FACILITIES MAINTENANCE

PROGRAM

&

PREVENTIVE MAINTENANCE PLAN

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Essential Need:

Without a reliable routine planned maintenance program and a scheduled preventive

maintenance plan a school district cannot effectively maintain its facilities. This program is not a
short term commitment but an ongoing continued work task, assessment of conditions, and
developing and implementing preventive and corrective measures. The results of such a program
can affect the District’s facilities by reduction of overall costs, lessening impacts on the
educational process, providing stable conditions, increased years of reliable service, and the
ability to adequately budget.

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Communication:

The prime uses of such a program are the development of adequate communication to assess
each school and the condition of facilities. A well-developed program brings the schools staff
and the district’s maintenance department together to find and resolve maintenance problems and
to have a record of what has happened and needs to happen. It is very important that schools staff
and new employees understanding of how the system works and what part they play.

Exceptional:

Schools are unique and exceptional from other building types due to their intense use and abuse,
young occupants, and special design requirements. Rigid standards and extra precautions must be
taken to ensure life safety. Buildings are seasonal with long periods of use and shot periods of
limited occupancy. All of these factors make maintenance difficult to do without interfering with
the educational process and therefore maintenance must be done after school hours or during
vacations periods.

Training and Development:

Building maintenance has become a sophisticated process with new equipment, materials, and
maintenance personnel required to have more technical skills to keep the electrical, mechanical,
and special systems in operation. To do this formal career path training must be presented and
selected individuals must attend courses for continued education on the latest and evolving
technical problems.

A good maintenance program is built on a foundation of preventive maintenance. It begins

with an audit of the buildings, grounds, and equipment. Once facilities data have been
assembled, structural items and pieces of equipment can be selected for preventive
maintenance.

Facility / Equipment Audit

To assist in the formulation of the preventative maintenance program, a detailed equipment audit
needs to be completed. A facility audit (or inventory) is a comprehensive review of a facility's
assets. Facility audits are a standard method for establishing baseline information about the
components, policies, and procedures of a new or existing facility. An audit is a way of
determining the "status" of the facility at a given time-that is, it provides a snapshot of how the
various systems and components are operating. A primary objective of a facility audit is to
measure the value of an aging asset relative to the cost of replacing that asset. Thus, facilities
audits are a tool for projecting future maintenance costs.

The facility / equipment audit will include data on all facilities, infrastructure, grounds,
maintenance staff (e.g., specialized training courses attended), and equipment (including boilers,
HVAC systems), floor finishes, plumbing fixtures, electrical distribution systems, heating and air
conditioning controls, roof types, flooring, furniture, lighting, ceilings, fire alarms, doors and
hardware, windows, applicable technology, parking lots, athletic fields/structures, playground
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equipment and landscaping, and the building envelope. Other issues considered during an audit
include accessibility (does a facility meet the requirements of the Americans with Disabilities
Act, or ADA?), clean air, asbestos, fire, occupant safety, energy efficiency, susceptibility to
vandalism, and instructional efficiency (e.g., alignment with state and local classroom standards).

The facility / equipment audit will include the following data collection:

• Inventory item (brand name, model numbers, serial numbers, etc.)

• quantity and product size(e.g., size 4 or "medium")
• location
• age
• condition
• working as purchased/designed?
• working as it should be?
• working as it needs to be to meet the needs of the users?
• repair history
• specialized upkeep requirements (e.g., oil and filter types)
• evidence of future needs
• recommended service
• estimated remaining useful life

Data collected should have a hard copy filed and/or entered into the software component of the
district’s automated work order processing system.

Reactive / Emergency Maintenance Projects

Reactive or Emergency Maintenance Projects will continue. Although “breakdown” maintenance
is necessary, the objective of the Facilities Maintenance Plan will focus on Preventative
Maintenance Programs in an effort to reduce such reactive or emergency type projects translating
to an organized reduction in maintenance expenses.

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 Maintenance and Operations Issues

A number of specific maintenance topics are addressed in the following paragraphs. Every school
organization in the nation may not encounter every one of these issues since school facilities and
circumstances facing school districts vary enormously. Additional information about relevant
environmental topics can be found at the U.S. Environmental Protection Agency's Web index page at
http://www.epa.gov/ebtpages/alphabet.html.

Access Controls - Keys and key control are a major concern for all districts. For example, who has the
authority to issue keys? A great grand master keying system - a pyramid system that allows several
doors to be opened by one master key - is well worth the investment. (All major manufacturers of lock
systems produce great grand master keys.) Also, the concept of a "key" has changed rather
dramatically over the past decade or so. Electronic locks that open by card, code, or password are now
being used in many schools. Some systems record the time and identification number of each person
who opens a door. Whether traditional metal keys or electronic "keys" are used, top-level school
managers and the school board should establish a clear and concise "key policy."

Boilers - Boilers, which can be used to generate hot water for domestic use (e.g., kitchens, showers,
and bathrooms) or for heating buildings, should definitely be included in an organization's preventive
maintenance program. Most large boilers are subject to state or local inspection laws, which typically
require that the boiler be maintained on a regular basis (at least annually) and that maintenance
records be kept on-site. Records of hours of operation and fuel use must also be maintained on-site
and made available to inspectors. Moreover, permits may be required for boilers that generate more
than 10,000,000 btu/hour. Energy-saving techniques include equipping boilers with hot-water
temperature resets (which adjust the temperature of the hot water being produced based on the
outside temperature) and using boiler economizers to capture and recycle heat that would otherwise
be lost in the stacks.

Electrical Systems - Electrical equipment must be maintained like any other piece of equipment,
whether it is a distribution pole with transformers or a breaker box for controlling a classroom's
electrical power. Professional engineers and electricians should help to determine preventive
maintenance tasks and schedules for electrical components. Thermographic scanning, which identifies
overheating in connections, motors, bearings, and other electrical switchgear, can be an important tool
for determining the condition of electrical gear (the principle behind the test is that a loose connection,
bad bearing, or bad breaker bars will produce more heat than a proper connection). Thermographic
scanning devices are not expensive and should be part of every district's standard maintenance
toolkit. Another new technology, motor current analysis, checks the line current going to a motor and
can be used to identify unacceptably high resistance and other defective parts in a motor before it
fails. With the widespread use of computers, the proper maintenance of electrical systems is more
important than ever in 21st-century schools. Reliance upon extension cords and an excessive number
of power poles is an indication that permanent upgrades to the electrical system are needed. However,
upgrading existing electrical systems in old buildings must be carefully managed. Building codes vary
by locality, but whatever procedures, standards, and inspection requirements exist are designed for
standardization and safety and must be carefully followed by school personnel.

Focus on Energy Efficiency

Direct Digital Controls (DDCs): DDCs are a state-of-the-art method of controlling temperature with
sensors and computers. Thermostats are replaced by a sensor that transmits the current room
temperature to a computer, which has been
programmed with a desired "target" temperature and signals the controller to raise or lower the room
temperature as needed to reach the target. DDCs are not yet standard with most Energy Management
Systems, but they can be purchased as an upgrade or retrofitted to existing systems.

Two-Pipe and Four-Pipe HVAC Systems: HVAC water systems heat and cool buildings by transferring
hot or cold water through a system of pipes. One method of moving the water through a building uses

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a " two-pipe" system, in which one pipe is used to supply the water to the point of use and the other is
used to return the water to its source. Because only two pipes need to be installed, it is initially less
expensive than a "four-pipe" system. The drawback is that chilled and hot water can't both be supplied
at the same time. In other words, a building is either being heated or being cooled in its entirety at any
given time. If, for example, the south face of a building heats up faster than the shaded north face,
there is no way to heat one part of the building while another part is being cooled.

In contrast, a four-pipe system (which is basically a dual two-pipe system) allows both chilled and hot
water to be sent to different parts of a building at the same time. Because four-pipe systems minimize
the need for unnecessary heating or cooling, they are recommended in all new building construction
and renovation. Although they cost more to install, their operational savings will quickly recoup the
costs and lead to substantial energy savings over a building's life.

Energy Management - The cost of energy is a major item in any school budget. Thus, school planners
should embrace ideas that can lead to reduced energy costs. Energy Management Systems are
computer-controlled systems that operate HVAC units. They can automatically turn on and off air
conditioning, lights, and boilers according to pre-programmed instructions entered by facilities staff.
Investment in Energy Management Systems will generally be recouped within a few years. The
following guidelines will help a school district to accomplish more efficient energy management:

Establish an energy policy with specific goals and objectives.

Assign someone to be responsible for the district's energy management program, and give this
energy manager access to top-level administrators.
Monitor each building's energy use.
Conduct energy audits in all buildings to identify energy-inefficient units.
Institute performance contracting (i.e., contracts requiring desired results rather than simply a
list of needed products) when replacing older, energy-inefficient equipment.
Reward schools that decrease their energy use.
Install energy-efficient equipment, including power factor correction units, electronic ballast,
high-efficient lamps, night setbacks, and variable-speed drives for large motors and pumps.
Install motion detectors that turn lights on when a room is occupied (and off when the room is
unoccupied).

For more information about energy management, visit the National Clearinghouse for Educational
Facilities' Energy Page at http://www.edfacilities.org/rl/energy.cfm, which provides list of links, books,
and journal articles on various methods of heating, cooling, and maintaining new and retrofitted K-12
school buildings and grounds.

Fire Alarms - Fire drills should be held on a monthly basis both to test fire alarms and
practice occupant response to fire emergencies. During school breaks when buildings are
not occupied, detailed inspections of all fire alarms should be performed. This includes
testing all pull stations, smoke detectors, and heat detectors located in building ductwork.
(Note that the installation of smoke and heat detectors in HVAC ducts is a recent, but
important, revision to many building codes.) Some states require that a licensed contractor perform
fire alarm inspections.

Floor Coverings - Selecting appropriate floor coverings for a school is an important issue that planners
must address during renovation and new construction. Often lunchrooms, main halls, and secondary
halls are covered in terrazzo, vinyl composition tile (VCT), or quarry tile. These coverings have hard

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surfaces that are easily cleaned and do not collect dirt. In classrooms where noise control is important,
carpets with an impermeable backing, which prevents the passage of water or dirt and are easily
cleaned, may be used. Carpets can also be purchased with adhesives already attached to the backing,
which helps to ensure complete adhesion without the emission of volatile organic compounds (VOCs).
Some primary schools use area rugs rather than carpets because they can be easily removed and
cleaned at the end of the school year or as needed. Periodic cleaning of both carpets and rugs is
necessary to minimize the likelihood of dirt and other contaminants causing indoor air quality
problems. Ceramic floor tile is an excellent surface material for bathrooms or other areas with high
exposure to water. Good specifications for a high-performance, soft-surface floor covering include:

nylon type 6.6

face weight no greater than 20 ounces
100 stitches per square inch
vinyl pre-coated as primary backing
close-cell vinyl cushion
permanently fused to tufting blanket
no moisture penetration after 10,000 impacts
no backing or seam degradation after 50,000 cycles from Phillips Chair Caster Test
factory-applied non-wet, low-VOC adhesive with no off-gassing (required)
permanent chemically welded seams
warranty non-prorated for 20 years against zippering, delamination, edge ravel, excessive
surface wear, and loss of resiliency

For more information about floor care, visit the National Clearinghouse for Educational Facilities' Floor
Care Page at http://www.edfacilities.org/rl/floor_care.cfm, which provides list of links, books, and
journal articles on the maintenance of a variety of floor coverings in K-12 school classrooms,
gymnasiums, science labs, hallways and stairs.

Focus on Floors: A Common Custodial Task

A large part of custodial responsibilities in a school building involves the cleaning of various types of
flooring.
In heavy-traffic areas such as corridors, classrooms, and cafeterias, an effective cleaning regimen
might be:

Carpets Hard Surfaces

Shake floor mats in entryways
Vacuum daily Shake floor mats in entryways
Apply spot remover as needed Dry-mop daily
Deep-clean prior to start of school year Apply spot remover as needed
Deep-clean during holiday break Wet-mop three times/week
Scrub-clean twice yearly Spray-burnish every other week
Strip and finish yearly

Although carpets help to protect floors, they are difficult to keep clean. They collect dirt and pesticides,
and incubate fungi and bacteria when moisture gets trapped. Adhesive backing can also give off
harmful fumes. (Some new school buildings are being constructed without carpets to alleviate these
health concerns.) If, however, the floor-covering inventory includes carpet, then provisions must be
made for proper cleaning. A hot-water extractor should be available at each school and used weekly to

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remove stains and dirt. Carpets should be steam-cleaned annually with a professional-quality steam
cleaner that generates water at least 140°F and an extraction capability of 60 pounds per square inch.
Note, however, that carpets must be dried within 24 hours of wet-cleaning to prevent mold from
growing. Carpet bonnets, which attach over a buffer wheel, should never be used because they
damage carpets. Larger districts should have in-house staff who are capable of repairing buffers,
vacuum cleaners, and other types of carpet-cleaning equipment. Equipment manufacturers will advise
customers about training repair people and obtaining replacement parts.

For more information about recommended carpet and rug care, visit the Carpet and Rug Institute (CRI)
at http://www.carpet-rug.com/. The CRI also has a site that focuses on carpet use in schools, including
such topics as indoor air quality, allergies, and carpet selection, installation, and care at
http://www.carpet-schools.com/.

Gym Floors - Gym floors are generally constructed with vinyl composition tile (VCT), one of several
grades of maple flooring, sheet rubber, or other synthetic materials. Regardless, all floor types must be
kept clean and properly maintained. VCT floors must be periodically stripped and re-waxed to ensure a
safe surface. Wood floors require annual screening and resealing with a water-based sealant. They
should also be sanded, re-marked, and resealed in their entirety every 10 years. Synthetic floors
(including sheet rubber but excluding asbestos tile) require monthly cleaning and scrubbing with
buffers.

Heating, Ventilation, and Air Conditioning (HVAC) Systems - All schools require HVAC systems to
control indoor climate if they are to provide an environment that is conducive to learning. In fact,
oftentimes a district's ability to convene classes depends on acceptable climate control. If the air
conditioning is broken on a 90ºF day or the heating system is malfunctioning on a 30ºF day, school
gets canceled. It’s as simple as that. Different regions of the country may place emphasis on different
elements of the HVAC system, but the bottom line is the same: HVAC components must be maintained
on a timely and routine basis. This preventive maintenance will ensure reliability, reduce operating
costs, and increase the life expectancy of the equipment.

Two effective ways to improve HVAC performance are through air balancing and water balancing. Air
balancing ensures that the desired amount of air reaches each space in the building, as specified in
the mechanical plans. Water balancing ensures that the flow of water from the chiller and boiler is in
accordance with the mechanical plans. Water balancing is normally performed before air balancing.
Balancing is usually conducted upon installation of new equipment and at 5- to 8-year intervals.
Balancing should also be conducted when building space is substantially modified or room use is
changed dramatically.

For more information about HVAC systems, visit the National Clearinghouse for
Educational Facilities' HVAC Page at http://www.edfacilities.org/rl/hvac.cfm, which
provides list of links, books, and journal articles on HVAC systems, including geothermal
heating systems, in school buildings.

Hot Water Heaters - Hot water heaters in schools range in size from small 10-gallon heaters to the
larger 100- to 300-gallon units. Preventive maintenance programs must be established for each hot
water heater. At a minimum, maintenance should include inspection for failing safety devices and
leaks (especially if fired by natural gas).

Kitchens - Kitchens present special problems for school districts: not only must equipment be
maintained properly to ensure reliability, but 1) a high state of cleanliness must be maintained in all
food preparation areas; 2) the use of certain cleaning agents may be discouraged in food preparation
areas; and 3) ovens and stoves pose special fire safety concerns. Floor surfaces are also of particular
concern in kitchens since they must be easy to clean yet slip-resistant. Recommended floor surfaces
for kitchens include terrazzo, vinyl composition tile (VCT), quarry tile, and sealed concrete. Kitchen
equipment is a prime candidate for inclusion in a preventive maintenance program.

Painting - Painting should be done on a regular schedule that is published well in advance of work
dates to minimize inconvenience to building occupants. Painting needs will be determined largely by

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the type of surface, the type of paint applied previously, and surface use (e.g., a window pane may be
expected to receive less wear than a chair rail). A wall constructed of concrete masonry units (CMU)
and painted with a two-part epoxy can last 8 or 10 years whereas drywall will require painting every 5
or 6 years. Bathrooms, special education areas, and other high-traffic areas will require painting on a
more frequent schedule. A durable, cleanable (i.e., able to be cleaned by the custodial staff with their
standard tools), paint from a major manufacturer should be used for indoor areas. Water-based latex
paints are a good choice because they are low in volatile organic compounds (VOCs) and do not
produce noticeable odors. Surfaces must be properly prepared for painting, which may require the use
of a primer to cover stains and discolored patches.

Plumbing - Like other major building components, plumbing should be included in the preventive
maintenance program. Sprinkler systems, water fountains, sump pumps, lift pumps, steam traps,
expansion joints, and drains are likely targets for preventive maintenance. Standing water must be
avoided at all costs since it damages building materials and can lead to mold concerns that affect
indoor air quality.

Public Address Systems and Intercoms - These communications tools are vital to the management of
school buildings and, in an emergency, the safety of building occupants. Public address (PA) systems
must be connected to the emergency power system to ensure uninterrupted communications in the
event of a power failure. Public address systems and intercoms should be tested on a daily basis
during the broadcast of a school's morning announcements. If broadcast systems fail to perform
properly, they must be repaired immediately.

Roof Repairs - Roofs should be included in a preventive maintenance program and inspected on a
regular schedule. The key to maintaining good roofs is the timely removal of water from the surface
and substructure of the roof. Thus, all leaks and damaged tiles must be repaired as soon as possible to
prevent water damage and mold growth. On composition built-up roofs, hot tar is the only appropriate
repair method. Single-ply and modified roofs should be repaired in accordance with the manufacturer's
instructions. Staff should read carefully all warranties issued with new roofs to ensure that required
maintenance is conducted according to specification so as to avoid invalidating the warranty
protections. For example, failing to inspect or repair a roof on an annual basis (and document such
efforts) may be considered justification for a manufacturer invalidating a warranty.

The facility manager must verify the annual assessment of each roof within the district, recording the
date of installation, type of roof, type and thickness of insulation, type of drainage, and type and
frequency of repair work. Detailed drawings or photographs that show the location of repairs should be
maintained, as should contact information for the installing contractor. This information is extremely
important in the event of a major roofing problem or an insurance or warranty claim. Whatever type of
roof is selected, it should be installed by a reputable (and bonded) roofer and should include a non-
prorated warranty.

For more information about roof repairs, visit the National Clearinghouse for Educational
Facilities' Roof Repair Page at http://www.edfacilities.org/rl/roof_maintenance.cfm, which
provides list of links, books, and journal articles discussing maximizing the life cycle
performance of school roofs, as well as roof inspection strategies, scheduling,
documentation, and repair resources.

Water Softeners - Water softeners are often used in hot water lines in those regions of the country
where the water has a high concentrate of calcium. Water softeners remove the calcium from the
water, which prolongs the life of dishwashers and other kitchen equipment.

Schools are subject to federal regulations, state law, local law, district policy and, hopefully, good, old-
fashioned common sense. While these guidelines cite relevant federal regulations they cannot fully
describe the wide range of individual state, local, and district-level regulations, many of which vary
considerably between jurisdictions. For more information about federal and state regulations, visit the
U.S. Environmental Protection Agency's Links to EPA Regional Office and State Environmental
Departments web page at http://www.epa.gov/epapages/statelocal/envrolst.htm.

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Establishing Expectations for Custodial Efforts

Planners, administrators, and community members must agree on what constitutes "cleanliness."
While there is not a nationwide standard for describing standards of cleanliness, a five-tiered system of
expectations is emerging to help guide decision-making:

Level 1 cleaning results in a "spotless" building, as might normally be found in a hospital environment
or corporate suite. At this level, a custodian with proper supplies and tools can clean approximately
10,000 to 11,000 square feet in an 8-hour period.

Level 2 cleaning is the uppermost standard for most school cleaning, and is generally reserved for
restrooms, special education areas, kindergarten areas, or food service areas. A custodian can clean
approximately 18,000 to 20,000 square feet in an 8-hour shift.

Level 3 cleaning is the norm for most school facilities. It is acceptable to most stakeholders and does
not pose any health issues. A custodian can clean approximately 28,000 to 31,000 square feet in 8
hours.

Level 4 cleaning is not normally acceptable in a school environment. Classrooms would be cleaned
every other day, carpets would be vacuumed every third day, and dusting would occur once a month.
At this level, a custodian can clean 45,000 to 50,000 square feet in 8 hours.

Level 5 cleaning can very rapidly lead to an unhealthy situation. Trash cans might be emptied and
carpets vacuumed on a weekly basis. One custodian can clean 85,000 to 90,000 square feet in an 8-
hour period.

The figures above are estimates. The actual number of square feet per shift a custodian can clean will
depend on additional variables, including the type of flooring, wall covers, and number of windows, all
of which must be taken
into account when determining workload expectations.

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