rebates, resources, and net-

works to organizations that install such eligible systems. Under

BC Hydro’s rebate program, energy-saving upgrades with both

short-term and long-term payback are available to save money,

reduce environmental impacts, and maintain or upgrade ener-

gy infrastructure. There are also grants available to subsidize

the cost of employing a designated energy manager, and spe-

cial funding is also available for organizations spending over

$200,000 annually on electricity.

Outside of these incentives, BC Hydro offers an online teach-

ing resource hub for schools on energy education. This includes

activities and lesson plans for teachers to instruct students on

topics like conservation, sustainability, and safety. Scholar-

ships and endowments are also available for B.C. students ap-

plying to pursue higher education in clean energy fields. (BC

Hydro, 2018).

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Many Canadian schools are already reaping the benefits of

energy rebate programs. According to benchmark statistics

from the energy efficiency projects in Canadian provinces,

the Office of Energy Efficiency speculates, “Schools that im-

plement energy efficiency projects can save 15 to 20 per cent

or more of their energy costs.” (Office of Energy Efficiency,

2017).

Recommendations

School facility operators should be aware of the financial, so-

cial, and ecological benefits of switching to energy-efficient

practices. It is best to stay informed of new developments and

industry trends, to ensure which upgrades are right for your

facility. Here are some quick tips:

• Consult government and industry sources for additional in-

formation and support when considering energy efficiency

upgrades. BC Hydro Power Smart is a great place to start.

• Before implementing these projects, schools should re-

search and determine the cost of implementation, poten-

tial disruption of installation, and maximum benefit of ef-

ficiency upgrades.

• For any building, HVAC systems tend to be a large com-

ponent of energy usage and wastage. Consider energy ef-

ficiency when selecting air filters for HVAC systems. Ef-

ficient air filtration systems will help reduce costs associ-

ated with running HVAC equipment. Be sure that the air

filtration system is also protecting the indoor environment

by removing particulate matter to levels safe for human

occupancy. Air filters should be independently tested and

compliant with ASHRAE standard 62.2-2016. A full filtra-

tion survey should be completed by a NAFA-certified tech-

nician, and followed up with air quality testing to provide

evidence of a school’s indoor air quality. A filtration survey

will reveal any limitations of a current air filtration system

and help to diagnose IAQ problems. Air quality testing

monitors the presence of any harmful contaminants, pres-

sure deficiencies, and HVAC problem areas.

• Consider LEED certification to maximize energy efficiency

of your school. In particular, LEED schools provide a great

opportunity to integrate energy efficiency and conserva-

tion directly into the learning environment. n

Sources

BC Hydro. 2018. Power Smart for Schools. https://schools.

bchydro.com/

Office of Energy Efficiency. 2001. Benchmarking Guide for

School Facility Managers. Energy Innovators Initiative.

Ottawa. http://oee.nrcan.gc.ca/Publications/commercial/

pdf/m92-221-2001E.pdf

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In my years of working on many

projects in the north, it has nev-

er ceased to amaze me at how

few individuals in the building

business have any real-world

understanding of condensation. Many

building managers with all types of

buildings have an extremely difficult

time understanding how condensa-

tion and roofing can be related, and

how it can possibly be relevant to a

roof inspector to know how condensa-

tion works. It is not uncommon at all

for even professionals to believe that

condensation collection only occurs in

residential situations, such as a poorly

ventilated attic. In this article, I will

portray how even a large commercial

facility, with a flat roof, can experience

major problems with condensation and

the resultant “posing” of the conden-

sation as roof leaks. The design team

had been requesting for several years

after completion of this project to “find

the leaks”, and reports were submitted,

and although possible problems were

located and fixed, the real problems

were still occurring, and were signifi-

cant in several ways.

1. They occurred almost exclusively in

the winter after a long cold spell and

the weather was warming up.

2. There was a notable amount of inte-

rior damage below these “leaks”, and

they were always in the same spot.

The project was a design-build exercise

– one of the first we were part of in the

north. There were a couple of design el-

ements on the roof that were new to us

on this project, and yet, I must admit,

these ideas have been used again and

again. It is because of this “repetition

of mistakes” that I write this article. In

my experience, when one gets down to

the basics, there are only two ways to

learn; from your own mistakes, or from

the mistakes of others.

The only aspect I will discuss here is

the use of “super curbs” for dozens of

smaller penetrations. In the sequenc-

ing of the construction, it was neces-

sary to have the roof completed, with

the vapour barrier and insulation and

roof membrane all installed as quick-

ly as possible on the building. Many

months later, as the mechanical instal-

lation progressed, huge holes were cut

in the roof system to construct these

large-framed “boxes” to run the pipes

and vents through. These boxes varied

in size from four-foot square by four-

feet high to eight- or 10-feet square, but

still four-feet high. They were framed

with steel studs and fiberglass batts,

not that unlike residential construc-

tion, and the outside had plywood and

a two-ply SBS membrane. The vapour

barrier was still on the original roof

deck, albeit quite compromised by

the time the various pipes, cables, and

ducts were run through it. They were

not considered part of the roof by the

design team, and thus as roof inspec-

tors, we were quickly and quietly told

that our inspections or input were not

required in regards to this aspect of the

roof. After it started leaking, we were of

course expected to find the leaks and

have the roofing contractor fix them

all as part of the warranty. To be fair,

there were numerous vents and pipes

run through the top of these curbs that

were not well sealed. Many times this

was due to the fact that the mechani-

cal installation was too tight to allow

flashings around the penetration. After

Condensation: Leak posers on a winter dayBy meL hoFFarT

The new roof is cut down to the steel deck, then the curb is built with a new vapour barrier on the steel

deck (right-hand side of photo). Finally, the roof reinstalled around the box.

The top of the curbs were not sloped and thus held water, which froze solid. When the snowblower

was used to access the large units nearby, the resulting ice could get very thick.

The following summer, a liquid membrane, complete with reinforcing mesh, was installed

around the base of all the pipes and penetrations.


several years of chasing the problems

down and solving only a few, and the

refusal of the design team to accept

the possibility of condensation being

the culprit, I felt compelled to write a

long letter to all parties involved. I have

included an excerpt from that commu-

nication below.

To get condensation to reveal itself in

the dramatic fashion as displayed in this

report, there are two halves of the equa-

tion, the collection and the release, both

of which have multiple factors affecting

their efficiency and the outcome.

Collection of condensation can be as

minor as the drops that collect around

a glass of cold water on a warm, humid,

summer day, or as major as having an

entire attic in a modern home lined with

over a foot of heavy hoar frost. I have

seen both. The factors that affect this

are several, including:

a) The relative humidity in the source air

that is being cooled. If you have a very

humid environment where the RH is

80 or 90 per cent, then it will only take

a slight temperature drop to see large

amounts of water condense out of the

air, and find a place to collect. If the

humid air is being slowly “re-humid-

ified” by breaches in a vapour barrier

for example, then the collection pro-

cess will continue unabated.

b) The surface temperature of the col-

lection point. If the surface tempera-

ture of the collection point is well

below freezing, even though the

surrounding interior air temperature

is above zero, then the water collec-

tion will quickly freeze to the surface

and immediately begin seeking more

moisture to capture and collect, with

an even greater surface area to do

so. E.g. steel studs have greater cold

conduction than wood studs. They

will thus collect frost on the inside

surfaces readily when there is little

or no R-factor on the outside surface,

and the exterior temperature is cold

enough to propel the conduction.

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c) The materials available for collection.

Well-insulated cavity wall construc-

tion will rarely have condensation col-

lection on fibreglass insulation, even

when it is exposed to the humid air

without a vapour barrier. This mate-

rial does not have the mass to effec-

tively conduct cold through it, and

even if there is a bit of frost collected

on it, it will usually be absorbed into

the fibres and released as vapour be-

fore it becomes liquid. The effective

R-factor may well suffer as a result of

repeated occurrence of this, but that

is not highly relevant here.

d) The air circulation over the collecting

surfaces. To have little or no air circu-

lation over the collection-prone sur-

face is to invite more condensation.

This is the reason heat ducts come

through the floor below the windows.

If this design aspect is short changed

by closing heavy drapes over the win-

dow and thus preventing the air from

getting behind the curtains, the re-

sult is heavy water collection on the

glass surface, which, when left long

enough, will begin to form ice at the

bottom edge of the window frame.

Further consequences will follow.

e) Length of collection time. If humid air

is constantly provided to a cold collec-

tion-prone surface, then the amount of

frost collected will be greater as more

time passes. The rate of collection per

square inch of surface will slow down

significantly when the frost reaches

a certain depth, because, like snow,

frost has an insulating factor of its

own; but, there are now more square

inches of collection surface due to the

outside area of the frost collection.

Release of the collected frost/water has

also several factors that can alter the

drama factor and how much damage

results.

a) Delta T over time. How fast the ex-

terior temperature changes will have

a major impact on the release of the


frost. This is one factor that our cli-

matic zone can become almost vio-

lent in the way it plays out. This is

why I mentioned this in the report. To

have six inches of hoar frost melt in

less than a day, from a large surface,

will have a devastating effect on any

susceptible building materials down-

stream from it.

b) Air circulation over the surface. Here

again the air circulation plays a huge

role. If there is dry air moving quickly

over the surface as the frost melts,

then large amounts of the water will

evaporate and be carried away with-

out notice by any downstream mate-

rials. If, however, the air surrounding

the surface is stagnant, or already at

a high RH, then the vaporization rate

will be slow, and the downstream

materials will see water incursion.

c) Absorption rate of downstream ma-

terials. If the surface where the frost

collects will absorb moisture, like

wood studs or fibreglass insulation,

then at least part of the potential wa-

ter incursion is delayed or prevented.

If there is a collection mat where the

water drips, that can readily release

the moisture again as vapour, then

many times the interior of the build-

ing will not notice a problem. In many

cases the older homes with poor ven-

tilation in the attic would function

this way.

These are the main factors explained as

objectively as possible. In the case of this

facility, we do not have photos of many

of the elevated curbs, as they were never

part of the warranty, and our inspection

services were not required. The few pho-

tos we have reveal that the construction

of these curbs was fairly basic. Two-

by-six steel studs frame the walls and

flat top of the curb, and the outside is

sheathed with half-inch plywood. There

are two or three plies of SBS membrane

on the outside of the plywood and the

vapour barrier from the roof system ap-

pears to be running straight through

under the curb and airspace within. The

walls and roof of the curb we saw were

filled with batt insulation.

This box will not collect condensation

at the first minor dip in temperature as

in the scenario portrayed in your letter.

Instead, it will take a significant drop be-

low freezing to see the dew point move

to the interior surfaces of the box. Our

experience tells us that in the range of

-20 to -25 C outside, the inside surfaces

of the studs would start to collect con-

densation, and at some point, a few

degrees colder would begin to collect

hoar frost. This dew point exterior tem-

perature range could vary significantly if

there were a heat source inside the box,

such as radiant heat from a B-vent. The

time that the cold lasted would also play

a role, since the conduction through the

studs would take a while. Two months

at -25 could have more effect than two

nights at -40. There is also the related

role that the summer season plays in

drying out the materials within the box.

The first incidents of condensation col-

lection are usually minor, and if the ma-

terials are very dry, their absorption will

prevent the release of water from show-

ing inside, at least until the saturation

point is reached. The photos we have

do not show the pipes, cables, and other

assorted penetrations that come through

the box as to what sort of cut was made

in the vapour barrier to accommodate

them. We hope that these breaches in

the membrane were properly sealed at

the time of installation. But, even if they

were, we also know from experience that

thermal movement of metal pipes, and to

some degree, even plastic pipes, not to

mention the vibration that sometimes

occurs during use of the pipes, can, and

has, opened the seal that was originally

installed. In order for there to be no pos-

sibility of condensation inside of these

boxes, this seal requires perfection.

These custom flashings were then sealed in with another application of liquid membrane, again with reinforcing mesh, and storm collars caulked on every pipe. To be fair, the first application of liquid membrane was cracking at the base line from the thermal movement of the pipes. This repair has held, but the liquid ingress from several of the supercurbs continued until vent louvres were cut in the walls near the top.

After another couple of years, and the liquid ingress continued, the pipes had custom-built stack flashings installed with soldered joints.


As to the release of a possible collection;

if all of the studs had just half an inch

of frost on the inside surface area, and

it all melts within a day, to land on the

vapour barrier just above the steel deck,

it is likely to have a fair bit of depth to it.

If there is condensation to release, then

there is a hole in the vapour barrier to let

it in there to start with, and this same

hole will let the water into the building.

To our knowledge, there is no apprecia-

ble air flow inside of these boxes to al-

low evaporation, so this is not really part

of the equation. The water will remain

as a liquid until it either flows inside to

drip on a ceiling tile, or the temperature

warms enough to vaporize it inside the

box and drive it out through whatever

egress it can find. Water vapour is 14

times larger than liquid.

This letter received a reply from a couple

of the building management team, thank-

ful that I had explained what was going

on better than they had ever understood

the problems before. The design team

never replied one way or the other.

The “supercurbs” eventually had large

ventilation louvres cut in their walls

to allow the moist air to flow through.

The “leakage” has not been a problem

since. These supercurbs are used, I

have been told, to facilitate some lee-

way in the location of the pipes, vents,

chimneys, and ductwork that are re-

quired by the mechanical installation.

Indeed, we have seen up to 20 penetra-

tions through just one large supercurb.

In the fact that these dozens of small

penetrations are raised above the roof

line, it is far superior to the alternative.

The consequences for possible con-

densation collection however, cannot

be ignored, and are better addressed

right at the design phase then as a

remedial repair with limitations as to

what was still feasible.

It is up to all of us in the construction

business to learn from our mistakes, but

even more importantly, to pass the les-

sons learned in finding the solution onto

others, especially the next generation. n

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Over the past few years,

there has been an in-

crease in the amount of

too-good-to-be-true pric-

ing. In an industry that

isn’t regulated or standardized, how do

you know you are picking the right person

for your job? Here are some key things to

look for when selecting a duct cleaner:

• How detailed is the quote? The

quote should outline the proposed

scope of work so that each side has a

clear understanding of what is included

and what isn’t. Requesting a detailed

quote protects you from any change

orders and gives you a reference to hold

the cleaners to.

• What type of equipment are they

using? If the company is using a truck-

mounted system, does their quote in-

clude additional personnel to keep your

building secure or are they leaving the

open doors unguarded? Truck-mounted

systems also generate noise that may

upset the neighbours. Do the proposed

hours of work fit within the noise by-

laws? There are portable vacuum sys-

tems that can be taken right inside your

facility allowing the premises to be se-

cure and your neighbours undisturbed.

• How are they cleaning the ducts?

Some companies use only forced air

to push/pull the debris down the ven-

tilation lines to the vacuum. We have

found this to be moderately effective. A

combination of forced air and a brush

system removes a greater percentage of

the debris.

• Are larger ducts being manually

entered? With large ducting, forced air

and a brush system just aren’t enough.

They don’t make brushes big enough to

the lowest price isn’t always the lowest price

reach all sides of the line at once. The

only way to get the larger ducting clean

is to have personnel manually enter and

vacuum the ducts.

• Do they give you before and after

pictures? This is your insurance and

evidence that the job has been done.

It allows you to see the impact duct

cleaning has on your overall system. It

also gives you something to share with

the occupants of your building to prove

that you care about their health.

• Do they guarantee their work? We

all know that maintenance staff mem-

bers are busy and if you get the wrong

duct cleaners they might cut corners. If

your staff finds a problem will the com-

pany come back and fix it for free? Are

they willing to have you or someone

else inspect their work?

In an industry that has no set standards

or regulations, it is easy for just anyone to

jump in and start their own duct clean-

ing business. You deserve to have your

ducts cleaned by someone that knows the

complexities of your systems and how to

properly clean them. When you meet with

a salesperson quiz them on the above

points and on how they clean the different

parts of your system. This will help ensure

that you have the proper people cleaning

your facility. You might pay more for qual-

ity work, but it’s worth it. n

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Gain a modest reputation for being unreliable and you will never

be asked to do a thing! - Paul Theroux

Ever wonder why some people always get asked to do things

when you feel you are very capable and know how to do it? Do

you ever wonder why some people are always the first people

contacted when something goes wrong?

Usually it is not because of favouritism. Some people are con-

tacted every time something goes wrong because they have

become known as reliable and able to resolve whatever the

issue is.

Is this unfair? No, because in a business setting when some-

thing goes wrong it does need to be rectified as soon as pos-

sible. If you have become known as someone that has diffi-

culty comprehending the problem and possible solutions, or

someone who seems to dismiss the importance of it, you will

be marginalized.

Fix that problem!

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The way I see it!

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We have recently received a number of

service calls with respect to sound sys-

tems which are all related to preventative

maintenance, so we thought we’d share a

few of our expert tips on how to keep your

audio and video systems running as long as possible. There

is simply nothing worse than hosting a large function at your

facility, only to discover that the sound system is not opera-

tional for a standing-room-only crowd. While some contractors

offer 24-hour support, the travel time involved may make it far

too late for the tech to be of any useful assistance. Let’s look

at some basic maintenance tips to keep your systems in top

shape.

Lifespan of a typical audio/video system

Back in the day, we simply advised that a piece of equipment

was not worth repairing. Currently, we use the catch phrase

“end of life cycle” or “built-in obsolescence” because now

most equipment is designed to be disposable. Most audio

manufacturing companies historically put forth claims such

as “17 years mean time between failures”, but all have long

since quietly dropped these sentiments as the equipment they

are manufacturing no longer will perform reliably for 17 years.

This applies across the board to all manufacturers – not just

the no-name brand ones. When was the last time you took your

television to a TV repair store to get serviced? These days, you

simply throw it out and purchase a new one. Sadly, the same

can hold true for sound and video systems.

From our experience, a typical commercial sound system will

last no more than 15 years before problems start creeping in

due to component aging. That is assuming that the sound sys-

tem is properly designed, is well ventilated, and that name-

brand equipment is being used. Sound systems that are poorly

ventilated, or located in a closed closet can see that longevity

number drop to under half.

Failures due to heat

While the days of a smoke-filled environment are long gone,

the large metal heat sinks that keep an amplifier cool are also

long gone. Today’s amplifiers use small heat sinks, and rely on

fans to keep cool. Even in a relatively clean office environment,

an amplifier can gather a lot of dust. This heats up the internal

components quickly, resulting in damage that can exceed the

cost of a new unit.

While we do not recommend that anyone open their ampli-

fiers to clean them, a jet of compressed air into the vent slots

at the front of an amplifier can certainly clean off the serious

Preventative maintenance for audio systems

More speakers doesn’t mean better sound. Call a qualified sound company to assist with proper speaker locations for a music room, theatre or gymnasium.


accumulation of dust and dirt. We recently completed a ser-

vice call to an arena that advised that the sound cut out after

the system had been used for about an hour. We had installed

the two amplifiers 17 years ago, but they had never even once

been serviced. One amplifier was beyond repair due to the heat

damage, but the second was cleaned and is still working today.

Also, it is very important to remove dust bunnies from around

the amplifier rack. This prevents the fans from sucking in more

dust, which then results in more build up inside the amplifier

chassis.

Noisy controls/system cutting out

A non-technical fix to cure some common problems of inter-

mittent sound systems is to rotate the volume controls and

Keep your sound system in top shape:• Use a jet of compressed air to clean out air vents on sound

equipment

• Clean dust bunnies from around the audio/video system

• Rotate volume and tone controls every six to 12 months to

keep them lubricated

• Leave equipment on 24/7

• Get an annual check-up of your equipment from a sound

contractor

$289.00 for plate & power supply $189.00 for additional plates

Here’s a neglected amplifier that will most likely shut down to overheating even at low volumes.

switches every six months from one end to the other. This pre-

vents oxidation from building up, and ensures the lubrication

within the controls remains fluid. It is usually that one signal

input (such as a wireless mic) that is only used once a year

for a large function will inevitably fail on the day it’s needed.

Working the controls can prevent this experience. Note that

we do not recommend removing any security covers that may

be covering sensitive settings. In addition, do not forget to ro-

tate the volume controls that may be in a penalty box or on a

pool deck.


Once a volume control starts cutting out, or changes from soft

to full volume when moved slightly, a technician will need to

be called to replace or to clean the control internally.

Keep it turned on, or turn it off?

We are frequently asked for advice about whether it is preferable

to turn a sound system off at night, or at any time when it is not

being used. With everyone concentrating on energy savings, it’s

a good question. It’s a two-part answer:

a) Most sound equipment draws a negligible amount of power

when idling, so we recommend that mixers, amplifiers, and

signal processing equipment be left on 24/7 for a number of

reasons:

- You won’t see the difference on your power bill if you turn off

even a large arena sound system nightly.

- Just like an incandescent bulb will burn out when you turn

it on, so will an amplifier. The surge of power rushing into the

amplifier at turn-on is hard on equipment. Leave the equip-

ment on so that it remains at a constant temperature, as this

practice lengthens the life of electronic components.

b) The exception to leaving sound equipment on continually are

CD or MP3 players, laptop computers that act as music sourc-

es, and (gasp!) cassette decks - if anyone is still using them.

All of these music sources use components, such as lasers or

motors, that have a finite life to them. Turning these devices

off until they are needed will extend their life significantly.

Call your sound contractor for a yearly check-up

While the above tips will extend the life of your sound sys-

tem, there’s nothing like calling in a professional technician

to run through all of your audio and video systems completely.

We were recently requested to check a sound system that we

had installed 15 years ago. When our tech arrived on site, he

noticed that there was a lot of hiss in the sound system which

had not been mentioned when we were initially contacted.

Our tech diagnosed that one of the components in the sound

rack was defective and was able to bypass it, ensuring that

the sound quality was excellent for the upcoming high school

graduation ceremonies. This was a case where only a tech fa-

miliar with sound equipment could have resolved the issue,

and averted a potential audio disaster!

Long gone are the days of the TV repair shop that also repaired amplifiers and sound systems.

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Royal Bay SecondaryJL Crowe Secondary School

Rogers Elementary School

Sunnyside Elementary Schoolcourtesy of Grant + Sinclair Architects

Martha Currie Elementary Schoolcourtesy of Schubert Plumbing

For more information visit our website at www.rpeng.ca

Contact us today at one of our seven BC locations to learn more about how we can provide you with intelligent building engineering

solutions for your school facilities or other buildings

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Mar Jok Elementary School

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Courtesy of Think Space & Sawchuck

Courtesy of Craven Huston Powers ArchitectsNorma Rose

A properly mounted wall rack, securing all equipment, of commercial grade quality.

It is a wise choice to have a qualified audio

contractor check your entire sound system

over at least once every year. Think of it as

being the oil change that keeps your system

running smoothly. A skilled tech can pinpoint

and diagnose potential problems that may not

be apparent to end users.

End of life

The expected life span of a well-designed

and installed sound system is about 15 years.

The exception is your music sources, which

typically last two to three years for a CD/MP3

player. This time frame is even less if used in a

pool environment where chlorine can and will

attack mechanisms, laser assemblies, and mi-

crophone jacks that are typically abused in an

arena or aquatic setting.

On the positive side, the speakers in a com-

mercial environment should last well in excess

of 20 years. This of course is providing that the

sound system is designed so that the speakers cannot be dam-

aged regardless of how loud the volume is turned up, and sec-

ondly, as long as the correct speakers are specified at the time

of the installation.

What won’t increase the life of your sound system

We’ve had many inquiries over the years as to the benefit of

power line conditioners and surge protectors. Generally speak-

ing, the vast amount of AC power coming into a building is well

regulated, and is not subject to power surges or outages. Many

companies push the sale of power line conditioners and surge

protectors as being mandatory in a sound system, and that the

use of this equipment will prevent a sound system from failing.

Based on our many years of experience however, these claims

are false. Virtually all electronic equipment has some form of

surge protection built right into the unit, and external surge pro-

tectors are simply duplicating what the equipment already has.

In the case of a lightning strike, which of course is common

in many areas of B.C., a direct strike of a lightning bolt onto

a power line causes a surge far beyond the ability of a rack-

mounted unit to remove from the incoming AC power.

The bottom line is that we recommend saving your money and

skipping the expensive surge protectors. Instead, ensure that

your sound system has enough circuits from the breaker panel

to correctly power all equipment.

In summary, make sure your sound system components are

kept clean and cool so they remain within the correct operat-

ing temperature. Test all functions of your sound system prior

to a large and/or important event, and don’t hesitate to call

your sound contractor if you have problems. Budget to upgrade

your sound system roughly every 15 years, and contact a quali-

fied audio technician to assess the equipment and system you

have. Follow these steps to avoid having an aging neglected

system die in the middle of an important function. n


“ We would never teach reading in a classroom without

lights. Why then do we teach in ‘acoustical darkness’?

Speaking to a class, especially of younger students, is

akin to turning out the light.” – John Erdreich PhD

Several generations of students and teachers have battled the

inherent problems caused by noise and poor acoustic design in

educational settings. Despite the problem having been recog-

nized for over 100 years, acoustics in classrooms remain under-

addressed in older buildings and many newer-built schools. A

2012 released study, “Essex Study-Optimal classroom acous-

tics for all” defines the need and benefits of acoustically treat-

ing classrooms. The study looked at the impact of reducing

reverberation time in a working classroom environment. The

conclusion drawn after several measurements of acoustics

and surveys with participants was a demonstrable clear ben-

efit to all by improving the acoustic environment. Simply, un-

controlled reverberations in a classroom have a direct nega-

tive effect on health and performance, for both students and

teachers.

Reverberation is the echo of sound reflecting from hard surface

to hard surface causing noise to build up and creating a con-

fusing, unintelligible mass of sound. The hard surfaces such

as windows, blackboards, concrete blocks, and gypsum walls

found in most classrooms do not absorb sound energy, and as

a result, the sound reflects back into the room, arriving at the

ear many times at intervals that are milliseconds apart. This

creates a sound that is smeared and the brain has difficulty

distinguishing the primary information and disseminating

it from the reverberation. This problem is exacerbated when

hearing-assist devices and cochlear implants are used. Excess

reverberation also affects students with auditory processing

issues, ADHD, and other learning challenges. In fact, all stu-

dents benefit from lowering the reverberation and improving

intelligibility.

Reverberation is measured in relation to time. The measure-

ment (RT60) is the time it takes for sound to decay by 60dB

in a particular space. The greater the reverberation time, the

more “echo” in a room, and the greater the listening challenges

become. The reverberation time of a room will depend on vari-

ables such as the size of the classroom, the reflective surfaces,

and how other absorbent or reflective features in the room may

increase the effect.

Consider the following: A typical classroom measures 960

square feet with a ceiling height of 12 feet. This adds up to

a wall surface area of 1,488 square feet. The ANSI (American

National Standards Institute) suggests an acceptable rever-

beration time for instruction in a classroom be less than 0.7

seconds when unoccupied. If left untreated, a classroom of this

size can have a predicted reverberation time of approximately

1.9 seconds, or just about three times greater than the sug-

gested maximum.

The effect on students and teachers

Most learning occurs from the verbal communication of in-

formation and ideas. Traditionally, classrooms have not been

designed with attention to how the room sounds or how it may

affect the students and teachers that are using it. It is well

known that proximity to the teacher increases student en-

gagement and the comprehension of the material being taught.

As most classes have 30 or more students in it, it is impossible

for every student to be close to the teacher.

Rows of desks can put students up to 27-feet away from the

teacher or the instructive source. For students at the rear of the

class, the volume level reaching the students will be reduced

by as much as 20dB compared to when it is created. And due

to the time it takes for sound to travel, it will be delayed by

25 milliseconds, causing a slight disconnect between the vi-

sual stimuli created by teacher’s mouth movement and the late

arrival of the information. The brain then has to differentiate

whether the sound being received is the source material or the

sound bouncing off the walls. When one factors in the natural

reverberation in the room, the delay in sound reaching the ear,

along with distractions such as HVAC noise, the classroom

base-level sound, and noise seeping in from outside the doors

and windows, it is not surprising to find that many children are

simply not hearing the material they are being taught.

And this is only the beginning. As the ambient sound level

are your students hearing you? the importance of acoustic treatment in K-12 schoolsBy JameS WrighT



in the classroom increases, the teach-

er naturally increases his or her voice

level. The ‘classroom chatter’ naturally

increases to compensate and the prob-

lem exacerbates to the point where the

teacher and students begin to lose con-

centration. To fully understand the se-

verity of the problem, think of the last

time you went to a noisy restaurant. In

some cases, the sound pressure inside

the room is so loud that you cannot even

have a conversation with the person

across the table. The acoustic energy

has increased beyond the room’s ability

to dissipate it. We manage to commu-

nicate by reading lips and filling in the

blanks.

Children do not listen like adults

When you consider the acoustic prob-

lems described, studies suggest that

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ligibility due to proximity to the teacher,

excessive reverberation and noise result

in a lack of comprehension of the mate-

rial being taught.

Most adults would not notice these

challenges as life experience allows us

to “fill in the missing words”. Consider

the following example:

Arocdnicg to rsceearch at Cmabrigde Uinervtisy, it deosn't mttaer in waht oredr the ltteers in a wrod are, the olny iprmoatnt ti-hng is taht the frist and lsat ltteer are in the rghit pcale. The rset can be a toatl mses and you can sitll raed it wouthit poberlrm. Tihs is buseace the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe.

Many students miss up to one in four

words being spoken by their instructor

due to sub-standard room acoustics or

poor intelligibility. Acoustic smearing

from poor-sounding classrooms is akin

to changing the order of letters and

expecting children to understand the

message. Children, however, are not

as mature, are not skillful readers, and

are not as capable at listening as adults.

As such, to ensure the message being

transmitted is actually being received,

they require optimal conditions for

hearing and comprehension.

The solution is to acoustically treat the classroom

Right from the early days of radio, broad-

casters came to the conclusion that un-

less the source broadcast was clear and

concise, the message would get lost. To

address the problem, absorptive acous-

tic panels were mounted on the broad-

cast studio wall surfaces to suppress the

reflections and improve intelligibility

for the listener. This practice continues

to this day and the same rules apply

whether you are teaching in a classroom,

delivering a message in a house of wor-

ship, or broadcasting a distance-learn-

ing class over the Internet.

How sound absorption works

Sound, in the form of acoustic energy,

penetrates the porous acoustic panel

where it causes minute internal fibers to

vibrate. This causes a thermo-dynamic

energy transfer - which in essence con-

verts acoustic energy into heat. High-

density panels made from six lbs. glass

wool are particularly effective as they

are designed to absorb energy in the

critical voice spectrum. Instead of sound


reflecting off the wall surfaces, it is ab-

sorbed. This lowers the ambient noise in

the classroom and significantly reduces

the reverberant field, vastly improving

intelligibility.

Estimating the amount of acoustic treatment required to

Fix the problem

In order to determine how much acous-

tic treatment is required to fix a rooms’

acoustics you must first determine the

RT (reverberation time) in your classroom,

simply clap your hands and listen to the

decay while counting. If the decay lasts

more than one or two seconds, adding

acoustic panels to the wall surfaces will

be very beneficial. For classrooms, cover-

ing between 17 per cent to approximately

25 per cent of the wall surface with six lbs.

glass wool acoustic panels will produce

a very noticeable improvement in the

Amplifying the instructor has become a solution advo-

cated by some audio-visual companies. In most cases,

this only serves to exaggerate the pre-existing rever-

beration problems. While there is more volume of sound

created, the increased sound energy creates more rever-

beration and echo and over excites the classroom. The

Acoustical Society of America, in a 2006 position state-

ment, claims that the “amplification of teacher’s voices,

as a general policy, is not a best practice”. The relation-

ship between acoustic treatment and amplification is

complementary. Best practice suggests that treating the

room acoustically will allow for an accurate assessment

of the need for and effectiveness of teacher amplifica-

tion.

• Amplification adds more excitement to an already

overexcited room

• Amplification worsens already poor acoustical condi-

tions, reducing intelligibility

• Amplification does not address student-to-student or

student-to-teacher issues

• Amplification requires the teacher to be trained for

proper functionality

There are many types of acoustic panels made to-

day. The most common is a fabric-wrapped glass

wool panel that can be sourced in various densi-

ties, but acoustic testing has proven that higher-

density six lbs. panels provide even absorption

across the audio spectrum to deliver a more nat-

ural-sounding room. For public spaces such as

classrooms, libraries, cafeterias and gymnasiums,

special attention regarding safety must be paid to

flame spread and smoke density. Look for panels

that are safe for use in commercial applications.

They will have been tested by an independent lab

to ensure they pass ASTM-E83 (United States),

Can/UL S108 (Canada) or EIN-36535 (Europe). It

is best to avoid panels made from plastics such

as urethane.

The thickness and density of the acoustic panel

plays a role in the performance. As rule of thumb,

the thicker the panel, the lower the frequency it

will absorb. For instance, while a classroom may

be treated with a combination of one-inch and

two-inch-thick six lbs. fibreglass panels — ca-

pable of absorbing sound in the voice range — a

multifunction assembly hall may benefit from

thicker panels to absorb more energy in the lower

registers. This would better manage bass during

musical performances.

Should I treat the room with acoustic panels or amplify the teacher?

About Acoustic Panels


acoustical behaviour of the room.

The table above describes the average re-

verberation time of a classroom measuring

960 square feet with a ceiling height of 12

feet. The predicted reverberation time for

this room is 1.9 seconds with no acoustic

treatment.

The wall surface area for this room (1,488

square feet) is determined by multiplying

the wall width or length by the height.

Reducing the reverberation time to 0.7

seconds vastly improves intelligibil-

ity, which in turn enables the teacher to

communicate source material effectively

in an even volume, as well as helping to

keep the ambient noise level of the room

significantly quieter. Applying acoustic

Coverage 15% 20% 25%

Treatment Needed 223 sq/ft 298 sq/ft 372 sq/ft

Panel Boxes Needed 5 6 8

Material Cost Estimate $2,500 $3,000 $4,000

Cost Per Student/Year $4.17 $5.12 $6.67

Estimated Reverberation Time .9 seconds .7 seconds .4 seconds

panels to 17 per cent to 20 per cent of the

available wall surface area will deliver ef-

fective results.

When wall surfaces are taken up by

windows and blackboards, mounting or

hanging panels from the ceiling is recom-

mended. A popular solution is to suspend

the panels from the ceiling. The added

benefit of the airspace created behind

the panel when suspended increases

the panel’s absorbtive surface area. This

is particularly effective in noisy cafete-

rias. For classrooms with T-bar ceilings,

there are acoustic tiles that can replace

the original non-absorbtive compressed

fiber tile. Actual panel placement is not as

critical as one may think. It is more about

using available space to your best advan-

tage by evenly distributing the panels

around the room.

A classroom free from excessive rever-

beration and noise is far more conducive

to learning and greatly contributes to bet-

ter student success - whether the student

has learning issues or not. Reducing the

ambient sound level also makes it easier

to teach, reduces teacher stress and burn-

out, and significantly reduces listening fa-

tigue for everyone. When you consider the

teacher and student benefits and the rela-

tively low cost involved to install acoustic

treatment, a practical solution for school

districts and post-secondary institutions

that care about attaining the maximum

results from their student body is readily

available. n

James Wright is a business

development executive at Primacoustic.

He can be reached at 604-942-1001,

www.primacoustic.com.

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The City Centre District Energy System has been opera-

tional since 2015. The infrastructure is estimated to have

reduced greenhouse gas emissions by 480 tons during its

first year of operation. n

Grundfos is the world’s largest manufacturer of pumps and

pumping systems. Grundfos’ Canadian headquarters is

located in Oakville, Ont. with regional staff located in all

provinces. For more information, call 1-800-644-9599, or

visit them online at www.grundfos.ca.

Monday-Friday 7:30-5:00 www.spearssales.com

(604) 872-7104 Local 131


School communication for

class transitions (bells),

paging, and intercom has

been a basic element of

running a learning institu-

tion. In today’s schools, communication

needs have grown to also include class

transition for multiple grades and/or

schools on one campus, emergency pre-

paredness with varying levels of alerts,

and integrating other devices such as

digital signage and door locks. Unfor-

tunately, many schools are entrusting

these critical functions to limited and

outdated technology. Here’s the prob-

lem:

1. 1960s technology isn’t up to 21st century demands. Many school

buildings are still relying on decades-

old analog technology that was de-

signed for a different era when zone

changes and schedule shifts were

rare, and today’s threats were un-

thinkable.

2. “One-size-fits-all” limitations. Analog and some digital communi-

cation tools have assumptions about

how you’ll use them — and then lock

you into those restrictions.

3. Dependence on outside techs. It often requires a costly call to an

outside technician and potentially

re-wiring to simply add or change a

communication zone, or make adjust-

ments to bell schedules.

4. Too many stand-alone systems. Your schools may have one system

of amplifiers, wiring and speakers

for paging, and another for classroom

media. Your schools may also have

standalone systems for door locks, se-

curity cameras, digital signage, and

email.

5. Wasteful redundancy. Your LAN

cabling probably runs side-by-side

with your analog paging wires. They

could easily carry the same informa-

tion, but, instead, you carry the cost

and support structure for both.

6. Managing emergency communi-cation. Chances are that some areas

of your schools have poor intelligibil-

ity or paging speakers that are com-

peting with classroom audio, so how

do you know if a message was heard?

Moreover, principals often need to

use precious time to make live emer-

gency announcements, or worry

about external communication before

they can take action.

A modern, integrated communications

platform should bring together all the

communication needs of a school un-

der one system. The system should be

easy-to-use, flexible, expandable, and

give power to the school to make neces-

sary changes to the system to suit their

evolving needs, including new technol-

ogies around school safety and security.

The most comprehensive and flex-

ible solution built for K-12 institutions

is FrontRow’s Conductor platform.

Through Conductor, the company’s net-

worked classroom AV systems can be

linked to hallway speakers, intercom

stations, signage, and other devices into

a single communications grid over the

school’s LAN. A simple, but powerful

software interface lets the school staff

do daily tasks like paging, bells, and us-

ing the intercom, as well as emergency

response, in a much more manageable

way. Those schools across Canada that

have discovered the academic benefits

of FrontRow’s classroom audio technol-

ogy can now leverage that investment

to address campus-wide communica-

tion challenges.

St. Jerome’s Catholic school in Vermilion,

Alberta upgraded their analog PA sys-

Make your schools safer and more efficient for the 21st century


Visit us at EFMA-BC 2018

Booth #102

1-800-340-9894 ex. 5373

www.gofrontrow.com

A safer, more efficient school

Create a single communications grid for paging, bells, intercom and emergency alerts over your LAN with FrontRow. • Flexible & Expandable - totally customizable with no ongoing

or hidden fees

• Self-sufficient - use the intuitive interface to manage communications without the need for outside consultants and techs

• One system for emergency response - one-click can activate emergency alerts, trigger digital signage, lock doors, send e-mail notifications and much more

• Eliminate redundancy - no need for separate wiring, amplifiers, speakers, bell tones, intercom phones, support contracts

tem with FrontRow Conductor during a

modernization to the school in 2016.

"The FrontRow Conductor has allowed

our school to have an easy-to-use, tech-

nologically advanced intercom sys-

tem, that works seamlessly with our

classroom audio systems,” says Sean

Whelan, assistant principal and Grade

8 teacher. “The tech support and cus-

tomer service from FrontRow has been

second to none."

With a conventional bell system, Whit-

tier City School District in California

dreaded the arrival of Daylight Saving

Time. “Changing our bell system was

very difficult. Over the weekend we had

to have men come in and go school to

school and make the changes,” says

Jon McNeil, assistant superintendent

of Whittier City School District, who

adds that since implementing FrontRow

Conductor, “We’ve got tremendous flex-

ibility. The principal or secretary can

make changes easily and operate it very

quickly and intuitively.”

McNeil notes that Conductor is efficient

in space, as well as function, since the

“head-end” is simply one server and a

PC for the office manager. “It’s a big deal

for us,” he says. “The old system [was]

an enormous box that’s seven feet tall…

and now we’re able to blow out these of-

fices and enlarge them, whereas before

we could not move those units.”

Schools that have chosen modern, scal-

able, and networkable communication

solutions are reducing costs, saving

effort, and achieving more. FrontRow

Conductor is available through quali-

fied resellers across Canada, and sup-

ported by the manufacturer’s own

team from Mississauga, Ontario. n

For more information on modernizing

your school’s classroom and

campus communication, visit

www.gofrontrow.com, or call

800-340-9894.

The FrontRow Conductor has allowed our school to have an easy-to-use, technologically advanced intercom

system, that works seamlessly with our classroom audio systems


• Fire protection – We have encountered many challenges

with BCBC limiting distances, fire access routes, and fire

hydrants. Limiting distances restrict where a portable class-

room can be placed on site, as well as dictating fire ratings

and construction materials; sometimes the ideal location is

not permitted. Additionally, oftentimes the portables cannot

be placed close enough to a fire access lane or fire hydrant,

so new access lanes and hydrants need to be provided.

• Zoning regulations – locating a portable on an existing site

means that all current zoning regulations must be met. The

most common problem this presents is regarding vehicle

parking and setbacks. We have found in many cases that

Recently, class sizes were reduced in B.C., cre-

ating a shortage of classroom space in many

schools across the province. School District

#36 (Surrey) is one example of a district that

is working towards accommodating a growing

student population; currently they are experiencing a popu-

lation growth rate of 10,000 new residents annually. This, in

addition to reduced class sizes, means that classroom space

is at a premium. The Surrey School District is not alone in this

problem, and in the last year, Thinkspace Architecture Plan-

ning Interior Design has been working on portable relocation

projects on more than 75 different school sites to help address

the lack of available classroom spaces in various school dis-

tricts.

Portable classrooms may not be ideal, but they are impor-

tant as they offer a relatively quick solution to providing more

classroom spaces rather than holding classes in a gymna-

sium or library. Our experience over the years has allowed

us to identify many challenges that may present themselves

during preparation of permit documents for a portable class-

room relocation. Often, the most difficult part of a portable

relocation is choosing the best placement on site while con-

forming to current building code and zoning regulations.

These challenges include:

Addressing limited clAssroom spAces with portAble clAssroom relocAtions

Thinkspace Architecture Planning Interior Design has been working on portable relocation projects on more than 75 different school sites to help address the lack of available classroom spaces in various school districts.

The portable classroom can be connected independently to site services or connect to the existing school, depending on what capacity is available.


Locating a portable on an existing site means that all current zoning regulations must be met.

older schools do not have sufficient parking by current regu-

lations, and more parking stalls must be added, or a variance

permit applied for to allow an exception to be made. Addi-

tionally, we have encountered cases where the site setbacks

do not allow convenient siting, also requiring a variance.

• Site conditions – existing site conditions including trees,

grades, lighting, protected environmental zones, and avail-

able space all influence portable placement as well. Trees

may need to be removed, usually requiring they also be re-

placed, or they may be bylaw protected trees that you can’t

build within a specified distance of. Grades may be so steep

that concrete platforms or retaining walls need to be built

to achieve accessible access. Site lighting might not be

sufficient and new lights must be installed. Protected en-

vironmental zones, such as Riparian zones may not allow

you to build within their boundaries.

• Site services – some portables require sanitary, water, or

gas connections, and all require electrical connections.

Depending on where the portable can be placed on site

by BCBC and zoning regulations, this can sometimes be

quite challenging to achieve. The portable classroom

can be connected independently to site services or con-

nect to the existing school, depending on what capac-

ity is available from the existing school. Additionally, all

portables must connect to the fire alarm system, which

typically has extra space available, but not always.

• Washrooms – the existing school must provide an ad-

equate number of washrooms by BCBC, or washrooms

must be added to the portable classroom.

The challenges outlined above include the ones most com-

monly encountered during portable relocations. In addition

to portable relocations, Thinkspace has completed more

than 100 projects to assist school districts meet their space

requirements through new builds, additions, renovations,

seismic upgrades, and other miscellaneous projects. n

architecture planning interior designt (604) 581 8128 | (250) 762 2503 www.thinkspace.ca

Design & Construction | Renovations & Additions | Building Envelope Design Maintenance Projects | Seismic Upgrades | Portable Relocations | Long Term Facility Plans

Project Identification & Definition Reports | Prefabricated Modular Construction

Mar Jok Elementary School, Kelowna

University Hill Secondary School, Vancouver


Index to advertISerSB.G.E. Service & Supply Ltd. ............................................................ 38

Breathe Easy Duct Cleaning Ltd. .................................................... 44

Canstar Restorations ........................................................................... 3

Craven Huston Powers Architects .................................................. 48

D.G. MacLachlan Limited ................................................................. 57

Dobbin Sales Ltd. ................................................................................. 9

Emco Corporation .............................................................................. 53

Erv Parent Co. Ltd. ............................................................................... 4

ESC Automation / Delta Controls ................................................ OBC

Etp – Energy Technology Products ................................................ 22

Extron Electronics ............................................................................. 32

Fortis BC ............................................................................................... 8

Front Row Education ......................................................................... 59

Garaventa Lift .................................................................................... 43

Grundfos Canada Inc. ........................................................................17

Houle ................................................................................................... 15

IBC Technologies ................................................................................. 5

Integral Group .................................................................................... 62

Interior Turf Equipment .................................................................... 52

Kimco Controls Ltd. ............................................................................11

McGregor Hardware Distribution .................................................... 13

O3 Canada .......................................................................................... 37

Ossicle SoundField Solutions ........................................................... 21

Pigeon Patrol....................................................................................... 56

Reliable Controls Corporation ........................................................IBC

Rocky Point Engineering Ltd. .......................................................... 49

Roofing Contractors Association of British Columbia .................. 19

Royal Stewart Ltd. ............................................................................. 43

Sound Solutions.................................................................................. 47

Spears Sales & Service ...................................................................... 57

Thinkspace ......................................................................................... 61

Time Access Systems Inc. ................................................................ 56

Topside Consulting (2004) Ltd. ........................................................ 41

Tremco ................................................................................................ 45

Viessmann Manufacturing Company Inc. ..................................... 39

Wesco Distribution/Philips Lighting ............................................ IFC

Western Bus Parts & Service Ltd. ...................................................... 6

Winmar.................................................................................................. 7

WorkSafe BC ....................................................................................... 55

MACH-ProView™

LCDNOW with TRENDview

www.reliablecontrols.com/MPV

LISTview

SPACEviewTRENDview

STATview

Reliable Controls unveils the new MACH-ProView™ LCD with TRENDview. This freely programmable, combination BACnet® Building Controller (B-BC) and BACnet Operator Display (B-OD) resides on Ethernet, Power over Ethernet, Wi-Fi or EIA-485 networks. Backed by an industry-recognized 5 year warranty and a nation-wide network of certified Authorized Dealers, the new MACH-ProView will empower you to stay in touch with your building's performance.

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SchoolsPublication-ad-MPV-TRENDview press-ready.pdf 1 2017-06-06 2:50 PM

You can be safe in the knowledge that your building automation system is being taken care of by ESC Automation experts. We deliver a comprehensive and meticulous service, from installation to maintenance, ensuring you get a solution that’s right for your building. Our systems help you manage operating costs eff ectively by identifying ineffi ciencies and acting upon them (even remotely) to keep your buildings running smoothly and reduce your energy costs.

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Documents

Covering all aspects of educational facilities and …... • Fraser Valley • Nanaimo • Okanagan Valley • Prince George • Squamish • Vancouver • Victoria • Whistler •