plant manager/assistant custodian handbook · plant manager/assistant custodian handbook facilities...

J e f f e r s o n P a r i s h P u b l i c S c h o o l s

C r e a t i n g G r e a t S c h o o l s

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JEFFERSON PARISH PUBLIC SCHOOL SYSTEM

PLANT MANAGER/ASSISTANT CUSTODIAN HANDBOOK

FACILITIES AND MAINTENANCE DEPARTMENT

REVISED DECEMBER 2016



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TABLE OF CONTENTS

CHAPTER I. SAFETY, PPE, ROUTINE JOB EXPECTATIONS, POWER EQUIPMENT & EMPLOYEE MANAGEMENT

Employee-centered safety

Personal Protective Equipment and school-provided tool list

Routine Job Expectations and responsibilities

Power equipment maintenance, service and repairs

Employee sick time, holiday and non-work day scheduling and management

Employee performance management

How to report an issue

CHAPTER II. CUSTODIAL SERVICES

Know your equipment

Know your chemicals

Safety

Custodian procedures

Frequency of custodian requirements

Custodian Inspection/Checklist

Management of Plant Staff

CHAPTER III. UTILITY MANAGEMENT PROGRAM

HVAC

Lighting

Water

School Participation

CHAPTER IV. PREVENTIVE MAINTENANCE PROGRAM

Site Inspection/Procedures

Building Inspection/Procedures

Roof Inspection/Procedures

HVAC Inspection/Procedures

Classroom and Common Area Inspection/Procedures

Checklists

CHAPTER V. INDOOR AIR QUALITY PROGRAM

Background Information

Checklists

What to do if you receive a complaint

CHAPTER VI. INTEGRATED PEST MANAGEMENT PROGRAM AND PROJECT PRIORITIZATION MATRIX

Description

Responsibilities

Required Forms



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CHAPTER 1

SAFETY, PPE, ROUTINE JOB EXPECTATIONS, POWER EQUIPMENT & EMPLOYEE MANAGEMENT

SECTION 1.01 EMPLOYEE-CENTERED SAFETY

It is a different approach to the age old concept of “safety first”. Employee-centered safety revolves around and is part of what employees in the JPPSS do all day, every day.

Employee-centered safety is a partnership between employees and JPPSS to ensure a safe work environmental and that all the training, tools and equipment to execute EVERY job safely is readily available.

Employee-centered safety requires moment by moment attention and focus by every employee. This type of safety requires constant evaluation and vigilance by employees of conditions of JPPSS campuses and facilities to ensure the safety of all students, staff, administration and visitors to JPPSS campuses and facilities at all times.

Employee-centered safety starts with each employee. Employee-centered safety hinges on this concept and provides an excellent opportunity to achieve what is called “Target Zero” otherwise known as zero safety incidents or accidents.

No other target than zero is acceptable if true employee-centered safety culture is to be worked toward and sustained. We can establish this target reasonably by asking this single question “If Target Zero is not the objective, then who wants to be the first person to be involved in a safety incident or accident”?

Hazard assessments and “working in the moment”.

Taking “employee-centered safety” home.

SECTION 1.02 PERSONAL PROTECTIVE EQUIPMENT AND SCHOOL-PROVIDED TOOL LIST

Personal Protective equipment(including but not limited to) safety glasses, ear plugs or ear muffs, face shields, safety vests

Professional grade toilet plunger and closet auger to unstop toilets

Ladders; NO ALUMINUM LADDERS (step and extension)

Pipe wrenches

Adjustable wrenches, vice grips, crescent wrenches

Screwdrivers

Utility knife

Needle nose pliers

Cutting pliers

Socket set and nut drivers

18 volt cordless electric drill

Drill bits



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Wet or dry vacuum

Extension cords, wire nuts and electrical tape

Wood saw and hack saw

Typical PPE for use of power equipment includes but is not limited to safety glasses or goggles, face shields, ear protection, gloves, long sleeve shirts, full pants and shoes that cover the entire foot. Ear buds and head phones for listening to music or Bluetooth ear pieces are prohibited. Additionally, sandals and flip flops are prohibited.

No use of lawn care power equipment before 7 A.M. in Jefferson Parish

SECTION 1.03 ROUTINE JOB EXPECTATIONS AND RESPONSIBILITIES

Plant Managers and Assistant Custodians have received training on most of these items in the past. Our Maintenance Foremen will also advise them when problems arise.

Minor water cooler/fountain repair ( bubbler, valve and p trap )

Toilet room vent fans

Toilet repairs

Toilet seats

Flush valves or kits

Wax rings

Toilet stoppage (use closet auger)

P traps of all sizes

Purchase and change ballasts and bulbs

Minor electrical and check breakers

Minor painting

Minor tile repair

Lay in ceiling

A/C filters (Maintenance provides)

Lawn equipment maintenance

Minor lock (interior) and door hardware and closers

Exterior door locks are funded by Maintenance

Interior locks are funded with school funds

Cleaning of gutters on 1st Floor

Replacing HVAC filters for non-Star schools. The Maintenance Department will provide replacement filters to the school

Routine power equipment maintenance (oil changes, filter cleaning and/or replacement, blade replacement after every 50 operating hours for mowers.) ONLY PREMIUM GASOLINE IS TO USED IN POWER EQUIPMENT

Minor lock(interior) and door hardware and closer

Exterior door lock repairs are to be submitted as a work request in WebTMA



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SECTION 1.04 POWER EQUIPMENT MAINTENANCE, SERVICE AND REPAIRS

Power equipment and tools

Power equipment and tools are comprised of equipment and tools powered by internal combustion, hydraulics, electrical power or air pressure. Use of power equipment offers significant hazards to those operating the equipment or tools and those who may be in the adjacent area. Examples of these tools are edgers, trimmer, leaf and grass blowers, hedge clippers, power washers, power saws, corded and cordless drills, etc.

As in all jobs, proper Personal Protective Equipment(PPE) shall be used when operating this equipment. Use of PPE is mandated by the federal department of Occupational Safety and Health Administration(OSHA) and by board policy regarding use of safe work practices in all plant and custodial work.

PRIOR TO BEGINNING MOWING, EDGING OR TRIMMING, THOROUGHLY INSPECT ALL AREAS OF THE CAMPUS. THIS MAY REQUIRE MULTIPLE PLANT WORKERS TO ENSURE THAT THIS TASK IS PROPERLY PERFORMED. PICK UP ALL DEBRIS. GIVE SPECIAL ATTENTION TO UNEVEN LEVELS IN CUTTING AREAS.

IF YARD NEEDS FILL, CONTACT YOUR MAINTENANCE FOREMAN FOR ASSISTANCE. GIVE ATTENTION TO TRANSITIONAL LEVELS AS FROM YARD TO SIDE WALKS, CURBS, CATCH BASINS, ETC. MANY MOWERS HAVE BEEN DAMAGED (INCLUDING DAMAGED BLADES, PLUMBING CLEAN OUT, BURIED ELECTRICAL ACCESS POINTS, ETC.) DUE TO IMPACT WITH THESE OBJECTS INCLUDING BLADE AND BELT DAMAGE, BENT DRIVE SHAFTS, DAMAGE TO HYDRAULIC SYSTEMS AND MOWER DECKS.

MARK ALL UNEVEN AREAS WITH A SAFETY ORANGE OR YELLOW COLORED PAINT TO ENSURE CLEAR VISIBILITY OF ITEMS SUCH AS PLUMBING CLEANOUTS, GROUND LEVEL ELECTRICAL ACCESS PANELS, ETC.

WALK BEHIND AND RIDING MOWERS

The key to extended and well-performing power equipment can be defined in 4 words: Routine and scheduled maintenance.

If you have any questions about service or repairs, please contact Charlie Ochello at 504-235-7090 or [email protected]

Routine and scheduled maintenance details are below however other items may include but not limited to the following:

Check and clean mower as soon as the cool down cycle is complete. This takes about 15 to 20 minutes.



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Pressure wash the top side of the mower the wheel and below the seat levels. Inspect thoroughly after washing

Pressure wash the underside of the deck to remove all grass debris

Check blades and deck for any possible damage

Remove air filter cover (if applicable) and clean air filter after washing mower. Reinstall air filter

Check air pressure on all tires for proper inflation. Proper inflation is indicated on side of tire

Check engine oil level. Add if necessary. NEVER overfill the engine oil

Check hydraulic oil level on mower if applicable

Check all belts for wear, dry rot and proper tensioning

Check hydraulic oil level on mower if applicable

Check all belts for wear, dry rot and proper tensioning

For scheduled maintenance that can performed on location, refer to the mower’s owner manual. Oil changes on push mowers should be done at least every spring

Oil AND oil filter changes on riding and push mowers should be performed at 50 operating hour intervals. Sooner if oil has a burned smell or if oil looks extremely dirty

***DO NOT EXCEED THIS LIMIT. OIL IS THE LIFE BLOOD OF THE MACHINE.***

EDGERS, TRIMMERS AND BLOWERS

Most of these items require a 50:1 mix of oil to one gallons of premium gasoline. This equipment come equipped air filters and at times; in-line fuel filter

Clean all equipment, including air filters and trimmer and edger housing assemblies after each use

Prior to storage for the winter, remove or run the fuel tank empty on the trimmer. Check bump head. Load new cutting line onto the trimmer

Prior to storage for the winter, remove or run the fuel tank empty on the edger

Replace edger blade. DO NOT SHARPEN BLADES. BLADES COME BALANCED FROM THE FACTORY.

Winter storage for power lawn power equipment

Even though our winters are short the following actions greatly assist when the cutting season begins

Drain or run all gasoline (PREMIUM GASOLINE) out of the equipment. This prevents the separation of water and gasoline and the water settling in the bottom of the fuel tank. A winter fuel additive is also acceptable to prevent bad fuel on the first start up

Perform a thorough check of the machine of all equipment. Schedule all shop repairs in December through February. This is the quiet time of year for repair service shops



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SECTION 1.05 EMPLOYEE SICK TIME, HOLIDAY AND NON-WORK DAY SCHEDULING AND MANAGEMENT

It is the responsibility of the plant manager in cooperation with the principal to manage vacation requests to ensure that the school can operate each day. These days include summer vacations when students are not present.

Work requirements increase significantly once students are on summer vacation.

These requirements include: wholesale cleaning of all building interiors, relocating classroom furniture to hallways to strip and wax floors.

Stripping and waxing floors. Reinstalling classroom furniture from hallways

Shampooing carpet if applicable

Discarding any items marked by staff for disposal

Lawn needs increase due to heat and rains

Painting both small and large scale

Ballast and light bulb replacement

DUE TO THIS ADDED WORK LOAD, IT IS MOST IMPORTANT THAT VACATIONS SCHEDULES FOR PLANT STAFF BE ARRANGED SO THAT THE WORK CAN BE COMPLETED ON OR BEFORE SCHEDULE

All vacation requests must be approved by the plant manager, their designee in the case of the absence of the plant manager and the school principal if the process is set up accordingly

Vacation days should be used throughout the year so as to not “PILE UP” when approaching May and June of each year and the days “pile up” against the deadline of June 30thof each year. It is the responsibility of the plant manager to assist plant staff with scheduling time off throughout the year.

The guideline is as follows: Vacation requests during the period from the end of the old school year until two weeks into the new school year should not exceed five consecutive work days. There will always be exceptions but adherence to this guideline is critical in order to accomplish the work prior to the start of the new school year.

A Vacation Scheduling form is below:



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SECTION 1.06 PERFORMANCE MANAGEMENT AND THE CORRECTIVE ACTION PROCESS

THE PRINCIPAL SHALL BE ADVISED OF ANY AND ALL CORRECTIVE ACTION STEPS NOTED BELOW. IT IS VERY IMPORTANT THAT THE PRINCIPAL AND PLANT MANAGER MAINTAIN EXCELLENT COMMUNICATION THROUGHOUT THE CORRECTIVE ACTION PROCESS.

SEEK GUIDANCE AND ASSISTANCE FROM PRINCIPAL PRIOR TO ALL CORRECTIVE ACTION ISSUES OR ACTIONS.

VERBAL COMMUNICATION ABOUT THE PERFORMANCE ISSUE

VERBAL REPRIMANCE REGARDING THE SAME OR SIMILAR PERFORMANCE ISSUE

ADMINISTRATIVE CONFERENCE WITH EMPLOYEE IN QUESTION, THE PRINCIPAL AND THE PLANT MANAGER. OTHER PERSONNEL RESOURCES SUCH AS THE MAINTENANCE FOREMAN AND/OR DIRECTOR OF PLANT SERVICES CAN BE INVITED TO THIS CONFERENCE IF THE PRINCIPAL AND PLANT MANAGER FIND THAT TO OFFER VALUE TO THIS CONFERENCE. DOCUMENTATION OF ALL PAST VERBAL CONFERENCES AND OTHER DOCUMENTATION ASSOCIATED WITH THE SPECIFIC CORRECTIVE ACTION IS REQUIRED FOR THE ADMINISTRATIVE CONFERENCE. A WRITTTEN CORRECTIVE ACTION PLAN CAN BE COMPILED AND IMPLEMENTED AS A RESULT OF THE ADMINISTRATIVE CONFERENCE TO RESOLVE THE PERFORMANCE ISSUE.

SPECIAL CONFERENCE IS INITIATED ON BEHALF OF THE PLANT MANAGER OR PRINCIPAL DUE TO THE PERFORMANCE ISSUE(S) IN QUESTION.

SPECIAL CONFERENCE IS INITIATED BY THE PRINCIPAL WITH THE ASSISTANCE OF HUMAN RESOURCES. THE SPECIAL CONFERENCE IS HELD AT 501 MANHATTAN. AT THIS TIME THE EMPLOYEE IN QUESTION WILL HAVE THE OPPORTUNITY TO ADDRESS THE ISSUES WITH ALL CONCERNED. MULTIPLE ACTIONS CAN OCCUR AS A RESULT OF THIS CONFERENCE:

An Intensive Action Plan can be initiated with the employee with explicit deadlines for resolution of the employee performance issues.

Depending on the employee’s performance issue(s), recommendations can be made for suspension without pay and up to termination of employment with the Jefferson Parish Public School System. Additionally, failure to meet the deadline for the Intensive Action Plan could result in suspension without pay and up to the possibility of termination of employment with the Jefferson Parish Public School System.



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SECTION 1.07 HOW TO REPORT A PROBLEM

All regular hours emergency incidents shall be reported to 911 and Maintenance immediately

All non-emergency work requests to be entered into WebTMA work management system

Main Maintenance Depart Number 504-349-7716

Maintenance Department Fax Number 504-349-7781

Emergency and After hours Number 504-457-2749

CHAPTER II CUSTODIAL SERVICES

Custodian Closets/Storage

All closets and storage rooms are to be kept neat, clean and orderly. Rooms are to be locked.

(A) CLEANING SUPPLIES Chemicals are to be kept in containers labeled in accordance with Federal, State and local requirements.

Mix solutions as per instructions with a measuring cup (mixing more will not make the product work better).

If school/campus has auto mixing systems, use as directed per label instructions. *Do not use double doses of chemical(s). The machine mixes perfect ounces of solutions per gallon for set job; glass cleaner, mop solution, all purpose cleaner, etc.

Brooms and dust pans are to be kept clean for next use.

Apply dust mop oil/dressing before using cleaning dust mop. *Applying solution the night before is a good practice.

Mops and buckets are to be cleaned out after each use. *Making and mixing mop solution the night before is not a good practice.

NOTE: Store all cleaning supplies and chemicals in labeled bottles/containers so the next person knows what is there. Keep all storage and custodial closets locked at all times.

(B) STORAGE OF EQUIPMENT

Lawn and garden equipment must be stored in proper shed or container. After using equipment, cleaning and checking for proper levels of oil and water is required. Weed eaters, chainsaws and garden clippers are to be checked per safety manual. Practice good common sense before use.

Never store or leave equipment in engine/boiler rooms. This is a major safety hazard and a danger to lives.

(C) PAINT STORAGE



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Paint should be stored in metal cabinets or areas used for paints.

Never store paints, varnishes, sealers around combustion engine equipment.

Never store paint in engine/boiler rooms. This is a major safety hazard and a danger to lives.

(D) MAINTENANCE OF STORAGE ROOMS AND CLOSETS Storage rooms and closets are required to be cleaned and maintained at all times.

Floors are to be swept clean, mopped clean of water, oil and gas.

Keep all rooms well lit with proper lighting.

Empty trash daily from all rooms.

Clean tools and replace in proper area for next use.

Keep supplies on shelves.

Keep paper products high on shelves in case of rising water.

Clean vents and louvers as needed for proper air flow in storage rooms.

(E) CARE OF WET MOPS Freshly laundered mops should be issued at the start of each shift.

Mops should be washed in a clean germicidal solution after completing a cleaning task and wrung out.

Mops not in use should be hung away from contact with the wall until needed.

At the end of each shift, all wet mops should be rinsed, wrung out, bagged, and returned to the laundry.

(F) CARE OF WET & DRY VACUUMS All dry vacuums must be operated with bacteria filters properly installed, unless operated in wet conditions.

Start vacuuming next to the machine.

Use the proper tools.

Prevent machine from running over the cord.

Inspect cord regularly for damage.

Clean and store correctly.

Empty vacuum immediately upon completing task.

Clean or replace the bacteria filter.

Rinse the vacuum tank with a germicidal solution.

Wipe the exterior of the machine.

Rinse hoses, wands and tools and wipe them clean.

Wipe the cord and wind it loosely around the machine.

Place the motor and cover sideways on the tank to allow for thorough drying.

(G) CARE OF CUSTODIAL CARTS All waste containers must be emptied at the end of each shift’s use.

Damp wipe the carts with a germicidal solution before storing.

Replace the depleted supplies.

Oil casters as needed.

(H) CARE OF DUST MOPS



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Clean the dust mop by shaking it inside a plastic bag, or vacuum the trapped soil from mop with the vacuum hose and dusting tool.

Do all clean-up in the storage area only.

Return mops to the laundry on a regular schedule.

Hang up the dust mops in the storage area when not in use.

(I) CARE OF FLOOR MACHINES Mount the brush or pad driver by hand.

Do not “hop” or run the floor machine over a brush or a pad driver and attach by starting the machine motor.

Start the machine only when the brush is securely locked on to the pad driver

Prevent machine from running over electric cord

Inspect cord frequently for damage.

Remove plug from outlet carefully

Do not jerk the plugs from the outlets.

Do not use an adapter or “cheater” plug

Wipe cord after each use with a cloth dampened with a germicidal solution.

Wind cord loosely around hooks of the machine

Remove the brush or the pad driver

Wash and dry the brush with the bristles up

Wash floor pads after each use

Replace floor pads when they become limp or worn

Wipe machines with a cloth dampened with a germicidal solution

Polish the metal on the machine

Oil wheels as needed

(J) CARE OF BUCKETS AND WRINGERS After each use, rinse and wipe out the buckets

Clean inside and outside of the buckets with a germicidal detergent solution

Dry equipment

Clean the wringer with a germicidal detergent solution

Dry equipment

Store buckets upside down

Oil casters on bucket and working parts of wringer regularly

Replace bumpers on buckets when necessary

SECTION 2.01 KNOW YOUR CHEMICALS

Always read manufacturer’s labels before using any chemical

Never mix chemicals

Use chemicals in designated areas and for designated purposes only

Never use chemicals that have been sitting in storage for a long time or out of date

Always use the manufacturer’s directions and dilution ratio

Never keep chemicals in unmarked containers or containers that have different labels from that chemical

Always wash your hands after using any chemical

Always have proper ventilation

Always ask questions about the chemicals



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Always keep MSDS (Material Safety and Data Sheets) easily available to all occupants of the buildingBefore a worker is trained to use a piece of equipment or chemical, the worker should be trained on safety measures. The majority of accidents are caused because of improper training and careless attitudes on the part of the user toward accident-causing situations. Here are a few actual accidents that commonly take place in school, with suggested ways in which they could have been prevented:

Custodian falls from a ladder that slipped while putting in light bulbs and receives injury to shoulder. (Ladder should be well secured with rubber feet.)

Phosphoric acid splashes into eye of custodian while he/she is pouring solution into container. Eye is badly burned. (Should use proper safety equipment.)

Custodian received puncture wound when using screwdriver to repair dishwasher. (Should use proper size screwdriver.)

Custodian receives back injury from moving heavy object. (Get help, training.)

Custodian slips and falls on wet floor or object and injures arm, elbow, or wrist. (Wear nonskid shoes when working in wet area. Keep spills mopped up and keep objects picked up that should not be on the floor.)

A good custodian must always be alert for health or accident hazards endangering children or adults. Hazards resulting from broken equipment or other unusual building conditions should be reported to the proper authority at once.

Some of the common hazards that may exist are listed below with suggested corrections:

Dangerous Conditions Suggested Correction

Broken furniture Remove it from service

Slippery floors Remove cause (grease, water, etc.)

Nails Remove or drive them in

Broken Window Remove fragments with pliers, use cardboard to cover the hole, and ask the building principal or manager to send a work order to Service Center

Obstructions in corridors Remove, keep corridors and hallways clear. Do not leave equipment where it creates a hazard

Moving heavy equipment Use a dolly and secure assistance

Broken glass and debris on lawn Remove

Entries and exits blocked Remove obstacle

Loose desks Tighten bolts or screws

Splintered floors, wall, desk, etc. Remove splinters

Bare or defective wiring Turn off switch and report at once to Service Center

Oily rags or paper Place in fireproof containers

Leaky gas connection Turn off gas and report to Service Center at once

Standing on chairs Do not stand on furniture. Use step-ladder of proper size

Improper carrying and lifting cause many accidents. In custodial work, we are constantly lifting, pushing and carrying. If not properly done, strained muscles will result.

Following are some tips:

Get help for heavy loads

Size up for weight and bulkiness

Face load squarely with firm footing

Lift slowly and evenly by straightening the legs

Hold load close to the body

The ladder is probably the most abused piece of equipment. The blame cannot be placed on the ladder. It is the user and condition of the equipment that are the root cause of accidents. Because ladders are involved in so many accidents, frequently of a serious nature, the following are safety tips concerning ladders:



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Select the right ladder for the job to be done

When on a straight ladder, never work above the fourth rung from the top

Never use stepladders more than 10 feet long

Never stand on top of a stepladder unless it has a guardrail

Never use extension ladders beyond 24 feet

Be sure that fixed ladders are attached firmly to the building

Never place a ladder against a movable surface

Always protect the person on a ladder

Use rubber sole shoes when climbing a ladder

Never carry tools in hands while going up or down ladder

Never use two ladders spliced together

SECTION 2.03 CUSTODIAL PROCEDURES

(K) FLOORS

HOW TO SWEEP FLOOR AREAS

Equipment needed:

Push broom with long handle

Counter brush

Dust pan

Putty knife

Waste container

Leave equipment at one end of the floor out of traffic. Carry putty knife in back pocket. Begin sweeping operation by placing broom flush against baseboard. Do this all along wall areas. Sweep across the floor toward equipment, sweeping in straight line. Grasp the brush handle with hand about 3 or 4 inches from the end, head up, with thumb pointing away from body. Reach down the handle with hand until a comfortable position, about shoulder width. Hold brush in front of body at slight angle. Start the sweeping stroke even with the feet. Push forward on the broom and turn the body in the direction of the stroke. Lift and pull the brush back fast with a smooth, even step. Stop and remove gum and other heavy accumulations from floor with putty knife. Pick up sweeping with brush and dustpan, and dump into waste container.

HOW TO DUST MOP FLOORS

Equipment needed:

Treated dust mop 24”

Dust pan

Counter brush

Floor broom/whisk broom (continued)

Waste container



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Putty knife

Leave equipment at end of the floor out the way of traffic. Work along baseboard to corner; follow wall on three sides until mid-room has been done. Shake mop by lifting off floor and lightly shaking mop handle. Return in direction from which mopping was started until reaching wall at which time direction is again reversed. Shake mop each time center of room has been reached. Follow procedure until one half of room has been dust mopped. Continue to this process taking care to end at door. Repeat procedure at other end of room (be sure to overlap each preceding sweep to avoid missing areas). Return to center of wall farthest away from door; push accumulation of dust to door. Pick up dust with dust pan and brush, and deposit in trash cart.

HOW TO WET MOP FLOORS

Equipment needed:

Mop bucket on casters

Mop with wringer head 16, 24, and 36 ounce (size for comfort)

2 “wet floor” signs at both ends of area

In slop sink area proportioning system place neutral floor maintainer/cleaner deodorizer in bucket. Take to area to be cleaned. Place “wet floor” signs at both ends of area to be cleaned. Signs should be placed in the corridor in such a manner that traffic will be directed to dry side. Remove any gum or other foreign matter adhering to the floor. Immerse mop in bucket containing neutral floor maintainer/cleaner, wring excess solution from mop in wringer and run the mop parallel to the baseboard. Mop from one side of the mopping area to the other using a figure eight motion. Change the mopping solution as it becomes dirty or discolored. This will prevent floor from streaking. Do not attempt to do large an area at a time. No rinsing is necessary when this procedure is followed. In the case of a large floor area, move “wet floor” signs to block off the next area to be mopped and begin mopping the next section. Mop strokes should overlap into section just completed. In rest rooms containing floor drains, dump solution remaining in the bucket into the floor drain when mopping has been completed. This fills the traps, kills bacteria growth, destroys odor, and prevents sewer gas from coming up into the room. When mopping is complete, return to slop sink area and rinse mop thoroughly, fluff out and hang up to dry in a well-ventilated room when through. Rinse out mop buckets and turn upside down in slop sink to dry. NOTE: Mop heads should be washed in a washing machine for greatest soil removal if possible; if not possible, wash them with hot water manually. This should be done as often as is practical under operating conditions. Mops should be placed in string bags and then placed in the washing machine.

(L) HOW TO CLEAN CLASSROOMS

Equipment needed:

Counter duster

18” or 24” dust mop

Vacuum cleaner

Trash cart

Dust pan

Remove dust from chalk- or white-board tray by use of a counter brush or duster. Brush dust and debris into pan or wastebasket. Then wipe out tray with damp cloth or sponge being careful not to get moisture on chalkboard surface. Never use water on chalk or white boards; use special solution ONLY as recommended by board manufacturer. Take waste paper basket and, as you pass by, pick up dustpan, counter brush and chalkboard eraser, taking them to the entrance of the room where your custodial cart should be stationed. Empty waste paper basket into waste liner of custodial cart. Replace liner in wastebasket, if necessary. Return with empty waste paper baskets.



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Start up near side of room dusting tops of chalkboard or any other edge that would catch dust. As you go across front of room, dust all tables, bookcases and the teacher’s desk. Go down far side and get windowsills, if any, other furniture along the wall and window blinds as needed.

Using a 24” dust mop, starting in right-hand corner facing front of room, dust mop area from wall to front row of desks all the way across to the far side of the room, using a semicircular motion. When you reach the far side of the room, put your mop in front of you and go straight ahead along baseboard to the rear of the room. Then, come back up to the front row of seats, taking another mop’s width. Next, move the first desk in the far right hand row to a spot in front of second row. With two swipes, using circular motion, clean where first desk was sitting. Follow this procedure all the way to the rear of the room. When you reach the rear of the room, the first row will be short one desk. Move the last desk on the second row into last place on first row. Now turn around backwards, working to front of second row in the same manner as you worked down first row. Use this system all the way across the room. As you sweep up and down rows of desks, keep an eye peeled for paper under desks. Tip desk to left letting paper fall out into area not cleaned. When you have finished dust mopping the room, with your mop in front of you, move all debris to room entrance.

If the room has a sink in it, wash and wipe dry.

You can use above solution or powdered abrasive cleaner. Rinse thoroughly and wipe dry.

If sink is stainless steel, use stainless steel cleaner.

Clean sinks each day.

Wash marks off desks (obscene pictures or writing immediately). Always have all-purpose cleaner available on custodial work cart. Clean hand prints off doors and door casing using all-purpose cleaner in spray bottle. Clean door glass and inside windows that are within reach of students’ hands. You may use glass cleaner and wipe with clean cloth. Clean up spots on floor with sponge or your wet mop. Wash out waste paper basket when needed.

As you pick up debris at entrance to room, this is a good time to brush/clean door casing while you have cleaner in your hand. Inform Plant Manager of all burned out lights. Remove and report all broken furniture. As you leave each room, make sure all windows are closed and latched, lights are out, and doors are locked. Pull on door and turn knobs to be sure door is latched and locked. As you check doors and windows, make a mental note that they were locked as you leave them, then if they are found opened the next day, it gives the school personnel a place to work from such as the possibility that someone has returned after you left or some unauthorized person has a key, etc.

Option to completing all classroom cleaning needs at one time. You may use a large trash container on wheels around your entire route collecting all trash in your area. This procedure will enable you to quickly move through area removing all debris from the floor as well as removing the trash from trash containers. Using this procedure, you will also have knowledge about your entire area, as you never know what happens in your area during the day when school is in session. Now that all of the trash has been removed from your area you have seen your entire route and all of the potential time consuming tasks ahead of you for the night. While running through your route, you have the opportunity to lock all exterior windows and doors to ensure a timely securing procedure of your route.

(M) HOW TO STRIP A FLOOR USING A BUFFER

Equipment needed:

Scrubber/any size

Dive plate (or pad holder)

Stripping pad (black), size of buffer



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Liquid floor stripper

Waste container

Dust pan

Counter duster

Putty knife or large handle scraper

3 mop buckets with wringer (1 for stripping, 2 for rinsing)

Wet mop

Wet & dry vacuum (water pickup)

In a mop bucket, mix stripping solution. Be sure to follow mixing directions on the label. Use hot water, if available. Remove all movable obstructions from the floor area to be stripped. Sweep floor of all trash and dirt. Remove gum deposits on floor with putty knife. Post “wet floor” signs in area to be stripped. Leave traffic lane open. Inspect electrical cable of scrubbing machine for grounding. Use non-slip grip shoes when available. Keep clothing away from wet floor.

Apply stripping solution to an area approximately 100 square feet. Area should be wet down thoroughly. Allow stripping solution to soften work area to be stripped. Do not rush time by starting to scrub too soon; most strippers require 10 to 15 minutes preparatory time prior to using scrubber and strip pad. To make the buffer go to the right, life up on the handle slightly. To make the buffer go to the left, lower the handle slightly.

Start scrubber away from corner and from baseboards, to avoid splash of stripping solution on walls and baseboards. If too much solution lies in the area, spread excess with mop before using scrubber. Run the scrubber along the baseboard of the 10-foot area first, moving it from right to left so the stripping solution splatters away from the baseboard, not toward it. Scrub the main part of the area. Let the scrubber coast back and forth as you slowly raise and lower the handle. Keep the handle close to your hips. If you let the scrubber get out of arm’s length, it will run away from you. Guide the machine from side to side until you have covered the wet area. Be sure that each lap covers the last one by half the width of the pad. With a team member, keep approximately 100 square feet wet with stripper standing and working ahead of scrubber and with another team member start with picking up the first area.

Using a wet and dry vacuum (again beginning at the far corner) pick up the dirty stripping solution. Vacuum in straight paths, working backward toward the wet and dry vacuum.

Rinse the area a minimum of two times using a partially wrung out mop and pick up with wet and dry vacuum, and clean rinse water. Use an acid neutralizer or, if not available, reuse small amount of distilled vinegar in the first rinse water. All stripper must be removed from area. Repeat all operations above until entire area has been stripped, vacuumed and rinsed. Change rinse water often to avoid re-deposit of waste material on floor surface. NOTE: Corners, doorways, and difficult-to-reach areas that cannot be easily machine-stripped must be stripped by hand. To do this, lay down stripping solution in the usual manner. Use a doodlebug on the area to be stripped. In corners or other areas where the doodlebug cannot be used, rub area by hand. (Use protective rubber gloves)

(N) HOW TO APPLY SEALER/FINISH TO A FLOOR

Equipment needed:

Clean mop pail with wringer / Applicator receptacle

Clean wet mop / Applicator

Sealer/finish (a minimum of 25% solids)

NOTE: If a new mop is to be used, first remove the sizing in the following manner. Soak mop for 10 minutes in a solution of 3 ounce of detergent per gallon of hot water. Remove from hot water and run tap water (hot) over mop in slop sink until all traces of sizing are gone. Wring mop out tight before using.



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Take equipment to area to be finished. Remove all movable obstructions from the area to be finished. Estimate the amount of floor finish required for one thin coat and pour this amount into the clean mop pail. Dip the mop into the finish and lightly squeeze excess from mop. Mop should be very damp (not dripping). Begin application of floor finish in the farthest corner from the door and lay down the finish four inches out from baseboard. NOTE: Keep mop bucket containing floor finish close by, but out of the way. Placing mop on floor four inches out from baseboard, drag mop parallel to it for a distance of approximately 20 feet.

Move mop out one-half the width of the mop and return it in the direction back to the starting point. Continue along adjacent baseboard (staying out four inches from baseboard) a distance of approximately eight feet. Execute a 90-degree turn and mop a straight line down to a point equal to that mopped on first operation. Return to starting point by moving mop out one-half of the mop’s width and dragging the mop along the floor. Using a figure eight mopping stroke, keep turning mop over for more even distribution of floor finish. Continue to next area being sure to overlap into area previously finished, to avoid missing spots. Work your way towards door way and out. Allow at least 45 minutes to one hour for floor finish to dry before walking on it. When thoroughly dry, (most finishes cannot stand the second coat until at least an hour after drying has passed) apply second coat of floor finish, “crosshatching” (working in opposite direction). A third coat is recommended for best appearance. Whenever possible, finished floors are best when allowed to cure overnight.

(O) CORRIDORS

HOW TO DUST MOP A CORRIDOR

Equipment needed:

Dust mop

Brush (continued)

Waste container

Dust cloth

Dust pan

Counter duster

Putty knife

Leave equipment handy for picking up the dirt, but out of the way. Use your putty knife to remove gum that is stuck to the floor. Sweep the floor with the dust mop. Place the dust mop on the floor, making sure that the mop strands extend both ahead and behind the mop head. Push the mop along the baseboard, close to the wall: Press down. Go the length of the hall without lifting or twisting the mop. When you come to the first corner, cut around it. Then lift your dust mop and give it a shake. Press the end of the mop into corner with your hand, and pull the dirt out. Keep loose dirt ahead of the mop and push it across the end of the corridor to the second corner. Pull the dirt out of this corner the way you did with the first. Clean the other side of the hall the same way. If possible, clean halls during times of least traffic. Continue working to the center of the hall. The path of your mop overlaps your first path slightly. Each time around, push the dirt into the pile near your equipment.

(P) STAIRWELLS

HOW TO SWEEP A STAIRWAY

Equipment needed:

Short handled corn broom (warehouse broom)

Dust pan with handle



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Counter duster

Waste container

Dust cloth


Leave equipment at the foot of the stairwell area to be cleaned out of the way of traffic. Keep putty knife in back pocket accessible from gum removal from stairs. Carry corn broom to top of stairs, work down and using the following method; stand one step below stair. Extend end of corn broom into left end of the step, brush handle pointing to the right. NOTE: On open stairs, always sweep towards the wall, away from the stairwell to avoid dirt and trash falling over the edge. Pull dirt out of end of the step with broom; pull brush three quarters of the way along step and, with a turning motion of the corn broom, allow dirt and trash to fall to step below. Transfer broom to opposite end of step and repeat process. Step down one step and repeat operation. Continue until full stair well has been completed. Brush accumulated dirt and trash into dustpan and dump into waste container. With treated dust cloth; wipe down guard rail starting at the top of the stairs. Walking down the stairs, wipe handrail with treated dust cloth.

VACUUMING STAIRWELLS

Equipment needed:

Portable vacuum cleaner

Accessible 110V electrical outlet

Putty knife

Small plastic pail

Prepared disinfectant solution

Dust cloths

Stair well areas containing an accessible 110-volt electrical outlet may be vacuumed by using a light portable vacuum cleaner carried over the shoulder by means of a strap attachment. NOTE: This procedure should not be used if the electrical cord would be subjected to breakage or being cut by a door being closed on the cord. Stand on one step below stair to be vacuumed. Place hose nozzle into corner where the wall and step meet. Place on stair tread and draw along width of stair. Return to starting point by reversing direction. Continue until stair has been completely vacuumed. Proceed to next step and repeat operation. During operation, remove buildup of dirt from corners, and any gum deposits with the putty knife. Vacuum wainscoting and guard rail areas during stair operation. After vacuuming has been completed, remove plug from receptacle. Dip dust cloth into disinfecting solution, wring out, and wipe down guardrail walking back up the stairs. Walking back down the stairs, wipe down top of handrail with disinfectant treated dust cloth. Wipe door handles on both sides of doors, top bottom, with disinfectant treated dust cloth. Proceed to next work area.

HOW TO DAMP MOP STAIRWELLS

Equipment needed:

Vented floor maintainer or Blower

Mop bucket with wringer on casters

Mop, 16 or 24 ounce


Disinfectant solution dust cloths

Two (2) “wet floor” signs



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Brush-sweep or vacuum stair well. With putty knife, remove gum deposits and any dirt buildup in corners of stairs. Place a small amount of disinfectant solution in small bucket; immerse untreated dust cloth in solution, wring out and wipe down door handles; wipe down guard rails. Place equipment out of the way of traffic on bottom landing area of stairwell to be mop cleaned. Post “wet floor” signs at top and bottom of stair well landings. Close off stairwell if possible. Even with wet floor signs wet stairs are very dangerous.

Immerse wet mop in detergent/disinfectant solution, wring mop out and return to top landing of stairwell. Mop landing at top of stairwell working away from door and toward stairwell. Use caution when backing down stairwell. At stairwell, move down two steps. Lay mop on top step with mop strands pointing into end of step nearest stairwell. Force mop strands into corner with hand and clean out corner. Mop remainder of step. Be careful to not extend the end of mop over stair end on open stairwell. Step down one step and repeat procedure on next step. Continue operation to landing at foot of stairs. Repeat operation until all steps have been completed.

(Q) WALLS AND PAINTED SURFACES

HOW TO WASH WALLS/PAINTED SURFACES

Equipment needed:

All purpose cleaner properly mixed

Sponges or hand size towels

Bucket or spray bottle

Cloths/towels

Step ladder or platform stage

2 “wet floor” signs

Rubber gloves

Wet mop

Mop bucket with wringer

Test wall surface for wash ability before beginning wall-washing operation. Do not wash wall if paint comes off on sponge when using cleaner according to manufacturer’s directions. Report condition to Maintenance Department. Prepare detergent/disinfectant or detergent solution according to manufacturer’s directions; in bucket in slop sink area. Fill second bucket half full with clean water for rinsing the sponges or toweling. Take tools and supplies to area to be cleaned. Remove all movable obstructions from area (or room). Cover immovable obstructions with drop cloth. Place drop cloth on floor up to baseboard at area to be cleaned. Set up “wet floor” signs at both ends of area where wall washing is to be done.

Dip sponge used for washing in detergent/disinfectant or detergent solution and squeeze sponge to a wet but not dripping consistency. Do not allow sponge drippings to run down wall surface. Begin wall-washing operation in a corner starting at floor level and working left or right in three (3) foot sections. Work your way up the wall approximately one (1) foot. Deposit sponge in detergent/disinfectant or detergent solution. Immerse second sponge in rinse water of second bucket. Squeeze to wet, but not dripping, consistency and wipe away residual soil. Turn sponge frequently. Rinse sponge frequently to avoid soil streaks on wall. Use even strokes when washing and rinsing. Continue wall washing operation by overlapping section done and work upwards toward ceiling a section at a time.

Wash all walls in the room in this manner. Detergent/disinfectant or detergent solution, and rinse water (to rinse the sponges), should be changed frequently to avoid re-depositing soil. Use extreme caution when working around window areas from platform. When wall-washing operation has been completed, remove drop cloths, and wash floor as described under floor washing procedure.



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Return equipment to storage area, rinse sponges thoroughly; and wring out dry. Rinse wet mop and buckets thoroughly; hang up wet mop and turn buckets over in slop sink to drain dry. If cloths are wet, allow to air dry before folding for storage. Store platform stage out of the way of traffic.

(R) RESTROOM FACILITIES

HOW TO CLEAN AND DISINFECT A TOILET BOWL AND SEAT

Equipment needed:

Applicator commode brush

Bowl cleaner and disinfectant

Aerosol disinfectant spray

Using an applicator, force water over the trap and out of the bowl. Hold the applicator over the inside of the bowl and apply enough bowl cleaner to saturate the applicator. Press applicator firmly up under the rim and clean half of the circumference of the rim. When finished, add more bowl cleaner to the applicator and clean the other side. Wipe out the balance of the unit sides and bottom. Absorb into the applicator, the bowl cleaner left in the bottom of the bowl. Push applicator up into the gooseneck, (where water empties out), as far as possible and rub up, down and around. This will remove any buildup of foreign matter. Flush the unit. While the water is running, rise the applicator thoroughly and go over the inside surface. Wring out applicator by pressing against flushing rim. Pour a small amount of bowl cleaner into the water in the toilet bowl. Rinse applicator in solution, wring out and clean outside of toilet bowl. Flush unit. Using disinfectant spray, spray top of toilet seat, flush handle and an area about eight inches around toilet holder. Allow to air dry.

HOW TO CLEAN AND DISINFECT A URINAL

Equipment needed:

Applicator (commode brush)

Bowl cleaner and disinfectant

Deodorant blocks (if available)

Aerosol Disinfectant spray

Remove and discard remnants of deodorant blocks remaining in urinal. Remove wire (or rubber) strainer from bottom of urinal and place strainer in a pail containing enough disinfectant or detergent/disinfectant to completely immerse strainer. Hold applicator inside urinal to avoid spilling bowl cleaner on floor. Saturate applicator with bowl cleaner. Rub hard across the top inside lip of flush rim. Force bowl cleaner up into the flush holes. Excess bowl cleaner will run down the urinal surface into the trap. Press applicator firmly into the vertical flush rims and rub down both sides of urinal. While surface is still wet, clean surface as you would with a paintbrush. Rub hard. Apply additional bowl cleaner to applicator and clean the front lip where heavy accumulation forms. Flush and wipe inside of unit clean. Rinse applicator in flush water; wring out applicator by pressing it firmly against inside rim of urinal and twisting. Clean outside area of urinal with wrung-out applicator. Rinse strainer in solution (using tongs or wearing rubber gloves), to remove any matter adhering to strainer. Replace strainer in urinal and place a fresh deodorant block in the urinal. Using disinfectant spray, spray flush handle. Allow it to air dry.

HOW TO CLEAN A WASHBOWL



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Equipment needed:

Detergent or detergent/disinfectant

Sponge

Putty knife

Dust cloths

Cleaning washrooms is an important part of maintaining environmental sanitation. Fixtures in washrooms should be kept spotless. For this purpose, a good detergent or detergent/disinfectant cream cleanser should be employed. Dampen the sponge or cleaning cloth in a solution of detergent or detergent/disinfectant. Wring it out so it does not drip. Pour a little detergent or detergent/disinfectant in the bowl. Wipe all of the bowl, faucets and other metal parts. Take out the drain plug. (Most of them come out if you give them a quarter turn to the left and pull up.) Wash the plug and the rim of the drain. Clean the overflow outlet by covering a putty knife or other narrow object with a cleaning cloth, saturated with detergent or detergent/disinfectant solution. With excess detergent/disinfectant wipe metal and enamel parts of the bowl. Once a week, wipe off the under part of the bowl and pipes leading on the floor. Be particularly careful to clean dirt out of the elbow in the drainpipe.

HOW TO WASH, DISINFECT, AND DEODORIZE A RESTROOM FLOOR

Equipment needed:

Detergent/disinfectant

Wet mop

1 bucket with wringer

Pressure spray (if using the spray method)

Putty knife

Door stop

“Temporarily Closed for Cleaning” sign

Prepare detergent/disinfectant solution according to manufacturer’s directions in pail or bucket in slop sink. If spray method is used, solution can be prepared in the sprayer. Take tools and supplies to area to be cleaned. Do not enter a school (or other) rest room of the opposite sex until you have had a person of that sex enter and make sure it is not occupied. Open the door and place doorstop in position to hold door open. Post “Temporary Closed for Cleaning” signs in doorway. After all other job assignments in the restroom have been completed; begin the floor washing operation in the corner farthest away from the door. Mop or spray down detergent/disinfectant solution over entire floor area. Soak mop in rinse water, wring out wet mop tight and pick up dirty solution from the floor. No further rinsing is necessary. Floor should be allowed to air dry before opening to the public. Remove sign from doorway, remove doorstop and return tools and supplies to slop sink area. Discard detergent/disinfectant solution into slop sink (if mop method of application was used.) Rinse out wet mop, wring dry and hang up. Rinse out bucket, turn it over in slop sink and allow to air dry.

HOW TO FREE CLOGGED DRAINS

Equipment needed:

Force cup plunger

“Out of Order” card

Set the cup of the force cup plunger over the drain hole of the bowl, like a stopper. Run the bowl one-third full of the water. Cover the overflow outlet with a cloth. Push down on the handle to flatten the cup. Now pull the plunger out fast. This loosens the



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matter stopping the drain. Do this several items. If you are unable to free the drain using this method, place a card marked “Out of Order” on the unit and notify the Maintenance Department.

(S) CARPET CARE

The Facilities and Maintenance Department is making every effort to remove all carpeting from common areas due to the inability to maintain and clean carpet. Carpet will typically be replaced with tile flooring. In areas where noise levels are an issue, area rugs can be placed in those spaces. For remaining carpeted areas, see below.

HOW TO DRY VACUUM CLEAN RUGS

Equipment needed:

Upright or tank type vacuum cleaner

Spotting kit

Dust cloths

Sponges

Hand brush

Take tools and supplies to work area. Inspect rug to be vacuumed. Remove gum or other foreign deposits. Spot clean soiled areas. Inspect vacuum cleaner electrical cable for breaks or worn spots. (Do not use electrical equipment with worn or damaged cables.) Vacuum the carpet in the direction opposite of the lay of the pile to raise nap. Using corner attachment on the hose, vacuum baseboard and corner areas. Begin vacuuming operation at corner farthest away from door, (if a room). Vacuum in a straight line on first pass in the direction the nap of the carpet lies. Go back over same area to again raise the nap of the carpet. Take a step either left or right, and repeat operation. When width of carpet has been vacuumed in this manner, begin next section and continue until entire area has been vacuumed. Pay particular attention to traffic flow areas being sure to thoroughly vacuum them. Do not rush the vacuum operation. Allow the suction action of the machine sufficient time to work. After completion of vacuuming operation, return tools and supplies to storage area. When dust bag is filled, remove, if throwaway type, and discard in waste container. Place new dust bag in machine and store in proper area. If permanent-type bag, empty contents, clean and return bag to vacuum.

Caution: Not all spots on carpets can be removed.

Before spotting:

Try to identify the stain

Test fabric for color fastness.

If stain is not removed on first attempt, allow stained area to dry and neutralize before again attempting to remove stain. Avoid overuse of any chemicals in spotting. Follow directions of manufacturer in the use of all spotters.

HOW TO SHAMPOO A CARPET (LOCATION CLEANING)

Equipment needed:

Upright or tank-type vacuum/shampoo cleaner

Extractor with beater brush attachment and wand

Spotting kit



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Sponges

Dust cloths

Shampoo

Vacuum rug thoroughly using method described in section, “How to Dry Vacuum Clean Rugs”.

Spot clean carpet. Remove gum, deposits, etc. Use spotting kit.

Shampoo rug using buffer. Do not over-wet carpet.

Prepare shampoo solution in machine tank in slop sink area. If unable to move chairs, tables, furniture, etc., place plastic coasters under legs to avoid rust spotting of the rug. Pile-brush the carpet against the lay of the nap. Unwind and inspect electrical cord on machine making sure it is grounded. Wear rubber soled shoes during operation. Roll machine to far corner of room, away from doorway, place electrical cord over shoulder and start machine. Shampoo rug with a uniform application of suds in circular rotary strokes. Keep machine flat on the rug and avoid “heeling” the machine. Overlap strokes to avoid streaking. Shampoo a small area at a time working in the direction of the rotation of the brush, until entire rug has been shampooed. Avoid over-wetting of the rug.

Should the rug become too wet, vacuum the rug with a wet vacuum using straight strokes maintaining the same direction of strokes throughout the operation. Comb, or brush the nap uniformly, using the pile brush. Brush against the natural direction or lay of the nap, then re-brush lightly in the direction of the nap. Avoid walking on the rug until thoroughly dry (normal drying time is six to eighteen hours). Follow with dry vacuum cleaning of the rug as outlined in section entitled: “How to Dry Vacuum Rugs”.

(T) FURNITURE, COUNTERS, TABLES, AND EQUIPMENT

HOW TO WASH AND POLISH FURNITURE, COUNTER TOPS, AND TABLES

Equipment needed:

Two pails

All-purpose cleaner/spray bottles

Furniture polish

Clean, dry cloths

Dry cloths

Sponge

Putty knife

Dust cloth

Mix all-purpose cleaner into one pail of water according to manufacturer’s recommendations. Move tools and materials to the room in which you will wash the furniture. Inspect furniture. Scrape off gum with putty knife. Wet a cloth or sponge in the detergent solution and wring it out to keep it from dripping. Start at the top of the piece of the furniture and wash until it is clean. Rinse cloth often to remove loosened dirt. Wet another folded cloth or sponge in the clean rinse water and wring it out. Damp wipe the entire piece of furniture. Rinse the cloth or sponge often. Wipe the furniture with a dry cloth. When the surface is dry, take another clean, dry cloth and dampen it with furniture polish. Spread on a light coat of polish. Put it on with a straight-line motion, with the grain on the wood. Let the polish dry. Fold another clean, dry cloth and polish the surface with a straight-line motion until it shines. NOTE: When using aerosol spray furniture polishes, spray area to be polished lightly, or spray directly on polish cloth.

HOW TO CLEAN COMPUTERS



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Be very careful when cleaning a computer. First of all, many machines are left on 24 hours per day to send and receive messages. Bumping or touching the keyboard could cause something to malfunction. You also have to be careful vacuuming around them and making sure no liquids touch the mouse, the keyboard, or the CPU itself.

As far as cleaning, use rubbing alcohol. Pour a little on a clean rag and go over the area. Not only will it clean the keyboard, mouse, and plastic enclosures, it disinfects as well. If you have a serious cleaning problem, first use an all-purpose cleaner and then use the rubbing alcohol. As an extra bonus, rubbing alcohol also shines up plastic. Rubbing alcohol is also the best product to use for cleaning home and office telephones. As mentioned above, not only will it clean the phone and shine it, it helps disinfect as well.

HOW TO CLEAN PHONES, COPIERS, FAX MACHINES, AND MICE

The easiest way to clean anything made of plastic, and one of the least expensive ways, is with rubbing alcohol. Not only does it clean, it also shines and sterilizes. Pour it in a sprayer and carry it with you as you clean your home or office. You can safely apply it to just about any plastic surface with great results. When cleaning phones, generously spray the rubbing alcohol on a cloth first and then wipe it over the mouthpiece AND the earpiece. Kills most common germs instantly and leaves the phone brand new.

(U) DOORS AND FRAMES

HOW TO WASH DOORS AND FRAMES

Wash and rinse doors and frames frequently to keep them free of finer marks and dirt. Start at the bottom and work up. Go through the same steps as with furniture, except do not use polish on doors and door frame.

(V) LIGHT FIXTURES

HOW TO CLEAN FLUORESCENT LIGHT FIXTURES

Fluorescent light fixtures should be cleaned as needed.

Equipment needed:

All-purpose cleaner in spray bottle

Counter duster

Stepladder

Dry cloths

Replacement fluorescent tubes

Fill Spray bottle with all-purpose cleaner. Brush dust from fixture with counter duster brush. Set ladder under fluorescent fixture; climb ladder and remove reflector from fixture. Spray area to be cleaned with all-purpose cleaner and wipe with dry/clean cloth/towel. Remove fluorescent tubes to be replaced (one at a time) from fixture. Replace burned out fluorescent tubes in fixture.

HOW TO CLEAN INCANDESCENT LIGHT FIXTURES

Incandescent light fixtures should be cleaned as needed.



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Equipment needed:

All-purpose cleaner in spray bottle

Stepladder

Dry cloths for dusting and drying the lamp bowl

Sponge

Pliers

Turn off the electricity at the switch. Set the ladder so that you lean FORWARD, not backward, towards the light fixture. Spray area to be cleaned with all-purpose cleaner. Dust the bowl and metal parts of the light fixture. If bulb needs changing, put one hand under the bottom of the bowl and hold it. Loosen the bulb with other hand with a counter clockwise turning. NOTE: If the screws are stubborn, loosen them with the pliers. Replace bulb in fixture and tighten screws to hold globe in place. Check globe to make sure it is securely fastened.

(W) METAL SURFACES

HOW TO CLEAN ALUMINUM

Spray heavy-duty all purpose cleaner/degreaser. Wipe down lightly with a damp/dry towel/cloth and follow with a clean dry towel/cloth; rub down using straight strokes.

HOW TO CLEAN STAINLESS STEEL, CHROMIUM

Use glass and/or all-purpose cleaner. Spray surface lightly, wipe dry with a clean cloth or wiper. Change wiper frequently to be sure it is clean.

HOW TO CLEAN IRON

Wash with a mild solution of detergent and warm water. Remove rust buildup with heavy-duty degreaser or .00 steel wool pad. Rub lightly, rinse, and dry thoroughly.

HOW TO CLEAN UN-LACQUERED BRASS AND BRONZE

When using metal cleaner, spray small section of the surface at a time, wipe with damp cloth and dry with soft, untreated dust cloth.

When cleaning lacquered Brass or Bronze, clean in small sections, wipe with a damp cloth with the grain, and dry with a soft, untreated dust cloth.

HOW TO CLEAN COPPER

Spray surface with metal/copper cleaner or spray with a mild acid cleaner. Follow with a mild detergent bath to neutralize. Dry with a soft, clean untreated dust cloth.

(X) GLASS, MIRRORS, AND ACRYLICS

Use glass and/or all-purpose cleaner. Spray surface lightly, wipe dry with a clean cloth or squeegee. Clean squeegee frequently with towel or cloth.



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(Y) SHELVES AND STORAGE BINS

A smooth surface such as Formica, metal or any painted material is cleaned and maintained in the same manner as counters and tables. Refer to that procedure.

(Z) CONCRETE FLOORS

All concrete floors should be properly sealed. They are easily maintained with a sweeping broom on a daily basis. They may be cleaned with a detergent using a good mop and squeegee. Apply the detergent heavily on the floor; mop solution and squeegee to one location to be picked up with mop and wringer or wet/dry vacuum. Concrete floors should be sealed on a regular basis to allow them to be easily cleaned and to reduce dust. Heavily soiled outside areas are easily maintained by using water blaster, if available.

SECTION 2.04 FREQUENCY OF MAINTENANCE REQUIREMENTS

Knowing what to clean is important; however, knowledge of when to clean is equally as important. Scheduling your job is dependent upon the amount and the kind of traffic to which the area is subjected. Scheduling your job will fall into one of the following categories:

Daily

Weekly

Monthly

Semi-annually

Annually

Consideration shall be given to:

The standard of cleanliness to be maintained

The availability of manpower

The amount of money (budget) available to do the job

The factors will determine your cleaning program.

(AA) DAILY CUSTODIAL REQUIREMENTS Entrance and exits: General policing of the area

Classroom: Mop-sweep, damp-mop, or vacuum (as applicable), dust furniture, door handles, and window ledges

Floor (hard surface): Mop-sweep and dry buff

Floor (carpeted): Dry vacuum

Clean windows, door glass, glass partitions



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Return air vents: Brush, dry vacuum, and wipe with all-purpose cleaner

Elevators: If applicable, clean floors, damp dust walls and panels

Restrooms: Empty and clean waste receptacles, refill paper towel dispenser, refill toilet tissue dispenser, damp clean molding and sills, clean mirrors and glass, clean wash basins, clean urinals, clean commodes, clean flush handles and fixtures, clean tile wainscoting, refill sanitary napkin dispenser, refill soap dispenser, clean floor

Offices: Empty and clean waste baskets, dust desk, wipe telephone with disinfectant/cleaner, dust lamps and shades, dust file cabinets, dust tables, dust chairs and stools, sweep or vacuum floor

Corridors: Dust sweep or vacuum floors, damp dust window sills and ledges, damp dust any equipment such as fire extinguishers, etc., brush and dry vacuum all vents

Stairwells: Damp dust guard and handrails, damp dust windowsills and ledges, damp-dust doorframes and handles, brush sweep stairs

Locker Rooms and Lounges: Damp dust furniture, damp dust lockers and equipment, clean toilets, clean appliances, clean shower stalls, clean floor

Custodial Closets: brushes, brooms, mops, etc., clean properly and re-hang. Clean mechanical equipment and slop sink. Restock supplies as needed

(BB) WEEKLY CUSTODIAL REQUIREMENTS Furniture: Clean and polish all furniture, vacuum fabric and spot clean

Drapes: Vacuum folds and tops

Doors, Windows, Glass: wash window and all glass, wash and polish door kick plate

Venetian Blinds: dust

Floors (hard surface): Dust sweep, damp mop, refinish worn traffic areas, and buff floor

Floors (carpet): Vacuum thoroughly

Walls, Pictures, etc.: Damp dust

Elevators (where applicable): Wash vents, fans, light. Clean and polish metal trim, scrub floor and refinish

Offices: Polish all furniture, tables, and desks. Scrub all floors and vacuum all carpets. Damp dust picture frames, coat racks and other fixtures. Clean all lamps and equipment

Corridors: Wet mop with neutral floor maintainer, vacuum all carpets, clean doors, polish metal kick plate, clean windows and all ledges. Clean all fountains, etc. Stairwells: Damp mop stairs or vacuum, if carpet. Damp wash guardrails. Clean windows and sills. Wash down doors and polish kick plate

Locker Rooms and Lounges: Clean and polish all furniture and equipment. Scrub floors and refinish heavy traffic areas

Dispose of all unused food from refrigerators

(CC) MONTHLY CUSTODIAL REQUIREMENTS Lobby Area: Clean floors and apply additional finish to heavy traffic areas. Carpet areas should be shampooed

Offices: Clean floors and apply additional finish to heavy traffic areas. Carpet should be shampooed

Corridors: Clean floors and apply additional finish to heavy traffic areas. Carpet should be shampooed

Locker Rooms and Lounges: Clean floors and apply additional finish to heavy traffic areas. Carpet should be shampooed. Clean and disinfect all appliances

Mechanical rooms and custodial storage areas: Clean floors and report if not kept clean by maintenance personnel.

Replace all HVAC filters

(DD) SEMI-ANNUAL CUSTODIAL REQUIREMENTS Ceilings: Spot clean or wash if required

Light fixtures: Clean thoroughly

Walls: Spot clean or wash if required

Floors: Clean thoroughly and refinish where required



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Carpet: Shampoo

Furniture: Polish furniture and shampoo fabric

(EE) ANNUAL CUSTODIAL REQUIREMENTS Clean all furniture and fixtures in classrooms. Remove furniture and fixtures

Clean floors

Tile floors: Strip if necessary and refinish with a minimum of three coats of floor finish/sealer.

Strip/clean cafeteria/kitchen areas

Clean all vents, lights, fans, etc. in cafeteria

Water blast entrances to clean accumulation of foreign items, mildew, etc

(FF) TIME ALLOTMENTS FOR SPECIFIC CUSTODIAL SERVICE JOBS

The following allotments provide reasonable periods of time which to perform the duties specified using proper equipment and supplies, efficient methods and diligence. These time allotments are not to be rigid for each cleaning area because of varying conditions, but the suggestions will serve as reliable guides for our custodial staff.

Type of work Minutes

Sweeping the average classroom (700-800 square feet), emptying pencil sharpener, cleaning chalk rail and emptying waste basket

12

Dusting furniture in average classroom, 25-30 pupil desks, teacher’s desk, chair, table, bookcase, and window sills 5

Cleaning room door and entrance glass to classroom 3

Mopping toilet room and dressing room floors 2

Cleaning toilet stalls and door, each stall 1

Cleaning toilet bowls, seats, and metal fixtures, each bowl 1

Cleaning urinals, each urinal stall 1

Cleaning wash bowls and fittings, each wash bowl 2

Cleaning sinks and fittings, each sink 1

Cleaning drinking fountains and fittings, each fountain 1

Cleaning mirrors, each 2

Cleaning window glass, per 10 square feet (inside) 1

Cleaning window glass, per 5 square feet (outside) 1

Cleaning blackboards, each 100 square feet 5

Cleaning erasers, using machine, per dozen 1

Putting out and taking in flag, each operation 5

Disposing of trash, per day 10

Dusting and removing spots on wainscoting and locker doors, for each 1000 square feet of wall area 10



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Sweeping gymnasium, for each 1000 square feet of floor area 5

Sweeping halls and corridors, for each 1000 square feet of floor area (twice daily) 5

Sweeping outside walks to entrances, each 1000 square feet 5

Picking up paper and other litter around building, special attention given to entrances (daily) 15

Picking up paper and other litter in the parking lot (daily) 5

CHAPTER III UTILITY MANAGEMENT PROGRAM

SECTION 3.01 PURPOSE

This program is designed to save needed money for education by reducing the energy costs of maintaining and operating our facilities, and for saving our natural resources. It is intended to be cost effective and to save our natural resources without causing discomfort or hardships. For the program to be effective it is important that we foster responsible conservation behaviors.

SECTION 3.02 OBJECTIVES

Raise the level of energy conservation awareness.

Maintain good indoor air quality.

Maintain a safe, healthy, comfortable working and learning environment for students and staff.

Educate employees and students as to the benefits of conservation.

Save as much money as possible.

Provide information and develop conservation attitudes and skills for employees and students.

Adhere to School Board Policy.

SECTION 3.03 ROOF INSPECTION PROCEDURE

All School roofs will be inspected twice a year.

Inspect all roofs prior to the beginning of the winter season, beginning inspections during October, with all inspections completed no later than November 15.

Inspect all roofs prior to the beginning of the summer season, beginning inspections during March, with all inspections completed no later than April 15.

During the inspection, staff shall note findings on the Roof Inspection Report form. Minor deficiencies shall be repaired during the course of inspection. Other areas needing attention shall be recorded and forwarded to the Director of Maintenance for action.

Roofs – Physically inspect all roof surfaces for excessive wear, blistered areas, areas of standing water, or separations of the roofing materials. Inspect and seal flashings.

Eaves/Soffits – Physically inspect all eave and soffit overhangs for dry rot, sagging, and paint deficiencies.

Gutters – Physically inspect all gutters, downspouts, and roof scuppers/drains for a free and unrestricted flow. Report and repair any deficient components. Clear obstructions and remove debris.

Leaks – If a leak has been reported and the source is not readily apparent, run water across the roof surface to determine the source. Make repairs as needed. If substantial roof repairs are needed make temporary repairs, as necessary and notify the Director of Maintenance.

SECTION 3.04 HEATING AND COOLING SYSTEMS

Winter heating should be regulated between 68 and 72 degrees Fahrenheit in the classrooms and offices.

Summer cooling should be regulated at 74 degrees Fahrenheit or above in the classrooms and offices.



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Regulate gyms and cafeterias heating at 65 degrees Fahrenheit.

Time clocks should be checked on a regular basis for proper operation, at and by site. Time clocks should be phased out and replaced with programmable controls when feasible.

Heating and cooling should be turned off (or set to a minimum for freeze protection) or reduced in unoccupied areas.

Heating/cooling systems should be inspected on a regular basis for proper operation.

Equipment and materials of energy savings value should be replaced as necessary.

Faulty pipe insulation should be replaced.

Individual electric heaters should not be used unless approved for use if temperatures are below 68 degrees Fahrenheit.

Exhaust fans should be in the off position until circumstances dictate the usage.

Air filters should be changed on a regular basis.

Outside air use should be optimized to improve indoor air quality, controlling exhaust fans and dampers with co2 sensors when possible or feasible.

Insulation should be maintained on all systems. This should also help reduce noise.

Facilities should not be started more than 0.5 hour prior to the start of school. Facilities with programmable controls should use the optimal start function.

All systems should be properly balanced.

Hot water tanks should be set at 120 degrees Fahrenheit, or lower, except when utilized for food service.

School personnel shall perform basic trouble shooting protocols prior to reporting an HVAC problem, which includes checking thermostat settings and electrical breakers

Under no condition shall any mechanical room be utilized for office space and/or supply storage, including cleaning products, lawn equipment, gasoline, paint and maintenance equipment.

SECTION 3.05 LIGHTING

All lights should be turned off when not in use.

All lights should be turned off when not needed to perform tasks.

Security lights should be on only for night functions.

Gym lights that use high-pressure bulbs may remain on but must not be started more than one half hour prior to morning functions.

Do not use parking lot lights unless night functions are in progress.

Motion and occupancy sensors should be used when possible. Time should be set on for no more than 20 minutes.

Reminders should be placed on all light switches to turn lights off when not in use.

Windows and skylights should be kept clean. Natural light reduces the need for artificial lighting.

Leave gym lights off until needed at the beginning of the day.

SECTION 3.06 WATER

Any water leaks should be reported to the Maintenance Department.

Water faucets that do not shut off should be reported to the Maintenance Department. A slow drip can waste five gallons of water an hour.

Water temperatures should be adjusted to maximize the lowest heat setting.

Faulty pipe insulation should be replaced.

Flush-o-meters should be adjusted on water closets to operate no more than 4 seconds. Any water closets or urinals with stuck flush-o-meters should be considered a high priority and should be turned off at the valve until repaired.

Locate all building shut off valves and disconnects

SECTION 6.02 SCHOOL AND SITE PARTICIPATION

Each person in each school or site is responsible to conserve our natural resources and energy.



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The Plant Manager/ or designee is responsible for his/her schools’ energy operations.

Kitchen ovens should be started no earlier than 15 minutes prior to using.

Computers and monitors should be turned off at night, weekends, and holidays. Screen savers should not be left on.

CHAPTER IV PREVENTIVE MAINTENANCE PROCEDURES

SECTION 4.01 SITE INSPECTION PROCEDURE

All School sites will be inspected annually.

During the inspection, staff shall note findings on the Site Inspection Report form. Minor deficiencies shall be repaired during the course of inspection. Other areas needing attention shall be recorded and forwarded to the Director of Maintenance for action.

Parking/Bus Area – Physically inspect the parking lot and drive surfaces. Note any potholes and overall conditions.

Sidewalks – Physically inspect sidewalks. Pay particular attention to “heaved” and uneven areas. Mark heaved areas with traffic paint until repaired.

Hard Surface Courts – Physically inspect all play areas and outdoor seating. Note overall condition.

Site Lighting – Physically inspect all outdoor area light fixtures/poles. Energize lights and check lamps for proper operation. Set time clocks if applicable.

Fencing – Physically inspect fencing. Check gates for proper operation and security.

Trees – Visually inspect all trees. Check for root damage to surrounding area, hanging branches, noticeably cracked branches, apparent diseased or dying areas. Check for clearance under utility power lines. Report any trees growing into the power lines to the Maintenance Dispatcher, who will notify the utility company for trimming.

Playgrounds – Physically inspect playground area and equipment. Check for broken and missing equipment components. Check the condition of the ground-cushioning agent. Assess the overall condition of the playground. Report any safety concerns to the Director of Maintenance immediately.

SECTION 4.02 BUILDING INSPECTION PROCEDURE

All School buildings at all sites will be inspected annually.

During the inspection, staff shall note findings on the Building Inspection Report form. Minor deficiencies shall be repaired during the course of inspection. Other areas needing attention shall be recorded and forwarded to the Director of Maintenance.

Exterior Walls – Physically inspect the wall condition for cracks, dry rot, paint, deficiencies, and graffiti. Any crack or deterioration that may severely effect the integrity of the structure shall be brought to the immediate attention of the Director of Maintenance.

Foundation – Physically inspect the visible exterior foundation. Particular attention shall be paid to cracks and/or separation at the foundation line.

Exterior Doors/Hardware – Physically inspect all building entry doors. Inspect the door for overall condition and security. Tighten and lubricate hinges as necessary. Inspect the closer for leaks and mounting. Verify the closer is damping properly and adjust if needed. Inspect panic hardware and locksets.

Window-Wall Systems – Physically inspect the window systems for integrity. Note any cracked and broken glazing, assess the condition of glazing putty, if applicable, assess the general condition and operation of the window system. Inspect condition of window wall solid wall panels.

Roofs – Refer to Roof Inspection Procedures.

SECTION 4.03 HVAC INSPECTION PROCEDURE



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All District HVAC Systems will be inspected twice a year.

Inspect all cooling units prior to the beginning of the summer season, beginning inspections during March, with all inspections completed no later than April 15.

Inspect all heating units prior to the beginning of the winter season, beginning inspections during October, with all inspections completed no later than November 15.

During the inspection, staff shall note findings on the HVAC Inspection Report form. Minor deficiencies shall be repaired during the course of inspection. Other areas needing attention shall be recorded and forwarded to the Director of Maintenance for action.

Air Conditioning Units/Chillers

Physically inspect and clean all coils (evaporator and condenser), inspect and lubricate motors and shafts (if applicable), inspect fan belts (if applicable), inspect plenums/duct connections, inspect air filters, inspect major electrical connections, inspect condition of condensate drain and drain pan, assess overall condition of unit.

Energize unit and check general operation. Record operating pressures. Record supply and return temperatures. Check for proper airflow at registers. Check thermostat for proper operation.

Evaporative Coolers/Cooling Towers

Physically inspect unit and related piping for leaks, drain and clean unit, inspect/replace pads (if applicable), inspect and lubricate motors and shafts (if applicable), inspect fan belts (if applicable), inspect major electrical connections, inspect pumps, assess overall condition of unit.

Energize unit and check general operation. Check controls for proper operation.

Heating Units/Boilers

Physically inspect surrounding area for housekeeping (no flammable storage, etc.), inspect gas valve and burner assembly (if applicable), leak check all gas piping, inspect flue for proper installation, inspect motors and shafts (if applicable), inspect fan belts (if applicable), inspect plenums/duct connections, inspect and replace, as needed, air filters, inspect major electrical connections, inspect safety devices (relief valves, hi-limits, etc.), assess overall condition of unit.

Energize unit and check general operation. Record supply and return temperatures. Check for proper airflow at registers. Verify motor current draw is within manufacturer’s specifications. Check thermostat for proper operation.

SECTION 4.04 CLASSROOM AND COMMON AREA INSPECTION PROCEDURE

All School classrooms and common areas at all sites will be inspected annually.

During the inspection, staff shall note findings on the Classroom Inspection Report form or the Hallway/Restroom Inspection Report form. Minor deficiencies shall be repaired during the course of inspection. Other areas needing attention shall be recorded and forwarded to the Director of Maintenance for action.

Entrance – Physically inspect the entrance area. Check ramp and handrails, if applicable. Inspect the door for overall condition and security. Tighten and lubricate hinges as necessary. Inspect the closer for leaks and mounting. Verify the closer is damping properly and adjust if needed. Inspect lockset.

Floor Covering – Physically inspect all floor areas. Check for loose/worn carpet and /or floor tile. On raised foundation wood sub floors, inspect for dry rot, especially at entry threshold areas.

Walls – Physically inspect all interior wall surfaces. Check for loose or missing wall base. Inspect for holes. Note condition of wall coverings and paint.

Windows – Physically inspect all windows for proper operation and security. Check all hardware.

Ceilings – Physically inspect ceiling area. Investigate all water-stained areas. For suspended ceilings, ensure tiles are properly installed. Replace damaged or missing tiles.

Electrical – Physically inspect all light fixtures, switches, and outlets. Ensure cover plates are in place and secure.



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Intercom – Verify operation of intercom.

Plumbing – Physically inspect all plumbing fixtures and connections. Check all risers, stops, and traps for leaks. Rebuild faucets. Repair/replace any leaking fixtures. Verify drains flow freely.

Cabinets/countertops – Physically inspect all cabinets and countertops. Inspect all cabinet hardware. Note any major damage to countertops.

HVAC – Physically inspect the visible components in the classroom. Verify the registers/grills are in place and open. Inspect the thermostat. Assess the operation of the HVAC system.

Exhaust Fans – Remove, clean, and lubricate exhaust fan assemblies.



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36



37



38



39



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Toilet Room Cleaning Checklist

Date: Toilet Room:

Time Cubicle

Cleaned

Urinals

Cleaned

Empty Trash Refill Soap Refill Paper

Towels

Floor

Cleaned

Refill Toilet

Paper

7:00 am

8:00 am

9:00 am

10:00 am

11:00 am

12:00 pm

1:00 pm

2:00 pm

3:00 pm

4:00 pm

5:00 pm

6:00 pm

7:00 pm

8:00 pm

9:00 pm

10:00 pm

11:00 pm



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CHAPTER V INDOOR AIR QUALITY (IAQ) BACKGROUNDER

The goal of the Checklist is to provide clear and easily applied activities that you can use to help prevent indoor air quality problems and resolve any problems promptly if they do arise. Once you understand the basic principles and factors that influence indoor air quality in your school, you will note that the specific activities involve two major actions – the management of pollutant sources, and the use of ventilation for pollutant control. This guidance is based on the following principles:

Many IAQ problems can be prevented by school staff and students. When IAQ problems do arise, they can often be resolved using the skills of school staff.

The expense and effort required to prevent most IAQ problems is much less than the expense and effort required to resolve problems after they develop.

SECTION 5.01 WHY IAQ IS IMPORTANT TO YOUR SCHOOL

Most people are aware that outdoor air pollution can damage their health, but many do not know that indoor air pollution can also have significant harmful effects. U.S. Environmental Protection Agency (EPA) studies of human exposure to air pollutants may be 2-5 times, and occasionally more than 100 times, higher than outdoor levels. These levels of indoor air pollutants may be of particular concern because it is estimated that most people spend about 90% of the time indoors. Comparative risk studies performed by EPA and its Science Advisory Board have consistently ranked indoor air pollution amount the top five environmental health risks to the public.

Failure to prevent indoor air problems, or failure to respond promptly, can have consequences such as:

Increasing the potential for long term and short term health problems for students and staff.

Impacting the student learning environment, comfort, and attendance.

Reducing productivity of teachers and staff due to discomfort, sickness, or absenteeism.

Accelerating deterioration and reducing efficiency of the school physical plant and equipment.

Increasing the potential that schools will have to be closed, or occupants temporarily relocated.

Straining relationships among school administration and parents and staff.

Creating negative publicity that could damage a school’s or administration’s image and effectiveness.

Creating potential liability problems.

Indoor air problems can be subtle and do not always produce easily recognized impacts on health, well-being, or the physical plant. Children may be especially susceptible to air pollution. For this and the reasons noted above, air quality in schools is of particular concern – proper maintenance of indoor air is more than a “quality” issue, it encompasses safety and stewardship of our investment in the students, staff, and facilities.

SECTION 5.02 UNDERSTANDING IAQ PROBLEMS AND SOLUTIONS

Over the past several decades, exposure to indoor air pollutants has increased due to a variety of factors, including the construction of more tightly sealed buildings, reduced ventilation rates to save energy, the use of synthetic building materials and furnishings, and the use of chemically-formulated personal care products, pesticides, and housekeeping supplies. In addition, our activities and our decisions, such as deferring maintenance to “save” money, lead to problems from sources and ventilation.

Four basic factors affect IAQ: sources of indoor air pollutants, heating, ventilation, and air-conditioning (HVAC) system, pollutant pathways, and occupants.



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SECTION 5.03 SOURCES OF INDOOR AIR POLLUTANTS

Indoor air contaminants can originate within the building or be drawn in from outdoors. If pollutant sources are not controlled, IAQ problems can arise, even if the HVAC system is properly operating. Air pollutants consist of numerous particulates, fibers, mists, bioaerosols, and gases. It may be helpful to think of air pollutant sources as fitting into one of the categories in the table shown below.

In addition to the number of potential pollutants, another complicating factor is that indoor air pollutant concentration levels can vary by time and location within the school building, or even a single classroom. Pollutants can be emitted from point sources, such as from science store rooms, or from area sources, such as newly painted surfaces, and pollutants can vary with time, such as only once each week when floor stripping is done, or continuously such as fungi growing in the HVAC system.

SECTION 5.04 TYPICAL SOURCES OF INDOOR AIR POLLUTANTS

Outside Sources

Polluted Outdoor Air Pollen, dust, fungal spores Industrial emissions Vehicle emissions

Nearby Sources Loading docks Odors from dumpsters Unsanitary debris or building exhausts near outdoor air intakes

Underground Sources radon pesticides leakage from underground storage tanks

Building Equipment

HVAC Equipment microbiological growth in drip pans, ductwork, coils, and humidifiers improper venting of combustion products dust or debris in ductwork

Non-HVAC Equipment emissions from office equipment (volatile organic compounds, ozone) emissions from shops, labs, cleaning processes

Components/Furnishings

Components microbiological growth on soiled or water-damaged materials dry traps that allow the passage of sewer gas materials containing volatile organic compounds, inorganic compounds, or damaged asbestos materials that produce particles (dust)

Furnishings emissions from new furnishings and floorings microbiological growth on or in soiled or water-damaged furnishings

Other Indoor Sources

science laboratories vocational arts areas copy/print areas food preparation areas smoking lounges cleaning materials emissions from trash pesticides odors and volatile organic compounds from paint, caulk, adhesives occupants with communicable diseases dry-erase markers and similar pens insects & other pests personal care products

SECTION 5.05 HVAC SYSTEM DESIGN AND OPERATION

The heating, ventilation, and air-conditioning (HVAC) system includes all heating, cooling, and ventilating equipment serving a school. A properly designed and functioning HVAC system:

controls temperature and humidity to provide thermal comfort

distributes adequate amounts of outdoor air to meet ventilation needs of school occupants

isolates and removes odors and pollutants through pressure control, filtration, and exhaust fans

Not all HVAC systems are designed to accomplish all of these functions. Some buildings rely only on natural ventilation. Others lack mechanical cooling equipment, and many function with little or no humidity control. The two most common HVAC designs used in schools are unit ventilators and central air handling systems. Both can perform the same HVAC functions, but the central air handling unit serves multiple rooms while the unit ventilator serves a single room.



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The three building figures in the Backgrounder show typical methods for how outdoor air enters a room, and how outdoor air exits through a vent. If exhaust airflow through door or wall grilles into corridors is sealed due to fire codes, ensure that air has another path to reach the central exhaust.

SECTION 5.06 POLLUTANT PATHWAYS AND DRIVING FORCES

Airflow patterns in buildings result from the combined forces of mechanical ventilation systems, human activity, and natural effects. Air pressure differences created by these forces move airborne pollutants from areas of higher pressure to areas of lower pressure through any available openings in building walls, ceilings, floors, doors, windows, and HVAC system. An inflated balloon is an example of this driving force. As long as the opening to the balloon is kept shut, no air will flow, but when open, air will move from inside (area of higher pressure) to the outside (area of lower pressure). Even if the opening is small, air will move until the pressures inside and outside are equal.

SECTION 5.07 BUILDING OCCUPANTS

Building occupants in schools include the staff, students, and other people who spend extended periods of time in the school. The effects of IAQ problems on occupants are often non-specific symptoms rather than clearly defined illnesses. Symptoms commonly attributed to IAQ problems include:

headache, fatigue, and shortness of breath

sinus congestion, cough, and sneezing

eye, nose, throat, and skin irritation

dizziness and nausea

All of these symptoms, however, may also be caused by other factors, and are not necessarily due to air quality deficiencies. Environmental stressors such as improper lighting, noise, vibration, overcrowding, poor ergonomics, and psychosocial problems (such as job or home stress) can produce symptoms that are similar to those associated with poor air quality, but require different solutions.

Because of varying sensitivity among people, one individual may react to a particular IAQ problem while surrounding occupants do not display ill effects. In other cases, complaints may be widespread. In addition to different degrees of reaction, an indoor air pollutant or problem can trigger different types of reactions in different people. Groups that may be particularly susceptible to effects of indoor air contaminants include, but are not limited to:

allergic or asthmatic individuals, or people with sensitivity to chemicals

people with respiratory disease

people whose immune systems are suppressed due to radiation, chemotherapy, or disease

contact lens wearers



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SECTION 5.08 SIX BASIC CONTROL STRATEGIES

There are six basic control methods for lowering concentrations of indoor air pollutants. Specific applications of these basic control strategies are noted in your Checklists.

Source Management includes source removal, source substitution, and source encapsulation. Source management is the most effective control method when it can be practically applied. Source removal is very effective. However, policies and actions that keep potential pollutants from entering the school are even better at preventing IAQ problems. Examples of source removal include not allowing buses to idle near outdoor air intakes, not placing garbage in rooms with HVAC equipment, and banning smoking within the school. Source substitution includes actions such as interior paint than the products which are currently in use. Source encapsulation involves placing a barrier around the source so that it releases fewer pollutants into the indoor air (e.g., asbestos abatement, pressed wood cabinetry with sealed or laminated surfaces).

Local Exhaust is very effective in removing point sources of pollutants before they can disperse into the indoor air by exhausting the contaminated air outside. Well known examples include restrooms and kitchens where local exhaust is used. Other examples of pollutants that originate at specific points and that can be easily exhausted include science lab and housekeeping storage rooms, printing and duplicating rooms, and vocational/industrial areas such as welding booths.

Enhanced ventilation through use of cleaner (outdoor) air to dilute the polluted (indoor) air that people are breathing. Generally, local building codes specify the quantity (and sometimes quality) of outdoor air that must be continuously supplied to an occupied area. For situations such as painting, pesticide application, or chemical spills, temporarily increasing the ventilation can be useful in diluting the concentration of noxious fumes in the air.

Exposure Control includes adjusting the time of use and location of use. An example of time of use would be to strip and wax floors on Friday after school is dismissed, so that the floor products have a chance to off-gas over the weekend, reducing the level of odors or contaminants in the air when the school is occupied. Location of use deals with moving the contaminating source as far as possible from occupants, or relocating susceptible occupants.

Air Cleaning primarily involves the filtration of particles from the air as the air passes through the ventilation equipment. Gaseous contaminants can also be removed, but in most cases this type of system should be engineered on a case-by-case basis.

Education of the school occupants regarding IAQ is critical. If people are provided information about the sources and effects of contaminants under their control, and about the proper operation of the ventilation system, they will better understand their indoor environment and can act to reduce their personal exposure.

SECTION 5.09 YOUR ROLE IN THE IAQ TEAM

As one of the people in your school, your activities and decisions have an impact on the quality of the indoor air in your school. You can participate by applying the activities noted in your Checklist, and by continuing to apply these principles on a daily basis. Someone from your school or district has taken the role of IAQ Coordinator, and serves as a focal point for collecting IAQ information and handling IAQ concerns.

SECTION 5.10 HOW DO YOU KNOW IF YOU HAVE AN IAQ PROBLEM

Diagnosing symptoms that relate to IAQ can be tricky. Acute (short-term) symptoms of IAQ problems typically are similar to those from colds, allergies, fatigue, or the flu. There are clues that can serve as an indicator of a potential indoor air problem:

the symptoms are widespread within a class or within the school



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the symptoms disappear when the students or staff leave the school building for a day

the onset is sudden after some change at school, such as painting or pesticide application

persons with allergies, asthma, or chemical sensitivities have reactions indoors but not outdoors

a doctor has found that a student or staff member has an indoor air-related illness

However, a lack of symptoms does not ensure that IAQ is acceptable. Symptoms from long-term health effects (such as lung cancer due to radon) often do not become evident for many years.

SECTION 5.11 WHAT IF YOU THINK YOU HAVE AN IAQ PROBLEM

If you receive complaints that seem to indicate a potential IAQ problem and the problem is self-evident, then attempt to correct the problem. If the problem cannot be corrected, or if the complaint seems to indicate a potentially severe IAQ problem, contact the IAQ Coordinator immediately. The IAQ Coordinator may ask you questions to try to identify whether you have overlooked potential causes of the problem (such as, “Has anything changed since the last time you completed your Checklist?”), and then may call in other help from within or outside the school to investigate further.

SECTION 5.11 COMMUNICATION

Because indoor air problems can jeopardize the health of students and staff, parents and the public may react strongly to reports of bad indoor air quality in your school. With this in mind, it is recommended that you follow the communications guidelines established by the IAQ Coordinator. Usually, this will involve referring questions from the public and media to one central source, the IAQ Coordinator for your school. In this way, students, parents, staff, and the public will not become alarmed by conflicting or wrong information, and will have a consistent and complete source of information regarding the quality of the indoor air in your school.



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CHAPTER VI INTEGRATED PEST MANAGEMENT PLAN (I.P.M.)

SECTION 6.01 POLICY

All reasonable efforts are made by school personnel to prevent pest problems. While the Integrated Pest Management Plan includes the judicious use of appropriate pesticides, it also implies that pesticides will be used only if necessary. Each situation is carefully evaluated in an effort to use the least toxic material that will effectively control the pest. It is the policy of the Jefferson Parish School Board that only a certified licensed pest control specialist will apply any and all chemicals and/or pesticides at all school board sites. To this end, the Jefferson Parish School Board contracts with external pest control companies to administer pesticides. The current contractor is: Titan Exterminating 3021 Texas Avenue Kenner, LA 70065 David Lasseigne #14210 - licensee

[email protected] (504) 228-2282 (504) 287-4766 (FAX)

Principals and/or designated other(s) will inspect the school site at least weekly to ensure that the school is reasonably free of all pests. Any problems discovered will be submitted, in writing, to the Maintenance Department for appropriate action.

Principals are reminded that no chemical or pesticide can be used while children are at school and its use must be at least eight (8) hours before children are scheduled to return.

Principals will ensure that students are safeguarded from chemicals and pesticides. In this regard, principals will maintain the “Student Hypersensitivity List”. NOTE: A copy of the Inspection Record Sheet and Application Record Sheet must be submitted to the Maintenance Department at the end of May each year.

SECTION 6.02 ACTION TAKEN TO CONTROL PESTS

(A) INDOOR PESTS

NON CHEMICAL

1) SANITATION

a. Pick up garbage twice weekly b. Clean floors daily c. Clean and empty trash cans



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d. Keep all areas as dry as possible e. Clean desks once a week f. Clean lockers g. Food and beverages only in designated areas h. Store food and waste in sealed containers I. Cardboard and paper must be stored off the floor

2) SEALING OUT

a. Seal windows, doors, etc. b. Screens on windows, doors c. Keep doors shut when not in use d. Keep shrub and wood products away from structure

3) CAPTURE PESTS

a. Roach hotels b. Glass jars c. Mechanical traps d. Glue boards

(B) CHEMICALS

1) PESTS TO BE CONTROLLED:

Mice, rats, wasps, roaches, termites, silverfish, spiders, ants, book louse, and head lice

2) PESTICIDES TO BE APPLIED Demand CS-EPA Reg. No. 10182-361 (slab or restricted/general use) MaxForce-EPA Reg. No. 64248-5 R (slab or restricted/general use) Maxforce (Grandular Bait) EPA Reg. No. 642486 R (slab or restricted/general use) Maxforce (Bait Stations) EPA Reg. No. 64248-2 G (slab or restricted/general use) Maxthorsc EPA Reg. No. 818245 (slab or restricted/general use) Wasp & Hornet Jet Freeze-EPA Reg. No. 9444-98 G (restricted use) Tempo 20 WP – EPA Reg. No. 3125-377 R (restricted use) Termidor – EPA Reg. No. 432-901 R (restricted use) Suspense SL – EPA Reg. No. 432-763 R (slab or restricted/general use)

WASP Freeze – EPA Reg. No. 499-362 G (slab or restricted/general use)

3) LOCATION OF PESTICIDE APPLICATIONS

School buildings Classrooms, lounges, libraries, athletic dressing rooms Beverage dispensing machines Cafeteria

4) TYPE OF APPLICATION

Back of cabinets Drain outlets Cracks, crevices Under and behind appliances



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Fogging food areas Baseboards

(C) OUTSIDE PESTS

A. NON CHEMICAL

1) LIGHTING AROUND BUILDING

a. Electronic insect killers b. Yellow lights are less attractive to insects c. High intensity floodlights

2) SANITATION

a. Seal outside of buildings, screens, window panes, etc. b. Provide good drainage c. Cover and empty trash cans and dumpsters regularly located away from buildings d. Grass mowed regularly

B. CHEMICAL

3) PEST IDENTIFICATION -

Caterpillars, fire ants, yellow jackets, honey bees, paper wasps, mice, fleas, rats, squirrels, grub worms, flies, spiders

4) 2. PESTICIDE TO BE APPLIED

TalStar Granular Insecticide EPA 279-3168 R (slab or restricted/general use) TalStar Lawn & Tree Flowable EPA 279-3162 R (slab or restricted/general use)

(D) OUTSIDE PEST HABITATS (WEEDS, GRASSES, SHRUBS, TREES)

A. NON CHEMICAL

Pruning, weed eating, providing good drainage, grass mowing

B. CHEMICAL

1) PEST IDENTIFICATION

Weeds, grasses



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2) PESTICIDE TO BE APPLIED (TO BE APPLIED BY CERTIFIED SERVICE CONTRACTOR ONLY)

Round Up EPA 524-445

3) LOCATION OF APPLICATION

Fence rows, around trees, shrubs, sidewalks, edge of buildings

4) TYPE OF APPLICATION

Foliar spray

SECTION 6.03 MAINTENANCE OF DISPOSAL CONTAINERS

1. Wash out all containers 2. Puncture holes in all plastic and metal containers 3. Break top off of aerosol containers 4. Wrap containers in paper 5. Dispose in trash

SECTION 6.04 MAINTENANCE OF RECORDS

(A) RECORDING OF CHEMICAL OR PESTICIDE APPLICATIONS – Records of any pesticide used at your school must be maintained in the administrative office and available for review by any interested party. This written report will contain the following:

1. the brand name of the pesticide applied, 2. the EPA registration number, 3. list whether it is a general or restrictive use pesticide, 4. list the type of application to be used with the pesticide, 5. the quantity of the pesticide applied, 6. the pest which the pesticide is intended to control, 7. the date, time, and location on the school grounds where the pesticide was applied, and 8. the name of the person or persons who applied the pesticide. Attach the application records from the last school year with your current I.P.M. Plan.

(B) RECORDING OF INSPECTIONS – Inspections of physical plant should be accomplished at least weekly and recorded on the form provided in this plan.

(C) RECORDING OF CHILDREN WHO HAVE A HYPERSENSITIVITY TO PESTICIDES OR CHEMICALS – Use the form provided.

NOTE: A copy of the Inspection Record Sheet and Application Record Sheet must be submitted to the Maintenance Department by the end of May each year. Forms for the three record requirements are provided in this plan and should be reproduced at the school.



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(D) APPLICATION RECORD SHEET

The Application Record Sheet shall be used when pesticides are applied on the outside of the buildings. This enclosed form must be completed by the pest control contractor before he leaves the school and stored with the I.P.M. Plan. (Forms to be inserted and reproduced at the school.)

(E) INSPECTION RECORD SHEET

The Inspection Record Sheet shall be completed by an employee when a pest is seen at the school. After the entry is made on the enclosed form, it is placed in the folder with the I.P.M. Plan. (Forms to be inserted and reproduced at the school.)

(F) STUDENT HYPERSENSITIVITY LIST

This list should contain the names of students, if any, who have been diagnosed by a physician to be hypersensitive to pesticides. This enclosed from should be kept with the I.P.M. Plan. (Forms to be inserted and reproduced at the school.)

SECTION 6.05 PROJECT PRIORITIZATION MATRIX

The Jefferson Parish Public School System updates plans for its capital needs every year, when funding is available, also with a major update when there is a plan for a capital bond issue. Jefferson Parish has over 5.6 million square feet of facilities with an average age of 55 years. These facilities, even with constant maintenance, require regular capital investment in order to ensure that they will meet the educational needs of our students. The challenge of identifying, prioritizing, planning, designing and construction for capital improvements is great and the challenge of funding these needed capital improvements is even greater. Planning and management of capital improvements are comprised of four phases:

Financial Planning

Project Identification, Prioritization and Ranking

Project Management

Monitoring and Reporting This report shall focus in on three areas, Identification, Prioritization and Ranking.

(A) CAPITAL PROJECTS IDENTIFICATION PROCESS Projects are nominated for the capital improvement program from various sources including but not limited to requests from Board Members, the Superintendent, Principals, Teachers and Parent Groups and through inspections by Maintenance and Facilities Departments, Technology Department, Transportation Department, Food Services Department and Regional Offices. Formerly identified projects are to be reviewed by Facilities Department for continued viability and need. All valid projects both formerly identified and all new projects are to be reviewed by the Facilities Department for consistency with the systems educational guidelines. Each project will be defined in terms of project type and project purpose. Initial estimates are developed by the Facilities Department for all projects and are refined as the project scope is better defined.



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(B) CAPITAL PROJECTS PRIORITIZATION PROCESS The following process has been developed from best practice examples from several public agencies and examples of processes presented by the Government Financial Review. This process prioritizes capital projects for limited capital improvement funds, and is intended for use with all specific capital fund and bond fund facilities, repairs, renovations, improvements, and new construction, etc., typically projects over $80,000 and requires an architect or engineer.

Not all facility improvement needs have the same level of importance. Therefore, a process is required to prioritize the relative importance of each facility improvement need. The following priority groups are recommended for prioritizing capital improvement projects. Priority 1 – Critical Projects Priority 2 – Necessary Projects

PRIORITY 1 – CRITICAL PROJECTS This level is for projects which are considered to be of the utmost importance. These projects should be accomplished as soon as possible. Projects involving health, safety, and security Projects mandated by law/code compliance Projects necessary to avoid a building being temporarily closed. i.e., leaky boilers, cracked combustion chamber in a furnace. Projects that prevent other damage to a building or site. i.e., extensive roof leaks that cause interior damage. Projects that provide permanent additional classrooms or schools when an increase in enrollment is projected. Projects as deemed necessary by the Superintendent and Board to promote the educational goals of the School System.

PRIORITY 2 – NECESSARY PROJECTS This group includes projects that are essential to support the facilities mission and purpose. They are important but not as critical and urgent as those projects in Group 1. These projects should be accomplished within five (5) years. Necessary preventative repairs and improvements to maintain the integrity of and keep in operation a building or facility. i.e., replacement of equipment and system that have served their useful life (boilers, electrical panels, roofs, floor replacement, paving overlays, site drainage). Projects that support existing instructional programs or expands the instructional program. Projects which provide operational efficiencies and economic benefits, i.e., energy conservation.

(C) CAPITAL PROJECTS RANKING PROCESS It is recognized that funding is limited and some projects will not be able to be funded immediately. Thus, the following ranking system shall be utilized in order for the School System to maximize the value of the capital dollars spent. Each project after prioritization will be graded from 1 to 5 in six weighted categories as outlined below.

Life Safety Issues _______ X 10 = ________ Risk of Property Loss _______ X 8 = ________ Ed. Program Support _______ X 6 = ________ Legal/ Code Issues _______ X 4 = ________ Recurring Cost Savings _______ X 2 = ________ Appearance/Convenience _______ X 1 = ________



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Total Weighted Score ________ All projects inside of a priority will be listed by ranking with the highest weighted score to be given top funding capacity and lowest weighted score to be given the remaining capacity. A report of all prioritization shall be made to the Board for comments and adoption.

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