ontario school plant manager summer 2016

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Building for the

21st Century

School Boards Undertake New Projects

to Meet Growing and Changing Needs

Indoor Air Quality and Learning

Environments

Providing Efficient Energy and a

Comfortable Climate – It Can Be Done

Ontario School Plant Manager | Summer 2016 3

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Zurn Industries Ltd. ............................... 8

Message from Liz Sandals, Minister of Education ...........................4

Toronto District School Board Builds for the Future ........................ 6

New Beginnings for Leamington Secondary Students ....................9

Toronto Catholic District School Board Continues

with Aggressive Capital Plan ........................................................ 13

Finding Space for Schools ............................................................. 16

Too Hot, Too Cold, Too Expensive:

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N.R. Murphy Brings Clean Air to Schools across Canada ............ 21

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Index to Advertisers

Ontario School Plant Manager | Summer 20164

Message from Liz Sandals, Minister of Education

With every passing year, all of us in the education sector strive to elevate Ontario’s world-class publicly funded education system. We do everything we can to ensure every

student has the opportunity to learn in a safe, clean and healthy environment.

On behalf of the Ministry of Education, I can confidently say that our partnership with Ontario’s school plant managers is vital to build on our past success and take our publicly funded education to new heights.

We know that it is essential for students to have access to modern learning environments so they can thrive in the classroom. As such, our government realizes that improving these school spaces is one of the most important infrastructure investments we can make.

That is why, since 2003, the province has invested about $13.5 billion in school infrastructure, including nearly 760 new schools and more than 735 additions and renovations. And we have significantly increased annual funding to address the costs of repairing, maintaining and renovating schools.

To further build on these investments, our government made a 10-year commitment in 2015, to provide $11 billion to help build new schools in areas of high growth, improve the condition of existing schools and invest in projects to reduce surplus space through school consolidations.

To that end, on May 5, 2016, our government announced an investment of $137 million to build new schools, expand or renovate existing schools, and create new child care spaces across the province. As a result of this investment, 20 local school infrastructure projects will provide young children and their families increased access to safe, high-quality licensed child care in schools.

We are also investing nearly $90 million dollars to create community hubs in schools, where members of the community can come together to learn, participate in activities and access services. This investment will result in renovating surplus school spaces, retrofitting existing child care spaces and creating space for new child care and child and family support programs.

The confidence we have in making such historic investments reflects the confidence we have in the excellence of the school board staff responsible for turning these investments into results.

It is the work of school plant managers that brings Ontario’s education infrastructure to life. Day-in and day-out, you ensure that our buildings are giving students the very best environments in which to learn.

Thank you for supporting student achievement and well-being. I offer my sincere thanks for all of your contributions to Ontario’s publicly funded education system.

Liz SandalsMinister of Education

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As Canada’s largest school board, the Toronto District School Board (TDSB) is one of the country’s most diverse, serving approximately 245,000 students throughout the city, and more than 160,000

life-long learners in Adult and Continuing Education programs. With nearly 600 schools to maintain, facility management requires careful planning to ensure that repairs, new builds and renovations meet current needs and accommodate future growth. Through the board’s annual planning process, priority projects are identified and capital expenditures are allocated for growth and major repairs.

The TDSB’s growth-related capital priority projects for 2015 to 2018 include classroom additions to replace portables, as well as the construction of new schools. In Toronto’s east end, the George Webster Elementary School is being completely rebuilt, replacing the original school, which was founded in 1954. The 97,500-square-foot, two-storey school will have 26 classrooms, four full-day kindergarten classrooms, two art rooms and two science rooms. There are also six special education rooms, a triple gymnasium and stage, an instrumental room, library and a child care.

The $21 million project includes the demolition of the original George Webster Elementary School and construction of the new facility, which will be located right next door. During construction, staff and students will remain in the existing school, and once they have moved into the replacement building, the older school will be demolished. The project is currently being tendered and is expected to be completed by fall 2017.

“School Condition Improvement funding for TDSB increased from $112 million last year to $123 million for 2016-17, but we have a school repair backlog of approximately $3.5 billion,” says Faris Mansur, System Facilities Officer, Design, Construction and Maintenance with TDSB. “We have some very old buildings, and they keep getting older. When repairs continue to get delayed, that backlog increases. Some buildings are in such bad condition, it would be too expensive to do the repairs, which is the case with George Webster. This is an old school with 12 portables, and we’re seeing continuous pressure on enrollment. It warranted applying to the Ministry for funding for a new school.”

In North York’s Bayview Village neighbourhood, construction is also underway for a new Avondale Public School and Avondale Elementary Alternative School, which share the same building. According to the TDSB’s enrollment numbers, Avondale Public School has the highest rate at 193 per cent, while the Alternative School is also overutilized at 101 per cent. The two-storey, 65,000-square-foot replacement school is replacing an older, smaller school. The new facility is encroaching on the footprint of the original school, which necessitated the temporary re-location of students to Bayview Middle School.

New Schools and Renovations

Accommodate Enrollment Growth for

Toronto District School Board

By Lisa Fattori

Avondale Public School and Avondale Elementary Alternative School.

George Webster Elementary School.


In downtown Toronto, an empty infill site that is surrounded by residential housing will be home to two schools, a child care facility and a community centre. Located in what is known as Block 31 of the Railway Lands, the new complex is situated southwest of the SkyDome, adjacent to Canoe Landing Park. The development is a partnership between the City of Toronto, TDSB and the Toronto Catholic District School Board (TCDSB). The total project is estimated to cost $65 million, with the TDSB portion pegged at $18 million.

The preliminary design of the complex includes two buildings that will be connected by an enclosed bridge, with an outdoor walkway below. The two elementary Public and Catholic schools will share some space but operate independently. The three-storey southern building will house the two schools, as well as a childcare facility, while the north building will be predominantly the community centre, with some classroom space and a gym available to the schools. There are designated play areas, an outdoor community plaza and access to a playing field.

“Downtown Toronto has seen tremendous growth in condominium

development, with a lot of young families now living in condos,” says Salvatore Beltrano, Manager of Capital Project Management and Facility Services with TDSB. “The demographics are changing, with enrollment in elementary schools growing and a slight decline in high school enrollment. The two schools in Block 31 will accommodate approximately 1,000 students from kindergarten to grade eight, and the complex will also include public community space.”

Other capital projects include a replacement school for Davisville Junior Public School, a mid-city school that is well over capacity, despite attempts to reconfigure spaces to accommodate the growing student body. Situated in the heart of new condo developments, the dual track school currently serves approximately 570 students. Projected enrollment is expected to surpass 600 students this fall, and much more growth is expected to occur in the next few years.

In the next five years, the existing school will require major repairs, in excess of $12 million; it’s more cost-effective, therefore, to build a replacement school. A new, larger school will also provide the badly

needed space for current and future enrollment. In October 2015, the Province committed $14.7 for a new Davisville Junior Public School, which will accommodate 731 students and a new full-day kindergarten.

“The Province has approved $15 million, but that does not include demolition of the old school, and there may be other considerations that will warrant more funding,” Mansur says. “Right now, we’re in the process of hiring an architect to come up with a design for the new school.”

In 2015, the TDSB launched an Elementary School Design Guideline to assist architects and sub-consultants in the design of new elementary schools, as well as renovations and additions to existing schools. The handbook provides a set of approaches, standards and critical requirements in the design of a school building, as well as its site plan, electrical systems and mechanical systems. Best practices that are implemented for all schools ensure that the highest standard is achieved in all capital projects, and that commonalities in design and materials used will create greater efficiency in school maintenance. The TDSB is currently working on rolling out a similar design

NEW AVONDALE ELEMENTARY SCHOOL

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L: Toddler space L1: Infant space M: Kindergarten spaceN: Seminar roomO: Resource roomP: Art Science LabQ: Staff workroomR: MusicS: ScienceT: ArtU: Spec.EducationV: Junior classroomsW: Preschool spaceX: Staff roomY: Boiler roomZ: Mechanical space

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Site plan for Avondale Public and Avondale Elementary

Alternative Schools.


guideline for high schools, which is expected to be available in early 2018.

“With amalgamation in 2000, six boards joined together, and we had a mixture of school designs,” Beltrano says. “The design guideline was created to ensure that there is the same standard of quality and expectations for all schools. This will also help in maintenance. For example, if you have some ceiling tiles to replace, you know exactly what materials to use and don’t have to source the ceiling tiles for that particular building. Today’s school designs are more compact, easier to build and easier to maintain.”

Unlike many other school boards, the TDSB is managing schools in densely populated, urban settings, which have minimal laydown areas for construction projects. Modular school construction has been tried in the past, but the space requirement for cranes and large transport trailers is not convenient or economical for urban school construction projects. New builds must also comply with Toronto Green Standard’s requirement for sustainable site and building design, a protocol

that was mandated in 2010. Enhanced energy efficiency, upgraded insulation, storm management systems, green roofs and bird-friendly glass for windows, is a sampling of the environmental performance requirements that must be incorporated into the design of new schools in Toronto.

While greener schools reduce the carbon footprint of buildings, for a healthier and more sustainable environment, the new standard increases costs further. “This translates to more costs in building construction, and we have to show these additional costs to the Ministry,” Mansur says. “Toronto has taken the lead on green initiatives, and that extends to new school construction.”

Other TDSB priority projects for 2015-2018 include classroom additions to six schools, and a new Lawrence Midland High School, with the start of construction planned for 2016, pending Ministry and City approvals. Local feasibility studies are also progressing in examining the need for capital investment in area elementary schools for two neighbourhoods.

In conjunction with the construction

of new schools and renovations to

existing facilities, consultations are

underway to consider other uses for

20 decommissioned schools. The

Toronto Lands Corporation (TLC),

which is the real estate arm of TDSB,

takes responsibility for the building

once the Board of Trustees declares it

surplus. The Toronto Lands Corporation

will manage the process associated

with leasing the building or, if given

the direction, selling the property.

“There are certain schools that have

available capacity and others that

have accommodation pressure, so

boundaries are occasionally changed

to balance the enrollment in schools,”

Mansur says. “We have to consider new

enrollment projections, including new

residential development coming into a

neighbourhood or major demographic

changes within a particular community.

The TDSB planning department works

hand in hand with the TLC to ensure

that property is not sold, when it is

expected to be needed in the future.” ¦

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New Beginnings for Leamington Secondary StudentsSchool Construction Well UnderwayBy Melanie Franner

IT HAS TAKEN SOME TIME – almost a decade

– but the new Leamington District Secondary

School is well on its way to making its grand

opening date of September 2017. The $32

million venture will replace the existing

secondary school built in 1964 – enabling

1,000 students to wander its pristine halls.

“This is one of the largest school projects

for the board in the last 25 years,” says

Dan Fister, Superintendent of Education at

Greater Essex County District School Board

(GECDSB). “It is surpassed only by the

recently announced Kingsville school, which

has a projected budget of $44 million.”

Worth the Wait

The existing Leamington District Secondary School was initially granted funding for repairs back in 2007. The $10.7 budget was expected to renovate about 80 per cent of the building.

“The original building and addition was deemed prohibitive to repair,” says Guiliana Hinchliffe, Coordinator of Engineering with GECDSB. “The board was working on a possible renovation of the school with the available funding when it chose to submit a business case for a new school instead.”

That business case was submitted in 2010. And a year later, the Ministry approved $26 million in funding for the new two-storey school. The 19.5-acre site for the new school is located on Oak Street, adjacent to the F.T. Sherk Aquatic and Fitness Centre.



“The board had to purchase the land, which took two years to

amalgamate, conduct due diligence and re-zone,” explains

Hinchliffe. “The RFP for architectural services was issued

in March of 2013. Design has been ongoing ever since.”

The general contractor on the project is Rosati Construction

Inc., a second-generation family operated by co-owners,

Tony and Nick Rosati. Rosati is a full-service design

build contractor/developer that also offers construction

management and general contracting services.

“The high school is 11,286 m2 and will offer approximately

31 classrooms, including computer labs, culinary classes,

visual arts, theatre arts, a construction shop, a transportation

shop, a large sub-dividable, triple gymnasium and music

stage, as well as a large weight and exercise room,” says

Denis Gauthier, Vice President of Project Development at

Rosati Group. “The school also includes an administration

area, student commons/cafeteria and a library.”

The Rosati Group has worked with the GECDSB on

many previous projects. Gauthier anticipates that this

particular project will be one more success story.

“This is an exciting project for Rosati,” he says. “We

are very proud to be a part of the team that will deliver

a first-class education facility for the Leamington

community and for the future high-school students

who will enjoy the facility for many years to come.”

A First for the Board

One of the more interesting features about the new Leamington District Secondary School is the construction technique being used. Glos Associates Inc., the architectural firm on the project, made the suggestion to go with insulated precast concrete wall panels.

“We tried to present the board with an alternative way to build a school to better benefit the board in terms of reducing the construction schedule and the ease of construction, and reduce costs,” explains Project Manager Mark Beens. “Insulated precast concrete wall panels, although popular in other areas of the province, have not been used that often here in the Windsor area.”

The board welcomed the idea and gave it the green light.

“This is the first tilt-up construction project for the board,” says Hinchliffe. “All of the external walls, floors and roofs are pre-manufactured concrete products.”

Another innovative element of the new school design, a TermoBuild mechanical system, goes hand-in-hand with the concrete pre-cast system. And it’s one more way for the board to cut costs and reduce energy use.

According to Hinchliffe, TermoBuild is a hybrid system that uses a combination of “smart floors and ceilings” linked with significantly smaller, off-the-shelf HVAC equipment to produce a sustainable building system.

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Pre-cast concrete slabs (known as “hollow core”) form an integral part of the design, given their intrinsic ability to store and distribute heating and cooling in any climate.

“These radiant hollow-core panels are naturally able to retain heat and cool energy – a process known as thermal storage – to be released upon demand,” explains Hinchliffe. “In short, thermal storage takes place within the concrete panels, which essentially comprise the ‘smart flooring’ and ‘smart ceilings’ of a building. As a result, the building will be able to leverage and activate its own dormant thermal properties, courtesy of its built-in smart design.”

Hinchliffe adds that an even more attractive feature of the TermoBuild system is that it uses significantly fewer building materials so that costs are the same – or less – than those inherent with conventional buildings.

“The added long-term benefit of reducing the building’s overall carbon footprint is an undeniably valuable feature,” she notes.

Exciting Times

With the GECDSB having built only 12 new schools since 1992 –one is currently under construction and three are in the design stage – the new Leamington District Secondary School certainly represents an exciting project for the board. The school’s use of leading-edge construction techniques and innovative mechanical systems only adds to its appeal – and, in the process, makes it more enticing to the potential students soon to make it their own. ¦

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All is not quiet on the eastern front – at least not for the Toronto Catholic District School Board (TCDSB). The board is currently in Phase 3 of its capital program – and it looks like there are many phases yet to come.

“I think we have been pretty good at putting forward our business case to the Ministry to be funded for new

schools and additions,” says Maia Puccetti, Superintendent of Facilities Services at TCDSB. “We have a number of areas in the city where we have shown growth and we’re trying to fill in this gaps with either new schools, replacements and/or additions. The result is that we have been very busy for the last number of years and will continue to be so for the foreseeable future.”

A Multi-Phase Plan

The TCDSB has already completed the first two phases of its multi-phase capital program. Phase 1 ran from 2008 to 2012 and involved the completion of 16 school additions. Phase 2 took place between 2011 and 2014 and involved five new schools and one major addition.

“We’re currently in Phase 3,” says Puccetti, who adds that the program began in 2011 and involves three new replacement elementary schools and two replacement secondary schools. “Phase 3 comes with a $97 million budget.”

Phase 4 was give the official green light in 2012 when the Ministry approved the board’s use of its Proceeds of Disposition (proceeds from the sale of its assets) for the building of two new replacement

Bis for Busy

TCDSB Continues with Aggressive Capital PlanBy Melanie Franner


elementary schools and six major additions to elementary schools. The board has a design and development budget of $64 million.

“We’re very lucky to be grandfathered in because the Ministry has since restricted those funds to be used toward the backlog of deferred maintenance,” notes Puccetti, who adds that the TCDSB currently has a $690 million backlog on its books.

The work involved in Phase 5 – which is all but completed at this point – revolved around the need to accommodate the Ministry’s mandated expansion to full-day kindergarten.

“This was a five-year program that was completed last year,” Puccetti says.

Phase 6 is an ambitious plan funded under development charges from the railway lands in Toronto. Block 31, as it’s is currently referred to, will comprise two schools – one a 550-pupil place elementary Catholic school and the other a 550-pupil space elementary public school. The project will also include a community centre and child-care centre. Each of the school boards is responsible for $18 million of the budget.

“In addition to these phases, we have two new ones that just recently kicked in,” says Puccetti. The $30 million funding was approved in 2015. It includes the replacement of one of the board’s largest secondary schools: Blessed Cardinal Newman in Scarborough.

“We’re in the process of hiring a consultant now, with construction probably still three years away.”

The other new phase, which was announced in May 2016, is for two new elementary schools to consolidate four existing ones. St. Raymond and St. Bruno will be consolidated, as will St. Louis and St. Leo.

“All of the projects are in various stages of design development,” says Puccetti. “Phase 3 is the closest one going into construction. We have closed two tenders on schools, although we haven’t yet awarded the contracts, and several tenders on a few of the major additions.”

Phase 3 Underway

Among the many projects covered under the board’s Phase 3 are three new elementary schools, including St. Simon, Holy Trinity and St. John the Evangelist.

St. Simon, a $12 million project, will be awarded in June 2016 and entail a 542-pupil space school. The two-storey building will include a gymnasium, as well as multi-purpose rooms.

“We try to group spaces in our schools that are used after hours by the community at one end of the building to make them more inclusive,” says Puccetti.

Puccetti anticipates that construction on St. Simon will begin in the summer of 2016, with a September 2017 opening date – provided all goes as planned.

The tender for the Holy Trinity School has closed and the contract for the $12.8 million project is expected to be awarded in June 2016. The 536-pupil space school will be three-storeys – an unusual feature for the board – and is expected to open in September 2017.

St. John’s the Evangelist is a $16.4 million replacement school. It is currently in site-plan approval, with an anticipated tender issuing for September 2017. The 598-pupil space school will also include a child-care centre.

“One of the interesting features about St. John’s the Evangelist is that it is located right beside the high-speed Metro Link line,” explains Puccetti. “The line is encased within a tunnel so we approached Metro Link to see if we could lease their roof deck. It took some time but we have come to an agreement. The roof deck will have soil on top of it and we will plant some grass so that it becomes an extension of the school yard, which will be essentially doubled in size as a result.”

A Look Ahead

Although still in the preliminary stages, the consolidation on the St. Leo and St. Louis Catholic Schools is expected to be one of the more interesting projects for the TCDSB in the years ahead. The announcement for the $12 million in funding came from Minister of Education Liz Sandals in April. The school will house 500 students from Junior Kindergarten to Grade 8 and will

GROUND FLOOR PLAN

Kindergarten

Front OfficeClassrooms

Washrooms

Daycare

Gym

Multi-Purpose Room

Stage

Change Rooms

Mechanical, Electrical& Caretaking SpacesGROUND FLOOR PLAN

Kindergarten

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Floor plan for St. John the Evangelist school.


provide 49-licensed child-care spaces.

“Improving learning environments for our students is one of the best infrastructure investments we can make,” said Minister Sandals during the announcement. “Our government is proud to invest in capital projects that are bringing students and communities together, reducing the cost of under-used space and reinvesting savings back into the classroom.”

The new school will provide a modern learning environment, enhanced programming and better support for student achievement and well being. It will also reflect the changes in teaching that have taken place over the last few years.

“One of the big ways that elementary schools have changed is with what’s called ‘21st Century Fluencies and Learning’,” Puccetti says. “Today’s schools are designed to encourage students to be more self-directed and to provide more opportunities to work together and teach themselves. As a result, all of our new schools are Wi-Fi enabled. They have break-out rooms

and quiet areas where students can

work on projects. Our schools also

reflect this new way of teaching and

learning by way of flexible spaces with

sliding walls and little alcoves in the

hallway. Our libraries are no longer of

the traditional kind with lots of shelves

and desks. They have fewer shelves

and are more flexible in space with

the use of moving wall partitions.”

Puccetti is quick to add that today’s

schools are very different from the

open-plan classrooms of the 1970s.

“It’s all about finding the balance

between having some flexibility and

maintaining teaching spaces,” she says,

adding that the board’s high schools also

reflect modern teaching methodologies.

“There is a lot more room to maneuver

in our secondary schools as well,” she

says. “Our cafeterias, for example,

become learning commons when not

in use for meals. More often than not,

they are open to an atrium or main

space so that they create a more social

environment. This encourages self-

directed learning and group learning.”

Building for Tomorrow

With more than 91,000 students and a projected 96,600 by 2030, the TCDSB would appear to be moving in the right direction with the continued building of new schools and additions, along with the the ongoing application for future funding. It’s a large undertaking – and one that may change slightly in the years ahead.

“It’s always a challenge to find space for new schools,” concludes Puccetti. “There aren’t a lot of four to six-acres sites around anymore. We’re now building in a densified urban environment. People have to be willing to accept the fact that we might have to build different kinds of schools. They may not get the two-storey school with the big field in back. It might be a three- or even four-storey school with a condo tower built above or adjacent to the school. Moving forward, we’re going to have to explore our options. We’re going to have to start looking at other urban centres and see what innovative things they have been able to accomplish.” ¦

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that don’t match the school or district’s needs. The broker

must work closely with the school attorney as well as the

architect to ensure that the sites that officials inspect meet their

ingress and egress requirements, carry a proper certificate

of occupancy for public assembly (or the owner is open to

amending the certificate of occupancy), and are compliant

with the codes of other city, state, or governing bodies.

With a thorough understanding of a few crucial points,

school officials will have a much greater chance of

success. Essentially, they need to be aware of three

aspects: timing, flexibility, and landlord concerns.

Timing

Real estate deals can come together or fall apart simply

because of timing. For that reason, schools must identify

their targeted move-in date and work backward from there.

The school or district’s tenant representative broker must

calculate a time line that properly accounts for such factors as:

• Site selection.

• Negotiation of lease terms.

• Receipt of approvals from the city and state.

Working backward, a school generally needs to begin

the search for a new space 12 to 36 months before it

intends to open its doors. The larger the school, the

greater the lead time; for example, a 100,000-square-

foot school will need a lead time closer to 36 months.

Flexibility

School officials want to identify space where they can have a long-term presence. However, they must ensure that the space is flexible, since the education landscape has proved to change time and again.

School officials should plan for growth while hedging against precipitous increases or declines in enrollment. They can do so in a number of ways, one of which is to negotiate a contraction/expansion option that enables the school to expand to contiguous space or to return a portion of the space at certain benchmarks in the lease. When negotiating an option, giving a landlord a sufficient notice period (12 months or more) will substantially increase the odds of having the option incorporated into the lease.

School officials also want to be sure that they have renewal options built into the lease, even if they are at fair market value, since the school will be investing significant capital in building its facility. Without such an option, the school may be squeezed out of the space at the end of the original lease term even if the officials intend to remain there.

Landlord Concerns

Since many private schools occupy large spaces in commercial buildings that also house many different types of tenants, a landlord looks at how much extra “stress” will be put on the building before accepting a school as a tenant.

First and foremost, a building owner will want to know how much traffic (students, teachers, guest lecturers, maintenance staff, etc.) the school expects to pass through its doors each day. That factor affects the building in a number of ways, such as the capacity of the elevators, heating and cooling capacity, wear on the facilities, and the amount of power required for a school’s specialized functions.

Another concern for a building owner is the type of school being presented, since the type of students attending classes will reflect on the building. For example, if the potential tenant is a vocational school, a landlord whose

Finding Space for SchoolsCare Must be Taken When Looking for Education Space beyond the Traditional School Campus

By Joshua Berger

This article originally appeared in the February 2016 School Business Affairs magazine and is reprinted with permission of the Association of School Business Officials International (ASBO). The text herein does not necessarily represent the views or policies of ASBO International, and use of this imprint does not imply any endorsement or recognition by ASBO International and its officers or affiliates.


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building caters to white-collar law firms and hedge funds may be hesitant since the student mix may not be in line with the other tenants in the building.

Unless a school will be leasing a significant amount of space, an owner will do his or her utmost to ensure that current or future tenants will not be deterred by a single tenant. One way to avoid a conflict with the landlord in this area is to create a “building within a building” with its own dedicated entrance for the students and staff. For example, my team and I converted a freight elevator to a dedicated passenger elevator for one school.

With regard to “stress” on building systems, schools tend to have a higher-density head count per square foot than most office uses and therefore require higher-capacity mechanical systems to ensure proper heating and cooling throughout the premises. The operating hours of educational facilities can also differ drastically from those of regular businesses because of night and weekend classes, so they often need a supplementary heating and cooling system that runs in conjunction with the building’s system.

In addition, some schools offer classes that require special venting, additional power, or unique plumbing requirements. Most often, those additional costs are borne by the tenant. However, it is crucial for schools

to present all of their needs up front so a landlord can determine whether the building can support such needs.

For example, Make-Up Designory, a school that trains makeup artists who work in high-end fashion, television,

film, and theatre, offers a course that involves hair coloring and plaster molding for facial re-creation. So it needed multiple sinks throughout the space that, in turn, required many more floor-through plumbing penetrations, which landlords can be averse to.

Be Prepared

These few examples are the kinds of issues that schools and school districts should consider as they look to add space or move to new space within another building. It pays to be prepared and to do a thorough review before pursuing new space. ¦

Joshua Berger is managing director of Norman

Bobrow and Company, a New York-based real estate

company. Email: [email protected].

First and Foremost, a building owner will want to know how much traFFic (students, teachers, guest lecturers, maintenance staFF, etc.) the school expects to pass through its doors each day.


This article originally appeared in the March 2016 School Business Affairs magazine and is reprinted with permission of the Association of School Business Officials International (ASBO). The text herein does not necessarily represent the views or policies of ASBO International, and use of this imprint does not imply any endorsement or recognition by ASBO International and its officers or affiliates.

The challenge of keeping everyone comfortable – not too hot and not too cold, not too damp and not too dry – while trying to keep energy expenses

down may seem like a lofty goal. Trying to provide energy efficiency and human comfort for hundreds of students or a significant number of community members, all within a school with a significant footprint, may seem beyond comprehension. But it can be done!

Know What You’re Using

Understanding your school’s energy consumption goes well beyond looking at your bills at the end of each month. The first resource to review is the historical data of energy consumption for your current properties, preferably over several years and with as much detail as possible. Your energy provider should be able to supply that information.

The second source of information that you should pursue is benchmarking. Benchmarking provides performance comparisons against expectations and in relation to other comparable buildings. State education agencies, regional

energy-focused groups, and websites such as Energy Star Portfolio Manager (www.energystar.gov/benchmark) can provide critical data. That information is frequently broken down by types of buildings to give you with a quality basis with which to compare.

Once the data are gathered, your team can look for performance patterns, comparing them with the available benchmarks. This process often draws attention not only to areas for improvement but also to successful existing measures. The most accurate way to establish such head-to-head comparisons is by matching your electric and gas usage on a per-square-foot basis (adjusted for heating and cooling degree days) with similar school facilities.

Few schools are truly monitoring and benchmarking their energy consumption. But those that do are reaping the benefits!

Examine HVAC

When it comes to reducing energy consumption, it’s vital to evaluate your heating, ventilating, and air-conditioning (HVAC) system’s performance. Efficient operation of your HVAC system plays a starring role in reducing energy costs and consumption over the lifespan of the varied educational facilities under your stewardship. If inefficiencies are corrected, that improvement provides a good return on investment, better air quality, and a more learning-conducive setting because of a more consistent temperature, thus affecting the students’ environment positively.

Examining the HVAC system was a significant aspect in the 39,500-square-foot renovation of Nekoosa High School in Nekoosa, Wisconsin. The multilevel facility had an antiquated HVAC system that was supplanted with an energy efficient system that included state-of-the-art digital controls. In due course, the new system improved air quality while holding energy consumption stable, despite the additional square footage and the introduction of air-conditioning.

Once a system is installed, regular and preventive maintenance is likely the single most important consideration. Regular cleaning and changing of filter media are critical. With modern digital controls, your system is easily monitored weekly, daily, or hourly, and performance can be fine-tuned to optimize energy consumption reductions. Tailoring your system’s operation to the actual use of your school can produce a significant return.

More advanced stages in the battle against escalating energy prices might include tapping into alternative sources of heating and cooling for your school. Different heating and cooling systems also affect user comfort.

Get What You Paid For

Another critical weapon in the fight against rising energy costs is commissioning.

Commissioning is a systematic quality-assurance process used to ensure that building systems operate optimally. This service, performed by a commissioning agent, ensures that school districts

Too Hot, Too Cold, Too Expensive: Energy, HVAC, and More

Providing Efficient Energy and a Comfortable Climate – It Can Be Done!By Jody Andres, AIA LEED AP

19Ontario School Plant Manager | Summer 2016

Too Hot, Too Cold, Too Expensive: Energy, HVAC, and More

achieve the performance and design they funded. Although some would incorrectly assert that commissioning is an excessive cost, our experience demonstrates that it brings great value. Commissioning may also be performed retroactively on existing HVAC systems.

With quality commissioning and open communication, you can consistently improve the performance of a school facility. Ongoing improvements and utility savings are likely to occur for the first few years after initial commissioning, as improvements are made to fine-tune performance, and analysis is completed on the effectiveness of the improvements.

A good case for the benefits of commissioning is provided by Northland Pines High School in Eagle River, Wisconsin. About five months into its operation, the commissioning agent recognized that the building was operating soundly but not at peak performance. In the process of scrutinizing the four energy-recovery units, the agent discovered that two of the heat wheels (which happen to be about the size of a living room) were not operating at the desired speed. The cause was two crossed wires; thus, several sensors were giving incorrect readings. Corrections were made, and performance was heightened.

That’s the kind of fine-tuning each school can do to be certain that it operates effectively and that energy savings are maximized.

Begin with the End in Mind

If you’re considering a new construction or renovation project, take the advice of author Stephen Covey: “Begin with the end in mind.” Leadership in Energy and Environmental Design (LEED) can provide a great road map (even if you don’t choose certification) toward efficient and healthier schools. LEED standards, and certification if desired by the district, provide direction for making wise and principled decisions regarding the planning, design, and construction of your next facility.

The U.S. Green Building Council deserves credit for the work it has done with its LEED for Schools rating system to move toward greater sustainability, higher energy savings...and healthier educational environments.

Strategize Your Energy Supply Mix

Have you given careful consideration to what the right energy source is for your area at this time? In recent years, many changes in availability and rates have taken place. The right energy choice just years ago may not be the right choice now. In fact, what is right today may not be the best choice in the next few years.

It is imperative to change with the times and think outside the box about your energy choices. The cost of natural gas has plunged because of the growth of fracking – a significant recent revolution – throughout the country. Natural gas will likely remain at very reasonable rates for the foreseeable future. Likewise, some parts of the country enjoy low-cost electricity, whereas others are watching rates rise quickly. Still other schools are using fuel oil and propane. Are you familiar with all of your options? Do you have an informed strategy? It is important to consider all of the options, looking for the wisest direction for your specific school district.

Do-It-Yourself Energy?

The cost of renewable (solar and wind) energy has dropped and is currently a viable option for some school systems. In some locations, third-party financing is a possibility for those districts, as tax benefits can be transferred to other entities with these systems.

Third-party financing is a method of

funding renewable energy generation. This measure is especially attractive for schools because they cannot claim tax credits used to fund those renewable energy projects, and they often lack the initial investment capital to secure a solar or wind system.

In that situation, investors monetize available incentives, such as rebates, tax credits, and depreciation. The school system or host site then leases space to investors for a privately owned and operated system. Then, at the end of the lease term, the host school can purchase the system for a fraction of the initial installation cost, thus making ownership of the system a sound financial option. Using this model provides schools with the opportunity to maximize system size while minimalizing cost.

Working Toward a Goal

Establish a baseline for your energy use and then set targets for improvement. Measure your performance and savings against those established targets. Get a handle on system performance and energy options and then use the savings to make important educational improvements. ¦

Jody Andres, AIA LEED AP, is a project architect and the K–12 market leader at Hoffman Planning, Design & Construction Inc. Email: [email protected].

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The quality of a learning environment has a direct effect on the productivity of students. Things like noise, temperature and odour are subtle sensory attributes of an environment which can have dramatic influences on students’ concentration and willingness to learn. These days, more and more building operators

and educators are becoming aware of the hazards of poor indoor air quality (IAQ) and how it relates to absenteeism and the lack of student engagement. For those who work and learn in environments that have poor IAQ, chronic illness and sick building syndrome come to mind.

From a review of studies regarding IAQ in schools, researchers came to the alarming conclusion that “…based upon the current ASHRAE ventilation standard, many classrooms are not adequately ventilated” (Daisey, Angell & Apte, 2003). The culprit is the heating, ventilation and air-conditioning (HVAC) system of a building. HVAC systems are sensitive mechanisms which, when properly designed, maintained and filtered, make the indoor atmosphere clean and comfortable to work in.

However, when buildings become poorly ventilated, IAQ problems tend to occur, such as:

• CO2 buildup (which can cause tiredness,

headaches and nausea);

• Mold growth (which can adversely affect respiratory health); and

• Buildup of volatile organic compounds (which can exacerbate existing medical conditions like asthma).

The good news is researchers have determined that improving ventilation in classrooms can result in drastic improvements of students’ attitudes toward work, alertness and math skills. Based on testing of several pupils’ comprehension, math and overall engagement in classrooms with differing levels of ventilation, it was observed that “…improved ventilation has beneficial effect on pupils’ learning performance” (Bako-Biro, Kochhar, Clements-Chroome, Awbi & Williams, 2007). To summarize, IAQ is one more “piece of the pie” that makes up the learning environment which educators should be aware of.

Of particular importance to the quality of a building’s

HVAC system is the correct use of air filtration systems. According to a National Air Filtration Association (NAFA) study, “recirculating HVAC filtration was predicted to achieve the greatest risk reductions at lower costs of operation than equivalent outdoor air ventilation, particularly for MERV 13-16 filters” (Azimi & Stephens, 2013).

The following are recommendations for school HVAC systems to ensure clean indoor air:

• Design HVAC systems with maintenance in mind;

• Use air filters with a MERV 13 rating and inspect filter banks to ensure no there is no leakage or air bypassing the filters;

• Conduct periodic IAQ audits; and

• Implement a preventative maintenance program to regular inspect and change out filters.

For more information regarding specialized air quality solutions and IAQ industry standards, contact B.G.E Service & Supply (The Filter Shop).

Andre LeBlanc is the marketing co-ordinator for The Filter Shop, a family-owned manufacturer and provider of air quality solutions. The Filter Shop has spent 48 years partnering with and educating Canadian school plant officials about the importance of clean indoor air for the health and well-being of building occupants.

References:

Bako-Biro, Kochhar, Clements-Chroome, Awbi & Williams (2007). Ventilation Rates in Schools and Learning Performance. School of Construction Management and Engineering, School of Psychology and Clinical Language Sciences, The University of Reading, United Kingdom.

Azimi & Stephens (2013). HVAC Filtration for Controlling Infectious Airborne Disease Transmission in Indoor Environments: Predicting Risk Reduction and Operating Costs. Department of Civil, Architectural and Environmental Engineering, Illinois Institute of Technology.

Daisey, Angell & Apte (2003). Indoor air quality, ventilation and health symptoms in schools: an analysis of existing information. Indoor Air, 13: 53–64.doi:10.1034/j.1600-0668.2003.00153.x ¦

This article was originally published in Facility Focus magazine.

The Effects of Indoor Air Quality on Learning EnvironmentsBy Andre LeBlanc, The Filter Shop

20

21

N.R. MURPHY has been meeting the dust collection needs of a wide range of industries for more than 70 years, with 14,000-plus installations across the country. The education sector is one of the many industries that rely on the company’s quality products to improve air quality.

Meeting the Needs of Schools

N.R. Murphy is heavily involved in the educational sector and has supplied more than 1,500 of its systems to elementary, secondary and post-secondary institutions across Canada. BCIT, for example, uses N.R. Murphy dust collection equipment to combat the airborne dust resulting from its carpentry and woodworking programs on campus. In addition, Mohawk College uses the company’s dust collectors in the cabinetmaking shop of the school’s Stoney Creek, Ontario campus.

The company has two models in particular that are geared toward the needs of educational institutions. One, the FB Series, are self-contained dust collectors that feature a cylindrical design and tube-

style filters with mechanical cleaning. The units fit low ceiling areas, take up a minimal amount of floor space, and are suitable for both inside or outside applications. They offer an efficient performance, low maintenance, as well as easy installation and operation.

The MK Series is also an option for schools. These dust collectors are suitable for both inside and outside installations. They feature a heavy-gauge, all-welded construction in a square or rectangular design, and tube-style filters with mechanical cleaning. The self-contained units are flexible and compact, quiet and require minimal maintenance.

The FB and MK Series are available in various sizes to suit a wide range of needs.

An industry leader

N.R. Murphy is dedicated to solving the air pollution problems of its growing list of customers in a wide range of industries, from education and woodworking to metalworking, textiles and more. The company continually improves its

products and services to ensure that its customers have the best possible air quality – a major reason the company has been in business, and has continued to grow, since it was founded in 1943.

To learn more about its products and services to school boards, contact N.R. Murphy Ltd. at nrmurphyltd.com. ¦

N.R. Murphy Brings Clean Air to Schools across Canada

Model MKA - small build and install for a school.



From time to time, your community or school district may be weighing the pros and cons of natural grass and artificial turf. To determine what

playground or sports field surface is chosen, it helps to have good, sound information, supported by science and facts and not just with marketing materials or unsubstantiated claims. That is why the Turfgrass Resource Center has published Natural Grass and Artificial Turf: Separating Myths and Facts. (TheLawnInstitute.org)

The initial purchase price of an artificial surface is many times greater than a natural grass area. However, some promoters of artificial turf products say that reduced maintenance costs will provide cost savings. These reduced maintenance costs may be over exaggerated.

Here are some questions you might want to ask:

1. Will the artificial turf manufacturing and installation company provide a warranty specifying the expected life of the product?

2. Some artificial turf companies have gone bankrupt. Will the selling firm provide a warranty bond for the life of the product, ensuring the buyer has some legitimate

recourse in the event of failure?

3. What is the longest period of time the artificial field being specified has been in use?

4. What conditions or maintenance practices will void the field’s warranty?

5. What is the minimum and maximum financial investment in special equipment that must be purchased to maintain the artificial field at a level that will provide maximum playing conditions and maintain the warranty?

6. What level of manpower is required to maintain an artificial field?

7. What level of training is supplied, recommended or required for the ground crew to properly maintain the area and the warranty conditions?

8. Finally, what are the warranty requirements or recommended processes to address repair or replacement demands of an artificial turf surface (e.g., discoloration of areas caused by wear pattern differences or replacement of areas caused by other physical or weather related damage)?

Greenhorizons Sod Farms understands the value of a smooth, consistent field. It’s their commitment to great sports turf spans, from helping budget and regulation-restricted municipalities perform well to creating real turf soccer

pitches in the Roger’s Center for world renowned matches. Greenhorizons also offers many specialized services for sports turf managers, from quick fix solutions – when time is not a luxury – to more in-depth options that can provide better long-term growing and playing conditions.

If you’re considering artificial turf over natural grass for a sports field or a playground, consider the environmental and economic factors only after considering the wellbeing of the people using these fields. Talk to a specialist at Greenhorizons to help you find the right solution.

In addition to making hundreds of local schools across southern Ontario naturally greener, Greenhorizons Sod Farms has built facilities for the 2015 Pan Am Games, including the CIBC Pan Am/ParaPan Am Athletics Stadium at York University. It outfitted the Kia practice facility at Downsview Park for the Toronto Football Club, as well as BMO Field and Rogers Centre.

Athletes of all sizes prefer the green cushion of real turf-grass, whether it’s for pre-school yard ball games or the Super Bowl. And that’s a fact. ¦

For expert advice, call Greenhorizons (905) 389-1315 and ask for Steve Schiedel, or email him at [email protected].

Separating

& Artificial Turf

Natural Grass Myths from Facts

Play Ball!

With all the scientific research available, it is hard to believe an artificial turf surface would be a consideration over natural grass playing surfaces. Artificial turf hazards include serious health issues, accelerated sport injuries and the crazy thing is, it costs you way more in the long run.

Thanks to Greenhorizons Sod Farms, the cost to install and maintain a properly engineered natural grass field, including year after year maintenance, comes at a fraction of the cost of an artificial turf surface over its projected life expectancy.

In fact, to take this to the ridiculous, an entire natural turf-grass field could be replaced every

year at a significantly lower cost than installing and maintaining an artificial turf field.

Greenhorizons experienced Turf Management team have a proven track record for getting it done right the first time. Working together with professionals, they will be as involved with your team as needed to properly engineer and grade the site, prep the soil layers, grow and harvest the best variety turf-grass Sod for your application, then install and establish it. Greenhorizons can even guarantee establishment with their exclusive ProXtablishmentTM system. All for safer, healthier playing surfaces then the fake alternative. So play ball and call Greenhorizons!

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If you haven’t yet taken delivery of a 3D printer at your board, you soon will. Elementary and secondary teachers are renewing their efforts to encourage their students to become interested in

STEM careers in science, technology, engineering, and math, and 3D design and 3D printing in the classroom are giving them the hook they need.

Stratasys 3D printers are already in schools across North America. Children in Grade 1 are designing simple 3D shapes and letters, while secondary school students are tackling real-world engineering and architecture projects, even contributing to local businesses.

There is no doubt that facilities, business, and health and safety managers have questions. Where do I set this thing up? What are the power and water requirements? What happens if it stops working as it should? Are there any safety concerns?

One of the go-to 3D printing partners for school boards in Ontario is Javelin Technologies. Javelin sells

and supports the full range of fully enclosed, high quality Stratasys 3D printers, as well as the suite of SolidWorks® 3D design software. In years past, Javelin’s experience working in educational environments focused primarily on colleges and universities, where students need to become familiar with the tools of the trade to be ready for the workforce. Today, younger students – even at the elementary level – need to learn to use 3D design software and 3D printing.

School Boards Have Unique Needs

John Brown co-leads the team of 3D printing specialists at Javelin. He says school boards are usually looking for entry level printers that are compact yet robust enough for students to make durable parts that can actually be used. And the specialized needs for educational use don’t end there.

“We find that teachers, IT staff, facilities, and health and safety people are all equally invested in the decision to bring 3D printers into the schools. We

Taking Our Schools to the Next Dimension: What All School Board Managers Need to Know About 3D Printers

3D3D PrinterPrinter FAQFAQ

What is the best location for a 3D printer in my school?Desktop 3D printers are best placed

in rooms that have a fairly consistent

temperature and normal air flow,

away from direct sunlight or an open

window that exposes the printer to high

humidity on wet days. Generally, this

type of printer can handle the typical

school environment – air conditioned

spaces are ideal, but not essential.

What do I need to know about electrical and plumbing?Some 3D printers, even desktop versions,

require a dedicated circuit. All need to

be plugged directly into an outlet, never

into an extension cord or power bar.

As for water use, different 3D printers use

different plastics and therefore have

different water requirements. The Mojo

and UPrint use a strong plastic that

requires a support material be used

during the printing process. That support

material needs to be washed away after

printing, so the machines have cleaning

stations that can be connected to a

water supply and drain (or you have to

bring water to and from the machine

manually, sometimes a bucket full).

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answer all their questions about safe operation, reliability and servicing, materials storage, etc. – we know that the school environment is unique and far different from the needs of industry. We also know there’s a printer out there to meet everyone’s needs.”

Building Canada’s Future

To even better understand the needs of elementary and secondary teachers and students, Javelin partnered with technological education consultant Bob Emptage of Emptage and Associates, who specializes in industry-education partnerships.

“It’s critical our youth become familiar with the limitless possibilities of 3D design software and 3D printers as another way to solve problems and create new innovations,” he says. “Honestly, that’s the future of Canada’s economic wellbeing. Business and industry play a powerful role in introducing kids to careers in engineering and technology. Javelin is part of that movement, helping schools get familiar with using 3D printing in the classroom.”

Choosing and Receiving a 3D Printer

Brown’s team at Javelin recommends one of two printers for schools: the Mojo or the UPrint. In 2015, a Toronto District School Board 3D printer selection committee chose Javelin Technologies to supply the Stratasys Mojo 3D printer – their favourite based on reliability and safety (it’s contained and locked during printing so no chance of little fingers getting near the hot parts). For teachers looking for a true entry-level option at lower cost, Javelin also sells and supports the popular MakerBot series, often used by hobbyists.

“In all three cases, we’re talking about desktop 3D printing that

fits very nicely into the school environment,” Brown says. “And we don’t leave anyone wondering about site selection, installation, and operation. The last thing we want is for a printer to sit in a box unused.”

He says they provide site preparation information, well before delivery and installation, including:

• Physical description of the printer

• Site requirements (e.g., floor space and clearance area, storage for printing materials)

• Facility requirements (e.g., power supply, water requirements,

ventilation)

“We understand that staff members at the school need to feel comfortable setting up the printer, using it properly, and doing the routine maintenance,” Brown says. “The relationship with your supplier should not begin and end with the sale of a 3D printer. This is a whole new world that schools are just beginning to explore.” ¦


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A D V E R T O R I A L

Time is an asset for Gen Y Believe it or not, our youngest RTO/ERO member is in his 20s. It goes to show that it’s never too early to start thinking about retirement. As a Millennial, you’re starting out your career, but this is also a great time to start saving, because you have time on your side.

Even if you’re paying off student loans and saving for other important life goals, putting a small percentage of your income toward retirement savings will really pay off. Because you have decades until retirement, your investment will grow over the years.

This is also a good time to find a financial advisor, if you don’t already have one — so you have sound fiscal advice in the years ahead.

For Gen X, knowledge is power A study shows that only 12 per cent of Gen Xers have estimated their retirement needs. Attending a retirement planning workshop, like those hosted by RTO/ERO, is one great way to calculate retirement needs and access tips and tools.

For Gen X, caught in the squeeze of paying the mortgage, saving for children’s post-secondary education and trying to save for retirement, the strategy is to save as much as you can, as early as you can. Many Gen Xers put planning until they’re closer to retirement — not realizing the benefits of planning early. It also helps to talk to retired colleagues to find out what they would have done differently. This kind of advice is priceless.

Retirement planning for every generation

I think retirement planning and learning are similar in many ways:• important at any age• about the journey, not just the destination• more fun and more successful when done as part of a learning community

Whatever your stage in life, there’s an opportunity to consider where you are in your “retirement journey.”

by Jim Grieve, Executive Director, RTO/ERO

Baby Boomers can still ‘catch up’ on retirement savings

For Baby Boomers who are within five to 10 years of retirement, it’s not too late to make up for “lost time” and create a plan that meets your needs for the next stage of your life journey. Here are some ways to make that happen:• Attend one or more retirement planning workshops, to

make sure you have the information you need. To find a workshop near you, visit www.rto-ero.org/join-us/retirement-planning-workshops.

• Prioritize your own retirement needs and accelerate your retirement savings.

• Prepare for the transition to retirement by connecting with new communities. Joining a membership group such as RTO/ERO is one good example.

RTO/ERO is a bilingual trusted voice about a healthy, active lifestyle for the broader education community. Our insurance programs are designed by members for members. We promote a wide range of world-class programs, social networks and assistance. To learn more, visit www.rto-ero.org/education-community.

Connect with RTO/ERO www.facebook.com/ero.rto

@rto_ero

www.rto-ero/walkwithme

A D V E R T O R I A L

Time is an asset for Gen Y Believe it or not, our youngest RTO/ERO member is in his 20s. It goes to show that it’s never too early to start thinking about retirement. As a Millennial, you’re starting out your career, but this is also a great time to start saving, because you have time on your side.

Even if you’re paying off student loans and saving for other important life goals, putting a small percentage of your income toward retirement savings will really pay off. Because you have decades until retirement, your investment will grow over the years.

This is also a good time to find a financial advisor, if you don’t already have one — so you have sound fiscal advice in the years ahead.

For Gen X, knowledge is power A study shows that only 12 per cent of Gen Xers have estimated their retirement needs. Attending a retirement planning workshop, like those hosted by RTO/ERO, is one great way to calculate retirement needs and access tips and tools.

For Gen X, caught in the squeeze of paying the mortgage, saving for children’s post-secondary education and trying to save for retirement, the strategy is to save as much as you can, as early as you can. Many Gen Xers put planning until they’re closer to retirement — not realizing the benefits of planning early. It also helps to talk to retired colleagues to find out what they would have done differently. This kind of advice is priceless.

Retirement planning for every generation

I think retirement planning and learning are similar in many ways:• important at any age• about the journey, not just the destination• more fun and more successful when done as part of a learning community


by Jim Grieve, Executive Director, RTO/ERO

Baby Boomers can still ‘catch up’ on retirement savings

For Baby Boomers who are within five to 10 years of retirement, it’s not too late to make up for “lost time” and create a plan that meets your needs for the next stage of your life journey. Here are some ways to make that happen:• Attend one or more retirement planning workshops, to

make sure you have the information you need. To find a workshop near you, visit www.rto-ero.org/join-us/retirement-planning-workshops.

• Prioritize your own retirement needs and accelerate your retirement savings.

• Prepare for the transition to retirement by connecting with new communities. Joining a membership group such as RTO/ERO is one good example.

RTO/ERO is a bilingual trusted voice about a healthy, active lifestyle for the broader education community. Our insurance programs are designed by members for members. We promote a wide range of world-class programs, social networks and assistance. To learn more, visit www.rto-ero.org/education-community.

Connect with RTO/ERO www.facebook.com/ero.rto

@rto_ero

www.rto-ero/walkwithme

I think retirement planning and learning are similar in many ways:

• important at any age

• about the journey, not just the destination

• more fun and more successful when done as part of a learning community

Time is an Asset for Gen Y

Believe it or not, our youngest RTO/ERO member is

in his 20s. It goes to show that it’s never too early to

start thinking about retirement. As a Millennial, you’re

starting out your career, but this is also a great time

to start saving because you have time on your side.

Even if you’re paying off student loans and saving for

other important life goals, putting a small percentage

of your income toward retirement savings will really

pay off. Because you have decades until retirement,

your investment will grow over the years.

This is also a good time to find a financial advisor,

if you don’t already have one – so you have

sound fiscal advice in the years ahead.

For Gen X, Knowledge is Power

A study shows that only 12 per cent of Gen Xers

have estimated their retirement needs. Attending

a retirement planning workshop – like those

hosted by RTO/ERO – is one great way to calculate

retirement needs and access tips and tools.

For Gen X – caught in the squeeze of paying the mortgage,

saving for children’s post-secondary education, and

trying to save for retirement – the strategy is to save as

much as you can as early as you can. Many Gen Xers

put off planning until they’re closer to retirement, not

realizing the benefits of planning early. It also helps to

talk to retired colleagues to find out what they would

have done differently. This kind of advice is priceless.

Baby Boomers Can Still “Catch Up” on Retirement Savings

For Baby Boomers who are within five to 10 years of

retirement, it’s not too late to make up for “lost time” and

create a plan that meets your needs for the next stage of your

life journey. Here are some ways to make that happen:

• Attend one or more retirement planning workshops,

to make sure you have the information you need.

To find a workshop near you, visit www.rto-ero.

org/join-us/retirement-planning-workshops.

• Prioritize your own retirement needs and

accelerate your retirement savings.

• Prepare for the transition to retirement by connecting

with new communities. Joining a membership

group such as RTO/ERO is one good example.

RTO/ERO is a bilingual, trusted voice about a healthy,

active lifestyle for the broader education community.

Our insurance programs are designed by members

for members. We promote a wide range of world-class

programs, social networks and assistance. To learn

more, visit www.rto-ero.org/education-community.

Retirement Planning For Every Generation

By Jim Grieve, Executive Director, RTO/ERO


What’s my retirement plan?Planning for retirement can be stressful and complicated. RTO/ERO makes it easy by providing expert retirement planning resources and workshops by the people you can trust most – your peers!

www.twitter.com/rto_ero

www.facebook.com/rto.ero#chartmyadventure

Get more retirement tips, resources and workshop information, visit www.rto-ero.org/education-community

1-800-361-9888 | 416-962-9463

It’s never too early to start planning

Most people regret not planning for their retirement sooner. Experts say to achieve a healthy retirement it’s best to start 5-10 years in advance. Get off to the right start with one of our Retirement Planning Workshops.

TIP 1 TIP 2 TIP 3You need insurance

Healthcare needs in retirement are unpre-dictable. On a fixed income, it’s important to have a comprehensive group insurance plan like RTO/ERO offers to cover unexpected costs.

Get expert advice with RTO/ERO

You can trust us. We are the largest non-profit organization that caters to the needs of the retired education community. Come to us for supportive advice, tips and resources.


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