ED 268 696

TITLE

INSTITUTIONPUB DATENOTE:ITAILABLE FROM

PUB TYPE

EDRS PRICEDESCRIPTORS

IDENTIFIERS

DOCUMENT RESUME

EA 01A 471

Administration of Maintenance and Operations inCalifornia School Districts: A Handbook for SchoolAdministrators and Governing Boards.California State Dept. of Education, Sacramento.86101p.Publication Sales, California State Department ofEducation, P.O. Box 271, Sacramento, CA 95802 ($6.'5prepaid; California residents add sales tax).Guides - Non-Classroom Use (055)

MFO1 Plus Postage. PC Not Available from EDRS,Budgeting; *Building Operation; Custodian Training.Design Requirements; *Educational Administration;*Edpcational Facilities; Educational FacilitiesImp. mement; *Educational Facilities Planning;Elementary Secondary Education; FacilityRequirements; Management Systems; Operating Expenses;Program Evaluation; Resource Allocation; SchoolBuildings; School Construction; *School Maintenance;Sclol Safety; State Standards*California

ABSTRACTThis handbook provides information that

administrators of maintenance and operations in California schoolscan use in systematically Fanning and scheduling school facilitysupport services. The first unit, chapter 1, is designed to helpmembers of school district governing boards establish board policies,regulations, and procedures. Topics covered include facilitymanagement, facility standards, personnel policies, selection ofequipmert and supplies, facility design, and site utilization. thesecond Loft, chapter 2, outlines current practises in the field sothat the director of maintenance and operations will he able toimplement the policies of the governing board. Topics include thedesign and implementation cf an organizational plan, personnelmanagement, budget preparation, acquisitions, monitoring facilities,and evaluating the maintenance and operations program. The thirdunit, chapters 3 and 4, describes the functions of maintenance andoperations, and suggests organizational procedures that should leadto programmed budgeting, systematic management, and tfficiert use ofpersonnel. School maintenance is also discussed in the context ofinflation, declining enrollments, reduced revcnues, and competingbudget priorities. The fourth unit, chapter 5, discusses the use ofschool facilities, energy management, control of hazardous materials,pest control, school security, and access for the handicapped.Appended are excerpts from selected legal references, time schedulesfor custodial tasks, and evaluation questions for a district'scustodial program. (TE)

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Reproductions supplied by EDRS are the best that can be madefrom the original document.

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ED 268 696

TITLE

INSTITUTIONPUB DATENOTE:VAILABLE FROM

PUD TYPE

EDRS PRICEDESCRIPTORS

IDENTIFIERS

DOCUMENT RESUME

EA 01P 471

Administration of Maintenance and Operations inCalifornia School Districts: A Handbook for SchoolAdministrators and Governing Boards.Californir. State Dept. of Education, Sacramento.86101p.Publication Sales, California State Department ofEducation, P.O. Box 271, Sacramento, CA 95802 ($6.15prepaid; California residents add sales tax).Guides - Non-Classroom Use (055)

MFO1 Plus Postage. PC Not Available from EDRS.Budgeting; *Building Operation; Custodian Training.Design Requirements; *Educational Administration;*Edpcational Facilities; Educational FacilitiesImp. ivement; *Educational Facilities Planning;Elementary Secondary Education; FacilityRequirements; Management Systems; Operating Expenses;Program Evaluation; Resource Allocation; SchoolBuildings; School Construction; *School Maintenance;Sa-ol Safety; State Standards*California

ABSTRACTThis handbook provides information that

administrators of maintenance and operations in California schoolscan use in systematically p"...anning and scheduling school facilitysupport services. The first unit, chapter 1, is designed to helpmembers of school district governing boards establish board policies,regulations, and procedures. Topics covered include facilitymanagement, facility standards, personnel policies, selection ofequipmert and supplies, facility design, and site utilization. Thesecond ulit, chapter 2, outlines current practizes in the field sothat the director of maintenance and operations will he able toimplement the policies of the governing board. Topics include thedesign and implementation of an organizational plan, personnelmanagement, budget preparation, acquisitions, monitoring facilities,and evaluating the maintenance and operations program. The thirdunit, chapters 3 and 4, describes the functions of maintenance andoperations, and suggests organizational procedures that should leadto programmed budgeting, systematic management, and 'fficient use ofpersonnel. School maintenance is also discussed in the context ofinflation, declining enrollments, reduced revcnues, and competingbudget priorities. The fourth unit, chapter 5, discusses the use ofschool facilities, energy management, control of hazardous materials,pest control, school security, and access for the handicapped.Appended are excerpts from selected legal references, time schedulesfor custodial tasks, and evaluation questions for a district'scustodial program. (TE)

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Reproductions supplied by EDRS are the best that can be madefrom the original document.

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ADMINISTRATIONof MAINTENANCE

and OPERATIONSin CALIFORNIASCHOOLDISTRICTS

A HANDBOOK FOR SCHOOL ADMINISTRATORSAND GOVERNING BOARDS

Prepared ur.Jer the direction of the

School Facilities and Trans; irtation DivisionCalifornia State Department of Education

In cooperation with the

Maintenance and Oprstions Research and Development CommitteeCalifornia Association of School Business Officials

3

Publishing InformationAdministration of Maintenance and Operations in California

School Districts: A Handbook for School Administrators and Govern-ing Boards was prepared under the direction of the School Facilitiesand Transportation Division, California State Department of Educa-tion. The manuscript was edited by Marie A. McLean and Edward T.O'Malley of the Bureau of Publications, working in cooperation wi_hJ. D. (Dave) Smith, Committee Member-at-Large, CASBO's Mainte-nance and Operations Research and Demlopment Committee. Thehandbook was prepared for photo-offset production by the staff of theBureau of Publications, California State Department of Education.The document was published by the Department, 721 Capitol Mall,Sacramento, California (mailing address: P.O. Box 944272, Sacte-mento, CA 942442720). It was printed by the Office of State Printingand distributed under the provisions of the Library Distribution Actand Government Code Section 11096.

Copyright 1986, California State Department of Education

Additional copies of this document are available for $6.75 each, plussales tax for California residents, from Publications Sales, CaliforniaState Department of Education, P.O. Box 271, Sacramento,CA 95802-0271. A list of other publications available from theDepartment may be found on page 85 of this publication.

THEODORE R SMITHEditor inand

4

Contents

Page

Foreword viiPreface viiiAcknowledgments ix

Chapter 1. Responsibilities of the Governing Board 1

Facility Management 1

Promoting Health and Safety 1

Operating Facilities Economically 1

Protecting Capital Investments 2Correcting Obsolescence in Structures 2Promoting School and Community Pride 2

Facility Standards 2Personnel Policies 3Selection of Equipment and Supplies 3Facility Design and Site Utilization 4

Chapter 2. Implementing the Governing Board's Policies 5Implementing the Board's Policies 5Designing and Implementing an Organizational Plan 5Exercising Sound Personnel Management 10

Adequate Staffing 10Job Descriptions 10Recruitment 11

Selection and Assignment 11

Standards for Job Performance 12Staff Development 12Staff Relations 14

Developing and Presenting a Budget 14Projecting Budget Needs 15Establishing a Reserve Fund 15Presenting the Preliminary Budget i 5Planning for Budget Expenditures 18

Acquiring Facilities, Equipment, and Supplies 18

Specifications and Competitive Bidding 19Quantity Purchases 19Scheduling of Purchases 19

Monitoring the Planning, Constructing, and Equipping of Facilities 19Utilizing Experience 19Standardizing Components 20Specifying Low-Maintenance Materials 20Requiring Supervision and Inspection 20Choosing Suppliers of Mechanical Equipment 20Purchasing Furniture and Equipment by Specification 2G

Arranging On-Site Training 22Filing Plans and Specifications 22Obtaining a Building Manual 22

Evaluating the Effectiveness of the Maintenance and Operations Program 22

iii 5

Chapter 3. Managing a School District Maintenance ProgramTerms Related to MaintenanceStatus of School MaintenancePlanned Maintenance ProgramStandards, Goals, and ObjectivesNeed for a Systematic Program

Maintenance ObjectivesKey Factors of a Program

Systematic Maintenance Management ProgramProgram FunctionsProgram OrganizationElements of a Successiul ProgramMeasurement of Program Effectiveness

Costs for a Systematic Maintenance Management ProgramEffective Organization

Size of School SystemsUseful Life of FacilitiesTypes of Building Materials and FinishesUse of FacilitiesDistrict Staff Labor or Contract Maintenance

Scheduled Maintenance ProgramMaintenance Shop NeedsAnnual InspectionsTypes of Work Orders

Capital Outlay Work OrdersService Work OrdersWork Orders for Emergency and Unanticipated Work

Control of Maintenance CostsGood Maintenance PracticesContinuous EvaluationGood Recordkeeping

Chapter 4. Managing School District OperationsGoats and ObjectivesCustodial Operations

Administration by PrincipalAdministration Through Shared Responsibility

Custodial StaffingCustodial Work Load Formulas

CASBO Work Load FormulaSan Joaquin Time-Task Frequency FormulaDenver Custodial FormulaArea Allotment per Person-Hour Formula

Characteristics of an Effective CustodianCustodial Services for Students and StaffThe Custodial ScheauleGrounds Operations

Goals and Object_ vesAdministrative Lines of AuthorityStaffing and Work Load FormulasRelations with Students, Staff, and CommunityFacilities, Equipment, and Supplies

Chapter 5. Managing Other School District ResponsibilitiesProper Use of School Facilities

General Guidelines

iv

23232424242526262829292931

323333343535353536363838384040404041

4242424243454546464747474848505050525353

585858

Important Terms 58Priority for Use 59Requests for Use 59Use of Athletic Facilities 59

Management and Conservation of Energy 59Recommendations to Save Energy 60Energy Management System 62Conservation of Lighting 62

Control of Hazardous Materials 63Exposure to Asbestos 64Protection from Asbestos 64Polychlorinated Biphenyls (PCB) 67

Control of Pests 68Laws and Regulations 68Pest Control Safety 68Pests in and Around School- 69

School Safety and Security 69Security Alarm Systems 70Fire Protection 70Safety Rules and Regulations 70

Access for the Handicapped 70

AppendixesAppendix A: Selected Legal References 73Appendix B: Time Schedules 74

The CASBO Formula 74San Joaquin Task-Time Frequency Formula 75Denver Custodial Formula 80Area Allotment per Person-Hour Formula 82

Appendix C: Evaluating a School District's Custodial Program 83

List of FiguresFigures Page

1 Line-and-staff pattern of maintenance and operations for an elementary schooldistrict that operates one preschool, two special education units, and ten schoolsand has an a.d.a. of 6,700 6

2 Line-and-staff pattern of maintenance and operations for a unified school districtthat operates four high schools, four middle schools, and 17 elementary schoolsand has an a.d.a. of 16,500 7

3 Line-and-staff pattern of maintenance and operations for a unified school districtthat operates 80 school facilities and has an a.d.a. of 45,200 8

4 Line-and-staff pattern of maintenance and operations for a joint union highschool district operating seven high schools with an a.d.a. of 10,500 9

5 Formulator determining the 100 percent replacement value of the district'sbuildings 16

6 Formula for establishing an annual reserve fund for repair of buildings 16

7 Formula for establishing annual needs for repair of equipment 17

8 Formula for establishing annual reserve needed for upkeep of grounds 17

9 Formula foi establishing annual reserve needed for replacement of equipment 17

10 Formula for determining the total annual depreciation reserve fund needed forall maintenance 17

v7

11 Formula for determining maintenance funds to be included within revenuelimits and reserves to be raised 17

12 Major events in construction and educational program planning 21

13 Flowchar:. illustrating steps in develc ping a maintenance management program 27

14 Key elements of an engineering management program 30

15 Economic graph for determining the frequency of preventive mi intenance 34

16 Flowchart illustrating maintenance work orders 39

17 Unified school district custodial operations organize': an shared responsibilitysystem 44

18 Responsibilities for maintenance and operations in a medium-sized schooldistrict 51

19 Grounds branch functional organization 53

20 Grounds maintenance cost analysis procedures 54

8

vi

Foreword

Approximately four million students now attendCalifornia public schools, and approximately 500,000new students will enter our schools during the nextfive years. Consequently, we must consider two impor-tant questions about the condition of our school facili-ties: Are the students who now attend our schoolsreceiving instruction in safe, adequate, and well-maintained facilities? And will our future studentshave such facilities in which to learn?

Many of our educational reform efforts will be invain if we cannot answer these questions positively.We cannot offer rigorous courses in science if highschools do not have the appropriate laboratory facili-ties. We cannot expect our children to learn basicskills in reading and writing if they are taught in over-crowded classrooms or in inadequate facilities. Manyof our present facilities need rehabilitation or majormaintenance work. In addition, many new classroomsand other facilities will be needed during the next fivey:-ars to accommodate our new students. Clearly, our

vii

present facilities must be properly maintained ande:ficiently operated, and new facilities must be con-structed.

During 1985 the Department of Education workedwith the Legislature and other groups, including theCalifornia Association of School Business Officials(CASBO), to address the need for new and improvedschool facilities. As a result, we are on the way towardmaking major changes in the way we design, con-struct, maintain, and operate school facilities. Thishandbook, Administration of Maintenance and Opera-tions in California School Districts: A Handbook forSchool Administrators and Governing Boards, canserve as a guide to those who maintain and operateour schools as well as to those who wish to betterunderstand how an effective maintenance and opera-tions program contributes to the comfort, safety, effi-ciency, and wen-being of all those who use schoolfacilities. These elements are essential to meet our goalof educational excellInce.

Superintendent of Public Instruction

Preface

School district maintenance and operations consti-tute one of the major responsibilities of governingboards and school administrators. Maintaining andoperating school faciiities in an orderly manner is animportant part of efficient school administration anda legal requirement as well.

For a number of years, the California Associi ';onof School Business Officials (CASBO) has been coop-erating with the State Department of Education inpreparing several manuals for school districts andoffices of county superintendents of schools. One ofthese manuals, Administration of Maintenance andOperations Departments in California School Dis-tricts, was published by the Department in 1969. Itprovided basic information concerning the adminis-tration of the maintenance and operations functionsof school districts in California.

The new manual is entitled Administration ofMaintenance and Operations in California SchoolDistricts. A Handbook for School Administratorsand Governing Boards. It contains information thatadministrators of maintenance and operations depart-ments in California schools can use in planning andscheduling support services. The manual is intendedto be used by members of governing boards, districtsuperintendents, business officials, directors and super-visors of maintenance and operations, and otherinterested school personnel and community members.

The overall purposes of systematically planning andscheduling school facility support services are to safe-guard capital investment, increase the useful life of thefacility, promote health and safety, and provide anappropriate environment for teachers and students.

This handbook is organized into four basic units.The first unit, Chapter 1, is designed to help membersof school district governing boards establish boardpolicies, regulations, and procedures. Topics coveredinclude facility management, facility standards, per-sonnel policies, selection of equipment and supplies,facility design, and site utilization.

ROBERT W. LAWRENCEDeputy Superintendentfor Field Services

The second unit, Chapter 2, outlines current prac-tices in the field so that the director of maintenanceand operations will be able to implement the policies ofth governing board. This chapter includes discus-sions of the design and implementation of an organi-zational plan; personnel management; developmentand presentation of the budget; acquisition of facili-ties, equipment, and supplies; monitoring of the plan-ning, constructing, and equipping of facilities; andevaluating the effectiveness of the maintenance andoperations program.

The third unit, Chapters 3 and 4, is concerned withthe functions of maintenance and operations. Main-ter ance includes school building and equipment main-tenance; operations includes custodial maintenanceservices and grounds maintenance services. This unitsuggests organizational procedures that should lead toprogrammed budgeting, a systematic managementprogram, and the efficient utilization of personnel.This unit also includes a discussion of the current sta-tus of school maintenance in light of inflation, declin-ing enrollments, reduced revenues, and demands forincreased spending in other areas of the educationalprogram.

The fourth unit, Chapter 5, contains discussions ofimportant maintenance and operations subjects notincluded in the first handbook. Topics include the useof school facilities, energy management, control ofhazardous materials, pest control, school safety andsecurity, and access for the handicapped.

Material contained in the appendixes includes selectedlegal requirements, time schedules, and questionsrelated to the evaluation of a district's custodial pro-gram. The information in this handbook will be help-ful in evaluating the operating effectiveness and effi-ciency of the maintenance and operations department,determining budget needs, and establishing long-range plans for the maintenance and operationsprogram.

will 10

ERNEST LEHRDirector, School Facilities

and Transportation Division

Acknowledgments*

The material for this handbook was gathered froma wide variety of sources by Helen Sullivan Cease,Coordinator of Special Services, Centralia SchoolDistrict. Material extracted from the original 1969handbook was updated. Some technical and nontech-nical maintenance and operations procedures wereadopted from the California Association of School

Business Officials' (CASBO) research publications.Other material was gathered from various school uis-tricts. Many school officials, whose names are listedbelow, helped to compile this handbook by providinginformation on new concepts, procedures, and tech-niques in school business management.

Maintenance and Operations Research andDevelopment. Committee Members

Bill E. Morton, Chairperson, Southern SectionDirector of FacilitiesLancaster Elementary School District

David Dow, Chairperson, San Diego-Imperial SectionFacilities Inspector for Maintenance and OperationsChula Vista City Elemental y School District

J. D. (Dave) Smith, Committee Member-at-LargeDirector of Facilities and ServicesIrvine Unified School District

Chuck J. Restivo, Community College RepresentativeDirector of Facilities and OperationsSanta Barbara City College

Henry J. Heydt, Liaison to the CommitteeCoordinator, School Facilities Planning UnitState Department of Education

Onis C. Lentz, State ChairpersonDirector of OperationsBurbank Unified Scnool District

Gary Boender, Assistant State ChairpersonDirector of Engineering, Maintenance, Operations,

and TransportationNewark Unified School District

Don Jackson, Chairperson, Northern SectionCoordinator of Buildings and Grounds

Oakland Unified School District

William Rohl, Chairperson, Sacramento SectionDirector of Maintenance and OperationsPlacer Union High School District

Rex McCallister, Chairperson, Central SectionDirector of Operational ProgramsVisalia Unified School District

Other Contributors

Robert BaileyDirector of Maintenance and Operations (Retired)Huntington Beach Union High School District

Claude G. BarnesSupervisor of Maintenance and Operations (Retired)Office of the Kern County Superintendent of Schools

Larry Bourdet (Deceased)Director of Buildings and GroundsSanta Rosa Junior College

Richard BuckmanSupervisor of Building Services (Retired)Torrance Unified School District

Earl CarpenterDirector of Public SafetyHuntington Beach Union High School District

Paul CoyleDirector of Maintenance, Facilities, and OperationsSan Juan Unified School District, Sacramento

Richard EhrhardtDirector o: PlanningSan Juan Unified School District, Sacramento

Clyde Foster (Deceased)Director of Maintenance, Operations, and Transpor-

tation, Santee Elementary School DistrictMike KovalchikDirector of Maintenance and OperationsSan Juan Unified School District, Sacramento

Rowley H. LascellesDirector of Buildings and GroundsSan Luis Coastal Unified School District

*The titles and locations given for the persons acknowledged here were current at the time this manual was prepared

Richard W. MaxfieldAssistant to Business ManagerLos Angeles Unified School District

Henry NeedhamAssistant Director of Maintenance, Facilities, and

OperationsSimi Valley Unified School District

Gerald L. PorterDirector of Maintenance and Operations (Retired)Sierra Collet. Rocklin

Richard RectorDirector of Area MaintenanceLos Angles Unified School District

Robert BaileyGary BoenderRichard Buckman

Edwin 0. ReedFacilities DirectorChula Vista City Elementary School DistrictJohn C. RibbinsDirector of Maintenance and OperationsCerritos Community College, Norwalk

Dale WilsonDirector of Facilities and PlanningDowney Unified School District

William WoodardDirector of Maintenance and Operations (Retired)Chula Vista City Elementary School District

Technical Consultants

Paul CoyleDon JacksonOnis C. Lentz

x

Rex McCallisterBill MortonRichard Rector

12

Edwin ReedJ. D. (Dave) SmithDale Wilson

1

Chapter 1

Responsibilities of the Governing Board

The school iistrict governing boa, d's responsibilityfor the maintenance and operations of school facilitiesis outlined by law and established by prudent practiceand sound business judgment. Briefly, the gverningboard is responsible for (1) maintaining the buildingsin a condition adequate to support the educationalprogram and reasonably close to their original appear-ance and quality; (2) adequately equipping the build-ings to provide the services for which the buildingswere planned; and (3) modifying the buildings whennecessary to accommodate new technologies in educa-tion. The governing board, then, must lc, he facili-ties in continuous operation and in excellent condi-tion through repair, replacement of elements, restora-tion, renovation, or other necessary measures. Excerptsfrom the California Education Code and the Califor-nia Administrative Code, Title 5, Education, cone m-ing some of the legal requirements and responsibilit.esof the board appear in Appendix A.

In accordance with the legal responsibilities, thegoverning board should also establish a philosophyand policy to guide the adm;flistration of tl-e mainte-nance and operations funct on. Areas in which suchguidance is appropriate a -c facility management; facil-ity standards personnel policies; selection of equip-ment and supplies; facility design; and site utilization.

Facility Management

The governing board is by law responsible for car-rying out those function.; required to maintain schoolfacilities properly. One initial requirement is to estab-lish a well-defined facility management policy. Priorto establishing this policy, the governing board shoulddevelop a philosophy of facility management thatwould encompass the goals of the program. This phil-osophy statement should be written and should beadopted t,y the school board. The philosophical goalsshould include provisions for promoting health andsafety, operating facilities economically, protectingcapital investments, correcting obsolescence in struc-tures, and promoting school and community pride.

Promoting Health and Safety

In providing a school environment that is condu-cive to good health and favorable conditions for learn-ing, governing board members are ol)figated to main-tain safe and healthful school facilities. Parents who

by law are required to send their children to schooland employees whose work requires them to be onschool nremises have every right to expect safe build-ings, grounds, and equipment. School safety stan-dards assist in the prevention of accidents or injury tohealth Lim fire, mechanical and electrical malfunc-tions, n_iural diasters, and avoidable hazards.

Of all school hazards, fire is perhaps the greatestsingle cause of loss of life and property. School tiresoccur at an alarming rate despite safety programs.Other potential hazards include highly waxed and pol-ished floors and stair treads, clogged air filter , com-bustibles and other materials inappropriately stored,improper layout and surfacing of playground areas,and poorly planned access roads and service drives.Yet, with the adoption of custodial and maintenancestandards by governing boards, these hazards can beminimized or removed entirely.

Operating Faciliaes Economically

Economical maintenance and operations of schoolplant facilities should start on the drawing board ofthe school architect and continue through construc-tion, operation, and disposal of the property. In manyareas school facilities that were constructed to accom-modate the peak enrollments of earlier years nowprovide excess student capacity. When enrollmentsdecline, the cost of operating and maintaining schoolfacilities does not automatically decline at the samerate. The need for maintenance, custodial and groundswork, insurance, and debt servicing tends to remainsubstantially unchanged. As a result, costs per studentrise and fiscal efficiency declines. Therefore, the opti-mum loading of school facilities is a necessary elementof efficient district management. One aim of a main-tenance and operations program that has been adoptedby the governing board is to effect operating econo-mies by providing maximum service at the lowest pos-sible cost.

Natural deterioration compounds the problem ofmaintaining more schools than student enruiimentdictates. Older buildings are often more Cifficult andexpensive to maintain end operate safely and must beupdated and improved to save on labor and utilities.

In many older buildings time-saving necessities, suchas adequate storage space for custodial supplies andequipment, were not included in the original building

plans. Ns a result, these and other necessities will needto be devised and included in the overall school facili-ties improvement program. Time consumed by custo-dians in walking to remote parts of the building togather and replace tools and supplies can be mini-mized by providing convenient storage areas. Laboraccounts for snore than 80 percent of the total cost ofcleaning operations. Updating equipment and facilitiescan increase custodial efficiency and significantlyreduce total labor costs. The cost of maintaining andoperating school facilities increases exponentially yearby yea: as deterioration increases. Establishing andimplementing an adequate facilities maintenance andoperations program can contribute to long-term costeffectiveness and economy in the educational process.

In addition, the inefficient use of energy due toimproperly maintained or obsolete equipment andfacilities wanes available resources. Often, awarenessof prob!em areas is the first step in increased operat-ing efficiency.

Protecting Capital Investments

The governing board determines the philosophicalbasis for protecting the significant capital investmentthat school facilities represent to the community.Generally, the board mer bers will elect to maintainschool buildings and equipment to conform to com-munity standards. Pacies that provide for adequatemaintenance and operations prognrns can retarddeterioration, reduce fire hazards, minimize the needfor extensive repairs, extend the life of facilities andequipment, and protect the investment the communityhas made in facilities and sites.

Maintenance applies to all narts of a facility, includ-ing equipment and grounds. In some building areas,wear J tear are more noticeable than in others, andthe r ..ed for maintenance in these areas is more evi-dent. Care of unobtrusive areas is more likely tc beput off. Each deferred maintenance or maintenanceneglect leads to more rapid deterioration and oftenmakes early replacement necessary.

Correcting Obsolescence in Structures

An alternative to constructing new facilities is cor-recting obsolescence in existing structures. The decision to build new facilities or to correct obsolescenceshould be part of the governing board's policy for theorderly solution to the district's housing problems.Many facilities classified as obsolete are too structur-ally sound to be abandoned. In most cases these struc-tures can be improved to meet the educational needsof the district. Improvement can be accomplisheJthrough modernization, rehabilitation, or remodelin

Modernization. Through modernization, builditibsare adapted to the changing needs of educational and

2

community programs. Adaptations to newer conceptsof student services may include improving sciencelaboratory facilities or replacing obsolete equipment.

Rehabilitation. As defined in this manual, rehabili-tation is the general overhauling of a major part of oran entire building. Rehabilitation may involve reno-vation, replacement of parts, or remodeling.

Remodeling. A change made in structure, such asremoving or relocating partitions, alter ing roof struc-ture, lowering ceiling heights, adding structural mem-bers for strength, or chanz:ng exterior walls, isreferred to as remodeling.

Correcting obsolescence in facilities is not a main-tenance function. However, it will reduce mainte-nance costs. Any plans by the district to correct obso-lescence should be developed in conjunction with thedirector of maintenance and operations. Both modern-ization and rehabilitation may require remodeling. Anarchitect should be consulted any time an older build-ing is to be remodeled.

Promoting School and Community Pride

Prcmoting school and community pride in schoolfacilities through a maintenance program has fargreater significance than just pleasing the public. Awell-maintained school facility promotes a favorablecommunity attitude and helps develop respe :t forschool property. In addition, a well-kept school con-tributes to the health, happiness, and character devel-opment of the students. Inadequate school mainte-nance frequently breeds student contempt for theproperty. This contempt is often expressed in misuseof restrooms; littering; defacement of walls, furniture,and equipment; and through other forms of vandal-ism. On the other hand, good maintenance can createan atmosphere in which students, staff members, par-ents, citizens, and the governing board members cantake pride in their schools. A good maintenance pro-gram has implications for improved public relationsas well as for fiscal management. The public is grati-fied to know that the governing board has developedpolicies that preserve school property. This positivepublic and student attitude is often demonstrated byfinancial support and by the pride with which thefacilities are shown to visitors.

Facility Standards

When establishing policies for a new maintenanceand operations program or when evaluating an exist-ing program, the governing board and the schooladministrators should answer the following questions:

00 governing board policies include standardsfor the necessary services?Is meeting the needs of the c istrict's educational

14

program the primary objective of the district'smaintenance and operations program?Does the building program provide energy-efficient sites with adequate storage space, workstations, and other necessary service facilities?Does the building program recognize the impor-tance of selecting material and equipment thatcontribute la efficient custodial operations aswell as to low maintenance costs?When district standards for furnishing classroomsare established, does allz)cated space facilitatcustodial work within the classroom?Does the district budget pr aviie the necessaryfunds to carry on a detaileo, carefully plannedprogram of maintenance and operations services?Do annual budgets provide adequately for depre-ciation and replacement as well as for originalpurchases of maintenance and operations equip-ment?Have the maintenance and operations servicefunctions been included and have personnel beensufficiently trained and involved in developingand operating the district's safety and securityprogram?Does the district's educational program encour-age students to respect school facilities?Are the writt. n rules and regulations regardingthe use of school facilities by community groupseffectively enforced so as not to cause undue cus-todial problems?

These ten questions, thoughtfully considered by thegoverning board members, can be a starting pointtoward maintaining the district's facilities.

Standards for appearance and performance ofschool facilities reflect the governing board's interpre-tation of the wishes of the taxpaying communityregarding the schools. The board is responsible forformulating pulley definitions that clarify the stan-darc necessary to design, construct, equip, and main-tain and operate the physical plant; financing theseoperations; and assisting in and following up theimplementation of the policies.

Standards of appearance and performance shouldnot be confused with work performance standardsAlthough work performance standards are helpful inimplementing the board's policy and standards, theyare not the same as standards of appearance. A sam-ple of a stand,. d of appearance and performance thathas been prepamd by a governing board follows:

Our school facilities shall be maintained at a level ofsupport required to sustain a high quality educationalprogram within the district. Through adequate mainte-nance school district facilities are able to provide func-tional, sal:, healthy, and comfortable environments forthe educational process. Appearance and support sta..-

dards should create an image of effectiveness and effi-ciency. They should ensure cost effective maintenanceand long building life. They should promote both stu-dent and community pride and should protect the tax-payer's investment.

Such a policy can be implemented through variousmethods. These include appropriate functional orga-nization, personnel staffing procedures and techniques,shop facilities, equipment and supplies, and overallcoordination and management.

Personnel Policies

Once a framework for facility standards has beenestablished, the governing board is responsible forestablishing personnel policies involving the mainte-nance and operations program. In general, the persondirectly responsible for executing district policy andfor establishing divisional personnel policies is thedirector of maintenance and operations, who works incoordination with the district manager of personnel.

Because maintenance and operations are closelyrelated functions, one director should administer bothareas. The director should be responsible for submit-ting personnel policies, including those concerningemployment, to the superintendent and to the govern-ing board for adoption. The policies should bereviewed yearly by the administrative staff and recom-mended changes or additions should be submitted tothe governing board.

Newly hired staff members should be trained in dis-trict policies, procedures, and standards. The govern-ing board shot d be aware of the need for training andshould estab' .,n a staff development policy. Trainingreduces maintenance and operations costs and in-creases staff efficiency. If staff members are ac-quainted with new materials, processes, and proce-dures. they can make a greater contribution to theeducational program and to the efficiency of theirdepartments.

The staff development program should be reviewedperiodically to ensure that program content is currentand consistent with board policy, objectives, andstandards.

Selection of Equipment and Supplies

The total cost of the maintenance and operationsprogram can be affected significantly by the quality ofequipment and supplies. Although labcr constitutesthe major portion of the cost of any maintenance andoperations activity, cost-effective selection of equip-ment and materials can reduce short-term and long-term costs. School boards should ador a consistentpolicy concerning the type and quality of equipmentand materials used. This policy should be used as aguide by the district's business services employees to

153

specify the quality of the materials and supplies to bepurchased.

High-quality equipment and supplies contribute toincreased productivity; consequently, tasks are com-pleted more efficiently. Greater productivity results ina high level of achievement in the maintenance andoperations department. Although equipment and sup-plies of high cuadity are initially more expensive thansimilar products of lesser quality, they often cost thedistrict less in the long run because they help workersto be more productive.

Facility Design and Site Utilization

Maintenance and operations costs are affected byfacility design and site utilization. Structures can bedesigned to meet educational specifications and, at thesame time, keep maintenance and energy costs low.The governing hoard should adopt a policy thatencourages the procuring of low-cost sites and thedesigning and building of long-term, low-cost facili-ties. The director of maintenance and operationsshould be a member of the planning committee. Usu-ally, he or she can suggest ways of minimizing main-tenance costs. One important way of minimizing costsis through standardized building components. Stan-dardized components simplify maintenance require-ments and necessitate buying and storing fewer replace-ment parts. As a result, maintenance personnel willneed to have a thorough understanding of only a fewcomponents rather than a superficial knowledge ofmany.

A common complaint of the operations staff is thelack of storage space for equipment, cleaning mate-rials, and supplies. For example, if some floors arecarpeted, additional equipment is needed to clean the

4

carpets; and this equipmer' must be stored in a desig-nated place. Because storage problems can limit theuse of many labor-saving devices in school custodialand grounds departments, architects should makesure that provisions are made for storage of equip-ment that may be acquired.

Because school and civic pride are enhanced ',1yattractive grounds and landscaping, a well-designedand well-constructed campus for each school shouldbe a desired goal of the administration. Properlydesigned school campuses provide stimulating educa-tional environments for pupils, staff, and the public.This aesthetic consideration should not be overlooked.Landscaping should be considered an important partof energy conservation. Properly designed landscap-ing will significantly reduce energy use in facilities. Inpromoting energy conservation, the governing boardshould recommend the selection of drought-resistantand low-maintenance plants. Trees and shrubs areimportant because they provide natural cooling. Theyalso shade the ground mass, preventing the storage ofheat. School campuses should not be excessivelylandscaped, however, because increased long-termcosts will occur. Prudent judgment in design canresult in attractive campuses that are economical tomaintain.

An active program of staff development for plantgrowth management 3hould be established and sup-ported. The sophistication and cost of equipment andchemicals and their usage mandate in-s,:rvice trainingfor staff members.

Finally, playground equipment on school groundsshould be carefully designed so that schoolchildrenwill not be injured when using it.

16

Chapter 2

Implementing the Governing Board's Policies

Approximately 13 percent of a school district'sincome is allocated to maintaining and operatingfacilities. The person who directs the district's mainte-nance and operations department has to make certainthat these funds are spent wisely. The two essentialcomponents that control expenditures are (1) themaintenance and operations department's organiza-tional structure; and 1,2) the department's administra-tive practices.

Larger school districts need explicit lines of com-munication so that important information can beforwarLcd quickly to the maintenance and operation.,department. Smaller districts can operate withoutsuch detailed communication channels. In either case,the department should develop detriled procedures toensure that the department operates successfully.

Implementation of the procedures established bythe department depends on the department's organi-zational structure, which should facilitate the system-atic and practical development of required procedures.

School facility maintenance and operations involvesthree major areas. All three areas are complementaryand mutually supportive of the total educational pro-gram. Descriptions of these three areas follow:

1. Maintenance of buildings, building equipment,and grounds installations and equipment. Thisfunction involves operating and maintaining thefacilities' mechanical, electrical, and structuralsystems. The air-conditioning and restroom equip-ment, the plumbing, the lighting system andtither electrical apparatus, roofs and walls, andthe sprinkler irrigation syst. in :re all compo-nents of these mechanical, electrical, and struc-tural systems.

2. Operation of custodial maintenance services.This function involves cleaning, sanitizing, andvacuuming carpets; cleaning hard surface floors;disposing of trash; and performing other house-keeping tasks required to maintain a clean, sani-tary, and comfortable environment that sup-ports the educational program.

3. Operations of grounds (organic) maintenance.This function involves providing neat, clean,attractive, safe, and functional ground facilitiesthat support the educational program. Thisfunction includes maintaining playground areas,

17

athletic facilities, turf areas, ground covers, andornamental plantings.

Implementing the Board's Policies

The director of maintenance and operaticns isresponsible for carrying out the total maintenance andoperations program and must formulate administra-tive practices and procedures that will make it possi-ble to achieve the policies established by the governingboard. In most instances these practice; and proce-dures are developed with the help of the assistantsuperintendent for business services. The administra-tive procedures formulated, as well as the recommen-dations made for the department, are submitted forapproval to the superintendent and the governingboard.

The director of maintenance and operations isresponsible for:

Designing and implementing a functional organi-zational planExercising sound personnel management practicesDeveloping and presenting a budgcrtPurchasing facilities, equipment, and suppliesMonitoring the planning, constructing, and equip-ping of facilitiesEvaluating the effectiveness of the maintenanceand operations program

Designing and Implementing an Organizational Plan

The line and staff organizational pattern is fre-quently used to establish a sound functional organiza-tion. This pattern retains the undivided authority andfull responsibility given to the director in a line-typepattern of organization but includes the advice andassistance of staff personnel. It also (1) makes possiblethe addition of new activities without interruption tothe regular operating procedure; and (2) makes use ofthe division of labor and introduces the staff specialistinto the organizational pattern. Cooperation and coor-dination between departments can be a prfAuct of thistype of organization.

Figures 1 through 4 depict the wide-ranging organi-zational patterns that can b' used in various schooldistricts. Each district should develop its own organi-zational chart so that all employees anoerstand thelines of authority for supervision and evaluation.

S

Assistant Superintendent

Administrative Secretary

Director ofMaintenance, Operations, and Transportat.on

Secretary

TSupervisor of

Maintenance and Gardening

Maintenance

Craftsworker (6)Worker (6)Shop Assistant (1)Locksmith (2)

Gardening

Gardener (2)Groundsworker Specialist (1)Groundsworker (4)

Custodians*

District Office (1)Floor Care (2)

Transportation

Heavy-Duty Mechanic (1Lead Bus Driver (1)Bus Drivers (12)Bus Attendants (2)

°The distnct is decentralized, and the department handles supplies, equipment replacement, substitution, and technical assistance to the site administrators (principals)

Fig. 1. Line-and-staff pattern of maintenance and operations for an elementary school district that operates one pre-school, two special education units, and ten school., and has an e.d.a. of 6,700

18

ISupers semiBuilding

Maintenance

Head( Mechanical)

Head

IF leanest)

Alamicnancelet hnit Ian

Minienancetechnician

Maintenance1:

19

HeadI Electronic)

Maintenancetechnician

MaintenanceTechnman

Maintenanceeshncuan

M ontenance

Tc,"Ict.ln

GoverningBoard

DistnciSuperiatendent

AssistantSuperintendent

Business Serciets

Ihtettor ol Fac lines Support Sers Ices

Administratne1 el. hnician

PlannerPresentive Maintenance

( oord maim

Secret...

( lerk

BEST COPY AVAILABLE

Supers stir ofGrounds

Maintenance

Supers nor ofumodial

Maintenance

leadGroundskeeper

HeadUSItkildll for

District

[GroundskeeperHead

(Structural)Head

Meuhanic

I cadGround,

Cie

lead

( rew II

leadtroundskeeper

Crew III

cadGroundskeeper

Special ( rew

I mad

( medianI cad

( ustodian

Head( m« dean forFlememars

Head( usiodian I or

Middle Schnol

Supercosor forHigh School

Plant

Mechanic Field ToriiMowing

Field TurfMowing

Field TortMowing

SprinklerRepair

Substitutenol

Management

Site SupportCress Substitutes

MaintenanceWelder

Ornaments'lawns

Ornamentalawns

Ornam-ntalLawns

ChemicalApplication

Inssengeminat

DistrictPrograms

Crew Substiones

*In a decentralindsystem, thetechnical

Classifications

t SupervisorLead Person.

so forth)

Trainee

Plumber Trees Shrubs 1 Ines Shrubs Trees Shrubs RefurbishmentSanitation

andPest Control

F quipment

Maintenance

participatorydistrict's administrators

management support

r

Maintenance and Operations Job

BUILDING MAINTENANCEHead Trade SupervisorTechnician V Senior lourneypersonTechnician IV JourneypersonTechnician III General MaintenanceTechnician II Maintenance UtilityTeal moan I Maintenance Appren'ice

GROUNDS MAINTENANCEHead District Groundskeep'Lead Groundskeeper CrewGroundskeeper IV Special Function GroundskeeperGroundskeeper III (chemical spray andGroundskeeper II Senior GroundskeeperGroundskeeper I Groundskeeper

Entry-Level Groundskeeper

I oclo.mahEquipment

Gla/csr

High Schon i H gh Sd not' High School.

Painter

educational managementprovide

to the si e manager (principal)

GeneralMaintenanceTechnician

Fig. 2. Line-and-staff pattern of maintenance and operations for a unified school district thatoperates four high schools, four middle schools, and 17 elementary schools and hasan a.d.a. of 16,500

CUSTODIAL MAINTENANCEHead District Custodial SupervisorLead High School Lead PersonCustodian IV Head Custodian, Middle SchoolCustodian III Head Custodian, ElementaryCustodian II Night CustodianCustodian I Entry-Level Night Custodian Trainee

20

00

r.....L..,ISupervisor of

MechanicalMaintenance

I

Heating3

Refrigeration3

Electrical4

Plumber3

BusinessMachines

2

Food Services2

1--1Administrative Staff

1

Director ofMaintenance

and Operations

Superv;3or ofMaintenance

and Operations

1

Supervisor of Supervisor of Supervisor of Supervisor ofBuilding Security and Community Grounds

Maintenance Electrical Services Maintenance

I I

Carpenter Security Carpenter Sprinkler3 10 2. Repair

Painter Electncal Welder 2

5 Technician 1 GroundsLocksmith 4 Mainttnanc

2 Audiovisual 5

Glazing Repair2 2

Welding2

Bui!dingMaintenance

5

StadiumMaintenance

1

Supervisor ofGrounds

Opel ations

1

Gardener(Area I)

2

Gardener(Area II)

2

Gardener(Area III)

2

ReserveGardener

10

Mowers3

SpecialProjects

2

CustodialSupervisor

1

Custodial Relief2

District Office2

EquipmentRepair

1

ReserveCustodian

2

-111Supervisor of

Vehiclesand Equipment

I

Vehicle andMechanic

Equipment4

I

Supervisor ofWork Control

1

ShopPlanner

2

PartsControl

I

Hg. 3. Line-and-staff pattern of maintenance and . perations for a unified school diattici that, ppef atesIFI POO ':facilities and has an a.d.a. of 45,200 t4 I . t, i_ - 0 u , ' ' '44

Planning and SchedulingBranch

Director ofMaintenance and Operations

Clerical Branch

1 Storeroom Branch

Maintenance Branch

StructuralMaintenance

23

Mechanical]Maintenance

Project CoordinationBranch

Painting

Reprographic Branch Grounds Branch

Grounds

Custodial Branch

Floor Crew

1

High School High School High School High School

EquipmentOperation

Security

Sprinkler

High Schoo!1 High :school High School

Fig. 4. Line-and-staff pattern of maintenance and operations for a joint union high school dist?ict operating seven I ighschools with an a.dat. of 10,500

I

[ Delivery

Because most district maintenance personnel havedistrictwide responsibilities, the supervisor of mainte-tiance should have direct line authority over all main-tenance employees. The supervisor should provideFaison between site administrators and the businessdivision concerning budgeting requests for servicesand equipment. If maintenance responsibilities alsoinclude the care and upkeep of school grounds, thesupervisor also should direct the work of these gaffmembers. If gardening and site work are regarded as aseparate function and gardeners are assigned to dis-trictwide crews rather than to individual sites, thesupervisor of grounds will operate parallel to themaintenance supervisor.

Some districts assign full-time maintenance per-sonnel to district high schools. If this type of arrange-ment is best for the district, the responsibilities ofassigned maintenance personnel should be clearlydefined.

The job description for each grounds employeeshould deafly indicate the line of supervision. Mostgardening is now done by crews that operate under acentral supervisor. Large high s "hools may be assigneda full-time gardener. If so, the supervisory responsibil-ity must be defined at the district administration level.

The operations phase of facility management in-cludes those daily or frequent and regular services andactivities necessary to keep the physical plant open*and usable. Keeping a heating plant operational,cleaning classrooms, and washing windows are opera-tions functions. Because of the nature of this work,custodial staff members usually are assigned to spacific sites and buildings. If because of the district'sphilosophy the building principal is assigned as siteadministrator, he or she should have line authorityover the custodial staff members. Certain other staffservicesincluding technical supervision and budgetrecommendationsshould be provided by the super-visor of operations.

The organizational structure for the entire district,including the maintenance and operations depart-ment, should be established and approved by thegoverning board. The organizational structure that isfinally established will have a significant impact onthe productivity of all personnel who are working toachieve the goals and objectives of the board.

Sound business practices dictate that the districtorganizational structure be clearly defined. In addi-tion, each job should be clearly defined. Employeesshould understand their role and functio.a within thetotal organization. Organizational levels of authorityshould be kept to a minimum, and each employeeshould be responsible to only one supervisor. Staffingratios of supervisors to workers should be appro-priate. Consideration should be given to those func-

tions that should be performed by distrie' staffmembers and those that should be performed by con-tract personnel.

Exercising Sound Personnel Management

Salaries for maintenance and operations personnelcould equal approximately 80 percent of the totaldepartmental budget. Therefore, r e proper selectionand management of personnel are the primary respon-sibility of the director of maintenance and operations.To be most effective when selecting and managingpersonnel, the director of maintenance and operationsshould consider all categories of personnel manage-ment. A discussion of each category follows.

Adequate Staffing

The maintenance and operations department re-quires an adequate number of staff member: to be aneffective support syste' for the instructional pro-gram. In times of fin Acial crisis, governing boardsmay attempt to economize by cutting either personnelor supplies. This practice can result in greater long-term expenditures and a reduction of funds availablefor instruction. A cutback in personnel may result inexcessive overtime for the remaining staff or indeferred maintenance and the eventual collapse of theplanned maintenance program.

Savings in the maintenance and operations budgetcan be better accomplished through the more effectiveuse of personnel. Increased efficiency can result insignificant dollar savings. Staff members who aretrained, are competent, and are properly equippedshould be efficient. However, even the best worker isnot productive 100 percent of the time. Ev--y job hasnonproductive time. For example, time workers spendgetting instructions, picking up supplies, traveling be-tween jobs, and being on standby or on break makesup approximately 40 percent of the normal v ork day.Therefore, a 60 percent production factor or effectivetime factor may be used in budgeting personnel time ifa more exact estimate is not available from districtrecords. A reduction in unproductive time is, ofcourse, a worthy goal for the maintenance and opera-tions department.

Job Descriptions

Each position within the maintenance and opera-tions department should be supported by an accu-rately written job description. At least once a year, thejob description of each position in the maintenanceand operations department should be evaluated andcorrelated with the needs the district. As newequipment and techniques are introduced into the dis-trict, the job description should be updated to con-form with actual practice. Each employee's position

25

should be reviewed also to ensure that each employeeis performing the job outlined in the job description.This review should be done on a regular basis.

Recraitm% nt

Procedures for atti acting qualified applicants to filla position vary according to the size and location ofthe school district. One method of attracting qualifiedapplicants is to. develop clearly written job vacancyr..mices and post them in state and local employmentand personnel offices and in other school facilities.These notices should include a general description ofthe community, the district, and school programs. Inaddition, the description should list the job responsi-bilities and qualifications, inchding educational andexperience requirements. Application and selectionprocedures also should be clearly stated. The salaryrange, number of work days, and an overview offringe benefits will be helpful in attracting qualifiedcandidates.

Another effective method of recruiting qualii edapplicants is to advertise in the employment sectionsof local newspapers. If funds are limited, it is costeffective to advertise once a week in the Sunday edi-tion of the local newspaper with the largest circulation.

As a public service local radio stations may offerfree radio time for announcing job vacancies. Anotherresource that may help in recruiting qualified personnelis local business and industry. The personnel directorand the maimenance and operations director shouldbecome acquainted with their counterparts in businessand industry. To do so not only promotes improvedcommunity relations but also may result in cooperativeefforts to refer qualified candidates when opening,exist.

Selection and Assignment

After the governing board has established the typeof organizational structure to be used, the selection ofcompetent personnel to implement the program'sgoals and objectives is the next critical step. Thescreening and selection of employees should be consid-ered an integral part of overall organizational plan-ning. The policies for utilizing human resourcesshould be based on the district's long-term needs andgoals.

To predict future staffing needs and to gain anunderstanding of the interdependence between per-sonnel policies and personnel flow, the personneldepartment should analyze past patterns of personnelflow. Policies and procedures then can be establishedto provide the framework for employment decisionsand should be reviewed periodically to determinewhether they should be revised.

Ideally, the policies and procedures used in hiringpersonnel will facilitate a mutual matching of jobs and

26

employees. Defining the characteristics an employeeneeds to perform the job successfully can help todetermine the best qualified applicant. Current stateand federal legislation requiL that an organizationbe able to prove the job-relatedness of job specifica-tions and all information gathered during selectionprocedures. Therefore, the personnel department shoulddecide on qualities that are observable and measurable.

After initial screening, four or five candidatesshould be selected for each position to be filled. Pre-lircinary screening can be accomplished through briefinterviews and completed apnlication forms. Informa-tion gathered should provide verifiable biographicalinformation and answers to questions about goals a. idinterests. This information will also provide a :,ampleof the applicant's written communication skills. Althoughwritten references can sometimes be helpful, they areusually positive and vague. A written reference shouldbe followed up with a telephone call or personal visitto the applicant's current or forme; place of employ-ment.

Once an applicant :as met minimum requirements,the decision to employ him or her is usually madeafter a personal interview. The purpose of the inter-view is to determine whether the organization wantsto hire the applicant and whether the applicant wantsto be part of the organization. The latter purpose isoften forgotten but is especially important whenapplicants are in great demand. Interviews should beconducted jointly by personnel office staff memberswho are adept at judging minimal qualifications andpersonality factors and line managers who can judgethe applicant's technical ability and experience.

Some common do's and don'ts of interviewing areas follows:

Do:

Know the job description, job specification. andqualifications.Complete as much preliminary work as possibleby verifying resumes and talking to others famil-iar with the candidate.Interview applicants in a comfortable room withon,distractions.Allow adequate time for the interview.Allow the candidate to do most of the talking.Make sure that the candidate knows the back-ground of the job and the school district.

Don't:

Conduct an interview without a strategy.Fail to establish rapport.Ask poorly phrased questions that suggest thedesired response.Ask purposeless questions.Make biased judgments or jump to conclusions.Become antagonistic or inhibit the applicant.

II

Fail to follow up leads.Ask questions which go be; and the limits of aproper interview.

e Place too much stress on the applicant.

A structured interview that follows a plan and acombination of a k ..rect and indirect style are recom-mended The applicant should be encouraged to talkfreely about relevant topics in a directed sequence.The interviewer should limit his or her remarks to 15to 20 percent of the allotted time and should allow theapplicant to use the remainder. The interview shouldbe conclnded with an opportunity for the applicant toask questions. In addition, the candidate should betold wh ... a decision will be made and be given a tourof the facilities.

The final employment decision should be based onan effort to quantify the data gathered from all selec-tion measures. Vario:F interview guides, interview rat-ing form, and interview reports can be adapted tomeet the deeds of each district.

Increased accountability in education demands thatadministrators, teachers, and support staff personnelperform effectively. Improved selection proceduresshould be cie ',eloped in relation to those qualitiesneeded for actual on-the-job performance. Thesecriteria can then be used in hiring, supervision, dstaff development.

The most pressing task of the maintenance andoperations director, in conjunction with the district'spersonn.1 department, is to ensure that the mainte-nance and operations staff is highly qualified. Person-nel policies should be upgra.: 4 continual y to meetthe demands of current technolog: :al advances inconstruction, machinery, and electrical equipment.This need is emphasized because the long-range costof the maintenance and operations program is greaterthan the initial construction cost of a new facility.

Although in many parts of California the recruit-ment of skilhd employees is difficult, maintenanceand operations directors should guard against hiringsemiskilled or unskilled employees who do not meetthe requirements for the position Technological ad-vances have introduced increasingly sophisticatedmechanical and electrical equipment into school facil-;ties. As a result, maintenance personnel must have anincreasingly higher level of skills and training.

A greater demand for skilled employees will resultin higher salaries. School districts must be prepared toincrease their current salary rates to equal those ofbusiness and industry in the local area. It is impossibleto economize on salaries for maintenance ,tad op a-tions staff and still expect to attract and keep compe-tent, skilled personnel. Highly competent employeeswill save the district many times over the additionalcosts in salary expenditures.

12

Standards for Job Performance

Work standards, quality levels, completion sched-ules, and other standards for job performance shouldbe established either formally or informally. If thesupervisor establishes predetermined levels of workquality, employees will try to achieve those levels.When the supervisor fails to establish work qualitylevels and completion times and simply leaves thesematters to the employees, an uneven level of perfor-mance may be the result.

The wide variety of maintenance and operationsduties results in a need for many standards. Establish-ing standards is not easy. The first step is to arrive at aclear understanding of the levels of accomplishmentsto be attained. This step is essential to the successfuloperation of the department. Current job descrip-tions, accurately assigned work loads, and a methodof equally distributing the work load among personnelwithin each school and among schools are essentialelements in establishing work standards.

Staff Development

Because people are an organization's greatestresource, it is vital that administrators help themembers of their staff develop their full potential.One imp -mtant means of assisting .aff members inthis process is through an effective program of staffdevelopment. An effective program of training shouldinclude development of technical problem-solving and I

communication skills and should revolve aroundtopics that the staff identified in a needs assessmentsurvey as high priorities.

Because the California Legislature also recognizesthe need for staff development for classified staffmembers, the Education Code authorizes governingboards to grant leaves to ciassified employees forstudy or retraining and provides for partial or fullcompensation to employees who meet certain condi-tions. Staff development can Ake many forms, andthe certificated administrative staff must have theeducational background needed to explore the var-ious means with which to provide a sequential,planned program for improving the classified employees'knowledge and skills.

Essential ingredients. Adult night school is oneresource that can be included in a staff uevelopmentprogram. Courses for classified employees can beinstituted by the school district. These courses must beopen and must be of interest to the general public. Ifthese and other prescribed conditions are met, a dis-trict that provides the courses may include the atten-dance of such students in its annual attendancereports to the state.

An important decision to be made concerningdepartmental training programs is the selection of

27

those who will conduct the training. Depending on thesubject to be studied, the presenters can be expe-rienced members of the district staff, personnel : lmoffices of county superintendents of schools, collegeinstrcctors, community members who have a special-ized background, or employees from nearby schooldistricts.

In addition to the district-level workshops or coursesthat may be offered, at least one annual institute ortraining progym for persons employed in classifiedpositions may be held by the minty superintendent ofschools. The office of the county superintendent ofschools can assist in organizing, planning, and con-ducting regional training programs. School districtparticipation in program planning will help the countysuperintendent provide for district needs and willensure that the instruction is applicable to the prob-lems of each district.

Small-sized to medium-sized districts are some-times unable to provide a complete training program.As a result, new custodial personnel added to the staffduring the school year may receive little or no train;.ngbefore they begin their jobs. One solution to this prob-lem is to assign either the head custodian of one of thelargest schools in the area or a night custodian and amember of the night staff to instruct new employees.This preliminary training is designed to help newemployees begin their jobs with the necessary mini-mum knowledge. Later, during the summer, a com-prehensive course may be given to all new employeeshired during the year.

Supplemental staff development may be providedthrough apprenticeship programs. One type of appren-ticeship program that may be administered success-fully in a district of any size is one that assigns inexpe-rienced employees to skilled workers so that theemployees can receive on-the-job instruction in spe-cific crafts. As these beginners gain experience, theyare given more difficult tasks. After they demonstratesatisfactory performance, they are classified as skilledworkers.

Another practice in apprenticeship training, onemore adaptable to larger districts, is to provide atraining center or shop at one of the district's schools.Here skilled workers instruct small groups of traineesin particul' rafts. This instruction is continued untilthe tra -.1:. 'e sufficient knowledge to assume comejob responsibilities under supervision.

Another resource for staff development is course-work offered through many technical schools. Duringthe past several years, technical schools have offeredextension courses for maintenance and custodial per-sonnel. The courses are conducted by specialists andconsist of lectures, discussions, audiovisual presenta-tions, demonstrations, trainee participation in the per-formance of certain tasks, and panel presentations.

28

In small districts in which custodians do ii mainte-nance work except contract maintenance, specialtraining should be given in the kinds of maintenancetasks the custodians will perform. In large districtswith separate maintenance and custodial crews, train-ing programs may enable staff members to move fromone job category to another; or instruction may belimited to improving skills within work categories.Training in the various maintenance work categoriesmay incluJe specialized activities. In many parts ofCalifornia, manufacturing concerns, the building andtrade professions, and industry may provide present-ers for staff development programs. Presenters shouldbe experts in the area they teach and skilled in practi-cal teaching methods.

Some manufacturers of school materials, furnitureand equipment, and operations supplies will provideskilled personnel to train maintenance employees inmaintenance techniques and methods of using theirproducts. They should not be permitted to try to selltheir products. Most companies realize that consumersatisfaction is important and are willing to spend timeand money on research to improve their products andcreate greater consumer demand. The research find-ings may not be available to the general public, butthe data may b.! used by company representatives asinstructional course material. In addition, districtsmay also use architees and engineers as resource per-sons. Many large industries employ maintenance spe-cialists. These specialists may conduct instructionalsessions for school district einployees.

No single model for a staff development programwill meet the needs of every district. Districts shouldtake into account many factors when planning forstaff development. The model used for any specificstaff development program may vary, depending onthe district's philosophy, needs, and resources. Gener-ally, the most effective staff development programincludes theory, demonstration, practice, feedback,and on-the-job application. In addition, the staffdevelopment program should be concrete and shouldbe aimed at specific skills, individualized to meet theneed of each staff member, and conducted throughoutthe year.

Implementation of the program. Once the essentialingredients of an effective staff development programare understood, the next step is implementing theprogram. The maintenance and operations directormust assign staff development a hi; niority. Themanager's feelings will be conveyed to the staff; there-fore, it is important that he or she believe thatimprovement and positive changes will result from thestaff development program. A good manager wi!i besensitive to the needs of staff members and willattempt to match individual needs with availableresources. A good manager will cis° keep informed by

13

reading professional journals and attending confer-ences.

Ti fir step in cating a staff development pro-gram is allocating resources. The money to pay for thecosts of a staff development program should be avail-able before the program begins. A district may cutcosts by sharing expenses with other districts, or sev-eral districts may agree to conduct educational pro-grams for classified personnel as a joint venture.Through cooperative effort at the local level, thetraining programs can be adapted to meet the needs ofthe individual districts.

The policy of employee compensation fu. district-sponsored workshops should be decided at the locallevel. Whatever poli':y is established, the value thatthe district places c a training will be reflected in thatdecision.

The policy for compensating trainees and instruc-tors should be clearly defined before staff develop-ment training begins. The plan that is best for theindividua! district should be adopted. Workshops canbe held during school vacation and during regularworking hours, and employees may be excused fromregular work to attend the workshops. Workshopattt ndance may be made a requirement for employeesto attain the next additional salary step or to reachand stay on the top step of the salary schedule. Jobdescriptions, career ladders, and staff developmentshould be designed for retention of qualified personnel.

Staff Relations

Communication between employees and employersis essential to the success of an organization. Manyvariables are involved in the process of organizationalcommunication and tend to fall into two majorcategoriesupward communication from employeeto supervisor and downward communication fromsupervisor to employee.

Downward communication falls into five distinguish-able categories:

1. Job definition. Employees should be told whattasks they are expected to perform.

2. Rationale. Employees should be given an expla-nation of the purpose of the job and how it fitsinto the goals and objectives of the district.

3. Information. Employees should be informed ofjob benefits, rules, regulations, and procedures.

4. Evaluation. Employees should be informed ofevaluation procedures, including information onthe quality of employees' performance.

5. Ideology. Employees shodd be informed oforganizational goals and objectives and under-stand why their support of these goals and objec-tives is important.

14

Although these categories appear quite simple,effective downward communication is not a simplefunction. Management should not assume that formalchannels of communication are alv -tys effective inproviding employees with needed information. Com-munication is a process that must be continuallyreviewed and refined.

Factors that have significant influence on the effec-tiveness of upward communication are the following:

I. Upward communication is likely to be used bymanagement if it is stated positively.

2. Timely communication has impact.3. Communication that supports current policy is

likely to ...u;cepted.4. Upward communication is likely to be effective

it it is directed to the person who can take directaction on it.

5. Upward communication is effective when itappeals intuitively to the receiver's sensibilities.

Neit;icr downward nor upward communication willbe effective, however, unless employers and employeesdevelop mutual respect, trust, and openness. In anorganization in which employer-employee relation-ships exist in a climate of openness, trust, and sup-port, job satisfaction and organizational effectivenesswill be enhanced.

To be effective, the maintenance and operationsdepartment must coordinate the management of facil-ities with the total instructional program. Staff rela-tionships in the schools, which are occupationallycomplex organizations, can be improved if eachemployee is well informed regarding the role andfunction of all other employees. Advise, y committeescomposed of management, instruction, design, con-struction, and maintenance and operations personnelwill facilitate this type of understanding.

Developing and Presenting a Budget

The governing board is responsible fo establishingphilosophy and policy to use when dt /eloping thebudget. The philosophy and policy should ensure thatthe budget supports an appropriate level of mainte-nance and operations functions. Although the budgetis developed annually and is based on policies approvedby the board, budgeting should be a continuous pro-cess that allows for flexibility based on changingneeds. The budget should be a tool of the administra-tion and should represent the resources necessary toaccomplish the goals of the governing board. Thethree major budget considerations are the total educa-tional program, expenditures, and revenue.

Because the revenue and expenditure estimates usedto develop the budget are projections for a year inadvance, these projections may not be precise. As a

29

result, estimates must be revised continually. In somedist-icts budget revisions are made monthly. Revi-sions are especially important because revenue isreceived at an uneven rate during the year, and someexpenditures do not occur regularly. Updating thebudget will help to avoid deficit financing and keepexpenditures in line with revenues.

Projecting Budget Needs

The first step in preparing budget estimates for themaintenance and operations department is to estab-lish a clear picture of the work to be accomplished.The maintenance and operations section of the totalschool budget should represent an honest. reaisticattempt to set forth patterns of action that will pro-vide the best environment for the district v short-termobjectives and long-range goals. Normal repairs ofbuildings and equipment, replacement of equipment,and upkeep of grounds may be budgeted for on thebasis of accounting and personnel data and by projec-tions derived from maintenance control records andthe annual technical inspection. Other considerationsin projecting budget needs are shifts in the local econ-omy, redevelopment programs, changes in housingpatterns, and technological advances. In addition,costs should be anticipated for alterations in the phys-ical facilities because of amendments to legislativedirectives or by shifts in district instructional policy.Budget cuts are sometimes necessary; however, befoi-;cuts are made in the areas of maintenance and opera-tions, careful consideration should be given to thelong-term impact on the instructional program.

To carry out the governing board's policy of ade-quate budget resources for the maintenance and oper-ations function, the administration must determinethe proper level of support. Criteria which can be use-ful have been developed based on factors of (1) cost ofmaintenance and operztions based on square footage;(2) a percentage of the total general fund operatingbudget; and (3) a percentage of the building andequipment replacement value. A provision for a main-tenance reserve fund is also worth considering. Mean-ingful criteria should be established for deciding themaintenance and operations budget. But it should benoted that data on past expenditures may not beappropriate for project. ag future budgets.

Establishing a Reserve Fund

One of the most important responsibilities of aschool business manager is to justify objectively howmuch money should be spent for maintenance of theschool plant, including (1) repair of buildings; (2) repairof equipment; (3) replacement of equipment; and (4) up-keep of grounds.

It is practically impossib. 'o put a price tag on theinvisible deterioration that occurs every year on every

component part of the facilities. Maintenance needsare, therefore, usually determined only by the deterio-ration of facilities that can be seen and obviously needto be repaired, overhauled, or replaced.

In the absence of any knowledge of unanticipatedor emergency maintenance needs, districtsbudget a reserve fund for unforeseen needs and hopeit is sufficient. Too often, figures based on averagedaily attendance (a.d.a.), average daily membership(a.d.m.), number of students per tt.acher, classroomsquare footage, and other figures aic used for compari-son. None of these figures describes the true mainte-nance needs as well as a percentage of the 100 percentreplacement values. This percentage is directly relatedto the amount of property to be maintained and isautomatically adjusted for changes in labor and mate-rial costs each year. Experience has shown that totalmaintenance expenditures each year should not beless than 2.9 percent of the building replacementvalues. This amount, of course, does not provide for"catch-up" needs.

Establishing an annt.al maintenance reserve fundfor repair of buildings and equipment, upkeep ofgrounds, and replacement of equipment is the onlycourse to take to guarantee taxpayers avd teachersmaximum life for facilities and always provide satis-factory teaching stations for the instructional process.'

School districts should consider establishing a dis-ii kiwi& annual maintenance reserve fund. This fundwould be used for the adequate and reasonable repairof buildings, repair and replacement of equipment,upkeep of grounds, and a preventive maintenanceprogram. Establishing a total annual maintenancereserve fund involves several steps. These steps areoutfned in figures 5 through 11.

The process of determining a total annual mainte-nance reserve fund (completing figures 5 through 10)can help to determine the maintenance funds to beincluded within the revenue limit and reserves to beraised. Figure 11 includes the formula for determiningthe maintenance funds needed.

Presenting the Preliminary Budget

After all phases of the maintenance and operationsdepartment have been analyzed, the findings shouldbe incorporated in a preliminary budget that reflectsall items of concern to management on a districtwidebasis. The director of maintenance and operationsshould supply supporting data, such as charts, graphs,figures showing trends in cost patterns, and staffingand wage estimates, to accompany the preliminarybudget. The detailed information gathered through

'Material in the first four paragraphs of this section is adapted from S. C.Joyner, "How Much Should the District Spend for Maintenance?"CASBO (California Association of School Business Officials) Journal ofSchool Business Management, Vol. 42 (September, 1976), 17.

3015

Column 1* Column II Column III

( I) All elementary school buildings square feet x $ $

Weighted average square 100 percent replacementloot cost for elementary value of elementary schoolschool buildings buildings

(2) All junior high school buildings square feet x $ $

Weighted average square 100 percent replacementfoot cost for junior high value of Junior high schoolschool buildings buildings

(3) All senior high school buildings square feet x $ $

Weighted average sqLare 100 percent replacementfoot cost for senior high value of sensor high schoolschool bu Jings buildings

(4) 'ommunity college buildings square feet x $Weighted average square 100 percent replacementfoot cost for community value of community collegecollege buildings buildings

(5) S fort buildings not included in above square feet x $ = $

Weighted average square 100 percent replacementfoot cost for support value of support buildingsbuildings

(6) Total square feet x $ = $

Column I Column 11+Totai of Column I Column 111

Square feetx S

= S Column IIIFigures to complete Column I mist be provided by the school district

Figures to complete Column II are determined by the State Allocation Board, Derartment of General Services, and are based on the total co' of allprojects approved in the previous year, regardless of sin of job or region

Fig. 5. Formula for determining the 100 percent replacement value of the district's buildings

1111111111MIIIMP

1.8 percent of total 100 percent replacement costs of buildings

(1.8 percent ) .018 x Column III, Number (6), in Figure 5 = Annual reserve fund needed for repair of buildings

.018x$ $

16

Fig. 6. Formula for establishing an annual reserve fund for repair of buildings

31

Equipment values average I I percent of building cost. Repair of equipment averages 5 percent of replacement value of theequipment.

I I percent of Column III, Number (6), in Figure 5 , Equipment replacement value

I I percent of $ = $

5 percent of Equipment Replacement Value = Money to be budgeted for annual repair of equipment

5 percent of $ = $

Fig. 7. Formula for establishing annual needs for repair of equipment

Repair of building reserve needs

Total square feet of all buildings

=

5 percent of the square foot cost for =

repair of buildings

Total sq,.are foot of gm...ads multi-plied by the cast per squarefoot for upkeep of grounds

=

Cost per square foot forrepair of buildings $

Cost per square foot forupkeep of grounds $

Annual reserve needed forupkeep of grounds $

Fig. S. Formula for establishing annual reserve needed for upkeep of grounds

An expenditure of 3.33 percent of equipment value means an average life of 30 years for all combined equipment.

3.33 pat..ent of $ =

Total replacement value of equipment Annual reserve needed for replacement of equipment

Fig. 9. Formula for establishing annual reserve needed for replacement of equipment

Repir of buildings $Repa:r of equipment $Upkeep of grounds $Replacement of equipment $Total annual depreciation reserve fund needed $

Fig. 10. Formula for determining the total annual depreciation reserve fund needed for all maintenance

Percent of operating budgetspent for all maintenance inprevious year

percent of $Annual operating budget

$ _ minus $Total annual maintenance Maintenance reserves in-reserve needed eluded within operating

budget

_$Amount of maintenancemoney to be included wi.luneach year's operatingbudget

_$Additional amount of main-tenance reserve to be raisedfor an adequate program

Fig. 11. Formula for determining maintenance funds to be included within revenue limits and reserves to be raised

17

32

technical and nontechnical annual ihenections andsurveys will be essential.

Next, the district's budget committee should makecomparisons of expected income against proposedexpenditures for the total educational program andrevise the preliminary budget accordingly. After therevisions have been made and the committee is satis-fied that the budget complies with the guidelines sup-plied by the superintendent or by the governingboard, the budget should be presented to the boardfor approval. In addition to presentation of the prelim-inary budget to the beard, presentations should alsobe made to other groups, such as taxpayer organiza-tions, employee bargaining units, the parent-teacherassociatioas, and other community groups.

Planning for Budget Expenditures

Most charges against the budget will be for antici-pated expenditures built into the budget. Salaries,preventive maintenance on facilities and equipment,and the ongoing operations program are examples ofanticipated expenditures that are budgeted andapproved by the governing board in advance of theexpenditure.

No matter how carefully the budget is prepared,unanticipated expenditures will have to be made. Proj-ects resulting from emergencies and not directly bud-geted for must, however, be authorized by the govern-ing board. The director of maintenance and operationsshould request approval for emergency projects fromthe board and submit an estimate of costs with therequest. If the board approves the request, funds areauthorized from the undistributed reserve funds. Thejob authorization is processed the same as one for anyother budgeted job.

Most authorities agree that the managers who areresponsible for the maintenance and operations depart-ment should have the authority to spend an amountdesignated by the governing board to take care ofemergencies. When this type of expenditure has beenmade, the board should ratify the costs at the nextboard meeting. As a rule a reasonable amount ofmoney is set aside in the budget for normally occurring emergency repairs. If major breakdowns occur,however, such as those caused by fire, excessive van-dalism, or floods, the board should authorize the useof reserve funds to cover the expense. In addition,when changes in safety or health laws require modifi-cation of buildings or equipment or when inspectionsduring the year show a deficiency in the facility thatneeds immediate attention, additional funds should berequested from the board.

Other unanticipated expenditures may occur duringthe course of the budget year because of an unex-pected program change that is initiated by manage-

IS

ment or by the governing board. This program changemay call for additional custodial personnel and build-ing modification. Additional funds, other than fundsfor maintenance, should be allocated to meet suchneeds.

Acquiring Facilities, Equipment, and Supplies

The acquisition of facilities, equipment, and sup-plies for maintenance and operations represents a sig-nificant portion of the total budget. Care should betaken in selecting equipment and supplies, in purchas-ing according t specifications and by competitivebid, in planning quantity purchases, and in schedulingcost-effective purchases.

Because labor accounts for a major portion ofmaintenance and operations costs, managers shouldprocure labor-saving equipment for all frequentlyoccurring jobs. Adequate tools in the hands of compe-tent maintenance personnel will quickly repay thepurchase price in time saved. Examples of such toolsare portable pipe-cutting machines; paint-sprayingmachines; electric drills, saws, and sanders; and land-scaping equipment. A single piece of equipment shouldnot be expected to perform many functions. Overuseof equipment can result in significant downtime forrepairs or transportation. Purchasing fewer piecesthan needed or items of poor quality is not cost effec-tive in the long run.

If maintenance material has been on the market forseveral years, its quality is generally known. Newmaterials that are claimed to be superior and lessexpensive than older products are being developedrapidly. However, new products should not be substi-tuted for those of known high quality unless testsprove their superiority. Among products and mate-rials that should be tested are floor coverings; mastics;waxes, seals, and finishes; paints; varnishes; weather-proofing substances; roofing systems; and cleaningcompounds. Product testing can be useful, but tomake a test meaning:.:!, a product's function shouldbe considered. Once its function is clearly understooe,its usefulness can be measured.

Performance standards can he effective in evaluat-ing materials and supplies. Carefully designed stan-dards can be used in developing specifications prior tothe letting of bids and the purchasing of the materials.The equipment and supplies received from vendorsshould be tested periodically to determine that thedistrict actually obtains what was ordered. The goal ofpurchasing equipment and supplies should be toobtain the highest quality product at the lowest possi-ble price. When products have been tested and usedsuccessfully, they should be included on the standardschool supply and standard school equipment lists.These lists should be updated annually.

Sp vilications and Competitive Bidding

Specifications may be established by listing brandnames or trade names or indicating "or equal "; de-scribing materials as to purpose anti use; indicatingfederal or state standards; referring to certified prod-uct lists; or referring to qualified product lists. Thecompleted document should list specifications by tell-ing the seller exactly what the district wants andexpects tt. be delivered. The document should bebroad enough to permit as much competitio2 as pos-sible and should emphasize performance standards crchemical composition. This document may containinstructions for inspection, marking, packaging, anddelivery as well as provisions for settling disputes.

Quantity Purchases

Additional savings can be realized by purchasinglarge quantities of supplies and equipment. If ade-quate storage and distribution facilities are available,this practice is generally advisable. Quantity pur-chases can be made by the office of the county super-intendcnt of schools. Some counties have developed asystem that ensures that all material is delivered at onetime during the summer. This procedure has resultedin substantial savings to school districts. Some advan-tages of quantity purchasing are as follows:

1. Vendors usually quote prices lower than thosegenerally available. The quotations are based onknot; n current prices rather than on futureprices.

2. Price quotations are usually lower because ofsingle manufacturing runs, a single deliveryperiod, and a single invoice.

3. Material is normally handled only once in thewarehouse or in the schools.

4. With materials on hand, work will not bedelayed, and time will be saved.

5. Many emergencies can be handled without pre-venting interruption of services.

6. A single receiving notice is required for payment.This results in fewer bookkeeping and clericaloperations.

Some disadvantages of quantity purchasing are that(1) more storage space is required in the warehouse orin the schools; and (2) sources of supplies may belimited to the larger companies because of the volumeinvolved.

Scheduling of Purchases

Dollar savings can be made if large quantity pur-chases are made during off-peak periods. Purchasingduring heavy peak periods, such as just before thesummer vacation, is not desirable because the demandfor the available supply is thereby increased. Advance

planning and adequate storage can make it possible toobtain the lowest prices.

Monitoring the Planning, Constructing,and Equipping of Facilities

Many maintenance problems confronting managersare directly related to building design, construction,and choice of materials and equipment. Clearly, ifcertain steps are taken during the planning, construc-tion, and equipping stages of new facilities, most 4these problems should not arise. The important stepsin building low-maintenance factors into new plansinclude the following:

Utilizing experience in planning and keepingalert to new technologyStandardizing componentsSpecifying low-maintenance materialsRequiring adequate supervision and inspectionChoosing nearby suppliers of mechanical equip-mentPurchasing furniture and equipment by specifi-cationArranging on-sit., training for maintenance per-sonnelFiling as-built plans and specificationsProviding a building manual

Utilizing Experience

School facility specialists and const Rants can pro-vide valuable assistance in planning school facilities,and governing boards and managers may recognizethe value of the advice of these persons. Povvever,they frequently overlook the advice of custodians,maintenance personnel, and supervisors, who mayknow from experience the types of custodial equip-ment and apparatus needed, the design and locationof space for storage, and the manner of placing var-ious types of equipment to provide optimum facilitymaintenance and operation. They may also oe aole tomake appropriate suggestions regarding the numberand location of electrical outlets, service sinks, andwater faucets. Custodians who will operate the mechan-ical systems of new buildings should be encouraged tovisit these buildings during various stages of construc-tion so that they may become acquainted with design,construction, Ind operating details.

In addition, maintenance personnel can draw onexperience to recommen( ways to design and con-struct facilities economically, and long-term savingscan be realized by incorporating these recommenda-tions in the design and construction of school facilities.

Important economic considerations in designingand constructing school facilities include the following:

1. Select hardware and finishes that require lowmaintenance.

3419

2. Select doors of the right kind and weight to holdthe type of closers specified.

3. Install piping so that sections of walls, ceilings,or floor, do not have to be removed to repairpipe lines.

4. Install pipe chases that are large enough to per-mit easy maintenance operations.

5. Specify adequate flashings and provide for firesafety.

6. Install water, sewer, gas, and steam lines that arelarge enough to accommodate future additions.

7. Select durable floor coverings or floor finishes.

Standardizing Components

Some designers object to standardizing the overallbuilding design, but they are not necessarily opposedto standardizing component parts, such as windows,doors, chalkboards, hardware, plumbing fixtures,electrical outlets, switches, heating equipment andcontrols, and classroom equipment. For example, ifwindows are standardized throughout the system,glass replacement can be handled much more effi-ciently and economically. Doors for classrooms, hall-ways, closets, storage rooms, gymnasiums, and audi-toriums can be standardized according to size, design,and type.

Such standardization is practical. With fewer t;pesand sizes of material 88411 et:pigment, 8 smaller butmore complete stock of repair and replacement partsmay be kept in inventory, allowing repairs to be madepromptly. Also, workers who have fewer types of jobsto perform are generally more proficient at those jobs.

As the district is able to add to its standard compo-nent list, this list should be compiled into a specifica-tion handbook. Copies of the handbook should bemade available to architects.

Specifying Low-Maintenance Materials

The district's governing board members, adminis-trators, maintenance personnel, and architects shouldconsider designing a facility so that the initial cost ofconstruction includes the costs of materials designedto reduce long-term maintenance costs. Practicalexperience has shown that the initial cost of a struc-ture could well represent only a small down paymentwhen compared with the total cost of maintenanceover the life of the building. Architects 1, ,e often askedto justify the use of more costly materials in terms ofprecise savings in maintenance over the years. Actu-ally, reducing this ratio to dollars is difficult becausecomparative long-term figures are not usually avail-able. However, whenever materials are specified,long-run maintenance and operations costs should beccnsidered. For example, according to some estimatesthe cost of installing resilient tile on concrete floors

20

can be recovered in three and one-half years becauseof lower maintenance costs.

Requiring Supervision and inspection

Supervision and inspection during construction of aschool building is the responsibility of the governingboard This responsibility is usually delegated to thearchitect and to the building inspector. The architectis employed to supervise the job in progress as well asto make a thorough engineering inspection upon com-pletion. Additional inspections are conducted by thebe ding inspector who protects the district and thearchitect by making sure that the contractor is per-forming to specifications.

The technical guidance of a well-trained, competentarchitect and building inspector can be extremely val-uable to a district during construction of a long-term,low-cost building. Therefore, the architect and thebuilding inspector should be chosen with the samecare used in choosing any other professional employedby the district.

Choosing Suppliers of Mechanical Equipment

Future maintenance costs of new buildings dependson the availability of technical services for mechanicalequipment. Recent trends in construction indicatethat engineers and architects now specify a greatervariety of complicated equipment and controls. Whensuch equipment fails to function, the services offactory-trained mechanics are often required. If theseservices can be obtained more reasonably from nearbysuppliers, local dealers who can furnish mechanicalequipment should be chosen.

Purchasing Furniture ind Equipment by Specification

The term furniture and equipment refers to suchitems as seats, desks, laboratory tables, lockers, audi-torium seating, anu instructional machines. It doesnot include heating, plumbing, or electrical items thatare considered a part of the building

Usually, furniture and equipment are not includedin the general contract. Not including furniture andequipment in the general contract eliminates archi-tect's fees and contractors' profits on these items.However, careful specifications should be drawn andcompetitive bid procedures followed when a districtpurchases furniture and equipment. Selection shouldbe made as soon as possible so that provisions forspacing, utility connections, waste lines, and otherrequirements can be made during construction.

Using carefully prepared specifications for suchequipment can help to eliminate items that requireexcessive maintenance. For example, experience hasshown that cast-iron standards for fixed auditoriumseats are more durable than steel standards. If cast

35

1

Demographicsestablished

Schooltype and sizeidenti.ied

Siteselected

Board approvalof site selection

Site managerselected

Architectselected

Key staffselect. d

Planningcommission

identified

Planningparameters

provided

Materialsan 1 eqt;:pment

selected

School educationalplan finalized

Staff developmentprogram completed

Architectoriented

1Staff selectioncompleted

ProgramImplemented

Facilitle3occupied

Constructionmonitored Construction

completed

Constructionstarted

Bidsawarded

/Bidsprepared andadvertised

Working drawingsPlanning approved by OAC

parametersprovided

Educationalprogram plan

developed

Schematic and detaileddesign developed

Detaileddesign

monitored

Working drawingsdeveloped

Schematic and detaileddesign approved by board

Fig. 12. Major events in construction and educational program planning

36 21

iron is not specified, suppliers may deliver steelstandards.

Early selection of equipment may play a part inmaintenance costs. Building modifications made neces-sary because equipment specifications were unknownare often charged to maintenance rather than toconstruction.

Arranging On-Site Training

District maintenance personnel should be thor-oughly familiar with the details of every system theyare required to maintain. Also, maintenance person-nel should know the maintenance requirements forother pertinent features of the building. Operatingmanuals that deal with the daily care and generalmaintenance of equipment are generally supplied bymanufacturers, but no manual can be expected tomeet all needs. When a new building is constructed,employees who are responsible for building mainte-nance and operation should be given on-site briefingson the mechanical system and other aspects of thestructure. Manufacturers whose products are used ina building may furnish factory-trained instructors forthis purpose. Using this service may minimize servicecalls, prevent costly breakdowns, and reduce overallmaintenance costs.

Filing P1 is and Specifications

A complete set of plans and grccificatinng fnr eachbuilding on the site should be filed in the principal'soffice. The architect usually provides sufficient copiesof the "as built" plans to meet district needs. Provisionfor these plans should be included in the contract withthe architect.

Obtaining a Building Manual

The board's contract with the architect should spec-ify that one or more copies of a Luilding manual besupplied upon completion of the building. The man-ual should contain the following items:

1. An aerial view of the site2. A plot plan drawn to scale, showing the general

outline of site facilities, including buildings, pavedareas, walks, landscaped areas, incoming utilitylines, main shutoffs for water, gas and electricity;correct measurements of the site; location offireplugs; and the names of adjoining streets

3. A floor plan of each building, drawn to scale,including the name and number of each class-room

4. Codes to indicate the type of floor covering andtile exact measurements of each room and rooftypes by building sections

5. Manufacturer's instructions on the installation,

22

operation, and maintenance of building compo-nents and equipment and factory lists f,,r replace-ment parts for all machinery and equipment

Each school district should compile or adopt anexisting program to standardize building and equip-ment details. These standards can lead to lower long-term maintenance costs and should be used in con-junction with the district's educational specificationsand the most current design practices. These stan-dards should be updated consistently to include thelatest changes in technology, keeping in mind thebasic relationship between standardization and long-term maintenance costs.

Figure 12 depicts the major events in constructionand educational program planning. Four major eventsinvolve the director of maintenance and operations.These events include providing planning parameters,developing the schematic detailed design, designingand developing the working drawings, and monitor-ing construction. Since the design and construction ofa building has great impact on maintenance, the direc-tor of maintenance and operations should participatefully in the total planning process.

EvaluatiLt, the Effectiveness of the Maintenanceand Operations Program

An essential element in the management of an effec-tive maintenance and operations system is the evalua-tion of performance. Program evaluation helps theboard to ensure that certain standards, goals, andobjectives are being accomplished and also assistsmanagers in implementing improvements, includingrecommendations made by the governing board. Formaximum effectiveness, evaluation should be doneregularly and should be based on certain standards:

1. Condition of facilities. Has the maintenancemanager achieved the objective of a well-maintainedfacility?

2. Maintenance and overhaul plans. Has the main-tenance manager successfully administered mainte-nance and overhaul plans as scheduled, regard-less of breakdowns?

3. Employee morale. How do maintenance person-nel and custodians feel about their jobs andthemselves? (See Appendix C for guidelines toevaluate custodial programs.)

4. Attitude of district administrators. Are districtadministrators aware of the role and needs of thedistrict's maintenance department?

5. Districtwide support. Do staff members through-out the district as well as top managers supportmaintenance and operations activities?

37

1

1

1

Chapter 3

Managing a School District Maintenance Program

California school districts are faced with a backlogof deferred maintenance repairs for elementary andsecondary schools. Because of inflation, decliningenrollments, reduced revenues, and demands for in-creased spending in other areas, school facilities havebeen allowed to deteriorate rapidly. These schoolfacilities repr,aeiq a multibillion dollar taxpayer invest-ment entrusted to the management of governingboards and school managers. Many school c:istrictshave not established even an adequate maintenanceprogram, nor have they committed consistently thefunds necessary to provide for repairs as breakdownsOccur.

In many California school districts, maintenanceprograms have been given low priority in the annualbudgeting process. The cuts in budgets for mainte-nance have resulted in deterioration that, althoughoften rapid, is not obvious until it begins to jeopardizethe entire instructional process.

Terms Related to MainteinMany terms are used to describe maintenance

needs. Many of these terms have their origins in col-loquial derivations, and some reflect the type of con-dition under which the maintenance need occurs.Titles such as periodic maintenance, recurring main-tenance, replacement maintenance, emergency main-tenance, preventive maintenance, ongoing mainte-nance, and deferred maintenance are commonly used.

Management accounting procedures require thattechnical definitions be blended with accounting andbudgeting considerations. This often means that ac-counting terminology is paramount in deciding thedefinitions to be used. For example, improvements,additions, and modifications to buildings are consid-ered capital outlay expenses, not normal ongoingmaintenance expenses. Consequently, these expensesare not chPrged to maintenance personnel and main-tenance supplies accounting classifications. Improve-ments and additions are capital outlays outside therealm of a maintenance definition.

In the context previously mentioned, two defini-tions of maintenance are quite prominent in schoolfacility maintenance operations. These are annualongoing maintenance and deferred maintenance.Annual ongoing maintenance refers to maintenancerequirements that should be performed each year tokeep facilities in the proper state of maintenance and

should be provided for in the annual school districtbudget. Deferred maintenance refers to annual ongo-ing maintenance requirements that for some reason,such as the lack of resources, cannot be accomplishedeach year and must be deferred.

Maintenance consists of periodic care, repair, orreplacement necessary to maintain a school facility intop operating condition. This periodic care, repair, orreplacement can be identified according to contentand frequency for every component in a schoolfaciiity.

The amount of maintenance that should be accom-plished each fiscal year to maintain a school facilityproperly can be identified, projected, and costed. Thisongoing maintenance should occur each fiscal yearand may consist of:

I. Breakdown maintenance. This includes emer-gency maintenance to equipment and is neces-sary to continue normal school functions.

2. Operating maintenance. This includes mainte-nance necessary for a component to functionand operate properly. Operating maintenanceusually consists of such tasks as lubrication, beltreplacement, tune-up, and replacement ' light-ing ballasts.

3. Preventive maintenance. This includes regularlyscheduled maintenance based on a life-cycle pro-jection of various components. Preve-.tive main-tenaace ensures optimum functioning and pre-vents breakdowns. Many school maintenancedepartments are not provided adequate budgetresources to accomplish the preventive mainte-nance program. These departments perform basicmaintenance that is requested by school site per-sonnel, using a service work order request.School mantenance departments that respondto only work order or demand maintenance maybe accomplishing only 40 to 50 percent of thetotal maintenance needs.

4. Overhaul maintenance. This includes periodicmajor repair or replacement of operating partsand components of equipment. Overhaul main-tenance requires the piece of equipment to be outof service or down (downtime) during the over-haul process and usually requires highly techni-cal knowledge and skill to accomplish.

38 23

Status of School Maintenance

Poor maintenance jeopardizes the multibillion dol-lar school investment. That was the finding of theLittle Hoover Commission that also reported that adisturbingly large proportion of the state's school facilitieswere in serious need of major maintenance work.'

Although some districts have done an exemplaryjob of maintaining their physical plant, the CaliforniaAssociation of School Business Officials (CASBO)estimates that less than 5 percent of the state's schooldistricts have adequately maintained their facilities.This situation jeopardizes an investment of billions ofdollars in state, federal, and local tax money.

In its report the Little Hoover Commission alsonoted that a large number of public elementary andsecondary school facilities were in poor physical con-dition and recommended that the State Departmentof Finance examine the problem more thoroughly.Acting on the commission's recommendation, theState Department of Finance published a study thatdocumented the extent and immediacy of the maint...-nance backlog. This study indicated that maintenancecosts of school facilities do not vary with the intensityof use. Rather, these costs arise primarily from themere existence of facilities. Thus, if facilities are toremain on the school district's inventory of property,the district must adequately budget for proper mainte-nance. In addition, the study included a review ofspecific actions that the state and local educationalagencies could take to eliminate the backlog ana pre-vent its recurrence.

Because of the severity of the maintenance backlogand the potential danger it poses, the Department ofFinance's study recommended that the CaliforniaLegislature act immediately to implement specificactions to counteract the problem. This action includedinstituting a properly funded annual maintenanceprogram with appropriate management controls anda funding mechanism to eliminate the current back-log. In addition, as a prerequisite to receiving certainstate funds, the study recommended that school dis-tricts see 'he State Allocation Board's approval of afacilities plan that would require a comprehensivereview of maintenance needs, utilization practices,and capital outlay requirements.2

According to CASBO any effort to eliminate theexisting backlog and prevent its recurrence will requirecohesive, integrated action by both state and local

IA Study of the Utilization of Public School Facilities (Grades KThrough 12). Prepared by the Commission on California State Govern-ment Organization and Economy. Sacramento: Commission on CaliforniaState Go.ernment Organization and Economy, 1978, p. 2

2A Study on School Facilities Utilization (Report No. 080-5). Preparedby the Department of Finance. Sacramento: California State Departmentof Finance, 1980, pp. 45-48.

24

educational agencies. In addition to providing finan-cial assistance to school districts to restore schoolfacilities, the state must play a stronger role in ensur-ing economic and efficient facility operations. At thesame time school districts must modify current budget-ing processes so that maintenance activities are con-ducted in a planned, preventive manner rather than inresponse to breakdowns, and the districts must planfor a systematic review of maintenance and utilizationpolicies, particularly when evaluating the need foradditional space.

Planed Maintenance ProgramThe need for school maintenance begins on the day

the school district governing board accepts a buildingfrom the contractor, and the need continues through-out the life of the building. Governing boards andadministrators may assume that a new building re-quires little or no maintenance until it has been in usefor several years. Yet, it may be costly to wait forseveral years before developing a planned mainte-nance program in which repairs and other necessaryservices are systematically scheduled and completed.

Depreciation of school buildings occurs as a resultof normal usage, obsolescence, and vandalism. Thegoals of a good maintenance program are to keep thefacilities reasonably close to their original condition,adequately equipped to provide the services for whichthey were planned, and modified to accommodatenew technologies. Therefore, planned maintenancemeans keeping the facility in continuous operationand in top condition through repair, replacement, res-toration, renovation, or other necessary measures.Scheduled maintenance ideally provides optimumupkeep while using available staff to the best advantage.

The well-kept school serves not only as housing forthe pupils but also as a tool for education and as acenter of community life. Schools should be main-tained and operated to provide top service for all uses.Good school maintenance programs must be well-planned, staffed by competent personnel, operated toserve the best interests of the pupils, and managedefficiently. When a program is carried on in thismanner, school managers can more easily justifymaintenance costs to the governing board.

When a decision is made to improve the quality ofthe maintenance program in a district, current policiesand management practices should be assessed. Theaccompanying maintenance checklist can be very help-ful in determining areas of need.

Standards, Goals, and Objectives

The maintenance department's efficiency will dependon the standards it sets within the framework of dis-trict policies. The maintenance department manager

39

should set forth long-range goals for the maintenanceprogram and then -using short-term objectivesdefine the steps necessary to reach them. Clear objec-tives are essential to maintain efficient departmental

MAINTENANCE CHECKLISTI. Does the district have a maintenance management

system?a. Does the district have policies on revels of

scr.ice?b. Is the budget based on policies?c. Do the policies include planned replacement of

equipment?d. Are these policies reviewed or revised periodi-

cally?e. Is there an inventory of facilities and types of

maintenance work?f. Is there a method of mana -ment reporting?

2. Is there a planned or preventive. maintenance program?3. Is there a system of work orders?

a. Are work orders used for cost analysis andreports?

b. Are work orders completed accurately?c. Are work orders completea in a reasonable

period of tune?Does the district differentiate between maintenanceand capital outlay expenditures?

5. Does the district supply adequate tools and equip-ment for maintenance etaff,a. Does the district use surplus equipment and

supplies?b. Does the district obtain surplus materials only to

the approximate extent of need?6. Does the maintenance staff possess specialized

skills only to the extent they are needed for normaloperations?a. Does the district contract for appropriate jobs?b. Is there any attempt to share maintenance jobs

with other districts?c. Is there a program of in-service training?

7. Is maintenance scheduled on both a short-rangeand an annual basis to avoid excessive peaks in thework load ?

8. Does the maintenance adr-.iiiistrator have a localopen purchase order with limitations that preventexcessive purchasing?a Are large orders purchased by bids or other

methods to obtain the best price?b. Is there a method of controlling and accounting

for materials?9. If construction is in progress, does the maintenance

administrator have responsibility for monitoringprograms and maintaining liaison with the architectand contractor?

10. Does the maintenance administrator have appro-priate involvement in the district's facilities masterplan?

a,

functions. A report on the appraisal of maintenanceperformance stated the follow ing

There is no easy. simple way to appraise maintenanceperformance. Such appraisal cannot be reduced to theex aluation of one or two charts or reports To get anadequate appraisal of maintenance performance. foursteps must be taken:

I. Establish general objectives toward w hich it isdesired, as a matter of company policy. that main-tenance progress.

2 Establish factors related to each general objecose.3. Set specific goals for each factor.4. Dense indices of effectivenes for each factorFollow ing these four stet will make it possible for

management to1 Es atuate progress being made in the attainmen: of

general maintenance obiectis esf- s aluate progress tomad specific goal.Au in spL,Ifie areas identitied by cacti factor topromote attainment of its coal and as a ..orollarprogress toward the gener Ihiecto,e to A LILL h It isrelated

Maintenance standards should always be es aluatedaccording to how well they correspond with proaramgoals and objectis es Systematic accounting is neus,,aryto pro\ it:e planned maintenance '

Need for a Systematic ProgramIn the past. school districts tended to build inc \ pen-

sive energy-intensive facilities. The installation ofsophisticated automatic control systems was the onlyattempt to conserve energy. Consequently. operationsonce performed manually may now be under the con-trol of intricate automatic devices. As a result. pre-serving the effective operation of the new sy stems andavoiding unnecessary depreciation are very impor-tant. Otherwise. repair can become a task beyond thecapabilities of a normal maintenance force.

In addition. recent technological advances in equip-ment have imposed new demands on the abilities ofmaintenance personnel. Staff development should beimplemented to keep staff members informed aboutthe proper care and operation of new components andat the same time enable them to carry on their regularduties Although expert supervision, expert workcrews, and an adequate inventory of maintenanceitems are desirable, they alone do not provide theanswer. The solution requires efforts beyond this1,n/el.

To accomplish an efficient program, the director ofmaintenance and operations should consider develop-ing a management information system. This systemshould provide current information concerning how

)3

'Adapted from Borden Coulter. "Basic Steps in Appraising Mainte-nance Performance A report given at a CASBO meeting. n d Used withpermission.

40 BEST COPY AVAILABLE 25

well the maintenance and operations departmentmeets the requirements of the district's educationalprogram. The director should have knowledg:, of pro-ductive maintenance hours versus nonproductivehours; the cost of maintenance and operations as itrelates to tasks, crafts, and projects; the backlog ofwork, by craft areas; the volume of work by priorityschedules; and the quality of work performed by indi-vidual personnel. The maintenance and operationsdirector should, in conjunction with the businessadministrator, establish some appropriate system ofreporting that reflects the level of efficient y of theorganization.

Maintenance Objectives

A well-designed and well-directed maintenancemanagement system is organized according to themaintenance objectives that need to be accomplishedand the benefits that result from completing them.The director of maintenance and operations should:

1. Maintain a complete inventory of equipmentfor ready reference.

2. Establish a reference system of plans, flow-charts, diagrams, manufacturers' instructionalmanuals, parts lists, and so on to be on hand atall times.

3. Provide a usable, permanent record of preven-tive maintenance service and emergency repairs(including costs of such repairs). This recordcan be used to appraise material and equipmentand determine if equipment is uneconomical tooperate and should be replaced. This recordalso gives a history of each piece of equipmentand eliminates dependence on memory.

4. :ovide positive control of the maintenanceand operations personnel and their activities.

5. Fix responsibility for maintenance activitiesand provide a check on performance of main-tenance duties.

6. Provide for maximum use and effectiveness ofmaintenance forces to avoid idle time andwasted effort.

7. Establish a procedure for positive routine main-tenance consisting of scheduled periodic serviceand inspection. This procedure can eliminatesuperfluous inspections.

8. Give an accurate determination of the totalhours and crafts necessary to do the mainte-nance job and use this determination as a basisfor a maintenance pe.: 'nnel staffing pattern

9. Provide on-the-job training and ready refer-ences for new personnel. To do so enablesworkers to assume quickly their specific ,;utiesand pro :edures.

26

1(). Charge the operations and maintenance staffwith the rsponsibility for setting up the opera-tions and maintenance program within theprescribes framework. This assig.iment willhelp staff members become familiar with theirown plant and its requirements.

11. Minimize the diversion of personnel to projectsnot related to maintenarce and operations andprovide personnel with a definite routine andprocedure.

12. Ensure that the maintenance work load is dis-tributed evenly.

If these objectives can be achieved, deteriorationwill be reduced because property will be kepi in goodphysical condition; top operating efficiency will bemaintained; repair costs will be reduced by preventingfailures; and operation of the equipment and use ofthe facility will continue uninterrupted. Finally, accom-plishing these objectives will result in adequate sup-port to the educational program.

Key Factors of Program

When developing a maintenance management pro-gram, the school district governing board should con-sider 1:- important factors. These factors may be con-sidered part of a continuous cyc'e involving thefollowing steps (see Figure 13):

1. Identify the facilities and equip,.Jent to bemaintained. To do so requires an inventory ofthe number, type, and location of all majorfacilities and installations. The inventory shouldinclude types of construction, square feet andtypes of play areas, types of heat', plants,plumbing installations, electrical installations,and so torch. The inventory of installed equip-ment should indicate the type, make and model,and source of parts for replacement. As appro-priate, major equipment should be tagged withan identifying numb, which relates to theoverall maintenance schedule. In addition, 1.tag should identify the calendar schedule forthe maintenance as well as the specific° lubri-cants, fluids, and so forth. A master file shouldbe maintained for each piece of equipment.

2. Dexrmine the present condition of facilitiesand equipment. The condition may be expressedin terms of effective/economic age, types ofconstruction, and present working condition.For planning and budgeting purposes, the con-dition should be determined through annualinspections conducted by the director of min-tenance and operations and the site administra-tor. These team inspections should be supple-mented by periodic inspections through theyear by the maintenance and operations staff.

41

Identify facilitiesand equipment

to be maintained.

Update oncoostrucuonimprovement

Replacementpurchase orders

....../...

Determinepresent condition

of facilitiesand equipment.

Capital worllorders outlay

Planning

Establishlevel of

maintenancedesired.

0

Establishwork

standards.

Determineresourcesneeded.

Crafts and &Kills

Materials

equimentToolp ands

Contracts

Dollar total

IProvidemanagementreports andfeedback.

Jobsfinished

Backlog

Personnel

Cost

t Carry outplanned

preventivemaintenance

schedules

4

Unscheduledand emergency

work orders

..----"--\.

Operating

Developmaintenance

schedules.

L'Seasonal

requirements

Personnelstatus

Y

Determineresourcesvailable.

Establishmaintenance

priorities.

Allocateresources

hange-

NV

Fig. 13. Flowchart illustrating steps in developing a maintenance management program

42

Adjustlevels of

maintenance.

3. Establish the level of maintenance desired. Apreventive maintenance program includes inspec-tion, adjustment, lubrication, parts replace-ment, and other required operations at speci-fied intervals. In a planned maintenance pro-gram, the established level of maintenanceindicate the frequency of repair or the desiredlevel of appearance. For instance, resealingasphalt surfaces every five years or paintingschools every seven years would constitute alevel of planned maintenance.

4. P rv,)rk standards. The standards shouldefet to time, personnel, equipment, materials,

and specifications required for various types ofprojects.

5. Determine the resources needed. Includedshould be the total number of men or womenand the total amount of money and materialsrequired to accomplish the work that was pre-viously identified.

6. Determine the resr,u,ces available. This btiget-ing function recognizes the fact that there maynever be sufficient resources to accomplish allneeded or desired work.

7 Establish maintenance priorities. The levelsAnd standards of maintenance may present anoptimum condition. It is necessary to establishpriorities so that the most essential work maybe accomplished.

8. Allocate resources.9. Adjust levels of mairtenance. If resources are

reduced, a lower level of maintenance may berequired. For example, the painting of build-ings might be deferred for an additional year, ifnecessary, to stay within available budget allo-cation. The implications of such defermentmust be reviewed and financial impact ana-lyzed. Alternative plans must be documented.

10. Develop maintenance schedules. The scheduleswill permit efficient use of personnel and helpavoid the cyclic nature of an unplanned pro-gram. Some types of maintenance may be bet-ter accomplished at different times during theschool year. An annual schedule wi'i providefor this flexibility and allow full use of themaintenance force.

i 1. Carry out planned preventive maintenanceschedules.

12. Provide management reports and feedback forthe next budget cycle.4

4Adapted from School District Management review (30-73650) IrvineSchool District. Prepared by the School Listrict Management AssistanceTeam. Sacrament.): California State De "artment of Education, 1978, p36.

28

Systematic Maintenance Management Programs

Success as a maintenance manager of school facili-ties rests in the ability to apply current techniques toboth technical and management problems. Schooldistricts require an effective operations and mainte-nance department capable of providing the requiredservices to the school facilities at the lowest possiblecost. A management program dedicated to improvingthe effectiveness of facilities maintenance will answerthis need. The major elements of this program andtheir interrelationship are presented here. Addition-ally, specific suggested parameters and guidelines thatcan be used to measure the effectiveness of the pro-gram are also discussed.

"Seat-of-the-pants" maintenance management mayhave worked hi the past, but it will not resolve today'sproblems. Maintenance management has become partart and part science; and. like any other discipline, itmust be systematized.

The profess..,nalism of maintenance managementhas rapidly advanced to a point at which matters oforganization, staffing, planning, controlling, andreporting cannot be left to work themselves out. Amaintenance organization does not operate as atotally independent department within a larger orga-nization. A maintenance organization is the operatingheart of any facility and has functional responsibilitiesto the departments it supports and the personnel whoare the lifeblood of the facility. The maintenance andoperations department must protect management'sinvestment in fixed assets; and the more proficientlythis is done, the more successful the group will be atreducing unnecessary capital expenditures. Left un-con:rolled, spiraling maintenance labor and materialcosts will spell disaster to a facility that cultivates aphilosophy of either blank check or breakdownmaintenance.

Good working relations among top management,the maintenance department, and the departmentsthat it serves are not a product of chance; they resultfrom the effective application of maintenance man-agement principles. The daily implementation of theseprinciples has far-reaching effects on the:

1. Maintenance manager's ability to achieve theobjective of a well-maintained facility

2. Maintenance manager's ability to administermaintenance and overhaul plans successfully asscheduled, irrespective of breakdowns

5The material contained in this section was adapted from John P Shel-ley, "Effective Operating and Maintenance Services in School DistrictFacilities." Address given before a CASBO meeting, December 14, 19/6.Used with permbsion of Syska & Hennessy, Inc

3. Morale of all personnel associated with thebuilding or facility

4. Maintenance awareness by Lop management asto the real role and needs of the maintenancedepartment

5. Total support given to the operations and main-tenance organizations

Each facility presents different problems because ofdiverse layouts and organization, policies and person-alities, and age and condition of eripment. There isno one simple way to develop an effective program.However, if basic management principles are appliedproperly, reduced costs and improved maintenanceconditions will be achieved. The application of thenecessary management concepts is not easy. Themaintenance manager must be aggressive in approach-ing this task and must persuade workers and man-agement alike.

A proven approach to meeting the goals of themaintenance manager is the development of a system-atic maintenance management program. The appli-cation of such a program in a facility should be basedon the idea that improved efficiency and effectivenessof an operation: and maintenance department willhelp promote the realization of the facility's objec-tives. Accordingly, the maintenance manager mustseek to maximize the productivity of his or her peop'eand systems and at the same time reduce the total costof operating the department.

Program Functions

A systematic maintenance management pi °grailhas three major functions.

1. The first function is the provision of mainte-nance and engineering services to tke entire facil-ity. These services include tbt! daily sup 'y ofutilities to all departments and the accor. t,iish-ment of routine maintenance and :epair serviceswithin the facility.

2. A second function of the prof- am is the designof maintenance and operatiol. , management sys-tems that improve the serviee provided to theoperating departments and personnel. These sys-tems must be designed so that they easily inte-grate with the facility's other management sys-tems, increase maintenance services, and reducetotal facility operating costs.

3. The third major furrtion of the program is todevelop work measurement and cost improve-ment procedures.

A thieving a successful maintenance managementprogram requires the dedication and interest of themaintenance manager and the entire staff. Such a

44

program will increase the personal contact of themaintenance staff with the members of other depart-ments, serve to reduce resistance to change, improvecommunications, and upgrade the capabilities ofmany members of the organization.

Program Organization

In the course of establishing a truly effective pro-gram, the maintenance manager should:

1. Analyze, design, and improve work order sys-tems, work control centers, and work methods.

2. Establish work standards to determine staffingrequirements, personnel utilization, and costs.

3. Develop job descriptions, job evaluation plans,and employee motivation plans.

4. Install systems for control of material and sup-plies for his or her department.

5. Analyze potential economic results of differentcombinations of personnel, materials, and equip-ment and develop standards to optimize thesecombinations.

6. Simplify paperwork and procedures.7. Improve organization structure, authority-respon-

sibility relationships, and patterns for communi-cations.

8. Develop management reports to establish infor-mation systems for raanageri.. control on a con-tinuing basis.

9. Fcrecas: future needs and supply managementwith infermation for use in policymaking, fiscalbudgeting, building plans. and public relations.

Elements of a Successful Program

Today'- complex building and equipment tech-nology requires a constant review of managementprinciples to see how they can be applied to improvepresent practices. Success as a maintenance managerrests in the ability to apply modern techniques to bothtechnical and management problems.

The development of an effective program invoivesnumerous considerations. Some of the major andmore important elements to achieving a sound pro-gram are discussed here and illustrated in Figure 14.Although some of the elements in the diagram have agreater effect than others on the total program, nosingle element is a cure-all for improvement. Eachelement can bear inly limited results: improved condi-tions, increased productivity, or reduced costs. Forthis reason all elements must be connected to a cmtraldriving forcethe maintenance manager and his orher objectives.

Each of the key elements for improving the effec-tiveness of plant operations and maintenance is pre-suited here in order of priority:

29

30

Work MeasurementStandards

Work ControlSystems

PreventiveMaintenance

Programs

Planningand Estimating

Spare Parts andMaterial Control

Plant Operations andMaintenance Management

Modern Tools,Equipment,

and Methods

Operations andMaintenance Manuals

Organizationand Staffing

Supervisory andCraft Training

ManpowerUtilizationControls

PerformanceReports

Daily and WeeklyScheduling

Fig. 14. Key elements of an engineering management program

45

I. Organization and Staffinga. Clearly define levels of authority and respon-

sibility in the operations an maintenancedepartment. Do not overlow: supervisorypersonnel with too many people to super-vise. Remember that the basic responsibilityof first-line sivervision is to airect peopleand improve productivity. A worker tosupervisor ratio of 12:1 is a realistic figure.

b. Do not give responsibility for planning,scheduling, and reporting to operations per-sonnel. Create a control section and placeresponsibility in the hands of staff personneltrained in these functions.

2. Work Control Systemsa. Develop a work order and receipt system

that permits limited authorization of c'is-tomer- generated work.

b. Plan and schedule all routine, special request,and preventive maintenance work.

c. Respond to emergency/service work by meansof a separate multicraft crew dispatched bya radio or paging system.

d. Use a profit center charge-back system forall maintenance labor and material expenses.This system allows profit center managersto become aware of maintenance costs andto cooperate in seeking methods to reducecosts.

3. Planning and Estimating. Select planners orestimators knowledgeable in their craft and inmaintenance procedures and techniques. Acraftspemon-to-planner ratio of 20:1 to 25:1 is arealistic figure. Decisions to perform the workin-house or to contract should be firmed upearly in the planning stage.

4. Daily and Weekly Scheduling. Schedule onlythose jobs which have the required materials,spare parts, and work hours currently avail-able. Effective scheduling minimizes costs andmaximize% productivity by lessening travel andidle time.

5. Up-to-Dam Tools, Equipment, and Methods.Ensure that proper equipment and up-to-datetools are readily avP..Hble to maintenance per-sonnel. Improvement in methods should be thegoal of every maintenance supervisor.

6. Supervisory and Staff Training. Appraise theentire opt rations and maintenance organiza-tion for the abilities, experience, aptitudes, andpromotability of staff.

7. Spare Parts and Materials Control. Efficientcontrol of spare parts and materials is essentialfor effective maintenance management. Through

an inventory analysis, the important few itemsthat should be controlled can be identified. Themost economical method of ordering parts andmaterials should be followed.

8. Worker Utilization Controlsa. Work order labor history records are essen-

tial for developing in-house standards.b. Work sampling techniques should specify

where, what, when, and how.c. Equipment records permit identification and

analysis of high costs and provide a basis fordecisions to rectify conditions that contributeto excessive maintenance costs.

9. Operations and Maintenance Manuals. Systems-oriented manuals, complete with graphics, de-scribe system design parameters, suggestedoperating modes, and recommended mainte-nance procedures to be followed for optimumperformance. This management tool is effectivein communicating accurate operating and main-tenance information and can be ased to deter-mine full equipment life expectancy and toavoid expensive repetitive breakdowns.

10. Performance Reports. Weekly reports by themaintenance department in which the depart-ment's actual performance and estimated per-formance are compared assist the maintenancemanager in determining backlog and nanpowerneeds. Such reports also allow the manager tocompare costs to national averages and to mea-sure the overall effectiveness of the engineeringmanagement program.

11. Work Measurement Standards. On-si' e workstandards combined with work sampling resultsestablish effective facility standards. Worksimplification methods, improvements, and train-ing programs are further avenues for improve-ment in operations and maintenance manage-ment.

All elements are important to a successful engineer-ing management program. Maintenance managersmust analyze their own organization. Are these ele-ments present in the organization? Are the managersreaping the full benefits from each element as origi-nally expected? What changes are necessary to attainthe expected yield from each element? The answers tothese questions will indicate what elements requireattention to improve the effectiveness of the organiza-tion.

Measurement of Program Effectiveness

After presenting a program such as the one de-scribed here, the question most often asked is, Howcan its effectiveness be measured? Wlit.t parameters

4631

and guidelines can be used to indicate the effectivenessof the maintenance management program? Somehelpful parameters and corresponding guidelines tomeasure effectiveness are:

1. Work Request Generation. If the maintenancemanagement program is functioning properlyand it has been sufficiently staffed, a minimumof 70 percent of maintenance work requests(normally received as written requests) should begenerated by the maintenance departmentprimarily by preventive maintenance personnel.

2. Planning and Scheduling Efficiency. Realisti-cally, it should be possible to prepare andimplement a daily schedule so that a minimumof 80 percent of the scheduled work is completedat day's end. Work not completed will resultfrom inaccurate estimations and emergenciesbeyond the capability of the day work force.

3. Maintenance Overtime. Preventive maintenanceimproves scheduling efficiency and increase:.equipment realiability. Consequently, overtimecaused by urgent repairs should not exceed morethan 6 percent of the total maintenance workhours available. However, overtime can exceed 6percent for other reasons, such as:

a. Shortage of workersb. Unrealistic completion datesc. Insufficient staffing of maintenance depart-

ment to handle renovation work loadd. A practice to increase workers' paye. Low productivity caused by ineffective plan

ning and scheduling

4. Productivity. With a smooth-running program,worker coordination delays such as idle time,waiting for material, talking, and avoidabletravel time shouid be no higher than 15 percentto 20 percent when measured by a work sam-pling analysis. Taking into account unavoidabledelays and travel, maintenance productivity shouldbe in the 65 percent to 70 percent range.

5. Backlog. Backlog or planned work yet to bescheduled indicates how effectively the programis functioning. Because a primary objective ofthe program is to control maintenance work,backlog variance should indicate how well thatcontrol is being exercised. A backlog of twoweeks plus or minus one-half week per personindicates good control. This means, for example,that a four-person carpentry crew should heworking from a total maintenance backlog rangeof 240 to 400 work hours at any one timethroughout the year.

6. Unit Maintenance Cost (UMC). Unit mainte-nance cost or cost per square foot of a manufac-

32

tured item can also indicate the effectiveness ofthe maintenance management program. Assum-ing that the existing maintenance effort is accept-able to management, the UMC may be reducedby 10 percent to 25 percent once the effects '-_,finflation on wages and materials are discounted.The reduction should occur over a period of nineto 18 months and will be the result of more effec-tive utilization of personnel and material. How-ever, if the existing maintenance effort is not suf-ficient, the UMC may not decrease but insteadmay remain constant or increase (if increases inmanpower or wages are necessary to achieve anacceptable level of maintenance).

In summary, no single performance indicatorwork request generation, scheduling efficiency, over-time, productivity, backlog, or unit maintenancecostis a measure of the effectiveness of the engineer-ing management program. However, measured andmonitored collectively on a continuing basis, thisgroup of imlicators will provide a means of judgingthe overall trend.

Effective maintenance requires good managementaganizatii Is with energetic and realistic manage-ment teams willing to overcome misconceptionsabout the in. 'ossibility of improving maintenanceperformance, a e proving that dramatic results can beachieved throna team effort. The team approach isessential because of the need for composite skills thatrarely exist in an individual. Engineering managementpi &grams require management skills combined withpractical maintenance experience. Maintenance depart-ments have some of the best and most able people inthe facility. These people are willing, but they expectpeople in higher management to do their part toreduce delays, irritations, and useless work or traveltime.

Maintenance improvement and cost . eduction maybe difficult but are not impossible to achieve. Goodmanagement requires measurement and control. Con-trary to what people believe, maintenance operationsare measurable and controllable. Good planning andscheduling, together with consistent job standards andcurrent methods, can achieve major benefits for manyorganizations. These include savings of 20 to 40 per-cent in maintenance labor costs and superior equip-ment operating performance.

Costs for a Systematic MaintenanceManagement Program

Properly maintained school facilities provide appro-priate support to the educational program and protectthe public's financial investment. Wise expendituresfor maintenance accomplish both purposes. Suchexpenditures are investments that ensure a clean,healthful, safe school environment. In addition, prop-

4'1

4

erly maintained school facilities last longer. Schooldistricts save money because facilities do not have tobe replaced as frequently as those that are not prop-erly maintained.

If a planned maintenance program is followed,about 5 percent of a district's operating budget will berequired to provide an adequate maintenance pro-gram. In addition to the 5 percent expenditure for thedistrict's maintenance program, a reserve fund isneeded for unanticipated and emergency maintenanceexpenditures. Another criterior -r determining bud-get requilements is to calculate percent of the cur-rent net building replacement ,st or a projected costbased on the square footage of property to bemaintained.

Cost per square foot estimates vary according to thevarious conditions in each school district, particularlythe size of the district; the sophistication of mechani-cal, electrical, and structural systems; design layout;carpeting versus Lard-surface floors; and other factors.

D;stricts using average daily attendance or averagedaily membership as a basis for determining mainte-nance costs are using an indirect method of determin-ing budget requirements and may be underestimatingtheir maintenance budget needs.

The costs of preventive maintenance are to beincluded in the costs for the total maintenance pro-gram. To determine the cost of preventive mainte-nance and to deter? whether or not it is economi-cally sound require talysis of various parameters.Generally, it is economically sound to implementpreventive maintenance when the cost preventivemaintenance (Cpm) is less thin the cost of total main-tenance (Ctm). (Total costs include replacement costs,costs of downtime [or lost services], and deteriorationand normal depreciation.)

Figure 15 illustrates the relationship between thecost of preventive maintenance and the total raainte-nance cost.

As the preventive maintenance cost curve increases,the downtime cost decreases; but the total mainte-nance cost can increase or decrease. The point atwhich the preventive maintenance cost curve (Cpm)and the downtime cost curve (Cdt) minimize total costis the optimum point that determines the amount ofpreventive mainte lance. Collection of historical datais the most realist c way to develop the informationnecessary to determine the optimum point.

Effective Organization

How effectively a school facility is maintained maywell be determined by the district's entire managerialand organizational pattern. Adequate planning, trainedpersonnel, and efficient management are essential. Notwo school systems art, alike in all their departmentalrequirements; therefore, the Ilianagerial and organiza-

tional patterns of maintenance functions in differentschools may vary. In organizing the district's mainte-nance program, managers should consider the workvolume, division of the Noll force, performancestandards, types of programs, and student and com-munity needs.

It is not always easy to decide whether a lob is amaintenance function or an operations function. Inone school district with a maintenance departmentand an operations department, the replacement of afluorescent tube ma} be considered an operationsprocedure and may be done by a custodian; but inanother district this task may be done by a mainte-nance person. Some administrators feel that theassignment of minor routine maintenance duties tocustodians increases productivity and decreases laborcosts per unit of service. Others hold that maintenanceand operating efficiency as well as employee moraleare Improved if all maintenance work is done bymaintenance personnel and all operating tasks areperformed by custodians. Maintenance administra-tors should establish a definite procedure as to whichduties are assigned to the maintenance division andwhich duties are assigned to the operations division.Because no two school systems are alike, one plan ororganization will not fit all situations. The division oflabor according to work specialization is determinedby heal conditions, and these conditions should beevaluated before decisions that apply to school main-ten :,ice are reached.

In an attempt to determine the exact amount ofwork req., red to keep all facilities in a satisfactorystate of repair, it may help to list and evaluate theseveral elements that constitute the work load. Amongthese elements are (1) size of school systems; (2) usefullife of facilities; (3) types of building materials andfinishes; (4) use of facilities; and (5) district staff laboror contract maintenance. These elements may not beof equal importance in all districts.

Size of School Systems

In a medium-sized system all maintenance, custodial,gardening, and related services are usually betterplaced under one administrator whose title may bedirector of maintenance and operations. In larger sys-tems, however, it may be feasible to set up two sepa-rate divisionsone for maintenance and one foroperations, ich with a director responsible to thedistrict superintendent of schools through the busi-ness manager.

In small districts, assigning separate personnel foreach division may not be feasible. In such casesgreater flexibility in job duties and in the training ofpersonnel will be necessary so that some maintenancework can be done by the operations staff. Majormaintenance and repair work can be contracted to

48 33

local firms. Regular district personnel who do nothave year-round employment may be assigned tosummer maintenance crews.

Useful Life of Freilities

Facilities do not all deteriorate at 'he same rate, butage does result in deterioration and accelerates main-tenance problems. For the first few years of the life ofa new facility, major maintenance may not be required,but correction of design and construction deficienciesmay be necessary. As the facility ages, maintenanceneeds will accelerate. After 15 or 20 years, a new roofmay be needed; or other exposed parts may need to bereplaced. The 15-to-30-year cycle usually representsthe end of the useful life of some mechanical featuresof the facility, such as the heating and plumbing sys-tems, and replacement may be imperative. After 30years, buildings are generally ready for a major over-haul and renovation and may require replacement ofstructural components, such as floors, exposed doorsand windows, and stairwells.

It is recommended that an additional 2 percent peryear be budgeted for maintenance items that are clas-sified as major and are expected to occur within aten-year to 50-year period after construction. Thisbudgeted amount would provide for the rehabilitationor modernization or both of existing buildings forprojects identified in the school district's long-rangecomprehensive master plan.

S

34

I/

I

School buildings and all auxiliary components havebeen assigned a computational life span of 50 years.School districts are allocated a percentage of currentreplacement costs of buildings for such purposes. Forthe purpose of calculating the maximum allocationper building, the following percentages apply:

1st through the 20th year-5 percent of the first tenyears plus 1 percent per year from the elevenththrough the twentieth year provided that noallocation of such funds shall be made during thefirst ten ye....rs.

21st through the 30th year-15 percent plus 1

percent per year from the twenty-first throughthe thirtieth year

31st through the 40th year-35 percent plus 3percent per year from the thirty-first through thefortieth year

41st through the 50th year-65 percent plus 31/2percent per year from the forty-first through thefiftieth year

The computational life span of a building should beextended after rehabilitation or modernization in thedirect proportion that such cost bears to the currentreplacement cost of the building. For computationalpurposes in allocating funds for rehabilitation ormodernization of buildings or both, a computationallife span of 50 years is used from the time of originalconstruction or from the time of complete recon-struction.

/////

Key

Downtime Costs (Cdt)

Preventive Maintenance Costs (Cpm)

Total Cost (Cpm + Cdt)

Amount of preventive maintenance in hours of labor

Fig. 15. Economic graph for determining the frequency of preventive maintenance

49

Types of Building Materials and L. inishes

Many maintenance problems result from the use oflow-quality construction materials and finishes. Thelow initial cost of facilities that have been constructedwith low-quality materials frequently represents onlya small down payment when compared with totalmaintenance costs incurred during the life of thesebuildings. Quality materials may cost more at the timeof construction but will bring dividends for the districtthrough longer wear and low maintenance costs. Highinitial cost with longer wear and low maintenancegenerally proves to be more economical than lowinitial cost with high maintenance. Low maintenanceand the lowest cost per life cycle consistent with theneeds of the district should be a goal of any schoolconstruction project.

Use of Facilities

In many communities the local school facilities arefrequently used for activities unrelated to the educa-tional program. For example, school playgrounds areoften a gathering place for children who use thegrounds and equipment for play and informal athleticevents. The extent to which buildings are used affectsmaintenance needs. When facility utilization is limitedto the regular school program, maintenance needs willbe fewer than if community groups use the buildingsafter school hours. Before committing a facility forcommunity use, the sizes of the groups, requiredsupervision, and hours of use need to be considered.When community use is extensive, additional mainte-nance hours are required to maintain floors and otherareas affected by the additional use.

District Staff Labor or Contract Maintenance

The design of the district's maintenance programshould be based on one of the following practices:(1) majority of maintenance to be done by a districtmaintenance staff; (2) majority of maintenance to bedone by contract; or (3) maintenance to be donethrough a combination of staff and contract. The orga-nizational pattern of the school maintenance programis directly related to policies established by the schooldistrict. Whatever type of program the district adopts,all work should be coordinated in an easy flow of effi-cient services.

Scheduled Maintenance Program

Planned maintenance can be described as the mini-mum expenditure of time and money to ensure :naxi-mum life of a facility or piece of equipment with aminimum amount of repairs, replacement, or loss ofuse. Stated in a different way, planned maintenance isthe generic term that is applied to all the various sched-uled maintenance programs. The goal of planned

maintenance is maximum benefits at lowest cost andis the result of developing, budgeting, and institutingthe periodic, recurring, and replacement schedules.

Scheduled maintenance consists of the projected,timed operations that supervisory staff use to distrib-ute the necessary maintenance work evenly through-out the year or for a longer period of time. Scheduledmaintenance permits the supervisory staff to choosethe most cost-effective time for completing the workand helps avoid the cyclical nature of an unplannedprogram.

A sequence of events should lead to the completionof maintenance projects. At the same time certainrecords or data should be produced. These recordsform the historical data for future similar operationsand for anticipating future budgetary requirements.Maintenance records should produce an accuratedepiction of costs for materials and personnel anddemand minimum time and effort from the staff.

Unless specific requirements at each school areknown, a district will not be able to develop a well-planned, efficient, low-cost maintenance program. Inlarge districts maintenance needs may be establishedperiodically through technical and nontechnical inspec-tions and surveys. However, small districts cannotusually organize, staff, and administer maintenancedepartments according to this procedure. In thesesmall districts civic clubs, parent-teacher groups,community imprrnfement leagues, or other organiza-tions that are interested in various aspects of theschool maintenance program may be called on to helpevaluate the needs of the school. Representatives fromcivic organizations can be organized into inspectionteams to perform the 41nctions of the nontechnicalcommittee. These teams, working cooperatively withprincipals and other district personnel, inspect. andevaluate facilities usually once a year. If such inspec-tions reveal maintenance needs, the needs are itemizedand cost estimates are made. After the recommenda-tions are approved by the district superintendent, thegoverning board is requested to provide funds to meetthe recommendations. Such provisions would beincluded as part of next year's budget.

Although the procedure described above may besuccessful in providing adequate maintenance forsome schools, it is not normally recommendeu as analternate maintenance budgeting procedure becausecommunities that lack technical leadership may fail toallocate enottgh of the available resources for mainte-nance. However, each school should make the `,catuse of available resources to conduct periodic inspec-tions so that maintenance can be accurately scheduled.

A maintenance program should be specific enoughto use the time and skills of all employees effectively.In addition, it must be broad enough to cover allmaintenance categories and flexible enough to cope

5035

with unexpected emergencies. Each major mainte-nance activity should be tired to become part of along-range master schedule, and work should be dis-tributed equitably among the maintenance crews.

With these objectives in mind, the maintenancemanager should keep a master list of all maintenancetasks and repair jobs that are to be done. Each jobshould be given tentative starting and completiondates, and various tasks should be assigned to membersof the maintenance staff.

Maintenance Shop Needs

Board policy, size of the district, and services ren-dered by the maintenance staff impose certain require-ments on the maintenance shop and the shop'sequipment. If the district is small, has no organizedmaintenance program, contracts most of its mainte-nance work, and requires only routine service fromthe maintenance staff, it will have little need for amaintenance shop with specialized equipment. On theother hand, larger districts may need special shopsand an assortment of tools and equipment to provideprompt and economical service.

In districts where such shops are needed but havenot been established, careful att Lion should be givento the type, size, and location of the shop and to theshop equipment. There is no justification for elabo-rate shop facilities in small districts where workvolume is small, maintenance staff is limited, and onlyminor repairs are made. In such districts a rollingshop, which consists of a covered-bed truck equippedwith necessary tools, may be adequate. Another typeof shop is the custodial or maintenance shop locatedin each building. Another alternative is establishingone general shop with units for special typr of repairjobs, such as those involving electronics, furniture,office machines, welding work, electric motors, andhardware. This alternative may be more suitable insome districts.

In large districts in which the volume of work isheavy in each of several different repair categories,one shop for each area should be planned. For exam-ple, a bus maintenance shop and storage garageshould be maintained as a separate unit for a pupiltransportation system. If furniture repair is a largeoperation, it may be done ;n a separate shop. Three orfour shops, each designed to provide for a number ofrelated repair and maintenance operations, can beadvantageous. For example, all repairs and mainte-nance work involving the use of metals should bedone in one shop equipped to handle, store, cut, weld,and fabricate metals; wood items should be main-tained in a carpentry shop; motor vehicles should bemaintained in an auto mechanics shop; and repairsconcerned with electrical equipment and electric ser-vices should be performed in an electrical shop.

36

Regardless of the type of shop, outstanding econo-mies in facility maintenance and operations areachieved in districts where maintenance shops areoperated.

A shop's size influences a shop's efficiency andshould 'oe taken into consideration when a mainte-nance shop is planned. Sufficient room for storingsupplies, for items brought in for repair, and forrepaired items should be allowed Work areas shouldbe comfortably large and provide adequate room formachinery and equipment and for employees' toilet,shower, and dressing facilities.

A shop's location also influences efficiency. A shopshould be centrally located and should be easilyaccessible for delivery of equipment. Labor hours,gasoline consumed, and cost of wear and tear ontrucks in transporting equipment long distances toand from repair shops can account for much of themaintenance dollar. If field crews assemble at theshop each day t driven to facilities where mainte-nance work is in progress, travel time is spent. Howmuch time depends on how strategically the shop islocated. Access to rail heads, major arteries, and sup-plies should be considered when deciding on where tolocate the shop. Shops should be located so that thedistance required to transport materials and suppliesis kept to a minimum.

The maintenance department cannot be expected tomake needed repairs or to perform essential mainte-nance services unless its equipment and tools areappropriate for the job. In general, tools and toolequipment may be classified as on-the-job, portable,fixed, and hand-manipulated. Portable tools, whichmay be hand-operated or powered by motors, includeelectric drills and grinders; power handsaws andplanes; spray-painting equipment; mowers; floorscrapers and sanders; welding equipment; and forges.

Fixeu equipment is any item that is too heavy to bemoved readily from place to place. Safety regulationsrequire that most of these be properly bolted to thfloor. Examples are bandsaws, table saws, planets,jointers, drill presses, and lathes.

Hand tools are those that can be carried from placeto place. Most depend on hand manipulation for ser-vice. Examp.es are hammers, saws, planes, wrenches,screwdrivers, nail punches, drills. and levels.

Experience dictates that all portable tools and fixedtools should be furnished by the district. Practicesdiffer regarding hand tools. Local practice may befollowed in deciding whether such tools are to be fur-nished by the district or by the employee.

Annual Inspections

The annual inspection normally provides the onlythorough physical check that is made of the entireschool felility and its components, equipment, fur-

51

nishings, and grounds during the year. Informationgathered from this annual inspection is incorporatedin the scheduled maintenance program. This informa-tion will also enable the director to estimate costs anddraw up budget recommendations for the comingyear.

Inspections should be ongoing. With proper ratiosof supervisors to workers and with good planning andscheduling time, the supervisors and technical staffmembers can perform this annual inspection withoutdisrupting other equally important duties.

It is essential that the inspection be done by highlycompetent staff members. In a large school district,neither the director nor the maintenance or operationssupervisor can inspect every part of the school facility.In large districts the team inspection plan should beutilized. The supervisor acts as team captain forinspections of those portions of the facility andgrounds maintained by his or her staff. The directormakes spot inspections and also inspects areas requir-ing special attention. Of primary importance are thoseareas in which larger than normal expenditures will bebudgeted for maintenance and repairs.

Crafts personnel can be called upon to assist ininspections within limits. But it would be poor prac-tice, for example, to have the heating and ventilatingrepairer who conducts monthly preventive mainte-nance and safety checks on a boiler plant to conductthe annual inspection. The immediate supervisor ofthis repairer should conduct the annual inspection.The repairer may assist.

The survey team should be provided with formsthat can be used in making annual inspections. One ofthe forms should be a checklist. The forms shouldprovide the following data: facility's name; construc-tion date; dates of major remodeling and additions;probable life expectancy of the existing structure;grad° level for the school; and the survey date or datesand names of members of the survey team.

The checklist should contain space for item identifi-cation, comments on present condition, notes as towhat is needed, estimated cost for labor and materials,estimated date on which the repairs or replacementwill be needed, priority recommended, and remarks.Separate forms may be used for sites, facilities, andequipment. The following is a suggested checklist ofitems under those three categories:

Sites

Play areas (surfacing; play apparatus; safety)Pedestrian traffic (sidewalks; covered passage-

ways; steps; ramos; safety)Vehicular traffic (driveways; loading platforms;

parking; site entrances and exits; safety)Lawn improvements (turf; shrubs; flowers)General (fences; drainage; erosion control)

Facilities (exterior)

Roof (coping; parapet; flashing)Projections (skylights; vent pipes; ventilators)Gutters (downspouts; roof deck; roof mat)Walls (masonry; concrete; stucco; curtain wall)Above grade (cornices; sills; joints; windows;

window caulking; putty and sash; ventilators)Below grade (foundations; footings; window wells;

joints between walls and sidewalks)Doors and hardware

Facilities (interior)

Structure (ceilings; walls and partitions; floors;stairs and stairwells)

Finishes (plaster; paint; tile)Light and light control (electric wiring and fix-

tures; windows; shades and blinds)Plumbing (sinks; drinking fountains; water closets;

urinals)Heating and ventilating (boiler; motors; ducts

and fans; radiation; automatic controls)Built-in equipment (chalkboards and tackboards;

curtains and tracks; pulleys and ropes; stageand gymnasium equipment; lockers; audito-rium seats)

Equipment

Shop (industrial arts; auto mechanics; electron-ics; agriculture)

Business education (typewriters; office machines;other)

Home economics (stoves; sewing machines; other)Audiovisual (projectors; screens)Cafeteria (stoves; refrigeration; ovens; mechani-

cal ventilation; tables)Science (cabinets and stoi age vaults; laborator

tables; display cases)Furniture (students' desks and chairs; teachers'

desks; bookcases; office furniture; library tables)

The survey team members should enter the requiredinformation on the checklist and record the equip-ment's p-esent condition as excellent, good, fair, orpoor. They should add any comments that will makethe record complete. Before leaving, the entire surveyteam should carefully evaluate the survey's results. Atthis time the team should reexamine areas aboutwhich there may be differences of opinion. Based onthe evaluation, priority ratings should be assigned toeach item ..-eding maintenance; repairs most urgentlyneeded should be rated 1; those that prolong the life ofthe building and equipment should be rated 2; andothers that are desirable should be rated 3. Therecommendations of the survey team will be reviewedand approved or amended in accordance with budget-ary policies an funds available.

52 37

Changes in curriculum, reorganization of class-rooms, updating of teaching methods, inauguratf )n ofcommunity programs for which schocl buildings w:11be used, or reorganization or transformation of facili-ties should also be considered when conducting theannual survey.

The recommendations and requests concerning theseareas should also be presented for approval andincorporation in the total district maintenance budget.

Types of Work Orders

Each budgeted major maintenance project approvedby the governing board is implemented by a formalproject request initiated by the director of mainte-nance and operations. The request should contain acomprehensive description of the project. Originalestimates, routing instructions, comparison costs, mate-rials, plans, and specifications should be incorporatedin and become a part of the original requisition.

The project request form should be given to thesupervisor of maintenance, who should carefullycompare his or her estimate with the original estimate.At this time changes or other recommendationsShould be made. If the project is large, the necessarysteps for completion should be planitec, at this stage.

Once the project is reviewed ana the request isapproved, the supervisor of maintenance should pre-pare a work order. A description of the job and othernecessary data, along with detailed cost estimates,should be included. This work order becomes thedirective for the maintenance supervisor or the princi-pal trade supervisor to implement the project. Thework order necessitates that priorities be established,materials be ordered, subcontractors be contacted,labor forces be organized, and the final work be sched-uled (see Figure 16). According to the proposedexpenditure, work orders should be either capital out-lay work orders or service work orders.

Capital Outlay Work Orders

Capital outlay projects are major projects not con-sidered part of normal ongoing maintenance. Theseare projects that involve improvement, renovation,addition, or major rehabilitation. In accounting ter-minology these are capital outlay charges in thebudget. Such projects are not charged to the normalgeneral fund maintenance budget.

A capital outlay project that is listed specifically inthe budget, such as a scheduled addition, improve-ment, or rehabilitation, should be initiated by a capi-tal outlay work order. This work order should accom-pany the job fr.( ..._ beginning to end and will becomethe school principal's record as well as the record ofcosts for both the maintenance and the accountingdepartments. This work order eventually contains thecomplete record of materials, labor, and subconti acts

38

and is used by the director of maintenance and opera-tions to record the completion of the project.

Capital outlay work scheduling may be developedthrough a program of technical and nontechnicalinspections and surveys. These inspections shouldestablish the amount of work that is necessary tomaintain the facilities at the level indicated by thegoverning board.

Once the inspections have been held and the workload established, these expenditures should be includedin the budget. When the financial allocations are ten-tatively distributed, the estimated work load shouldbe presented to the governing board as a part of thedistrict budget. The work may be scheduled as soon asthe budget has been approved and adopted.

Service Work Orders

Service work orders are issued for normal mainte-nance repairs or for other maintenance tasks. Suchorders are issued for (1) miscellaneous minor repairsfound necessary by technical inspection; (2) repairsnecessitated by minor vandalism; (3) the summerwork load of minor repairs in the classrooms; and(4) routine daily repairs that cannot b, -..ccomplishedat the custodial level. Usually, this type of work repre-sents necessary repairs that have been identified in theannual inspection or requested by the principal. Ser-vice work orders are normally used only for repairitems, not for alterations or new construction.

The budgeting for such work is usually accom-plished by placing a lump sum in the budget to covernecessary expenditures. The amount placed in thebudget should be based on past experience, plus otherknown factors, such as the age of facilities, increasedcosts, or anticipated repairs.

The processing of a service work order should bekept as simple as possible. If more than one trade isinvolved, the service work order should be submittedto the supervisor of the leading trace, who will sched-ule the work for his or her staff and the staff of othertrades. In this manner the responsibility for schedul-ing and inspecting the work and for signing the com-pleted work order will remain with an in,Iividaai. Theaccounting procedures should also be simplified, yetstill provide proper audit control. Unnecessary paperwork and cost accounting can quickly exceed the costof minor repair jobs.

For proper control a maximum dollar limit shouldbe placed on work authorized by service work orders.This limit will serve as the dividing point between thesimplified service work order and the more formalcapital outlay work order. This limit should not applyto a true emergency that must be corrected t.) protectthe safety and health of the whool's occupants.

The key to effective control and efficient accom-plishment of minor repair jobs rests with those autho-

53

1

1

I

ro

r..O

LOI-

File copy

Originator

To :.taintenancedepartment

To clerk

To sunervisorpitTo supervisor

3

To clerk

(1) Sign copy.(2) Date copy.

To clerk

Control copy

Maintenance file copy

(1) Enter account number.(2) Place on scope.

To maintenance worker

(I) Finish work.(2) Enter hours. 3

o supervisor

(I) Place on scope. (I) Check accuracy.(2) Mark complete.

To maintenance file

Fig. 16. flowchart illustrating maintenance work orders

54

3

3

39

rized to request such repairs. with the maintenanceaccount clerk who prepares the service work order.ano with the shop supervisor who sc:1F.d 's the work.Only the school principal or designee, School headcustodian, or maintenance supervisor s"uld be autho-rized to initiate service work orders. he maintenanceaccount clerk must ho aware of wnat constitutes anauthorized routine repair and must be familiar enoughw)th school cora:ruction and maintenance to defineproperly in writing the work to be accomplished.

Work Orders for Emergency and Unanticipated Work

Major work may be hecessary because of an emer-gency. Often the cost cf t' :5 work exceeds the maxi-mum allowar ,e set by the governing hoard and can-not be paid for out of the lump-sum allocatio., forsmall jobs. The work that cannot be paid for out ofthe lump-sum allocation for small jobs is designatedemergency and unanticipated work and must beapproved by the board and paid for out of e undis-tributed reserve appropriation. An example of thistype of work is a repair job requested by the fire mar-shal. After the need has been established, the directorof maintenance and operations should estimate Lietime and materials necessary an i send the estimate tothe governing board with a request for approval.Af- .:r funds are approved by the governing board, thework should be scheduled on a capital outlay workorder.

Control of Maintenance Costs

Rising maintenance costs may be amply justified inview of inflation and the fact that maintenance goRishave to be met. Still, careful attention must be givento the major factors .fiat influence such costs so thatthey can be controlled. A discussion of these factorsgood maintenance practices, continuous evaluation,and good recordkeepiogfollows.

Good Maintenance Practices

Good maintenance practices may include: planningand following a schedule of preveltive maintenance;organizinz workers accoroing to job skills; establish-ing work sequenees; negotiating service contracts; andusing central maintenance shops.

Planning preventive maintenance. Managers whoplan for preventive maintenance recognize a normailife span for components of buildings and equipmentand attempt to anticipate the failure of these compo-nents through regular inspections. By keeping recordsand developing standards, managers can -leterminethe point at which the component has given maxi-mum be-tefit at the lowest overall cost. This procedurecan also protect the district from di:::; tive failure of

40

components and the subsequent shutdown of facilities.

Foll9wing a schedule. To schedule facility mainte-nance means *hat the entire program is planned inadvance, with recurring periodic replacere-nt; groundsand sites improvement; and emergency, maintenancegiven proper perspective in .:le overall master schedule.

Organizing workers according to job skills. Orga-nizing workers according to job skills is the mosteffective way to in rove efficiency. Maximum ---itputcan be obtained if workers are organized accordinj toconventional trades such as carpenter, electrician,painter, plumber, and machinist. Performa..ce stan-dards are improved when workers are assigned totheir respective areas of specialization. However, inemergencies all workers are expected to assist in leak-ing repairs.

Establishing work sequences. Tasks should be accom-plished in logical order so that the work may proceedsmoothly. For example, in an interior renovation thework on ceilings and light fixtures should be accom-plished first, then work on walls and woodwork,doors and windows, and chalkboards and tackboards.Work on floors and floor coverings should be donelast.

Negotiating service con.7act.. Most service contrac-tors are prepared to service equipment that they sell.In some instances they offer annual service contractsat a nominal cost. The contracts usually obligate thevendor to answer service calls and provide labor, butnot replacement parts, at stipulated annual fees. Forcomplicated equipment the district may find that it ismore economical to make such service arrangementsrather than undertake the work in its own manue-nance decrtment.

L'.;,4 central maintenance shops. Central mainte-nance shops have oroven advantageous in medium toIP- ge districts where most maintenance function. are

rfornied by district personnel. Such shops should beof adequate size and appropriate type; they shouldhave proper tools in sufficient quantity to do allrequired work and carry a supply of materials andparts to meet i. ormal requirements.

Continuous Evaluation

No maintenance program is perfect in very detail.Managers are obligated to make improvements oreliminate imperfections as the oecome evident. Evi-dence that improvements are needed may be obtainedthrough ac'umulated experience; continuous evalua-tion of techniques, practices, and rrformann stan-dards; and administrative procedures related to main-tenance. The overall result of such evaluation shouldbe improved maintenance services.

55

Good Recordkeeping

Adequate recordkeeping is only way to controlexpenditures in an :' program. It is the first step in-educing maintenance costs. The purpose of record-keeping is to supply useful information regarding ser-vice:. Records provide a history of property andequipment and are a current source of reference con-cerning details of work to be performed. They estab-lish accurate data for cost estimates and are of valueto menage's in securing appropriations for the main-tenance budget. More sophisticated management infor-mation systems using computer technology are avail-able for maintenance departments. Even small districtsshould consider the advantages of using computers aspart of the total maintenance operation.

The services rendered by the maintenance depart-ment will determine the type and manner of record-keeping. In order to establish a good rystem of main-tenance records, the director of maintenance andoperations shold decide the type and scope of therecords and then establish the line responsibility forkeeping them. Maintenance records for districts withextensive maintenance services into three basiccategories: inverory, cost, and contractual ma, As.

Inventory records. The district's maintenance inven-tory is a list of all property, equipment, furniture, andmaintenance supplies and is intended to account forthese items with respect to type, quantity, location,conditir ., and vale e. It should include the following:

Sites and playground apparatusBuildings and contentsNew and recoaditioned furniture and equipment

stored for future useFixed and portable ma. atenance equipment, usu-

ally stored in the maintenance shopWarehouse maintenance supplies, such as varnishes,

paints, hardware, noors, windows, glass, replace-ment parts, fixtures, and equipment

Transportation vehicles

Con records. Cost records are initially entered on aregular job sheet and may be transferred to permanentforms when the job has been completed. The com-pleted job sheet should contain the following:

A description of the jobA list of all materials usedThe type and amount of savorNumber f miles traveled to and from the job (using

maintenance shop or headquarters as the pointfor departure and return of employees)

Estimated cost of jooDates showing when the work was started and

finishedDate and cost of job, if done previously

Total cost of the current job, with breakdown oflab it and materials

The quantity, brand nan,.., company where pur-chased, order number, con-pany invoice number, andcost of all materials nsed on the job should be shown.If any materials come from warehouse stock, therequisition number and cost on the job sheet shoult.be substituted fo: the order and invoice number.

The type and amount of labor will include suchinformation as name and classificction of workers,hours worked, hourly wage rate, and total wages paidto each employee.

By keeping cost reco-ds, managers can make com-parisons between the cost of work performed bymaintenance crews and work contracted out. Datacontained in such records can serve as a basis formaking cost estimates for future jobs. Employees'efficiency will improve because managers and workersknow that a check is being made of their work. Over anumber of years, job frequency can be established.Finally, community and board of education relation-ships may improve because evidence will be availableto show that funds :lave been spent wisely.

Contractual records. Some maintenance jobs canbe completed at lower cost by using outside contrac-tors than by using the maintenance department. Anexample is the replacement of a roof. This type of jobis generally awarded to a local contractor on the basisof a competitive bid. Managers should require bidbonds and execute a written contract with the success-fit! bidder. This contract should be complete andshould cover essential relationships and obligations.1 he board may find it necessary to protect itself andthe district by requiring t'-at the contractor furnishperformance, warranty, and surety bonds as well asliability iasurancc. The documents, along with work-ing phis and specifications, become a part of the dis-trict's maintenance record.

Responsibility for maintaining reco -cis. The datacontained in maintenance records can be used for anumber of purvses. They are particularly valuable inthe justification if a budget. For this purpose alone,recordkeeping is so important that responsibility forthis task should be determined by he assistant super-intendent, business manager, or director of mainte-nance and operations In some districts having anextensive maintenance pi _ ',ram, principals are respon-sible for equipment i wentory records in their individ-ual schools; the warehouse supervisor is responsiblefor warehouse inventories; the maintenance shopsupervisor is responsible for shop inventories; and themaintenance supervisor is responsible for portablemaintenance equipment inventories.

5b41

Chapter 4

Managing School District Operations

The physical condition of school facilities reflectsthe values of t ae community as ikterpreted by theschool district governing board and implemented bythe school district staff. Safe, comfortable schoolfacilities that are clean and sanitary are essential to asuccessful educational program. School facilities thatare well cared for and present a pleasing appearanceenhance the whole educational program, support thecommunity's concern for education, and protect thetaxpayers' investment.

The superintendent is responsit for integrating inthe district's educational program ,e values identifiedby the governing board. In addition to educationalstandards, the superintendent should establish stan-dards related to facilities operations that support theboard's policies. District staff members should imple-ment the policies and standards adopted by the boardto establish uniform custodial and groundskeepingpractices among schools and to assist the operationsmanager in evaluating the operations program.

The operations phase of facilities managementincludes those daily and regular services and activitiesnecessary to keep the facilities open and in appro-priate operating condition. Operating a heating andcooling system, cleaning classrooms, washing win-dows, and maintaining the grounds are operationsactivities The operations phase differs from the main-tenance phase in that the latter includes activitiesrequited to repair school property, such as replacingschool equipment.

Goals and Objectives

Fhe goals and objectives for the administrator of anoperations department are derived from the philos-ophy and policies established by the governing board.The major goal is to implement an appropriate opera-tions program to accomplish services in accordancewith the board's policies in an efficient, cost-effectivemanner in support of the educational program. Objec-tives necessary to accomplish this goal should beestablished in all o-ganizational components of theoperations department.

Custodial Operations

The lines of authority for administering custodialoperations vary among school districts. Some schooldistrict) assign primary responsibility for administer-

42

ing the custodial program to the director of mainte-nance and operations; others, to the principals or sitemanagers. Most likely, however, the administrationand operation of the district custodial program is aresponsibility shared by the principals and the districtmaintenance and operations organization. When shared.responsibilities should be clearly defined and under-stood.

Administration by Principal

As the administrative officer of the school, the prin-cipal or site manager is often given the responsibilityfor supervising, evaluating, and :heduling the workperformed by the custodial staff. (Custodial staffmembers are usually assigned to specific sites or build-ings.) If the district assigns the building principal tobe the site administrator, other staff services may beprovided by the district manager of operations. Thesestaff services could include ;hnical supervision andbudget control for operations in the building. Otherdistricts may determine that the custodial operation isthe responsibility of the business office. Many districts

OPERATIONS CHECKLIST

Questions that can be asked to determine whether theope' ations organization contains the elements needed toaccomplish the goals and objectives of the district are asfollows:

1. Do district policies define the desirable levels ofoperation in sufficient detail to establish the budget?

2. Are established formulas utilized for the staffing ofcustodial and gardening operations?

3. Are custodians functionally responsible to schoolp incipals or to the district custodial manager orTome combin :ion thereof? Has this functional lineof author ty been clearly defined?

4. Are periodic and documented evaluations made ofthe condition of buildings and grounds of eachschool?

5. Is there a .nanual of operations for custodial andgardening services?

6. Is thole preservice exid in-service training for oper-ations personnel?

7. Are operations crews utilized on a centralized dis-trictwide basis or decentralized school site basis asappropriate?

8. Do custodians accomplish limited maintenancework ai part of thzir normal responsibilities?

57 BEST COPY AVAILABLE

use a combination of these two approaches. Whateverapproach is used, a line of authority should be estab-lished and should be clearly understood by all. Th.-members of the custodial staff should know who isresponsible for the supervibio, evaluation, and sched-uling of the work to be performed.

Administration Through Shared Responsibility

In recent years school district administration hasbeen sometimes referred to as participatory or decen-tralized educational management. This concept indi-cates that the superintendent assigns the direct or linemanagement responsibilities for the total site educa-tional program to the principal. The principal hascomplete administrative authority and responsibility.The district custodial management personnel areassigned technical responsibilities in support of thesite program.

Under such a concept the functional tine of author-ity for custodians flows directly from the site man-ager. The site manager includes the custodian as partof the school staff but does not manage the custodialstaff in the specialized technical aspects of their custo-dial responsibilities. The site manager would beresponsible for functional management of the custo-dian, and the oistlict custodial supervisor would beresponsible for technical management. This sharedresponsibility for custodial maintenance can prod leea very effective operation.

Functional management involves the determinationby the principal of what custodial tasks are performedand when they will be performed. As part of theschool site team, the custodian performs tasks neces-sary to carry out the educational goals. These tasksare usually outlined in a work schedule established bythe principal, distract custodial supervisor, and theschool's head custodian.

Technical management is the management of cus-todial tasks and the methods, equipment, and suppliesused at the school site to keep the school sites clean,sanitary, and comfortable for the students and staffmembers. included are technical aspects, such as howto vacuum and sweep, how to shampol carpets, whatchemicals to use, what equipment is best, and whatthe most cost-effective methods are. The custodianperforms under the training and guidance of a technically knowledgeable and experienced district custo-dial supervisor.

This system of shared responsibility for custodialoperations is designed to provide a technically trained,tew that is highly supportive of the educational pro-gram under the functional management of the schoolprincipal. It is also designed so that the principal doesnot divert time from the education of students by hav-ing to manage the administrative details of custodialrecruiting; technical screening; paperwork processing;

management of substitute custodians; technical clean-ing procedures; and techniques, chemicals, supplies,and equipment for the cleaning and sanitation process.

Under such a system of shared responsibility, thegoal of custodial operations is to provide sucessfuland cost-effective custodial operations in a healthy,safe, and comfortable environment designed to enhancethe educational process. This encompasses the follow-ing specific objectives:

1. Clean and sanitary schools2. Optimum efficiency and cost effectiveness in

maintaining high standards of cleanliness andsanitation

3. Custodial operations highly supportive of andresponsive to the educational process

4. A custodial management system encompassingoptimum responsiveness and support to theeducational process through participatory man-agement by the principal and the district super-visor of custodial maintenance services

Under such a shared responsibility system, the dis-trict custodial supervisor might provide the followingservices:

1. Custodial recruiting, screening, and selection2. .ustodial staff development3. Districtwide technical administration and eval-

uation of custodians4. Determination of custodial staffing require-

ments by conducting a task/ tilne/ work stan-dards analysis

5. Design of custodial work schedule, at schoolsites in conjunction with the prin, pal and headcustodian

6. Hiring, managing, and training of substitutecustodians

7. Communication and sup ort to principals oncustodial operations

8. Maintenance of custodial equipment9. R.esearch of new equipment and supplies

10. Management of district custodial supplies inven-tory

11. Sanitaton and environmental control12. Twenty-four hour availability for emergency

situations13. Custodial maintenance projectsi4. Installation of equipment and supplies in new

facilities

Figure 17 illustrates a custodial operations organi-zation under a shared responsibility system.

The supervisor of maintenance and operations maybe assigned the direct line of authority for districtcustodial operations. and the principal may be givenan indirect line of authority through the supervisor ofmaintenance and operations. Under this arrangement

58 43

t

59

High SchoolPrincipal

I-

Middle SchoolPrincipal

Head Custodian ofHigh School

Day Custodians

Physical Education EquipmentCustodian 11

Physical Education Aide 11

Night CustodianHigh School

Night Custodians

1

Elementary SchoolPrincipal

Head Custodian ofMiddle School

Night Custodians

Director ofMaintenance and Operations

Supervisor ofCustodial Services

Head Custodian ofElementary School

Night Custodians

--- Technical Management Responsibility

Functional Management Responsibility

Fig. 17. Unified school dbtrict custodial operations organizadon shared responsibility system

1Cu al

Personi,, supportFunction

CustodialTechnicalTraining

Limiieu TermSubstitute Crew

DistrictwideEducational and Fine Arts

Program Support

Pest ControlSanitation

District CustodialSupplies and Equipment

MaintenanceCustodial Equipment

District OfficeCustodian

it is the responsibility of the supervisor of mainte-nance and operations to:

Schedule the work of head custodians and custo-dians, including:1. Daily, biweekly, and weekly tasks2. Nonscheduki time to be used at principal's

discretion3. Tasks to be perfomed when the principal has

made no assignments utilising nonscheduledtime

Schedule all work during school vacations.Train and supervise all custodial personnel.Evaluate custodians after consultation with theprincipal.Hire custodians, with principal acting in an advi-sory capacity, if the principal desires.Reassign custodial personnel after consultationwith the principals involved.Review custodial schedule with principals to clar-ify procedures, identify problems, and inspectplant.Use suggestions and experience of custodians andprincipals to improve the custodial prc gram.

It is the responsibility of the principal to:

Evaluate the cleanliness of the school and notifythe supervisor of maintenance and operations ofany concerns.Consult with the supervisor of maintenance andoperations regarding evaluation of personnel as itrelates to conduct with other school personneland students, cooperation, and work habits.Act as a consultant to the supervisor of mainte-nance and operations in the selection of custo-dians for his or her school.Refrain from working custodians out of job clas-sification (particularly in the supervision ofstudents).Inform staff of custodial problems and costs andoffer suggestions to teachers as to how they andtheir students may assist in making the custodialprogram less costly and more efficient.Respect the custodian as an important memberof the school staff.

It is the responsibility of the custodian to:

Carry out work responsibilities.Notity the principal of any hazardous conditionwhich exis's.Off.s suggestions to the supervisor of mainte-nance and operations for program improvement.Complete all tvork required by principal or otherstaff members.Transmit work-related concerns iu :lc iupervisorof maintenance and operations, who !Nill resolvzthe problems in consultation wait rracipal orstaff members.

Use unscheduled time in productive labor.Make a daily maintenance inspection of thebuildings and grounds. When maintenance prob-lems are found, correct them as appropriate. No-tify the maintenance department by phone inemergency situations and in writing for routineitems.

It is the responsibility of the teacher to:

Assist and cooperate with custodians in the inter-est of maximum custodial efficiency and buildingcleanliness.Channel unusual requests for service through theprincipal's office.Discuss routine matters and problems directlywith the custodians involved.Respect custodians as an importantschool.

part of the

Custodial Staffing

Custodial staffing depends on many factors. Somefactors to be considered are (1) the standards of sani-tation, comfort, and appearance established by thegoverning board and administration; (2) the organiza-tion of the operations department; and (3) the workload and performance standards appropriate for eachdistrict.

Normally, the governing board and the administra-tion will establish very high standards of cl- anliness,sanitat;on, comfort, and appearance for school class-rooms and other facility spaces. To adhere to thesehigh standards, the operations organization should bewell planned and should encompass moderr businessmanagement practices. Line and staff relationshipsand personnel management factors, such as span ofcontrol and the delegation of authority, are importantconsiderations. Other business management decisionsshould be geared toward attaining a high degree ofproductive performance and services responsive to theneeds of the educational program. An importantmethod of determining custodial staffing require-ments is using establis ,. d work load formulas toassist management in determining the number andwork locations of personnel required.

Custodial Work Load Formulas

The number of custodians needed to staff schoolsdepends on several factors. Salaries are the major itemof expense in the operational cost of a school facility.The number of custodians must be sufficient to do thejob, and they must be assigned enough work to keepthem busy during work hours. If school facilities areto be kept in a habitable condition, the work loadmust be distributed equitably amor g each member ofthe custodial staff.

One of the earliest units of measuring custodialwork load was the square footage of floor area to be

61 45

cared for. In the computation of work loads based onthe amount of square feet of floor area, several vari-ables must be considered. The age and condition ofthe floor are important factors. The time needed tosweep a floor may be as much as 20 percent longer ifthe floor is in poor condition. Less time is required tosweep resilient tile than to sweep a rough concretefloor. The extent to which a school is used and thetypes of activities for which it is used are also impor-tant variables. School facilities may contain specialrooms; multipurpose rooms and auditoriums; andclassrooms with sinks, movable furniture, and largeportions of glass. Factors o:hei than area of floorspace should be considered whenever the custodialwork load is measured.

Many custodial duties vary widely from day to day.As a result, custodians should keep a flexible workschedule so that all the expected and unexpecteddemands on their time can be met with reasonableefficiency. Relatively simple methods of measurementare inadequate fo determining a custodian's worklead. Such items as the number of classrooms andopen-space classrooms, the number and location ofthe plumbing fixtures, and heavily or sparsely fur-nished rooms affect the total work load. Communityrecreational uses of school buildings may increase thecustodial work load.

Many formulas exist to determine the custodialneeds of individual schools. The formulas have beenrefined by comparing them with actual practice. Thiscomparison sometimes results in changing some of thefactors used in the formulas; but on many occasionsthe revisions have resulted in reducing the number ofemployees assigned to an individual school.

Of the many excellent formulas now in use, onlyfour are presented here: the CASBO work load for-mula; the San Joaquin task-time frequency formula;the Denver custodial formula; and the area allotmentper person-hour formula. All four have a high degreeof reliability and can be used safely, with discretion,by managers planning the custodial staffing for a newschool facility. The formula developed by a committeeof the California Association of Sc: ool Business Offi-cials (CASBO) and the formula developed by theDenver public schools are also used by many schooldistricts in making periodic checks on the staffingpatterns of custodial employees. Such formulas havebeen proved satisfactory in measuring work loads.

CASBO Work Load Formula

The CASBO work load formula was developed inthe eastern part of the United States and adapted for-:se ,n California in 1958. The formula was designed tocalculate the number of custodians neede-' for anindividual school facility. Tested in many California

school districts, the formula has a high degree ofvalidity as an indicator of work load requirements.

In 1976 the Southern Section Maintenance andOperations Research and Development Committee ofCASBO completed a survey to study the validity ofthe CASBO formula and its use in California schooldistricts. A majority of school districts participating inthe survey reported information that validated theusefulness of the CASBO formula in developing pru-dent custodial staffing allowances.

The committee observations taken from the surveyreports are presented in outline summary:

1. There is a significant correlation between actualexisting custodial staffing and that prescribed bythe CASBO formula.

2. Thy CASBO formula appears valid for large andsmall school districts.

3. CASEO formula staffing can provide the capa-bility of maintaining 90 percent or even 100 per-cent of desired standards of cleanliness.

4. A financial budget based on the CASBO for-mula appears to provide adequate funds for cus-todial personnel.

5. Thz CASBO formula appears overall to be areasonably valid approach to estimating custo-dial work load and staffing requirements.

6. There is no single magical formula. Although theCASBO formula can be used both for estimatingbudgets and work load requirements, other moredefinitive analytical methods, such as time andwork standards for tasks required in considera-tion of the variables at each location, will pro-vide a more refined definition (validation, cor-roboration, and so forth) of actual custodialstaffing requirements.

This formula does not consider the amount of cus-todial time required to do other than cleaning androutine maintenance duties. The time taken to answerthe principal's requests for delivering supplies, movingequipment, or doing odd jobs for teachers, as well asthe time needed for doing any gardening ork, variesfrom school to school and should be added to thefactors developed by the formula. Appendix B, "TimeSchedules," contains directions for using the CASBOformula.

San Joaquin Task-Time Frequency Formula

The San Joaquin task-time frequency formula is anexample of a custodial work load formula that isperformance-engineered a., a task-time frequencybasis. It was origina!ly developed by the Westing-,. ,use L,...rning Cu poration for the San JoaquinElc. ientary School District, which was later incorpo-rated into the Irvine Unified School District.

62

Ef

The formula includes (1) the identification of eachcustodial elemental task involved; (2) the assiomentof a reasonable performance time interval under localconditions for each task; and (3) the determination ofthe frequency of the task performance necessary tomaintain the standards of performance established bypolicy. Combining t1- 'se factors results in a perfor-mance engineered work load determination of custo-dial staffing requirements. (Appendix B, "Time Sched-ules," includes directions for using this formula.)

This formula was developed by first determiningthe custodial task and by calculating the time it takesto perform each task. These figures are referred to asthe custodial elemental standard times. The secondstep was to determine custodial benchmark standardsfor each component (classroom, washroom, and soforth). This was done by multiplying task area orquantity by the unit time standard to c. main a custo-dial benchmark standard (task x time x frequency) foreach component. The third step was to tabulate thecustodial benchmark standards for all components ofthe school and the school operation to determine thetotal prt luctive time required to clean the school. Thetabulations in Appendix B are shown for an elemen-tary school and for a middle school. For the totalproductive hours to be determined, the daily allow-ance for personal time must be included.

Denver Custodial Formula

The Denver custodial formula was developed by theadministrative staff of the Denser, Colorado, publ;schools after a study had been made to determine theamount of time custodians need to perform theirduties efficiently. All the elements of a custodian's jobwere analyzed to determine those elements performedduring an average day. len major work categories (orelements) were isolated. Each of the ten elements wasweighted according to the time required to performthe tasks. Although custodians perform tasks otherthan those included in the ten classifications, expe-rience has shown that ',hese classifications represent avalid measurement of work load. With one exception,variable factors such as pupil enrollment are not used.(However, community use of buildings was includedin the list because community use of buildings affectsthe custodians' jobs.)

The ten basic elements contained in the Denverpoint system follow:

School siteBuilding units such as classrooms, offices, health

services, libraryKindergartensLunchrooms and multipurrse roomsAuditoriumsHeating plant

Plumbing fixturesGymnasiumsCommunity use of buildingsBuilding ataNext considered in the Denver formula is a method

of weighting to keep the relationship of the variousfactors in balance. The time required to complete thevarious tasks involved is the basis for assigning points;one point is allotted for each 15 minutes of time spent.Appendix 13, "Time Schedules," contains directionsfor allocating points according to the Denver formula.

Area Allotment per Person-Hour Formula

Some of the larger school districts t Californiaestimate custodial needs according to the area allot-ment per person-hoer formula. This formula is detailedand comprehensive and requires the business office toestimate the number of custodians required by com-puting the area of the buildings .ad grounds con-tained in the various categories (s,ich as permanentbuildings, portables, locker and shower rooms, side-walks, and lawns) and then to compute the areaallotment per person-hour. In most instances the dif-ferent jobs to be performed are timed on the ofnumber of square feet to be covered by each person.Appendix B, "Time Schedules," contains directionsfor using this formula.

Characteristics of an Effective Custodian

The work of the school custodian is complicated bythe many varied duties and the necessary interactionwith students and school staff. Because most custodi-ans interact daily with students, any individual selectedfor the position should 5e of good character. He orshe should also be able to interact appropriately withstudents and to set a got,d example in the manner inwhich job duties are performed. A fingerprint checkof all applicants is required by the Education Code.

The custodian should be willing to work irregularhours, including working a split shift or starting workin the afternoon after school. Most school managersfind that custodians work more effectively after thebuilding has been cleared of other staff members. In asplit shift, which is sometimes necessary in small dis-tricts, the custodian reports to work in the morning,takes a break of several hours in the middle of the day,and finishes the workday in the late afternoon.

Because of the varied nature of the work, a custo-dian should possess some mechanical aptitude andskills. la some large districts the custodian completesminor repairs. In some small districts the custodianmakes all necessary repairs to equipment and mustoften do the grounds work. In addition to jobs requir-ing mechanical aptitude, the custodian will usually berequired to perform a attain amov t of climbing and

6347

lifting. As a result, good health is essential. Most dis-tricts require custodial applicants to pass a physicalexamination and be free of any physical conditionthat would hinder him or her in performing custodialduties or that might endanger the seety of others.

A custodian should be neat and clean in appearanceand be willing to wear the type of clothing that allowshim or her to perform the work required by the posi-tion. Frequently, the custodian is the first person avisit° meets on coming into a school building andpresents the visitor one of the first impressions of theschool.

Custodial Services for Students and Staff

The primary role of the custodian is to provide cus-todial services as assigned. These services do notinclude the supe:vision cr discipline of students. Thecare and discipline of students is the responsibility ofthe educational staff. The custodian should never,therefore, assume or accept responsibility for disci-plining any student. To do so would te a iolation ofthe custodial responsibility and would imply neglectby the educational staff. A good custodian knows,however, that the goodwill of the students makes thejob easier and more pleasant If the custodian doesnot establish a favorable relationship with the stu-dents, his or her work will be made more difficlt; andthe building will show evidence of this lack ofcooperation.

Experienced custodians attempt to treat each staffmember according to his or her individual needs.Because the custodian is generally available, princi-pals, teachers, and other school staff members mayimpose on the custodian by making numerous specialrequests. Both the students and the school benefitwhen the school staff members and the custodian havea mutual respect for each other's responsibilities andadhere to the administrative patterns that have beenestablished. A cooperative, mature attitud,. on thepart of school staff members will have a .6 nificantpositive impact on the custodian's ability to contrib-ute to the overall educational process.

The Custodial Schedule

In a small school building with only one custodian,work hours should be adjusted to local needs. Legisla-tion has established a 40-hour work week for all clas-sified employees of school districts in California. Con-sequently, the custodian may be expected to work abroken shift or split shift in a small school. The custo-dian should arrive early in the morning to check onthe operation of the heating and air-conditioning sys-tem, see that utilities are in operation, check for van-dalism or safety problems, open the buildings androoms, and put up the flag. After the sttfr::'s andstaff have departed for the day, the custodian should

48

do the sweeping and cleaning necessary to put thebuilding in order for the next schoolday and then lockthe building. While school is in session, the custodiancan do minor .:aintenance. Some experimentationand changes may be necessary until a schedule thatfits the local situation is worked out.

When more than two custodians are assigned to aschool facility, one should be designated as head, lead,senior, or supervisory custodian. The principal shoulddirect all information and questions regarding opera-tions at an individual school to the supervisory custo-dian. In addition, all work assignments should bechanneled through the supervisory custodian. Allteachers' requests for services or teachers' complaintsregarding the condition of the school should bedirected first to the principal. Requests from teachersshould not be made directly to the custodian.

The supervisory custodian usually reports for workearly in the morning and works a straight day shift.This shift allows the supervisory custodian to check insupplies, answer the principal's requests for work tobe performed by the custodial staff, and check on theoverall cleanliness of the building. The supervisorycustodian performs many of the nonscheduled tasksthat are necessary for the smooth operation of theschool. The end of the supervisor's shift usually over-laps with the beginning of shifts worked by other cus-todians. During the overlap period the supervisorshould make assignments, discuss the cleaning of thebuilding with those on duty, and perform other super-visory functions.

Many school districts have given the supervisorycustodian of !arger schools a late-shift assignment sothat the cleaning operation can be closely supervised.If a supervisory custodian does extra night work,made necessary by community use of the building, it issound practice to pay overtime for this work throughthe regular district payroll. Custodians paid in thismanner are fully covered by the district's insuranceprogram. If they are paid for extra duty by organiza-tions in the community, there may be a question ofresponsibility if the custodian is injured while on thejob. When the building is used at night, one custodianshould always be scheduled for work During thosehours so that the building can be secured at the end ofthe evening. Any custodial overtime must be autho-rized by the appropriate manager.

The custodial schedule should reflect an orderlyworking program but should not be so rigid that spe-cial situations cannot be met. The schedule should bewritten out in detail because much effort can bewasted unless the custodian's time is organized. Eachcustodian should have a daily written work schedule.A schedule has a number of attendant values. Theschedule indicates a reastmable day's work and can beused to identify where the clistod;an is working at any

64

given time. It can also be used as an inspection check-list and is valuable as an instruction sheet for a substi-tute custodian. In addition, a schedule aids in theorientation and staff development of new personnel.

Preparing a written work schedule is not difficult.In fact, most custodians use some type of written timeplan. The manager and the business office should fol-low a cooperative program of scheduling. Moreover,the schedule should be revised as needed to improvethe methods used, to compensate for personnel changes,and to reflect the use of improved equipment.

The first step in developing a schedule involves list-ing the custodial tasks and estimating the time requiredto perform each task.

If the employee is assigned to a school where morethan one person is responsible for caring for theschool facility, the schedule should be developedcooperatively with the building principal and super-vising custodian. Schools differ not only in size, con-struction materials, floor plan, number of students,and kinds of equipment used but also in educationalprograms. Accordingly, the work schedules at the var-ic is schools will differ.

Two examples of daily and weekly work schedulesfor a custodian in a large school foilow. One exampleis for an early shift and the other for a late shift.

Schedule of Daily OperationsEarly Shift

Minutes

6:30 a.m. Check for vandalism and safety prob- 15lems, including heating and air-condi-tioning systems.

6:45 a.m. Sweep, vacuum rug, and dust princi- 20pal's and secretaries' offices; cleantoilet, basin, mirror; fill dispensers;empty wastebaskets.

7:05 a.m. Sweep and dust nurse's room; clean 20sink, drainboard, toilet, basin, am'mirror; fill dispensers; empty waste-baskets.

7:25 a.m. Sweep, vacuum rug, and dust teachers' 25restroom; clean sink, toilet, basin, andmirror; till dispensers; empty waste-baskets.

7:50 a.m. Open buildings and gates; put up 15flags.

8:05 a.m. Sweep all entries to buildings, walks to 40street, and sidewalks.

8:45 a.m. Sweep and dust; empty wastebaskets; 25spot clean glass, walls, woodwork,and floors as necessary.

9:10 a.m. Do ueekly work; see schedule of weekly 100operations.

10:50 a.m. Reserve time for special rcluests or 45sweep corridors as necessary.

11:35 a.m. Perform necessary cleanup following 20dismissal of pupils.

1 1:55 a.m.

12:55 p.m.

1:55 p.m.

2:05 p.m.2:20 p.m.2:30 p.m.

3:30 p.m.

Lunch 60Sweep lunch shelter area: clean under 60tables and sweep walk to street; wipeup spillage on lunch tables; pick uppapers on grounds and empty waste-baskets; wash wastebaskets daily.Check and tidy up the boys' and girls' ' 0restrooms.Sweep multipurpose building. 15

Sweep and dust teachers' workroom. 10

Perform iniscellaneous custodial work 50or minor maintenance repaiis.End of shift

Schedule of De/ OperationsLate Shift

2:00 p.m.

2:20 p m.

2:35 p.m.

2:48 p.m.

3:01 p.m.

3:14 p.m.

3:54 p.m.

4:07 p.m.

4:20 p.m.

4:33 p.m.

4:47 p.m.

5:01 p.m.

5;15 p.m.

5.29 p.m.

5:43 p.m.

5:55 p.m.6:25 p.m.

7:40 p.m.

8:05 p.m.

65

Minutes

Clean sinks and drainboards and fill 20dispensers in rooms 1, 2, 3, and 5.Room Isweep, clean chalk rails, 15empty wastebaskets.Room 2sweep, clean chalk rails, 13empty wastebaskets.Room 3sweep, clean chalk rails, 13empty wastebaskets.Room 5sweep, clean chalk raiS, 13empty wastebaskets.Clean sinks and drainboards and fill 40dispensers in rooms 4, 6, 7, 8, 10, 11,and 12.Room 4sweep, clean chalk rails, 13empty wastebaskets.Room 6sweep, clean Lhalk rails, 13empty wastebaskets.Room 7sweep, clean chalk rails, 13empty wastebaskets.Room 8sweep, clean chalk rail:, 13empty wastebaskets.Room 9sweep, clean chalk rails, 14empty wastebaskets.Room 10sweep, clean chalk rails, 14empty wastebaskets.Room 1 I sweep, clean chalk rails, 14empty wastebaskets.Room 12sweep, clean chalk rails, 14empty wastebaskets.Weekly work for cleaning chalkboards; 12

see schedule of weekly operations.Lunch 30Sweep and dust girls' toilet room. 75Clean toilets, wash sinks and mirrors,fill dispensers, clean walls and parti-tions if necessary, and empty waste-baskets. Mop toilet floors daily.Sweep inside corridors, steps, and 25landings of all sections.Dust rooms I, 2, 3, 4, 5, 6, 7. 8, 9, 10, 60I I, and El.

49

9:05 p.m.

9:45 p.m.

10:30 p.m.

10:15 a.m.5:43 p.m.9:05 p.m.

9:25 a.m.5:43 p.m.9:05 p.m.

5:43 p.m.9:05 p.m.

5:43 p.m.9:05 p.m.

Do weekly work; see schedule of weekly 40operations.Use this time for miscellaneous custo- 45dial work as directed by supervisorycustodian, such as mopping and buff-ing main building corridors as necessary.

End of shift

Schedule of Weekly Operations

Monday

Sweep remainder Jf walks.Clean chalkboards in rooms 1 and 2.Clean glass, woodwork, valls, and floors inrooms 1, 2, 3, and 4.

Tuesday

Sweep walks.Clean chalkboards in rooms 3 and 4.Clean glass, woodwork, walls, and floors inrooms 5, 6, 7, and 8.

Wednesday

Clean chalkboards in rooms 5 and 6.Clean glass, woodwork, walls, and floors inrooms 9, 10, 11, and 12.

Thursday

Clean chalkboards in rooms 7, 8, and 9.Service custodial equipment every two weeks asnecessary.

Friday

5:43 p.m. Clean chalkboards in coms 10, 11, and 12.9:05 p.m. Mop floors in principal's, teachers', and nurse's

toilet rooms.9:25 p.m. Clean glass, woodwork, walls, and floors in

principal's and teacht,rs' restrooms, nurse's room,and conference room.

Grounds OperationsThe goal of grounds maintenance service is to eco-

nomically r side clean, neat, safe, and functionalgrounds in support of the educational program of theschool district. School and civic pride are enhanced byappropriate grounds maintenance procedures appliedto school facilities. Attractive grounds generallyenhance pupils' appreciation of and respect for schoolproperty. The significant benefits of well-maintained,attractive school grounds justify the time and effortnecessary to establish board of education policies tha:contribute to the development of specific departmen-tal goals and objectives.

Some of the normal tasks associated with groundscan include picking up and removing litter; cleaningsurfaced play areas; watering; cleaning catch basins

50

and covers; and sweeping or cleaning roadways,walkways, breezeways, and driveways. In addition,attention should be given to tennis courts, athleticfields, and grass play areas. Many of these tasks areregularly performed by custodians and should beincorporated in their daily schedules.

The right supplies and equipment for each job mustbe obtained to accomplish necessary grounds tasks.Proper storage facilities to house these supplies andequipment should also be provided.

Goals and Objectives

The following checklist may be used as a guide inestablishing and developing grounds maintenancegoals and objectives. Generally, these goals and objec-tives seek to:

Conceive. develop, and operate an effective groundsmaintenance organization.Accomplish econom, of operations.Recruit and train highly proficient personnel.Dettlop and implement effective, functional, andsafe procedures and methods.Select and use the most effective and economicalsupplies and equipment.Work with the district administration in supportof a superior educational program.

Administrative Lines of Authoriti

As in other operations functions, the lines ofauthority and responsibility for grounds maintenanceoperations vary among school districts. The geograph-ical size of the district, the number of sites, the acreageand complexity of ground facilities, and the geograph-ical distribution of sites are some of the factors thatdetermine the nature of the administrative lines ofauthority and responsibility.

In small districts the responsibility for groundsmaintenance services may be combined with otheroperations functions and assigned to one manager,usually the superintendent, bu.iness administrator, oranother district official. In very large school districts,the responsibility for grounds maintenance servicesmay involve several levels of managers and a divisionof lines of authority along specialized technical fields.

In medium-sized school districts, the responsibilityfor grounds maintenance services may be assigned tothe director of maintenance and operations and to asupervisor of grounds maintenance services. Figure 18illustrates the lines of authority and responsibilityassigned in a medium-sized district having approxi-mately 16,000 average daily attendance. The district isresponsible for the grounds maintenance at 25 schoolsites and five administration facilities The school sitesvary in size from eight to 40 acres and are fully land-scaped with turf fields, ornamental plantings, groundcover, flower beds, and landscaped banks.

66

Director ofMaintenance and Operations

Supervisor of GroundsMais.tenance Services

HeadGroundskeeper

Lead Groundskeeper(Crew I)

Lead Groundskeeper(Crew H)

Lead Groundskeeper(Crew HI)

Lead Groundskeeper(Special Crew)

//Fie ld TurfMowing

Field TurfMowing

Field TurfMowir;

SprinklerRepair

IOrnamental

LawnsOrnamental

LawnsOrnamental

LawnsChemical

Application

Trees and Shrubs Trees and Shrubs Trees and Shrubs Refurbishment

Equipment

EHigh School High School

rrHigh School

---- Groundskeepers located permanently at high school sites technically are supervised by the district supervisor ofgrounds maintenance services

Fig. 18. Responsibilities for maintenance and operations in s medium-sized didtrict

6751

Each elementary school and middle school has asignificant number of asphalt playgrounds, includingequipment. Each high school ,ins athletic fields andtwo football stadiums. The supervisor and head grounds-keeper have line authority over three five-persongroundskeeping crews; each crew his complete grounds-keeping responsibility for ten sites At each site theseregular groundskeeping crews perform the gardeningtasks necessary to maintain Al landscaping and play-grounds at the site and all tasks necessary to maintaina clean and neat campus. In addition to the ihreeregular groundskeeping crews maintaining 30 sites,two-person special crews repair sprinkler and irriga-tion systems, apply chemicals, and repair z nd ,ain-tain equipment. The supervisor and head grounds-keeper at.. assigned technical management respon-sibility for the groundskeepers who may be per-manently located at the high schools.

Job responsibilities in such an administrative organi-zatiok. may be outlined as follows:

1. Director of maintenance and operations. Is re-sponsible for building maintenance, -.:ustcdialmaintenance services, and grounds maintenance.

2. Supervisor of group -i., maintenance vervices. Isresponsible for and manages tbe grounds main-tenance operations (i.e., plans, organizes, sched-ules, supervises, and inspects).

3. Head groundskeeper (district). Serves as assis-tant to the supervisor and as a working leaderwho assumes responsibilities for the grounds-keepers working in the field to ensure the crewsare accomplishing the proper work tasks in atimely, efficient, and cost-effective manner.WI ,3r a new employee is hired, the headgroundskeeper p. Jvides training in safety proce-dures and work methods.

4. Lead groundskeepers. Are leaders and manag-ers of the crews and have charge of the mowingand cleaning. They are responsible for allgrounds maintenance at each site and mustprovide additional training and see that allsafety measures are enforced.

5. Grounds crews. Are composed of grounds-keepers trained in maintaining all landscaping.They mow and edge the lawn, weed the flowerbeds, and rake all papers, leaves, and debris inand around the sites. Grounds crews work on aweekly schedule that covers a designated numbero: sites.

6. Sprinkler repair crews. Replace, repair, andmaintain all of the district's grounds irrigationsystems. In addition, they check all back-flowdevices once a year and on occasion install newsystems. They are responsible for setting timeson the sprinkler clocks so that proper waterdistribution occurs.

52

7. Chemical application groundskeepers. Applyall herbicides, insecticides, and growth retar-dant chemicals throughout the district. Envzon-mental regulations and toxicity of chemicalsused require compliance with rigid safety stan-dards. Most chemical application groundskeepersmust have a valid applicable state license.

8. Field turf .-nowing groundskeepers. Mow alllarge turf areas and perform all maintenancetasks as assigned.

9. Refurbishment crew groundskeepers. Performa variety of grounds maintenance refurbish-ment tasks. These tasks i:Iude the majorrepair of grounds; the replacement of turf,shrubs, trees, and other plant material; and thedesign and installation of landscaping and '-ri-gation of a special nature.

10. Grounds equipment maintenance persons. Ser-vice all grounds maintenance equipment; inven-tory and place equipment on a preentivemaintenance schedule.

11. Site groundskeepers. Are assigned to the dis-trict high schools and middle schools to per-form grounds maintenance at sites. Similar tocustodians, they work functionally for the siteadministrator and technically for the supervi-s n- of grounds maintenance services.

Figure 19 illustrates the lines of authority andresponsibility in a high school district encompassingeight high schools.

The function of the grounds branch is to maintainthe district's landscaped and turfed areas and the irri-gation sprinkler systems. If time allows, the groundsbranch also assists in the construction, modification,and alteration of sprinkler systems; installs semiperma-nent lining on athletic fields; and provides assistancein controlling rodents and repairing drainage systems.

Staffing and Work Load Formulas

Tn.. personnel staffing of grounds maintenance issimilar to other operations functions and influencedby many variable factors. Educational managers gener-ally recognize the value of maintaining well-landscapedand functionally designed grounds that enhance andsupport the educational program. Many school dis-tricts, particularly those in suburban areas, are exten-sively landscaped, usually in conformance with thestandards ci the community. In urban areas thedesign and layout of school grounds play an impor-tant part in the facility's environment.

Properly maintained grounds require an appro-priate number of technically qualified personnel. Thedetermination of the required number of personnel isa highly variable consideration. However, gardeningand grnunds maintenance is a highly technical sciencethat to be successful must be performed by highly

68

4

Grounds

i

Lead Grounds WorkerGrounds Workers (6)

Grounds Brar.r:h Supervisor

Equipment Operators

I

Grourjs EquipmentOperators

(5)

SprinklerMaintenance

1

Sp II. :erMaintenance Worlers

(2)

Fig. 19. Crounds branch ,,.utictional organization

knowledgeable and experienced people. The hundredsof tasks performed by a gardener r ie complicated.The diverse and detaiLd nature of du, work makes itdifficult to establish work load formulas.

For this reason few scientific studies have beenmade of work load standards or formulas. However,some useful studies have been done, including Reportto the Board of Education on the Study of GardeningOperations" (San Diego City Unified School District,Business Services Division); Labor Requiremerff Anal-ysis for Lar-iscape MaintenanceLeaflet 21232 (Uni-versity of California, Divisior of Agricultural Scien-ces); and Custodial and Gardening Standards in theLos Angeles City School District (Louis J. Kroegerand Associates, Los Angeles).

The method of analyses, factors considered, infor-mation gathered, and conclusions presented are perti-nent to current Proundskeeping and gardening prac-tices in California school districts. The data resultingfrom these studies can be uF i as a point of referencein making studies of current staffing requirements forgrounds maintenance functions.

Figure 20 indie s a method used in several schooldistricts to compute the costs of grounds maintenanceoperations.

Relations with Students. Staff, a.. . mmtmity

All grounds staff member, must conduct them-selves in a friendly, courteous manner. They should

Delivery

i

Truck Driver

respect their fellow emplop:es and provide assistanceto community members and visitors to the school. It isa , J od policy to require all grounds staff members towear uniforms that contribute to a neat, well - groomerpersonal appearance. All nPv: grounds staff membersshould receive an orier ,Lion that includes a discus-sion of safe ' ork methods and proper operation ofequipment. As iew types of equipment are purchased,staff members should receive training in safe opera-tion and handling procedures. GI ounds staff m, nbersmust be conscious at all times of student safety. Sincestudents are generally attracted to ri:-/- hinery andequipment, the grounds staff members should takespei ''il care to avoid acc. tents and injury tt, students.Jn aodition, the conduct of grounds staff membersshould sPt r. good example for students.

Facilities, Lquipmcgt, and Supplies

The right supplies and equipment for each job mustto obtained to accomplish necessary grounds tasks.?roper storage facilities to house these supplies andequipment should also be provided. Although a com-prehensive grounds program is costly, ti.., districtshould give the grounds operation the same consider-ation in the budgeting process -3 given other depart-mei: is. In this way, schor I grounds can t.. maintainedin a standard compatible with the surrounding com-munity.

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Staff Requirements

Facility:

Size Acres= square feet

Turf area square feet

Parking area square feet

Sidewaik square feet

Number of trees

Number of shrubs

Number of sprinkler heads

Building size square feet

Labor Estimate

Function Area x Frequency x Standard = Stan iembcr hours

1. Mowing

Tractor, 7 gang square feet x x 0 033/5,000 square il.Tt --

Mower, 42 inch square feet x x 0.050/ 1,000 square feet =

Mower, 32 inch souare feet x x 0.060/1,000 square feet =

Mower, 21 inch square feet x x 0.110/1,000 sauare feet =

Other x =

Subtotal

2. Fertilization

Lawns, whirlwind aches x x 0.2 /CI acre =

Shrubs square feet x x 0.06E; '1,000 square feet =

3. Aeration

Subtota;

Tractor square fee, x x 0 270/ 1,000 square feet -:

Hand square feet x x 0.50/ 1,000 square feet =

Subtotal

4. Edging

Tractor linear feet x x 0.127/ 1,000 linear feet =

Hand linear feet x x 1.01 / 1,000 linear feet =

f4

Subtotal

Fig. 20. Grounds maintenance cost analysis procedures

70

1

Labor EstininteFunction Area x Frequency x Standard = Staff mernher hours

5. Detaching

Tractor square feet x x 0.028/ 1,000 square feet =

16-inch machine square feet x x 0.088/1,000 square feet =

Subtotal

6. Sprinkler II 'ak

Heads x x 0.020 =

Subtotal

7. Pruning

Trees Trees x x 0.25/ tree =

Shrubs Shrubs x x 0.12/shrub =

Subtotal

8. Po liti 11

Acres x x 0.12/ acre =

Subtotal

9. in ect Control

Trees

Shrubs

Trees x x 0.08/tree

Shrubs x x 0.05/shrub

=

=

0 . Weed Control

Subtotal

Tractor, 5-foot cut _____ square feet x x 0.100/5,000 square feet =-

Seville hoe square feet x x 0.2/ 1,000 square feet =

Hand weeder square feet x x 0.4 / 1,000 square feet =

Spraying (hand) square feet x x 0.042/100 square feet

Turf spraying (tractor) _square feet x x 0.060/13,000 squall ceet=

Subtotal

11. Washing Rived Areas

Tennis courts courts x x 0.5/court =

lewalks square feet x x 0.111/ 1,000 souare feet =

Subtotal

Fig. 20. Grounds maintenance cost analysis procedures (continued)

71

...illiMIE

55

Function

Labor Estimate

Area r Frequency r Standard = Staff member hours

12. Raking Sand Areas

Sand rake

13. Cultivation

square feet x x 1.10/1,000 square feet =

Subtotal

Hand square feet x x 0.868/1,000 square feet =

Subtotal

14. SeedingOverseeding

Scooter, whirlwind acres x

15. Removing Leaves

x 1.270/ acre

Subtotal

Rake, hand square feet x x 0.340/1.000 square feet =

Vacuum-master square feet x x 0.090/1,000 square feet =

Turf vacuum _____ square feet x c 0.02/1,000 square feet =

Subtotal

16. Travel Time

A. Mowing x 0.5 -taff member hours =

B. Fertilization x 0.5 staff member hours =

C. Aeration x 0.5 staff member hours =

D. Detaching x G.5 staff member hours =

E. Tree work x 0.25 staff member hours =

F. Policing x 0.25 staff member hours =

St Mom!

Staff member hours total

Total labor = aff member hours = percent of one staff member hour

(.2020 staff member hours = 1 staff member year)

Fig. 20. Grounds maintenance cost analysis procedures (continued)

72

Fringe Benefits

I. Rest periods

Staff member hours/day x days x percent =2. Vacation

days/employee at 8 hours/day x percent =

3. Sick leave

Jays/employee at 8 hours/day x percent .7,

4. Holidays

days/ years at 8 hours/ day x percent =

Miscellaneous hinge benefits

$___ per hour x

Admin;.;tration costs

percent x $

staff member how s = $

Total Cringe benefits

Total labor

Total staff member how s

Grand total

Fig. 2f Grounds maintenance cost analysis procedures (concluded'

57

Chapter S

Managing Other School District Responsibilities

This choter contains a discussion of some of theother responsibilities commonly entrusted to the direc-tor of maintenance and operations:

Proper use of school facilitiesManagement and conservation of energyControl of hazardous materialsControl of pestsSchool safety and securityAccess for the handicapped

Proper Use of School Fr ilities

California law permits the school district governing' board to grant the use of school buildings or groundsfor public, literary, scientific, recreational, or educa-tional meetings or for the discussion of matters ofgeneral or public interest. The board may also estab-lish uch terms and conditions of use as it deemsproper, subject to the limitations, requirements, andrestrictions set forth in the Education Code.

School facilities are used increasingly for recrea-tion, citizenship training, at..I leisure time activities.The schoo's are more frequently being used as centerswhere both children and adults may learn and con -munity groups may meet to serve common needs. Thepolicy of the district should provi for maximum use9f school facilities to provide th geatest service tothe community. It is important that guidelines beformulated to implement adopted policies relating tothe use of school facilities under the Civic Center Act(Education Code sections 40040-40047).

General Guidelines

When considering a request from an outside groupto use school facilities, the school district governingboard should determine (1) whether a proposed activ-ity or meeting is one within the purview of the CivicCenter Act; (2) whether a group requesting use ofschool facilities is organized for general characterbuilding or welfare purposes; (3) whether the appli-cant will charge &Mission, collect money, or solicitdues; and (4) whether city ordinances relating to busi-ness and charitable solicitations have been met.

All groups qualifying under the provision of theCivic Center Act may use school facilities for non-school purposes. They must adhere to the rules andregulations as set forth by the governing board. ingeneral, the subject matter of such meetings must per-tain to the recreational, educational, scientific, liter-

58

ary, economic, political, artistic, or moral interests ofthe community or to matters o; general public inter-est. Schoti facilities must not be used for subversive,immoral, offensive, or harmful purposes or for denom-inational or sectarian activities. In addition, the use ofschool facilities must not be granted to persons,forums, corporations, groups, clubs, or associationsthat (I) may, by such use, be reasonably expected toexpube the property c the district to damage throughriot, mob action, or violence of any kind; (2) woulduse the property in a manner adverse to the best inter-ests of the school district; or (3) desire the use of facili-ties for a purpose not consistent with the Civic CenterAct or adopted board policies,

Under no circumstances may an individual or agroup be permitted to use school facilities for priv_Itegain through activities not recognized as recreational,educational, political, economic, artistic, or moral.

All groups qualifying under provisions of the CivicCenter Act are required to comply with applicable cityordinances relating to business and charitable solicita-tions.

Import Ant Terms

Persons responsible for giving permission to useschool facilities should know the meaning of certainkey terms:

Charitable purposes. As used in the C 'c CenterAct, a charity is generally defined as an organizationor institution 2ngaged in gratuitous acts or works ofbenevolence to the needy. Charities include the follow-ing:

I. Those organizations that exist solely for thepurpose of gratuitously alleviating public dis-tress, such as the American Red Cross

2. Those organizations or groups that raise fundsto give relief to specific classes or groups thatunder specific conditions are unable to helpthemselves, such as the victims of a communityfire

3. Service clubs or other organizations that raisefunds to commemorate historical events

4. Groups that raise funds for the restoration ofhistorical landmarks or buildings

Character building. As used in the Civic CenterAct, character building is the act of instilling acceptable qualities of morality in an individual, such as

7

truth, honesty, moral vigor, kindness, and mental andphysical courage. Mental and physical self-disciplinehas always been considered desirable, and an organi-zation formed to promote and build these conceptsinto the character of an individual, particularly aminor person, would properly be defined as a character-building organization. An organization such as theBoy Scouts would ideally fit the definition; however,it is not necessary for an organization to be formedalong the lines of the Boy Scouts to qualify. Athleticorganizations that exist to build discipline and con-cepts of honesty, fair play, and physical courage qual-ify as character-building orgardzstions.

Welfare purposes. As used in the Civic Center Act,welfare purposes may be broadly defined as organizedefforts directed toward the social betterment of a classor group. Ordinarily, welfare activities are directedtoward the protection, care, and assistance of peoplein need and unable to provide for themselves.

Commercial rentals. Commercial rentals is a termthat applies to those organizations or individuals thatdo not qualify under the Civic Center Act and chargeadmissions (:); fees for the activity. The governingboard or the designated representative should deter-mine whether the facility might be rented. The min-imum rental should be equal to the regular marketvalue charged for rental of comprable facilities.

Priority for Use

A suggested priority list for use in determining theuse of school facilities is presented as follows:

1. Activities and programs directly related to theinstructional and educational program(s) of thedistrict

2. Those events.,: activities that are (a) designed toserve the youths and citizens of the individualschool community that are planned and directedby school-related groups; and (b) connected withcommunity recreational programs

3. Use by community organizations whose r rimarypurpose is service to youths or the improvementof the general welfare of the community

4. Use by individuals or groups that are eligible torent the facilities for legitimate row-poses inaccordaia. with the Education Code and whosenet receipts are not expended for pupil welfareor charitable purposes

Requests for Use

Requests for the use of school facilities should besubmitted in writing on a farm approved by the boardand signed by the person assuming responsibility forthe organization's use of the facility. This applicationserves as the agreement for use of the school facility.The application is also the instrument that allows the

school administration and the applicant to arrive at acomplete and equitable understanding as to what theirdesires are regarding the use of school property.

The applicant should include all information perti-nent to the planned activity and review the rules andregulations of the board of education regarding theuse of school facilities. These rules and regulationsshould be attached to or appear on the applicationform.

If the application shows irregularities, the districadministration may request that the governing boardreview the application. The board may notify theapplicant of the time and place for the review andextend to the applicant an invitation to answer ques-tions that may arise regarding the application.

Rental fees or service charges should be paid inadvance of the activity. The buildings should beopened for use only upon proof of an approvedrequest for the use of the school facility to the custo-dian in charge.

The operations department must authorize thenecessary overtime for district personnel required forthe activity. At least one custodian should be on siteduring the activity Pnd should remain to make surethat the facility is in good order and is locked after theactivity is completed.

Use of Athletic Facilities

In general, all school district playing fields shouldbe free and open for community use except for specialservices requested of the district. Groups wantingexclusive use cf the playing field, track, or otherathletic area should submit a request indicating dates,times, and purpose of use.

Management and Conservation of Energy

In the past, energy sources were considered bothinexhaustible and expendable. These assumptionswere seemingly verified by the relatively low cost ofmost energy forms. The problems fostered by suchattitudes are exemplified in many existing schoolbuildings. Typically, school buildings were designedand constructed primarily with initial cost in mind.This policy resulted in the construction of many build-ings that by today's standards use excessive amountsof energy.

During the past several years, districts have expe-rienced dramatic increases in electric, gas, and waterbills. This trend is largely due to significant rateincreases rather than to the district's utility usage.

Energy costs have risen so sharply that, with theexception of salaries, utility bills are the largest con-t: nuing expense for a school district. In the face ofthese problems, energy utilization is more than simplya problem of passing costs on to the public. It is thedistrict's responsibility to minimize the use of energy,

7559

thereby reducing the impact of energy costs on thepublic and conserving the supply of scarce energyresources such as oil and gas.

One energy conservation approach is called iotalenergy management. In essence, total energy man-agement considers every building as a unique, com-plex system. To conserve energy, it is first necessary tounderstand how the building consumes energy; how auser's needs are ^t; how the system's elements inter-relate; and what !Ted is produced on the exte:nalenvironment. TIough an understanding of how build-ings consume energy, energy conservation improve-ments can be made that may be integrated into thesystem itself. Then, when the system is used, it runsefficiently and uses the least amount of energy.

Recommendations to Save Energy

It is wise to take advantage of the many sources ofinformation from federal, state, and local governmentagencies when planning new facilities or improvingenergy consumption in existing facilities. In additionto the many resource materials available, the follow-ing energy conservation recommendations :nay beused as a guide for developing an awareness of soundenergy practices They can produce significant sav-ings, and many can be implemented simply andquickly.

Heating

Repair all leaks of water, stem, fuel, and soforth.

Lower indoor temperature and relative humidity.Install a central supervisory control system to set

back -:mperatures during unoccupied periodsin noncritical areas and to regulate heatingsystems in general.

Recalibrate all controls.Repair faulty equipment such as steam traps,

valves, dampers, and so forth.Turn off or eliminate all portable electric heaters

when not needed.Keep doors and windows closed when heating

system is operating.Repair cracks and openings in exterior surfaces.Install and maintain insulation on all hot water

pipes, fittings, and valves passing throughareas that are not air-conditioned.

Insulate all duct work carrying conditioned airthrough areas that are not air-conditioned.

Reset heating water temperature in accordancewith load.

Operate only necessary water pumps.Reduce hours of fan and pump operation.Check vents in hot water and steam systems for

proper performance.Keep unrestricted air movement in and out of

radiators and convectors.Balance water flows to minimally satisfactory

levels.Maintain all heating equipment at peak efficiency.Use minimum number of boilers.Clean combustion surfaces in accordance with

manufacturer's maintenance procedures.Seal all air leaks in combustion chamber.Adjust fuel/ air ratio.Use proper water treatment to reduce fouling of

neat transfer surfaces in boilers, heat ex-changers, and so forth.

Isolate off-line boilers.Substitute modular boilers for existing boilers

that arP not at or near the end of their useft,1life.

Ventilation and Infiltration

Shot down ventilation systems in noncriticalareas when unoccupied.

Shut off exhaust systems when not needed.

Install automatic ventilation controls to ensureareas are ventilated when necessary

Connect ventilation fans in toilet rooms to lightcircuit.

Establish rules for all building personnel regard-ing opening and closing of exterior doors andwindows.

Cooling

Repair all leaks: chilled water, condenser water,conditioned air, duct tape, and so forth.

Turn off cooling system during unoccupiec hoursin noncritical areas.

Do not cool lobbies, passageways, and storageareas to the same degree as work areas

Insulate chilled water piping and duct worklocated in areas thai are not air-conditioned.

Eliminate or reduce the use of HV AC (heating,ventilating, and air-conditioning) systems thatrequire simultaneous heating a ad cooling.

Reduce solar heat gain.

Rebalance chilled water and air distributionsystems.

Raise chilled water temperature in accordancewith load.

Operate condenser water system at lower temper-ature.

76

1

Operate the chilled water pump and coolingtower fans only as necessary.

Lock thermostats to prevent resetting by unau-thorized personnel.

Maintain cooling equipment at peak efficiency.Visually inspect roof top systems just prior tocooling season.

Clean strainer scree lin pumping systems.

Keep filters and heat transfer surfaces clean.

Use minimum number of chillers. It is better toeperate one unit at 90 percent capacity thantwo at 45 percent capacity.

Install a central supervisory control system.

lightingReduce illuminations to levels consistent with

productivity, safety, and security considera-tions. Scrutinize outside lighting.

Add switching and timers to turn off lights whennot needed.

Use daylight for illumination in perimeter areaswhen practical.

Remove unnecessary lamps when those remain-ing can provide the desired illumination.

Use higher-efficiency lamps.

Move desks and other work surfaces to a positionand orientation that will use installed lumi-naries to their greatest advantage.

Revise cleaning schedule so that lights can beturned off earlier.

Add photxell or time controls to operate out-door lighting.

Keep lamps, luminaries, and interior surfacesclean.

Consider the use of light colors for walls, floors,and ceilings to increase reflectance. Avoidspecu:ar reflections.

Water Heating

Repair all leaks. Check fauce' washers and steamseals.

Reduce the quantity of water use.

Reduce generation and storage temperature lev-els to minimum needed.

De-energize booster heaters in kitchens at night.

De- energize hot water circulating pumps whenbuilding is unoccupied.

Install efficient nozzles and faucets.

Boost hot water temperature locally.

Locate water heater close to the point of use.

Miscellaneous

Improve maintenance of motors, compressors,belts, and so forth.

Make sure electrical power is not bleeding off toground.

Install demand-limiting equipment.

Close off unused areas and rooms when practical.

Disconnect refrigerated water fountains.

Adjust valves for minimal water use.

Wash and dry full laundry loads only.

Reschedule laundry work hours to avoid peakelectrical demand.

Turn off infrared food warmers when no food isbeing warmed.

Preheat ovens only for baked goods.

Check sterilizer and refrigeration equipment doorsfor proper gasketing and function. Repair orreplace as necessary.

Keep refrigeration equipment and condenser coilsclean.

Check all refrigeration systems for correct refrig-erant charge to avoid excessive compressor opera-tion.

Electric utility bills comprise the largest portion ofthe district's utility expense. The key to reducing thesebills is to reduce total usage during each billing periodand during periods when rates are highest.

The rrimary means for controlling electrical con-sumption is turning ott electrical equipment when it isnot needed. Equipment consuming large amounts ofelectricity in a school district includes electric motorsto power air conditioners, fans to circulate air, waterpumps, and lights.

Electric motors are usually turned off by a timeclock. Although sophisticated time docks can be pur-chased, they are usually only capable of turningequipment off and on on a fixed schedule. For exam-ple, a time clock can be set to turn off an air-conditioning system evety day at 4 p.m. and turn it onat 7 a.m. the next day. Time clocks can also be set tooperate equipment Monday through Friday only. Thedisadvantages of such a s:, stem are obvious. Unlessthe time clocks are manually changed by .naintenancepersonnel, equipment will operate on all weekdayholidays, minimum days, and other occasions whenthe equipment is not needed. Most districts do nothave the maintenance staff available to override timeclocks manually at multiple sites.

7761

Energy Management System

The past several years have seen the commercialdevelopment of computerized energy managementsystems that allow a school district to operate equip-ment only when needed. An energy management sys-tem includes the following components:

1. Central minicomputer. A central minicomputeris located at the district offices, gei :rally in themaintenance department. The minicomputer in-cludes the following components:

a. A central processor controlling the energymanagement system

b. Memory units that store the software neces-sary to operate equipment

c. Software that allows district personnel tcturn equipment on and off as desired

d. Various accessory equipment, including com-puter terminals, that allow district personnelto monitor, control, and change the system

2. Remote control panels. Each building or sitewith electrical equipment to be controlled has atleast one remote control panel. This panel isconnected to the controls of each piece ofequipment included in the energy managemertsystem.

The energy management system operates in the fol-lowing manner:

1. Software is programmed to turn on or turn offspecified equipment at a set time. At the sched-uled time the minicomputer communicates withthe appropriate remote control pane! over a tele-phone line and instructs it to turn the equipmenton or off.

2. Alternate programs are stored in the minicom-puter. These programs allow district personnelto adjust equipment operating schedules to allowfor weekday holidays, minimum days, and soforth. For example, a single instruction to theminicomputer could turn off all air-conditioningequipment, water pumps, and so forth at a siteon a holiday falling on a Thursday. The normalequipment sting schedule would resume thefollowing a

3. The minicomputer can also be programmed tocycle equipment for additional reductions inenergy costs. For example, an air-circulationfan, air-conditioning compressor, swimming podfilter :np, and so forth can be programmed torun 45 minutes only during each hour. Buildingoccupants are generally not aware of the inter-ruption of the equipment operation, but a signifi-cant reduction in daily electrical usage canresult.

62

4. An additional reduction in electrical utility costscan be realized by programming the energymanagement system for "load shedding." Thedistrict's monthly electric bill is determined by acomplex formula that includes total electricityconsumption, the maximum amount of electric-ity used by the district at any one time during thebilling period (peak demand), and the time ofday when usage is heaviest. Load shedding per-mits the district to determine and adjust its peakdemand and ensure that this predetermineddemand level is never exceeded. The minicomput-er is instructed to monitor the electrical con-sumption of the district or site. When the pre-determined peak demand level is close, theminicomputer turns off selected equipment in apredetermined order to ensure that the targetpeak demand level is not exceeded. At: electricalconsumption falls, the minicomputer turns theequipment back on.

A district's capital investment in an energy man-agement system can be considerable. Experience hasshown, however, that this cost is generally recoupedthrough reduced electricity bills during the first one totwo years of operation. After this initial paybac_period the savings continue. Districts without thecapit outlay funds available to purchase the systemmay wish E a explore the ossibility of amortizing theircosts over a period of years through a tax-exemptlease/ purchase agreement.

In addition to reducing energy bills, the energymanagement system can concurrently provide otherservices to the district. Some of these services are moni-toring and controlling building security and fire alarmsystems; monitoring walk-in refrigerators and dataprocessing facilities; and providing a computerizedscheduling system for the maintenance department'spreventive maintenance program.

Although the initial cost of an energy managementsystem may be high, districts should be aware thatevery dollar spent on utilities is a dollar not availablefor instructional purp ises, personnel costs, and thelike. For this reason purchasing an energy manage-ment system should be given a high priority by eachdistrict.

Conservation of Lighting

Although school administrators and maintenancemanagers wish to conserve as much energy as possi-ble, they often overlook the positive impact thatenergy conservation may have on the budget. In manyschools it is possible to rave 12 percent to :8 percentof utility costs through commonsense actions withoutany anprecieble capital expenditure. The energy-

78

saving possibilities are greatest in buildings that werebuilt 15 to 50 years ago. However, even new buildingsprovide opportunities to conserve energy.

A high percentage of the money many schoolsspend for utilities is for lighting. The following proce-dures can reduce the amount schools spend forlighting:

Educate personnel to turn lights off wl.cn notrequired.

Reduce lighting levels in the hallways, lobbies,storage rooms, and so forth.

In warehouses, large shops, and so forth, reduceor turn off lights that illuminate the entireroom when only work stations need to belighted.

Put parking lot lights on a imer and install photocells to monitor footcandle power. A timer andphoto cells can h.-1p to eliminate high lightinglevels when supervision of traffic does notrequire high footcandle power.

Design parking lot lighting for two levelsoneminimum level for security and one level forperiods of high usage.

Use timers when practical to turn off lightsduring off-hours.

Have security report lights left on after hours.Replace incandescent lights with fluorescent lights

when usage warrants it.Clean or replace diffusers to provide maximum

transmission of light. Rooms with smokersmust be checked more often.

Paint faded I.eflective surfaces with an acrylicreflective paint.

Provide fluorescent lamp shielding to reduceglare and to increase available light.

Consider use of T-bar suspended ceilings withrelocatable lay-in fluorescent fixtures to posi-tion lights as needed.

Replace fluorescent lamps near the end of usefullife. Consult with ;amp manufacturer to deter-mine this time.

Install additional light switches to selectivelycontrol light levels and at

Keep windows, skylight, walls. and ceilings clean.Locate the wo.., station that needs the best illu-

mination ciose to a window. The viewing angleshould be parallel to the window.

Modify existing fixtures to accommodate higher-efficiency lamps.

Lower the fixture mounting height when remod-eling a building.

Convert incandescent parking lighting to mer-cury vapor or sodium vapor lamps.

Check light cutput regularly with calibratedlight meter. If the output of a gr 1 of lampshas fallen to 70 percent of original output,relamp all fixtures in the group. Fixtures mustbe clean. Dust and dirt can cut light cutput byas much as 30 percent.

Avoid multilevel lamps. The efficiency of :.

single-wattage lamp is greater than a multilevelone. Also, use one large lamp rather than twosmall ones. For example, one 100-watt incan-descent lamp produces more light than two 60-watt lamps.

Equip all restrooms with individual on-off lightswitches so that the last person leaving theroom can turn the lights off.

Review all lighting standards carefully. Light lev-t Is in most areas are almost always l'igher thanneeded. Many areas have five to six times morelight than is actually nem ary.

Take advantage of outside natural light in day-light hours whenever possible and whenever itis sufficient for the work task. Control variousareas with light-sensitive switches when out-side natural light is not adequate.

The electric lighting system should be designed topermit minimum visual performance equivalent to aneffective sphere illuminance (ESI) of 55 footcandleson the student's task.'

Polarized light: :-. improves the quality of vision byreducing both ve -' reflections and direct glare, there-by reducing the quantity of conventional footcandlesrequired and meeting the desired ESI levels. Polarizedlighting should be considered as a cost-reduction itemfor the long term.

Control of Hazardous Materials

A planned program of control of hazardous mate-rials should be an inte3ral part of a district's overallsafety efforts. The practical goal is to remove or con-trol hazardous materials to avoid injury or disease inschool staff and students.

The first step in this program is the identificationand detection of hazardous materials, including asbes-tos, polychlorinated biphenyls (PCBs), lead and otherchemicals, pesticides, cleaning solvents, combustiongases, shop pollutants, wood and wood preservatives,and picric acid.

Identification and detection of hazardous materialscan be accomplished through periodic site inspectionsand continuing obseivatiot,s. The school district shouldensure that school facilities are safe from hazardousmaterials. To do so requires both continual inspec-

1 Facilities Performance Profile: An Instrument to Evaluate SchoolFacilities. Prepared by the Bureau of School Facilities Planning. Sacra-mento: California State Department of Education, 1978, p. 10

7 963

tions and prompt corrective action by knowledgeablepersonnel.

School facilities can be inspected at any time with-out advance notice under the California OccupationalSafety and Health Act (CAL/OSHA). Inspectionsmay be made as the result of routine scheduling,employee complaint, or an industry study.

Once all school facilities have been inspected andhazardous materials identified, a plan of action for thecontrol or removal of any materials which jeopardizethe health and safety of pupils and school staff shouldbe developed. In most instances maintenance andoperations staff can be trained to remove or controlthese substances. A useful publication on hazardousmaterials, Clean Your Room (1982), may be obtainedfrom the State Department of Consumer Affair;, 1020N. St., Sacr Intent°, CA 95814. Other publicationsare available from the U.S. Environmental ProtectionAgency (EPA), 401 M St., Washington, DC 20460.

Concern in both the federal and state legislatures isgrowing regarding substances which may be toxic tohuman beings. Federal and state :,.gislation has beenpassed specifically dealing with hazardous materials,and it is necessary for school districts to comply withboth the letter and intent of these laws.

The State Department of Health Services is theagency best able to provide the necessary healthexpertise. The Education Code specifically allows aschool district to contract with its local health depart-ment for the types of services needed.

Exposure to Asbestos

Exposure to asbestos fiber cat: increase the risk ofdeveloping certain diseases over a period of years. Thefour diseases associated with inhalation of asbestosfiber are asbestosis, a disease of the lungs caused byinhaling asbestos particles; cancer of the lung andcancer of the digestive tract; and mesothelioma, a rarecancer of the lining of the chest or abdominal cavities.

Keduc.ion of asbestos fiber exposure is the onlymethod for preventing disease. When the fiber levelsare low, the risk to humans and the incidence ofrelated diseases are low.

The Environmental Protection Agency (EPA) isconcerned about asbestos-containing materials thatwere used in the construction or renovation of manyschools throughout the nation. EPA has organized ajoint federal, state, and local effort to identify andcorrect exposure .) ablems caused by asbestos in theschools. Their primary role is that of technical assis-tance to states and school districts. In addition, EPAacts as a c'..aringhouse for federal and state agenciesand for schools. EPA's program is coordinated withthe National Institute for Environmental HealthSciences, the National Institute for OccupationalSafety and Health, the Occupational Safety and Health

64

Administration, and the Consumer Products SafetyCommission. In California, questions about asbestosshould be directed to the asbestos coordinator, EPARegion IX, 215 Fremont St., San Francisco, CA 94105.

Under Public Law 96-270 (1980) the CaliforniaState Department of Education is required to overseethe detection of asbestos building products thought tobe hazardous to the health of schoolchildren and theremoval of such products from the schools.

Distribution of information; participation in work-shops; and development of lists of qualified inspec-tors, testing laboratories, and contractors are required.Comprehensive records must be develcped and main-tained, and information summaries must be forwardedto the federal government.

School districts are required to take the followingsteps to be in compliance with the Toxic SubstancesControl Act (PL 94-46, 1976):

1. Inspect each school facility to locate all friablematerial.

2. Test suspecte aterial for asbestos content.3. Mo;ntain ord of the inspection, testing,

waning, z , notification actions in the district'sfile;.

4. :,'arn and notify employees and parent-teacherassociations on forms provided by the EPA.

Protection from Asbestos

Protective measures recommended by CAL/ OSHAand EPA to reduce asbestos hazards to a minimumare presented as follows:

1. Basic principles.

a. Keep the amount of fibers released to aminimum.

b. Protect yourself and others from fibers thatmay be released.

2. Work methodsa. Work the asbestos wet. Asbestos should be

thoroughly let before it is handled. Wettingmay be done with a hand sprayer for smallareas, a Hudson-type sprayer for larger areas.Asbestos should be wet prior to any cutting,lifting, carrying, or packing. If asbestos is cutwith a knife or handsaw, the material shouldbe wet during the cutting process.

b. Work small areas. Asbestos does not absorbwater. Only the amount that can be wetshould be worked. A small amount of deter-gent added to the water will increase the wet-ting eff xt.

c. Work slowly and carefully. Asbestos shouldbe handled so that it does not break up more.Large pieces should be gently lifted andplaced in the disposal containers. The pieces

80

I

1

should not be broken with a hammer, dropped,thrown into barrels, and so on.

d. Keep the area clean. Loose particles createdby the removal process should be constantlycleaned up with a special vacuum or with wetrags.

3. Personal protection

a. Respiratory protection. Masks to pre '. ieinhalation of asbestos fibers must be .. .... a.The three types that are suitable are asfollows:(1) A disposable mask, such as 3M 8710,

may be used where the exposure toasbestos is minimal. Such exposure occurson small jobs, such as the removal of asmall section of pipe insulation or workon nonasbestos materials in an area inwhich there is some loose asbestos.

(2) A full-face mask without supplied airmay be used when exposure is not largebut where many hours of exposure willoccur.

(3) A full-face mask with supplied air or aself-contained air supply may be usedwhen exposure to loose asbestos may behigh. Such exposure might occur inboiler room removals, removal of largesegments of pipe, or removal from alarge ceiling.

In each case the mask should be properly fit-ted. Employees with beards will not be ableto obtain a pryer fit.

b. Body protection. Employees must wear dis-posable coveralls approved for asbestos work.The head should also be covered with an at-tached hood of a separate disposable head-covering. This protection must be changedeach time the employee leaves the work site.

c. Personal hygiene. Employees should washtheir hands each time they leave the workarea. Smoking, eating, or drinking are notallowed in the work area. Clothing wornunder the disposable coveralls must be washeuseparately.

4. Area protection

a. Walls and floor. The walls and floor in theimmediate work area must be covered withpolyethylene sheeting (Visqueen). Floors mustha' e a 2-mil or 3-mil covering. Walls may becovered with 1-mil sheeting.

b. Immovable equipment. Equipment that can-not be moved out of the area (including fix-tures, pipes, and so forth) and that may col-

lect dust must be covered with polyethylenesheeting.

c. Windows and doors. Windows, doors, andvents through which loose asbestos couldvent to the outside must be covered. The onedoor used for access tc the work area musthave an overlappir.g of polyethylene. Theoverlap must be large enough so that nodirect air flow lt; allowed. Doors and win-dows not used for access to the work must belocked :hut.

d. Vents. Vents for air handling equipment mustbe sealed off.

e. Signs and barricades. Entry to '.he work placemust be posted with the words Caution:Asbestos Dust Hazard. Each maintenancetool room should have these signs in stock.Additional signs and barricades should heposted if there are several entries to the workarea.

5. Disposal of asbestos

a. Clean-up. A special high-efficiency particularfilter (HEPA) vacuum must be used to removeasbestos dust and particles. Each mainte-nance area should have a five-gallon model ofthis vacuum. For large jobs a special vacuumwhich attaches to a 55-gallon drum should beavailable. Hard surfaces, such as nearbypipes and fixtures, should be wiped downwith damp rags. These contaminated ragsmust be disposed of with the other asbestoswaste.

b. Bagging and storage

(1) Asbestos waste is to be placed in 6-milplastic bags or double 3-mil plastic bags.A caution sign musi be stenciled orlabeled on the bag.

(2) Plastic bags that contain waste must besecurely and tightly sealed with tape.

(3) Plastic sheetings (Visqueen) used forarea protection must also be disposed ofin sealed plastic bags with the otherasbestos waste.

(4) giber or metal drums may also be usedfor disposal. They are recommended bythe Environmental Protection Agency(EPA) but may not be required at somedump sites. However, if the wet asbestosdust is too heavy for the bags, drumsmay be preferable for transportationand storaze.

c. Disposal(1) Asbestos waste may only be transported

in a vehicle that is registered for hauling

81 65

hazardous waste.(2) In most cases temporary storage of asbestos

may be necessary, and an approved tempo-rary storage place should be arranged.

(P For large removal jobs it is preferable tocontract with an outside hazardous wastetransporter for a dumpster and haul toan official dump site.

6. Requirements for typical jobs. Because eachasbestos job is different, the work methods andprotection should be adapted to the job. Thissection contains work requirements for typicaljobs found in school disaicts:

a. Work in an area where loose asbestos is pres-ent but the work itself does not involve asbes-tos, such as running a new line under a build-ing or placing an electrical installWion in atunnel. Workers should:

(1) Post warning signs at the entry to thearea.

(2) Use wetting procedures and full personalprotection. Remove large pieces of asbestosand pack in plasdc bags for disposal.Wet the ground along the access routeand around the work area. Cover theaccess route and work area with doublethickness r,f Visqueen.Wear disposable face masks if desired.Disposable coveralls are optional.Leave Visqueen in place after the job iscompleted if so desired.

b. Emergency or small repair involving theremoval of asbestos

(1) Post warning signs at entry.(2) Spread Visqueen on floor or work area

and on top of any equipment or mat.:-rills in the immediate area that cannotbe moved.

(3) Wear respiratory prc tection and dispos-able coveralls.

(4) Wet the asbestos material to be removed.(5) Cut into the asbestos at a seam if

possible.(6) Provide continual wetting at point of

cut.(7) Remove material in large pieces insofar

as possible.(8) Scr..?c or wipe down surface after large

parts of asbestos are removed.(9) Place all removed asbestos in proper

bags.(10) Wipe down areas adjacent to removal

and dispose of rags in sealed bags.

(3)

(4)

(5)

66

(11) Roll up Visqueen carefully and disposeof in sealed bags.

(12) Label bags or containers and ship forstorage as required.

c. Removal of asbestos-covered pipes

( I)(2)

(3)

(4)

(5)

(6)

(7)

(8)

(9)

Post warning signs at entry.Spread Visqueen on floor of work areaand, where needed, on walls and equip-ment adjacent to work area.Wear respiratory protection and dispos-able coveralls.Cut pipe and asbestos at existing seamsin insulation if possible.Provide continual wetting at point ofcut.Remove pipe segment carefully, wrap itin double-thick Visqueen, and seal theends.Seal exposed asbestos at ends of pipesections left in place. Asbestite, Arabol,or similar materials may be used to seal.Note: It may be possible to remove onevery large section of pipe from an awk-ward position (such as from overhead)and cut it up into smaller segments onthe floor of the work area.

Dispose of pipe segments as sealedpieces.Roll up Visqueen covering on floor,wall, and equipmeht and dispose of insealed bag.

(10) Wipe down or vacuum work area.

d. Removal of asbestos from large areas (wall,ceilings, boiler rooms)(1) Post warning signs at entry.(2) Cover all openings in well and ducts

with polyethylene sheeting (minimum 1mil).Cover all areas of wall and floor whereno asbestos will b removed with po!y-ethylene sheeting (minimum 1 mil).Provide an overlapping section of poly-ethylene at the entry to the area.Provide a change area between the workarea and the outside. This change areamust be clearly separated from the workarea and sealed off from the work area.

(6) Use the change area for putting on pro-tective equipment.See that employees use this area andchange disposable protective equipmenteach time they leave the work area.

(8) At the end of the job, treat the materialsin the work area (e.g., Visqueen, used

(3)

(4)

(5)

(7)

82

rags, and so forth) as contaminated anddispose of properly.Wear respiratory protection and dispos-able coveralls.Wet ,town one small area at a time.Remove the asbestos from this area andplace in disposing bags or drums.Wipe dcw subsurface with wet rags. Aswork area expands and equipment, suchas ladders and scaffold, is moved, vacuumI )ose materials near finished areas.Wipe down subsurfaces again after alremoval is imished.Wipe down equipment and remove tooutside through change room.Remove, fold, ar"i dispose of Visqueencoverings carefully.Vacuum work area.Dispose of contaminated materials asrequired

Polychlorinated Bipt...nyis (PCB)

Polychlorinated biphenyls (PCB) is a chemicalcompound that has been used extensively in electricalinsulation, especially in industrial equipment such astransformers and ballasts. Production of PCB hasbeen halted, but tne compound is still found in exist-ing utility equipment and systems. Identified ahealt azard and associated with skin diseases, liver

rs, and damage to the nor 'oils system. PCB isstrongly suspected of causing L.ancer.

An eh. -tricot transformer is ess.ntially a largesealed, oil-filled cylinder. This oil may contain PCB.As long as the cylinder remains sealed, does not leak,and is not opened for servicing, EPA rule_ allow theuse of the transformer indefinitely, provided it hasbeen properly labeled. When the transformer leaksa.,c1 PCB is identified or assumed, the oil, togetherwith the necessary seals, must be replaced in accor-dance with strict EPA procedures As an alternative,the entire transformer :nay ix replaced. (Replacementmay also be done as a precautionary measure, eventhough the transformer is not yet leaking. Fluorescentlamp ballasts may be similarly treated.)

Federal regulations require certain inspection, test-ing, identification, classification. and recordkeepingactivities by the owners of electrical transformers,including school districts, if districts own such equip-ment.

Each PCB spill must be reviewed carefully todetermine the best courr 3f action to protect healt),and the enviionmet. In addition, disposal of PCBmust be in accordance with strict EPA procedures.Further int orraation can be obtained from localhealth departments or from the Haz .rdous Was,Management Branch, Su/ Department of Health

Services. The folkwing recommendations arc offeredas guidelines for managing a typical lic,,Ud PCB spill:

1. Spillage on cement or concrete surfaces. All free-flowing material should be contained andlento, ed with absorptive materials, such as saw-dust. Next, the surface should be scrubbed withrags or cloths soaked in a recommended solvent,such as xylene, toluene, or kerosene. Never hosedown PCB with water. All rags, debris. and con-taminated mater:ais should be deposited in a 55-gallon c' rural )r subsequent disposal.

2 Spillage into soil. All contaminated soil shouldbe removed immediately and deposited in a dis-posal drum. Although there are no hard-and-fastrunes for determining the depth of soil to beremoved following PCB contact, good judgmer tshould be used to determine the depth of pene-tration of the chemical dur ng the time periodsince initial contamination. Test samples of soilam not necessarily required; however, they arerecommended to e-aluate the extent of penetra-tion.

3. Spillage on vegetation. Coutact with leans necessi-tates the removal of the entire =area of grass andat least two inches of underlying soil. Removeand dispose of all bushes and nongrassy plantscontaminated 'with PCB. Large trees contami-nated as a result of a ruptured pole-mountedcapacitor should be trimmed of those branchesand leaves that are contaminated.

4. Spillage on no??removable, nondisposable hems.Frequent spillage occurs on equipment or arti-cles in the vicinity of PCB enuipmeht. Goodjudgment regarding clean-up should prevail.Surfaces should be scrubbed with solvent andcleaned as well as it is reasonably possible. How-ever, some items, such as automobiles andtrucks, cannot be cleaned -pith rolvent becauseof : otential damage to tneir protect vc finishes.In these situations dry cloths should be used tocollect as much contamination as possible.

5. Spillage kilo swimming pools. PCB spillage intoswimming pool water happens frequently insouthern California. Because of the many pri-vate outdoor swimming facilities in this region,frequent failures of pole-mounted PCB unitshave caused many instances of contamination.Under such circumstances, responsi'ole partiesshouhi contact the EPA for procedures onskimnan floating surface contamination andsuctioning PCB precipitate from the pool bo;torn. Undo" no circumstances should contami-nated pool water be drained out without contact-ing the EPA.

6. Disposal of spilled cleaning materials. Whenscrubbing contaminated art -., with solvent, do

8367

not generate large volumes of waste solvent. Thisliquid will contain significant concentrations ofPCB and be subject to stringent disposal require-ments. Clean -up personnel shold wear as muchu.sposable protective equipment as possible toalleviate time-consuming decontamination proce-dures and prevent the generation of large volumesof contaminated rinsewater, whi-h is subject tospecific disposal requirements. All contaminatedsoil, debris, absorptive it ..erials, rags, and othersolids must be placed in a 55-gallon dru' andtaken to an EPA-approved landfill as soon aspossible.

7. R es to remember. Accidental spillage of PCBcc nstitutes improper disposal, and owners orn sponsible parties ai equired to remove asmuch ?CB IS is reasonably possible. Spillage1PCB material constitutes a dilution of the origi-nal. Even though test samples taken from a spill...me might indicate c. Dncentr ations below mostlevels regulated by federal law, the spillageshould be cleaned up. In addition, deliberatelysolidifying r diluting concentrated PCB liquidsto avoid aringent incineration requirements isstrictly forbidden.

8. EPA-approved chemical waste :2ndfills. Infor-mation regarding the location of EPA-approvedwaste landfills is available from the EPA RegionIX, 215 Fremont St., San Francisco, CA 94105.

Control of Pests

Pest control is the co:nrol of biotic agents .

damage plants or stnictures or pose a hi,alth or bance problem to the school staff members, students,

or members of the community.Methods of controlling pests involve tw;: general

approaches- cultural control and chev- ir:al cortiolCultural approaches are preventive and snould be theschool's top priority. Cultural control practices forplants include buying disease-resistant plants whenpossible; twinning, pruning, and proper spacing andlocation of plants; watering in the morning; a,' d prop-erly removing and destroying cuttings and plantdebris. Cultural control for weeds involves hand pull-ing, hoeing, mowing, plowing, and disking.

Cultural control practices involving insects, birds,and rodents include modifying buildings to precludeentry; eliminating hiding and breeding places; decreas-ing food and water sources; and setting traps.

Chemical control appi °aches should be consideredwhen infestation is so heavy that preventive measuresmay not be timely or may not work. Chemicals aredesigned to be effective for specific pests, includingweeds, and disuses; and they must be selected accord-ingly. Becalise most chemicals are toxic, they shouldbe handled carefully. Directions should be followed,

6$

and the chemicals should be kept in a safe locationaway from students, teachers, and other staff mem-bers.

The use of some chemicals is restricte,u, and federaland state laws and regulations have been enacted tocontrol their use.

Laws and Regulations

At the national and state levels, government enactslaws and regulz lions concerning pesticides and theiruse in pest control. At the federal level Congresspassed and then amended in 1978 the Federal Insecti-cide, Fungicide, and Rodenticide Act (FIFRA ). FIFRArequired the Environmental Protection Agency (EPA)to classify all pesticide products for either general orrestricted use and required the states to develop andadminister a program to certify those who use re-stricted pesticides.

In response the Cali ornia Legislature passed lawsgoverning pesticide use, and the California Depart-ment of Food and Agricultui: administers them. Thaidepartment also administers a testing program thatcertifies successful candidates as pest control opera-tors and applicators or certified commel al applica-tors. Only those individ-als are allowec. .3 use pesti-cides labeled "restricted use." (In addition, somerestricted materials can only be used by obtaining arestricted materials permit.) The department also pub-lishes the California Department of Food and Agri-culNre Laws and Regulations Study Guide primarilyto absist those who wish to be licensed to handle restricted i..se pesticides. The guide contains useful infor-mation about laws and regulations applicable to pesti-cide use and is available tom the California Oepart-meat of Food and Agriculture, 1220 N Street, Sacra-mento, CA 95814.

The county agricultural commissioners are respon-sible for the actual enforcement of these laws and regu-lations. In the three counties that do not havecommissioners Alpine, Mariposa, and TrinitytheDirector of Food and Agriculture is responsible. Thecounty agricultural commissioners are also responsi-ble for issuing restricted materials permits in order touse pesticides classified as restricted. These permitscan only be issued to certified commercial applicators.

Several other state agencies are also involved withenforcement of pest; ide law and regulations: theDepartment of Fish and Caine; the Department ofHealth Services; the State Water Resources ControlBoard; the Air- Resources Board; and 'he Departmentof Industrial Relations, Occupational Safety andHealth Division.

Pest Control Safety

Safety is the most important part of any pest con-trol progr The well-being of the community, stu-

8 4

dents, ,and other people involved in the schools isparamount. All regulations are centered on this em-ise. All safety procedures and equipment should beutilized. Personnel who are assigned the task of apply-ing pesticides must be trained for this work, includingappropriate safety training. Those who are assignedthe task of applying restricted pesticides and thoseneeding a permit must be tested and certified as appli-cators by the California Department of Food andAgriculture. The local cuunty agricultural commis-sioners will, in most cases, provide training classesfor school personnel. The Consultation Services FieldOffices, California Occupational Safety and HealthConsultation services Divisi n, offers assistance inregard to safety orders on this subject. Tin. Calif-IniaDepartment of Food and Agriculture administers test-ing for pesticide applicator certification. School dis-tricts should ensure !at at least one grounds mainte-nance employee be licensed as a certified commercialapplicator and consider making certification a require-ment for promotion.

Because many schools may use restricted materialsto control pests, schools will be severely hampered intheir pest cont 91 operations unless grounds mainte-nance personnt I are licensed t handle restrictedmaterials. in ado tion, the process for certificationwill introduce grounds maintenance personnel to thegenerally accepted methods and procedures for pestcontrol.

Pests in and Arovnd Schools

Some common pests found in and around schoolsinc ide birds, ants. roaches, rodents, beetles, flies,bees, wasps, nets, lawn moths, cutworms, termites,and various sects that attack plants and foliagearound schf In addition, weeds--plants that a yegrowing wl tney are not wained--can also be clas-sified as pests. to addition, pi.. 5 may exhibit symp-toms of disease r:aused by bacteria, fungi, or a yin s,and birds and rodents may pose a health hazard.

The many procedures for controlling these pestscan be simple or complex and depend on the location,severity c infestation, time of year, and other envi-ronmental conditions. Some pest problem-cleared up by using cultural controlsdemand chemical controls. Groundspersonnel who have been certified ns t...operators shoulc have general knowk lge abort. var-ious pest control methods. However detailed infor-mation on pest control for play is is available in West-cott's Plant Disease Handlool. (Fourth edition),revise . oy R. K. Horst (Van Nostrand Reinhold, 1979)and in Diseases aad Pests of Ornamet.:4 Plant. 'Fifthedition), by Pascal P. Perone (John Wiley and Sons,1978). Specific information for pest control for insects,rodents, and birds is available in Handbook of Pest

Controt oixth edition), by Arnold Mallis (Franzakand Foster Co., 1981); and Urb,:a Entomology, byWalter Ebeling (University of California, 1975).

In addition, tne University of California, Divisionof Agricultural Sciences, Berkeley, publishes leafletsthat contain genera: information on garden g, agri ul-tural chemicals, and methods of pt.,: .entrol as we,. isdetailed information on controlling, s ,ecific pests. Alist of publications is m ailable from tn.t Urivei ;ity ofCalifornia, Division of Agricultural SchInces, Berke-ley, CA 9472C.

Set:on' Safety and Security

Z,chool officials and members of the communityshare their concern over the costs of theft, arson, van-dalism, and burglary. Not only are the monetary costsst-tggering, but the impact of these crimes is also felt inthe lives of pupils and school personnel.

The California State D. oartment of Justice haspublished two handbooks whi^h can help schooladministrators address the complex problems of schoolsafety and security. One handbook is entitled SchoolSecurity Handbook: Get a Handle on a Vandal(1981). The outer handbook is entitled A eornativecVandalism: Cooperation or Wreekreation (1981). Bothof these publications art- available free of charge fromthe Crime Prevention Center. Office of the AttorneyGeneral, Suite 583, 1515 K St.. Sacramento, CA 95814,and can be used as guides for ideas t' be adapted tomeet local r :eds. The handbooks deal with importantissues in school safe ty !nd security, such as employinggeneral measures against vandalism and theft, identi-fying security needs, planning a prevention program,involving r,tudents and community members in pre-ventis. programs, and using security checklists.

The essential ingredient in improving school safetyand security is involvement on the part of school per-sonnel, pupils, and the general community. TheSchool Security Handbook lists preventior techniquesthat have rt.ulted in controlling vandalism,

1. Keeping the school occupied2. Keeping the school under surveillance3. Controlling access to the school4. De:,igning or modifying the school with crime

prevention in mind5. Repairing any damage immediately6. Working with the courts and law e...forcernent

agencies7. Considering restitution and prosecution

Although the problems associated with schoolsafety and security are complex, positive steps can betaken toward solving those problems. A comprehen-sive and systematic approach must be establishedunder the direction of a kn )wledrable school admin-istrator.

8569

Security Alarm Systems

Security alarm systems are necessary in most schoolfacilities. The amount -if protection requil i dependson the location of the facility and the assessment ofthe incidence of intrusions in the local area. One thedecision has been made to secure a facility with analarm system., t.areful consideration should be given toael,:nting one system from the wide variety of devicesavailable. Many tynes of alarm systems are available.One system utilizes infrared beams that activate analarm when the invisible beam is crossed by anintruder. Other devices are activated by unusualnoises or motion. Purchasing a system that is con-nected to police headquarters or a central location sothat tne police will be summoned immediately in theevent of a break-in should be considered. In somelocales the entire school campus may not need to heprotected. Instead. a security system to protect areasin which expensive equipment is stored may be adequate.

Fire Protection

Fire is one ii'' the greatest hazards to a school. Thebest protectic against fife is a sound program ofmaintenance and an automatic fire detection system.

Sprinkler systems are expensive to install in ne ai orexisting facilities; however, the savings from reducedinsurance premiums will allow the cost of the systemto b.: amortized over several :ars. Some sprinklerysten.r. are activated by photoelectric and ionization

detectors, which will also sound an alarm when thefire ib in the early stages.

Another type of fire detection system is the thermaldetector. Thermal detectors are placed in the ceilingand are activated when room temperature rises beyondnormal levels. These detectors are equipped with bat-teries sc that the system will function during powerfailure.

Either a sprinkler system or a thermal detector sys-tem should be connected to the fire department so0- at help will be summoned within the protected area.

Safety Rulr- and Regulations

T' establAment of school rules and regulationsby the district educational administrators will assistthe maintenance and operations department in pro-viding a safe, comfortable environment for studentsand staff. One rule of particular concern to mainte-nance and opens :ions depart- Ins should be strictlyenforced Can on graffiti. Lraffiti placed on wallsor in classrooms should be removed immediately. Astaff member should paint over any graffiti early inthe morning before students arrive on campus.

Another important rule to establish is designed t:make students responsible for keeping the schoolcampus clef: n. A rule against littering, together with

70

illimlarma =roe

the enforced comequence of campus clean-up duty foroffenders, can accomplish a number of importantthings. When students realize that the administrationis serious about a clean environment, students willbegin to take pride in their school. In addition, stu-dents who litter and are then required to pick up trashand litter on campus will not only be an example forother students but will also likely remember to putlitter in its proper place on a regular basis. k cleancampus is a deterrent to graffiti and vandalism

Access fo' the Handicapped

On April 28, 1977, the Secretary of Health, Educa-tion, and Welfare issued regulations implementingSection 504 of the Rehabilitation Act of /973. The lawstates that "no otherwise qualnied handicapped indi-vidual in the United States shall, solely by reason ofhis handicap, be excluded from the participation in,be denied the benefits of, (Ar be subjected to discrinit-nation under any program or activity receiving federalfinancial assistance."

Accordingly, school buildings that have architec-tural bathers that prevent access by the disabledshould be modified in varying degrees. The federalgovernment has adopted the standards of the Amer: -can National Standards Institute as a mancla.loiybuilding code for the removal cf architectural barri-ers. Generally termed performance standards, theyspecify the general criteria perfor mance expected ina building as opposed to giving hard-and-fast techni-cal dimensions and requirements for every designel,tment.

Designers and administrators using the AmericanNational Standards Institute standards to survey theirfacilities for barriers should key two Key points inmind. The American National Standards Institutestan?ards should be compared with requirementsother enacted state and local barrier -free design codesto ensue- compliance with the most restrictive require-ments. The local building inspection office will assistin the determination of which code applies to schooldistrict facilities. When improvements for access canbe ,natle which are better than the minimum require-ment without incurring appreciably higher costs, theseimprovements should be made to eliminate, to thedegree possible, renovations in the future.

Designers and administrators should realize thatbuilding codes, standards, and federal regulations donu: require that all facilities comply with specificrequirements for barrier removal. What is required bythe feder/Ily adopted regulation is that the programsor services be accessible to all people, including thehandicapped. Simply stated, buildings which are usedby the public for any normal purpose, such asemployment, education, and recreatit should 6:accessible.

86

A number of changes can be made that provideaccess to programs or activities without requiringstructural changer 10 existing facilities. Humane treat-ment and reasonable access for handicapped individ-uals in the most appropriate integrated setting are thygoals of these regulations.

A checklist of activities may he used to pr' -Joe atransition plan and should be kept on file at the dis-trict office for public inspection. Recommended activ-ities include the following:

1. Identify the person responsi11 2 for preparing thetransition p,an.

2. Select a compliance team. Team members mightinclude board members, public advisory com-mittee members, site principals, and mainte-nance or facilities directors and should includehandicapped members or organizations repre-senting disabled persons or both.

3. Provide compliance team members with site plotplans, facilities accessit lity checklists, and aprocedural review.

4. Conduct a compliance team visit and walkthrough each district facility, using the plot plansand the facilities accrsibility checklist to makeappropriate comments about physical obstaclesthat limit accessibility to handicapped persons.

5. Develop a priority listing frrojectF to be com-pleted, together with estimated starting datesand estimated costs.

6. Prepare a transition pan report for board approvaland implementation.

In any conflicting governing codefederal, state,municipal, or districtthe more stringent require-ment must govern. Laws apply to pupils and em-ployees, and it is the district's responsibility to complywith those laws. The following checklist can be usedto identify problems that need to be resolved:

Passenger Arrival

Adequate placeParking

identified parkingO Accessibility to buildings by level or ramped

pathWalks

Minimum width of 48 inchesMaximum gradient of 5 percentFirm, nonslip materia:

O No gratings, manholes, and so forthCurb cuts at streetsCurb cuts at driveways

O Curb cuts at parking lotsLevel platforms at doors (with one-halfmaximum (inferential)

Ramps

Maximum gradient of 8.33 percent (one footrise in 12 feet)Firm, nonslip surfacingNo gratingsLevel approaches, landings at 30-foot intervalsHandrails, 32 inches high and extending 12 feetbeyond rampGuardrails on wallGood illumination

Entrances

El At least one major entrance near the front of thebuilding accessible by wheelchairLevel-approach platform

Doors

Clear opening at a maximum of 32 inches wideLI Single effort with 8 pounds pressure maximum

Level approaches and elea7ance at sues of doorVestibules with a separation of 6 feet 6 inchesbetween doorsThresholds flush or beveled at 8- percent maxi-mum slopeKickplates, 16 inches highClosers with time delay and 8 pounds maximumtensionHandles at a maximum of 42 inches highVision panels at a maximum of 36 inches abovefloor

Corridors, Public Spaces, and Work AreasClrridors, 60 inches minimum widthRecessed doors when opening into corridors

O Floors on common levelNonslip floor materials

Stairs and Handrails

O Minimum width of 42 inchesMaximum risers of 7 inchesNonprojecting nosingsNonslip treadsLevel, differentiated approachesHandrails, 32 inches high and 18 inches beyondtop and bottom stepsGood illumination

Elevators

Accessibility to each floor levelCab size at a minimum of 51 inches by 68 inches

r] Door to clear opening at a minimum of 32inches

O Handrails, 32 inches highAutomatic and self-leveling doers with safetyclosing devices

inch All controls at a maximum of 48 inches fromfloor

8771

Controls and signals usable by blind personsEmergency routes ai-ij plans

O Lmergeney telephone

Toilet FacilitiesMinimum one per sex per flooi and so identifiedEntrance clearances (door widths, vestibule size)Floor level v.th corridorSide transfer compartment, 66 inches wide by60 inches deepComnartment, 42 inches by 48 :aches in front offixtureGrab bars at side of water closet, 33 inches highWall-hung water closet, 15 inches to 16 incheshighLavatory with 29 inches clear space underneathFaucets easily operated, pipes insulated, en-closed, or above knee levelUrinal wall-mounted at 19 inches or at floorlevelMirrors, shelve;, and dispensers nsabie fromlavatory at 40 inches maximum height

U Shower stalls with folding seats, grab bars, spe-cial controls

Drinking FountainsMinimum one per floor for handicaps ,ersonsHand level operated with up-front jot andcontrols

72

Wall-mounted projecting basin at 33 inchesmaximum heightAlcoves, 60 inches wide if used

Public TelephoneAt least one telephone per bank accessible tothe publicDial, handset, and coin slot at a maximum of54 inches highOm telephone per bank for hard -of- herring

ControlsAlarms, switches, and so forth within 48 inchesof floor

Identification and WarningAccess symbol displayed at entrancesRaised numerals, 60 inches high at sides ofdoorsKnurled door handles at danger areasAbrasive floor strips at open danger areasWarning signals both visible and audibleConstruction site barricades

Special-Use Spaces

Dining are..t: access and clearancesSpectator spaces: wheelchair stationsLaboratories: wheelchair stationsLibraries: wheelchair access and clearanceAudiovisual control, rooms: access

88

Appendix A

Selected Legal References

Appendix A contains excerpts from selected sections ofthe Education Code and the California AdministrativeCode, Title 5, Education. These sections outline the govern-ing board's responsibilities for maintaining and operatingschool facilities.

Education Code sections

17714. The Board [Stat,- Allocation Board] shall requirethe school district to make all necessary repairs, renewalsand replacements to insure that a project [facilities con-structed, remodeled, or replaced under the State SchoolBuilding Lease-Purchase Law of 1976] is at.. all times kept ingood repair, working order and condition.

35293. The governing board ... shall maintain all of theelementary day schools established by It, and all of th.; dayhigh schools established by it....

39211. ... The Legisiature intends that the governingboard of each school district adopt a plan for the orderlyrepair, reconstruction. or replacement of school buildingsnot repaired, reconstructed, or replaced....

39600. The governing board ... shall manage and controlschool property within its district.

39601. The governing board. . shall ... repair... theschool nroperty of its districts....

39610. The governing board of every school district shallprovide a warm, healthful place in which children whobring their lunches to school ray eat the lunches.

39618. (a) The governing board ... may establish anaccount to be known as the "district deferred maintenanceaccount" for the purpose of major repair or replacement ofplumbing, heating, air conditioning, electrical, roofing, andfloor systems and the exterior and interior 'minting ofschool buildings or the inspection, sampling, and analysisof building materials to determine the presence of asbestos-containing materials, the encapsulation or removal of asbestos-containing materials and any other items of maintenanceapproved by the State Allocation Board. . . . (b) Fundsdeposited in the district deferred maintenance account shallonly be expended for maintenance purposes as providedpursuant to subdivision (a).

39619. (a) Whenever 3 school district has budgeted ... inits deferred r aintenance fund ... an amount equal to, orgreater than, that amount the district expended from itsgeneral fund for major maintenance, repair, or moderniza-tion of existing school buildings..., the Superintendent ofPublic Instruction shall so certify to the State AllocationBoard.

39620. Each district desiring an apportionment pursuantto Sect 39619 shall file with the State Allocation Boardand receive approval of a five year plan of the maintenanceneeds of the district over such period. This plan may beamended from time to time. Any expenditure of funds froiiithe district deferred maintenance fund shall conform to theplan approved by the State Allocation Board.

39630. The clerk of each district, except a district gov-erned by a city or city ani county board of education, shall,under the direction of the governwg board, keep theschoolhouses in repair... and exercise a general care andsuper. ision over the school premises and property divingthe vacations of the school.

40052. The governing board ... may appoint a personwho shall have charge of the grounds, preserve order, [and]protect the school properly. ...

40055. Lighting, heating. janitor service, and the serviceof the person when needed ant: other necessary expenses inconnection with the use of public school buildings andgrounds... shall be provided for out of the county or spe-cial school funds of the respective school districts in thesame manner and by the same authority as similar servicesare provid-d for.

California Administrative Code, Title 5, Education sections

630. Governing boards ... are responsible for the sani-tary, neat, and clean condition of the school premises andfreedom of the premises from conditions that would createa fire or life hazard.

631. ... all buildings and grounds shall be maintainedaccording to the regulations of the Board of Health havingjurisdiction over the school district.

8913

Appendix B

Time Schedules

Appendix B contains time ...hedules that are necessary touse the CASBO formula, the San Joaquin task-time fre-quency formula, the Denver custodial formula, and thearea allotment per person-hour formula. The formulas aredescrikd in Chapter 4.

The CASBO Formu:a

The CASBO formula is summarized as follows.One custodian for each eight teachers ..ac.her factor)

plusOne custodian for every 225 pupils (pupil factor)

plusOne custodian for every 11 rooms to be cleaned (room

factor)plus

One custodian for every 15,000 square feet of buildingarea (square footage factor)

divided byFour, to indicate the number of custodians required for

the building

The following examples illustrate how the CASBO for-mula should be applied. They include instructions on theprocedures to be used.

Teacher factor. Given: One custodian for every eightteachers.

Number of teachers + 8 = teacher factor (Carry out to twodecimal places.)

To determine the number of teachers, count each teacherwho has a classroom for a full day. Also count each teacherwho does counseling part time, provided this person has anoffice or area that must be cleaned each day. (Do not countthis teacher if he or she uses a classroom that is used bysome other person who has nlready been counted.)

Pupil factor. Give.,: One custodian for evezy 225 pupils.Number of pupils 225 = pupil factor (Carry out to two

decimal places.)To determine the number of pupils, count only those

pupils who are in day school unless he areas used arecleaned before and after night school classes. Count allpupils in double sessions.

Room factor. Given: One custodian for every 11 roomsto be cleaned.

74

Number of rooms :1 = room factor (Carry out to twodecimal places.)

To de ermine the number of rooms. estimate 1,000squat e feet as the floor space for an z.verage room. Usingthis as a divisor, break up large areas and large rooms(gymnasiums, multipurpose rooms, inside corridors, andthe like) into room areas equivalent to the average. Add theareas of smaller rooms together (rooms with floor areas ofless than ..00 square feet) and divide the sum bj 1,000square feet to determine the number of average-size rooms.

Count any room that has between 800 and 1,200 squarefeet of floor area as (rue room. Count all roomsclass,storage, custodial, or otheronly if they are cleaned eachday. Do not count elm is or storerooms that are cleanedonly during vacation periods.

Sc'uare footage factor. Given: One custodian for every15,01hl square feet.

Total square feet of building area + 15,000 = square foot-age factor (7-any out to two decimal places.)

To determine the souare footage, add square footage ofall areas that are clea:,ed each day, including outside corri-dors and walks if they are swept daily by a custodian. Donnt include areas, such a s storerooms and floors, that arerEit elitaned each day.

otal custodial staff required.Total of the four factors (a, b, c, d) 4 = number of

cleaning custodians needed (Carry out to two decimalplaces.)

An actual time study is needed to determine how muchtime the governing board and the administration wish toallot to gardening and landscaping. If the custodian's jobdescription requires him or her to do some grounds work,then the time needed to care for grass and shrubbery, to dowatering, and to clean paved areas must be allowed. Byadding this time to the total allowed in the formula, theactual amount of time required for custodial care can bedetermined.

When assigning jobs and areas, administrators will needto remember that larger rooms can be swept and cleanedmuch 'aster than several smaller rooms of the same totalarea. Gymnasium floors can be swept at the rate of 200square feet per -..inute; the average rate for small class-rooms is 52 square feet per minute. After a few adjustmentsof individual assignments are made to equalize the work, allcustodians should be able to finish their cleaning duties atapproximately the same time.

San Joaquin Task-Time Frequency Formula

Custodial Elemental Standard Times

Minute PerWork description standard unit

I Dust-mop office and classroom floors. 1.46 IGO square feet2. Vacuum light soil. 1.32 100 square feet3. Vacuum heavy soil. 2.31 100 square feet4. Wet-rnop terrazzo and tile floors. 1.90 100 square feet5. Vacuum heavy soil (traffic -.leas). '. . 100 square feet6. Sweep concrete or tile surface. .86 100 square feet7. Dust-mop, dust, and clean office area. 2.60 100 square feet8. Vacuum, dust, and clean office area. p.60 100 square feet9. Wash and store built-in lunch tables. 1.20 each

10. Wash, collapse, and stow portable lunch tables. 1.00 each11. Store or set up built-in lunch tables. .77 each12. Clean chalk tray and ch lirboard. 2.32 each13. Clean classroom sink and drainboard. 1.73 each14. Clean sink and counter top. 2.60 each15. Chan lavatory, dispensers, and mirrors. 1.54 each16. Clean uritals. 1.16 each17. Clean stools. 1.73 each18. Do classroom dusting, glass :leaning, and so forth. 3.50 each19. Travel, set up, and check out room. 1.00 each20. Clean drinking fountains-single 2.00 each

double 2.70 eachtr:pk, 3.40 eachquad 4.00 each

21. Hose down side, kJ!. 1.50 100 square feet22. Hose down blac, p. 3.60 100 square feet23. Allow for difficuit classroom furniture arrangement. 2.30 each

Custodial Benchmark Standards

Clean Elementary Classroom (Resilient Floor)-Total Time, 21.7 Minutes

Work contentArea orquant.ly

Unitstandard

Totalstandard

I. Dust -m'p. 900 sq. ft. 1.46 13.1

2. Clean chalkboatd and tray. I 2.'? 2.323. Dust and do miscellaneous tasks.

1 3.50 3.50K. Clean sink and drainboara. I 1.73 1.735. Travel, set up, and check out room. 1.00 1.00

Clean Portable Classroom (Resilient Floor)-Total Time, 19.9 Minutes

I. Dust-mop. 900 sq. ft. 1.46 13.1

2. Clear chalkboard and tray. 1 2.32 2.323. Dust and do miscellaneous tasks. 1 3.50 3.504. Travel, set up, and check out room. 1 1.00 1.00

9175

Custodial Benclunark Standards (Continued)

Clean Intermediate Classroom (Carpeted Floor) -Total Time, 20.3 Minutes

Work contentArea orquantity

Unitstandard

Totalstandard

I. Vacuum light soil. 900 sq. ft. 1 32 11.88

2. Vacuum heavy soil (traffic areas). 900 sq ft .18 1.62

3. Dust and do miscellaneous tasks. I 3.50 3.50

4. Clean chalkboard and tray. I 2.32 2.32

5. Travel, setup, and check out room. I 1 00 1.00

Clean Elementary Classroom (Carpeted Floor) -Total time, 22.6 Minutes

1. Vacuum light soil. )00 sq. ft. 1.32 11.F4

2. Vacuum heavy soil (traffic areas). 900 sq ft. .18 1.62

3. Clean sink .and drainboard. 1 2.32 2.32

4. Dust and d miscellaneous tasks. I 3.50 D.50

5. Clean chalkboard and tray. I 2.32 2.32

6. Travel, set up, and check out room. I 1.00 1.00

Clean Single Washroom-Total Time 7.0 Minutes

1. Sweep. 100 sq. ft. .8 .8

2. Clean lavatory, dispensers, and mirror I 1.54 1.54

3. Clean stool. I 1.7? 1.73

4. Wet-mop. 100 sq. ft. 1.90 1.90

5. Travel, set up and check out room. I 1.00 I 00

Additional benchmark Standards

Work area

Clean double washroom.

Clean student washroom (average).

Allow for difficult furniture arrangement.

Total time (in minutes)

13.8

21.6

2.3

Daily Allowance for Personal Time-Custodial Work

Activity

Coffee breaks (21

Personal hygiene

Interruption/ travel

Waiting

Getting job assignment

Set up/ put away

Total

7 inlet n minutes)

20

10

15

10

15

20

90

The time allowed for the administrative and personal t a.,ks listed above is based on realistic esti-mates and equals 1.5 hours of each 8-hour shift. Based on this estimate, 6.5 hours are available forproductive work.

76 9 2

Custodial Standard Application SheetElementary School

Work description

Office building

Quanuttor area

Minutes perunit

Totalminutes

72.8*

Kindergartens 2 34.8 69.6

Restooms 8 17.1 137.0

Multipurpose room 76.7Classroor.'s 20 22.6 452.0Library 26.8Teachers' workrooms 5 4.9 24.5

Sidewalks (sweeping weekly) 34.8Locking and unlocking building 30.0*

Stage 15.3Allowance .or difficult classroom arrangement 13 2.30 30.0

Total basic work 969.5

Basic hours 16.2

Start and stop time ,(2 custodians) .7Total daily hours 16.9

Add nonscheduled hours 2.0Total productive custodial time required 18.9

18.9 hours divided by 6.5 pi oductive hours per shift = 2.91 custodians re ,uired

*The total minutes allotted to these :.yeas are calculated individually on the basis of the cue of she individual area, the -.sks orfrequency of tasks to be performed for each area, and the documented iime needed to perform the tasks

Custodial Standard Application SheetMiddle School

Work description

Teaching stations

Student restrooms

Quantityor area

21

6

Minutes perunit

22.5

21.6

;Malnunuirs

472.5

129.6

Adult restrooms 2 14 28.0

Hallways 2 7 14 0

Library/ media 18 18 "`*

Multipurpose room 28.0Kitchen area 5.0Music room 5.0Tiny tot's trailer 21.5Double portable (+ntersession) 42.0

The total minutes allotted to these areas are calculated individually on the basis of the We of the individual area, the tusks orfrequency of tasks to b: performed for each area, and the documented time needed to perform the tasks

9 3 77

78

Custodial Standard Application Sheet, Middle School (Concluded)Quantity Minutes per Total

Work description or area unit minutes

Single portable 21.0*

Teaching areas cleaning time 784.6

Office and teacher lounge area cleaning time 86.0*

Outside areas cleaning time 178.0*

Total cleaning time 1048.6

Heal custodian time for school functions 180.0*

Community .ervice/ civic functions/ pre7enti', A maintenance 150.0*

Total productive time required 1378.6

*The total minutes allotted to these areas are calculated individually on the basis of the size of the inaividual ar-a, thetasks or frequency of tasks to be performed for each area, and the documented time -.ceded to perform the tasks

Summary Calculations

Total productive time required (minutes)

Tot 31 productive time required (hours)

Total number of custodians required (22.98 6.5 = 3.54)

Summary by Area and Function

Teaching areas cleaning 'me = 784.5 minutes(784.6 60 minutes = 13.08 hours)(13.08 hours+ 6.5 hours productive time = 2.01 custodians)

Office, teachers' lounge, at outside areas cleaning time(178 minutes + 86 = 264+60 = 4.4 hours)

Head custodian time for school functions(180 4-60 = 3 hours)

Community service/ civic functions/preventive maintenance= 2.5 hours)

Total t,:oductive time required

Total number of custodians required (22.98 6.5 = 3.5A)

1378.6 minutes

22.98 hours

3.54 custodians

13.08 hours

Breakdown of Operations Tasks by Unit and Time Allotment*

4.4 hours

3.0 hours

2.5 hours

22.98 hours

3.54 custodians

Sweeping

Minutesper 1.000

square feet

Dust mopping

Minutesper 1.000square feet

Unobstructed 7 Unobstructed 8Slightly obstructed 9 Sli^,ht:; obstructed 9Obstructed 10 Obstructed 10Heavily oostructed 14 Heavily obstructed 12

*In addition to the time standards illustrated in the San Joaquin task-time formula, information is available that containsapproximations of time needed for various indivsdual cleaning jobs. Because the building's layout and method of construction,the sanitation level required, and obstacles likely to be encountered will cause considerable variance in any time standard, thisshould be considred enly a general guide.

94

Breakdown of Operations Task by Unit and Time Allotment (Continued)*

Damp moppingUnobstructedSlightly obstructedObstructedHeavily obstructed

Wet mopping and rinsingUnobstructedSlightly obstructedObstructedHeavily obstructed

Machine scrubbing(16-inch machine)

UnobstructedSlightly obstructedObstructedHeavily obstructed

Machine buffing(16 -inch machine)

UnobstructedSlightly obstructedObstructedHeavily obstructed

Vacuuming(wet pick-up)

UnobstructedSlightly obstructedObstructedHeavily obstructed

Vacuuming(dry pick-up)

UnobstructedSlightly obstructedObstructedHeavily obstructed

Stripping and rewaxingUnobstructedSlightly obstructedObstructedHeavily obstructed

Using combination scruband wet pick-upautomatic machine

Dusting

Bookcases13 inches x 35 inches x 12 inches36 inches x 30 inches x 8 inches36 inches x 40 inches x 12 inches42 inches x 24 inches x 11 inches

Minutesper 1.000

square fee:

16

232732

35455055

27384449

16

273338

2'273135

14

17

19

23

100

120140130

3-12

Time inseconds

22333649

a

Cabinets30 inches x 36 inches x 18 inches . ....36 inches x 71 inches x 18 inches . ....

ChairsLai geMediumSteno

ClocksDeskWall

DesksLargeMediumSmall

Desk items, miscellaneous

Doors (two sides)Without glassWith glass

FilesFour-drawerFive-drawer

Fire extinguishers

Lamps and lightsWall, fluorescentDesk, fluorescentTable, with shadeFloor, with shade

Partitions, glass(50 square feet)

PicturesLarge (3 feet x 5 feet)MediumSmall

Radiators and window ledges124 inches x 15 inches

Radiators (flush with wall)40 inches x 30 inchesx 6 inches

TablesLargeMediumSmall

Telephones

Typewriters (covered)

Vending machines

Venetian blinds(standard size)

Wastebaskets

Time inseconds

4256

633522

8

20

484338

3

2440

2227

16

8

18

3535

65

4515

12

45

21

603522

9

7

60

210

15

In addition to the time standards Mute ted in the Stn Joaquin task-time formula, information is available that containsapproximations of time needed for variot. .iividual clear.i.ig jobs. Because the building's layout and method of construction.the sanitation level required, "rid obstacles likely to be encountered will cause considerable variance in any time standard, thisshould be considred only a general ;,ride.

95 79

Breakdown. of Operations Task by Unit and Time Allotment (Concluded)a

Time inseconds

Cleaning lavatory items

Commodes (with partitions) 180Doors (spot-wash) 50Mirrors

25 inches x 49 inches 2060 inches x 21 inches 2088 inches x 11 inches 40

NapkinsDispensers i 3Disposals 10

Paper towelDispensers 7

Disposals 10

Time inseconds

Shelving20 inches long 8

126 inches x 6 inche:. 60

Urinals (complete) 60

Wainscoting (75 feet t3 100 feet) 90

Wash basins (complete) 120

Washing glassClear, 8 square fed 60Opaque, 20 square feet 60

Miscellaneous cleaningDoors (washing) 150

Drinking fountains (cleaning) ... 90

'In addition to the time standards illustrated in the San Joaquin task-time formula, information is available that containsapproximations of time needed for various individual cleaning jobs. Because the building's layout and method of construction,the sanitation level required, and obstacles likely to be encountered will cause considerable variance in any time standard, thisshould be considred only a general guide.

Dwyer Custodial Formula

PointsClassification per day

School site (picking up paper and rubb:41 on grounds and polic- 1

ing general area)

Building units (sweeping, dusting, emptying wastebaskets and 1-1/3pencil sharpeners; cleaning chalkboards and erasers; adjustingshades; lock;ag windows)

Kindergartens (sv. 'ping twice daily)

Lunchrooms and multipurpose rooms

Auditoriums

Heating plan: (operating gas-fired plants, supervising andchecking)

2 -1/3

1

1

2

Plumbing fixtures (servicing fixtures and facilities, such as 1

lavatories, water closets, urinals, service sinks, drinking fountains,shower heads, mirrors)

Gymnasiums (Cleaning) 1

Community use of buildings (working three to four hours later 1

than usual each night the Suilding is used)

High use 050-190 meetings per year) 15

Medium use (90-149 meetings per year) 10

Low use (10-89 meetings per year) 5

so 9 6

Units or basis

Each acre

Each building unit(classroom equiva-lent)

Each kindergarten

Each 30 seats orchairsEach 150 seats

Each plant

Each 10 r xtures

Each 2,400 squarefeet

Denver Custodial Formula (Concluded)

ClassificationPointsper day Units or basis

adding area (doing miscellaneous tasks, such as sweeping halls, 1 1,000 square ft.._:t ofcleaning doer glass, emptying trash containers, mopping toilet floor spacefloors, locking and unlocking doos, replacing broken glass,washing windows, making out reports, replacing sash and sashcords, replacing light bulbs, aujusting and repairing furniture,washing walls, and burning trash). Special cases in which certainparts of the building are not in use or in which other unusualcircumstances exist are allocated points in relation to the specificbuilding.

An example of the application of this points allocation formula to a specific school plant ispresented in the following ratings:

ElementSize or othermeasurement Points

Based onper

Totalpoints

Grounds 0 acres 1 Acre 10.00

Building units 24 1-1/ 3 Building units 32.00

Kindergarten 2 2-1/ 3 Kindergarten 4.66

Lunchroom 180 seats 1 30 seats 6.00

An example of the application of this points allocation formula to a specific school plant ispreFenterl in the following ratings:

ElementSize or othermeasureme. ; Points

Based onper

Totalpoints

Grounds 10 acres 1 Acre 10.00

Building units 24 1-1/ 3 Building units 32.00Kindergarten 2 2-1/ 3 Kindergarten 4.66

Lunchroom 180 seats 1 30 seats 6.00

Auditor um 266 seats 1 150 seats 1.77

Heating plant Gas-fired plant 2 Plant 2.00

Plumbing fixtures 146 fixtu-es 1 10 fixtures 14.60

Gymnasium 2,135 square feet 1 2,400 square feet .88

Community use 71 meetings a year 5 (Low use) 5.00

Building area 53,185 square feet 1 LOCO sqv are feet 53.19Total points '30.10

130.10 multiplied by IA hour = 32.53 hours per day of custodial time

In this point system no allowance is included for care of lawn and shrubbery if building custodiansare responsible for watering the lawn and shrubbery. An actual study should be made of the timerequired to care for the lawn and shrubbery. This figure should be added to the estimate.

97 81

Area Allotment per Person-Hour Formula

Under this formula the area allotments for custodians are listed as follows:

Square feetArea per hour

Permanent buildings (including porches and steps) 2,400

Locker and shower rooms 1,400

Portables (including porches and steps) 2,000

Sidewalks and drives 7,500

Grounds (including parkway and gutters) 34,000

Lawns and planted areas (including parkway and gutters)watering and mowing 20,000

Unitsper hour

Isolated trees and shrubs (basining and watering trees in unplanted areas) 250

For a school gardener assigned to take complete care of the outsie t planted areas, the area allot-ments would be as follows:

Square feetArea per hour

Lawns and planted areas (including parkway and gv ters) 10,000

Athletic fields 20,000

Unitsper ho Jr

Isolated trees and shrubs 160

98

Appendix C

Evaluating a School District's Custodial Program

The following questions can assist school district admin-istrators in evaluating the district's custodial program.

Relationship to the District's Educational Program

Do the governing board policies provide adequately forrules and regulations relating to custodial services?

Is mee. ng the needs of the district's educational programthe pt ,mary objective of the custodial program?

Does the building program provide adequately for storagespace, work stations, and other physical facilities neededfor custodial services?

Does the building program recognize the importance ofselecting materials that contribute to efficient custodialoperations as well as low maintenance costs?

Do district standards for furnishing classrooms provide forenough space to facilitate custodial work?

Have the duties and working relationships of the principalsand the supervisor of the district's custodial operationsbeen clearly established to promote harmonious, efficientcustodial operations?

Does th: school district's budget provide the necessaryfunds to carry on a detailed, carefully planned custodialservices program?

Do annual budgets provide adequately for the purchaseand replacement of c stodial equipment?

have custodial services been considered and custodial per-sonnel been involved in the development and operationof the district's safety program?

Does the district's educational program encourage pupils torespect school facilities?

Are written rules and regulations regarding use of schoolfacilities by community groups effectively enforced so asnot to cause undue custodial problems?

General Administration

Do personnel responsible for supervision of eustodial ser-vices keep current with best practices through member-ship in professional associations, review of technicalliterature, visits to other school plants, and other relatedtechniques?

Does the district maintain an up-to-date organizationalchart that shows the supervisorill relationships for thedistrict's custodial services?

Have the legal provisions affecting custodial services beencompiled on a current basis snd are they available forreference?

Do district policies and procedures cover cloth.ng or uni-form requirements?

Has careful attention been given to the design .1 use offorms, such as those used to renort repair needs not inthe scope of custodial services?

Have procedures been developed covering the promptreporting of unsafe conditions or maintenance needs?

Have procedures been established to return or dispose ofarticles found by custodial employees?

Do procedures provide for a follow-up on school facilitiesand equipment during the time they are unc:er warranty?

Are plans readily available that show the physical layoutfor each site and essential information regarding locationof utility lines, meter locations, shut-off valves, firealarms, and other essential information?

Are lighting, heating, and ventilating systems equippedwith automatic controls?

Has the district established care for the American and Cali-fornia flags?

Have arrangements been made with local police authoritiesfor patroi services?

Are inspection services, such as those available from othergovernmental agencies or insurance companies, used toadvantage in the custodial program?

Do custodial supervisors spend most of their time super-vising and not waiting for emergencies?

Personnel

Do the district's personnel procedures ensure that supervi-sory employees are thoroughly experienced and trainedin custodial work?

Do the c::strict's personnel procedures contain provisions toscreen applicants for custodial jobs ane permit supervi-sors to participate in actual selection?

Are all custodial services positions included in the salaryschedule?

Are salaries established at levels which will attract and keepcapable custodial employees?

Are applicants for regular custodial positions encouragedto work first in substitute or temporary positions?

Do the personnel procedures ensure that new employees'personal attributes, ,lualifications, and character meetjob requirements?

Do personnel procedures ensure that new employees arefree from physical defects or health conditions thatwould interfere with their work?

Do personnel procedures ensure that custodial employeeswhose duties require them to drive possess a validlicense?

Are current job descriptions maintained for all custodialservices positions?

Has an effective in-service training program for custodialemployees been established?

Does the district's in-service training program prepare cus-todial employees for their contact with communitymembers, other employees, and pupils?

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Does the in-service training program provide custodialemployees with information about the organization andoperation of the school district?

Have written procedures been established to help custodialemployees in performing their jobs?

Methods, Materials, and Equipment

Are the formulas used in allocating work oased on carefulstudy of factors such as floor type, amount of furniture,traffic, and area?

Have precise time schedules been developed that indicatethe specific, routine tasks and the time they should beperformed?

Are most custodial tasks scheduled dining late afternoonsand evenings when work is less likely to be interrupted byschool activities?

Are custodial staff members aware of new methods, mate-rials, and equipment?

Is the prevention of communicable diseases a factor inselecting cleaning materials and developing custodialmethods?

Does the district's list of standard supplies provide ade-quately for custodial needs?

Are custodial materials tested before they are purchased?Are only supplies that are used purchased, even though

"per gallon" or "per pound" prices of various productsand dilutions may appear less expensive?

Has a list of electric fixtures and applicable lamps beenprepared for each school?

Has a standard list of custodial equipment for each schoolbeen established"

Have procedures for the most efficient use of custodialequipment been established?

Visits to Sites

Are visits made periodically to all sites to evaluate the cus-todial services program?

Does the visit to a school include a meeting with the princi-pal to discuss ways to provide custodial services that willfacilitate the educational program?

Does each visit to a school include actual spot checks of thecafeteria, restrooms, classrooms, and other areas?

Do visits to schools and other sites allow administrators toassess custodial needs, determine whether schedules andstandards are being met, and suggest ways to improveefficiency?

Evaluating the Cuatodial Program in SchGols

Relationship to Total Program

Have the head custodian and the principal established agood working relationship?

Does the head custodian work cooperatively with all othersupervisory personnel, such as the vice-principal orcafeteria manager?

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Do the custodial employees get along well with communitymembers, other employees, and pupils?

Do the principal and head custodian carefully preparebudgetary requests?

Are vendors' representatives permitted to contact custodialpersonnel at the school only through arrangement withthe district office?

Are requests for extra custodial services, except in emer-gency directed to the head custodian for schedulingrather than to the custodian doing the work?

General Conditions

Are Classrooms equipped according to the district's stan-dards and not cluttered by extra furnishings?

Do teachers follow established procedures concerning the;fearing of desk tops or other top surfaces, closing win-Jows, and locking all the doors at the close of the day?

Do pupils fulfill their cleanup obligations in homemakingand industrial arts classes?

De pupils show respect for school facilities by not writingon .lie walls and damaging propezty?

Are automatic controls for lighting, heating, and ventilat-ing properly used?

Are doors and windows in air-conditioned areas keptclosed?

Personnel

Does the head custodian participate in in-service training?Are all custodial employees familiar with plant layout and

the locations of fire alarms, shut-off valves, and othersue'. items that may be used in an emergency?

Do Cu.:odial employees understand the duties they areexpected to perform in emergencies and fire drills?

Do custodial personnel follow fire prevention practices?Are custodial personnel skilled in the proper use of fire

extinguishes?Do custodial personnel actively participate ir. .i.f safety

program"Do custodial personnel wear the required clothiq or

uniform?

Methods, Materials, and Equipment

Do custodial personnel follow the established work schedule?Is the custodial work performed during school hours

accomplished without undue disturbance to school per-sonnel and pupils?

Are requisitions for custodial supplies and equipment sub-mitted promptly?

Are custodial supplies safeguarded properly and used onlyfor authorized purposes?

Are proper materials and methods used in operations toprevent communicable diseases?

Is special care used when handling equipment or suppliesthat may be harmful or hazardous?

Are lamps replaced with those approved by the schooldistrict?

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Are glides installed on furniture and equipment to protectfloor surfaces?

Does the location of %a. to receptacles encourage the effi-cient use of custodians' time?

Does school district policy encourage the efficient use ofutilities, such as keeping the thermostats at a constanttemperature?

Are all doors and windows locked and the building securedat the appropriate times?

Other Considerations

An, accidents, such as spilling of ink or paint, properlyreported and cleaned up?

Are unsafe conditions or items needing repair promptlyreported?

Are defects in school facilities or equipment that are stillunder warranty promptly reported?

Are items that have been identified as defective by supervi-sors repaired promptly?

Publications Available from the Department of Education

This publication is one of over 600 that are available from the California State Department ofEducation. Some of the more recent publications or those of special interest to the users of thispublication are the following:

Accounting Procedures for Student Organizations (1979) SI 50Administration of Maintenance and Operations is California School Distncts (1986) 6.75Administration of the School District Budget (1983) 3.00Administration of the School District Risk Management "rogram (1977) 2.50Attendance and Enrollment Accounting in California Public Schools (1977) 2.80California Private Scholl Directory 9.00California Public School Directory 14 00California School Accounting Manual (1984) 4.50California School Business Procedures and Management In-service Trait mg (1980) I 50Liability Insurance in Californ:a Public Schoob (1978) 2.00Lou Control Suppkment, Administration of Risk Management Program (1979) 1.50Manual of First-Aid Practices for School Bus Drivers (1983) 1.75School Bus Inspection and Maintenance Guide (1978) 2.00Selected Financial and Related Data for California Public Schools (1985) 3 coSite Management (1977) I 50Work Permit Handbook (1985) 600

Orders should be directed to:

California State Department of EducationP.O. Box 271Sacramento, CA 95802-0271

Remittance or purchase order must accompany order. Purchase orders without checks are acceptedonly from government agencies in California. Sales tax should be added to all orders from Californiapurchasers.

A complete list of publications available from the Department, including apprenticeship instruc-tional materials, may be obtained by writing to the address listed above.

A list of approximately 140 diskettes and accompanying manuals, available to members of theCalifornia Computing Consortium, may also be obtained by writing to Cue same address.

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