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How should states forward profile of schools in the state? Date the report is filed. Number of schools. Total enrollment on or about April 7, 2014. Number of staff. Number of teachers. Number of principals. Schools in state with adequate facilities. Schools in state with inadequate facilities. Schools in state with standard English language curriculum. Schools in state with substandard curriculum. Schools in state with quality teachers. Schools in state with quality principals. What should be displayed publicly about school facilities? Address. Date the report is filed. Email. English language curriculum (essential). Number of students enrolled. Principal. Teacher’s profile. Telephone (should be connected to an answering machine). What should you know about school facilities maintenance? Introduction to School Facilities Maintenance Planning Planning for School Facilities Maintenance Facility Audits: Knowing What You Have Providing a Safe Environment for Learning Maintaining School Facilities and Grounds Effectively Managing Staff Evaluating Facilities Maintenance Efforts Is there a facilities maintenance plan? Is facilities maintenance planning a component of overall organizational planning? Does the facilities maintenance plan include long- and short-term objectives, budgets, and timelines? Have potential stakeholders in the facilities maintenance planning process been identified? Have appropriate avenues for publicizing the facilities maintenance planning process to staff and community stakeholders been investigated and undertaken? Have representative members of stakeholder groups been invited to participate in the facilities maintenance planning process? Have representative members of stakeholder groups been selected fairly for participation in the facilities maintenance planning process? Have individual views and opinions been a welcomed aspect of the consensus-building process? Have stakeholders been included in follow up efforts to document and implement decisions? Has a vision statement for school facilities maintenance been constructed? Is the vision statement for school facilities maintenance aligned with the vision and plans of the rest of the organization? Is the vision statement closely related to the day-to-day operations of the facilities maintenance staff? Have comprehensive, accurate, and timely school facilities data been used to inform the planning process? What information needs to be collected during a facility audit? Data should be collected on all buildings, grounds, and equipment at all sites, buildings, rooms, and spaces. It should include both permanent features (structures) and temporary features (e.g., traffic patterns and snow buildup areas). Each element should be described by: what, where, size, number, age, condition, whether it is working as ________ or designed (as well as whether it is working sufficiently well to meet the needs of users), repair history, sizes and specifications for replacement parts (e.g., oil type and filter sizes), evidence of future needs, recommended servicing, and estimated remaining useful life. Have district planners scheduled a facility audit? Has a chief auditor been selected (based on expertise, perspective, experience, and availability)? Has a qualified auditing team been assembled? Has the scope of work been identified for the audit (i.e., how detailed and comprehensive should the audit be)? Has a data collection system (e.g., collection forms) been selected for the facilities audit? Has an automated data input system been selected as resources allow? Have audit findings been submitted in an electronic format that can be manipulated by district users? Have audit findings been reviewed by facilities managers for accuracy and quality? Are the findings from the facilities audit being stored securely as valuable organizational assets (e.g., redundantly)? Has an automated document imaging system been implemented as resources allow? Has a Computerized Maintenance Management System been installed in any organization that has more than 500,000 ft2 of facilities to manage? Are facilities data being used to inform policy-making, short- and long-term planning, and day-to-day operations as appropriate? Have facilities been commissioned, re-commissioned, or retro-commissioned as necessary? Have commissioning, re-commissioning, and retro-commissioning been planned to include seasonal analysis of systems? Have commissioning, re-commissioning, and retro-commissioning been planned according to the Energy Smart Schools recommendations? Have facilities audit findings been used to establish benchmarks for measuring equipment life and maintenance progress? Does the school environment really affect student learning? Yes. Any factor that affects student health is likely to influence student attendance and alertness as well. For example, if a classroom has poor indoor air quality, the likelihood of students suffering from respiratory illness increases substantially—which results in higher absenteeism rates. Moreover, when teaching staff are exposed to unhealthy environmental conditions, they are more likely to miss school more often as well, resulting in more substitute teachers and disrupted instructional programs. How does a school district become better informed about the regulations and laws with which they must comply? How does an organization know when it has met its obligation to provide safe, healthy, and environmentally friendly facilities? There is no way to confirm 100-percent effectiveness on these fronts. However, a district that makes the effort to learn about the issues and laws, proactively complies with the regulations, trains staff thoroughly, and performs self-evaluations regularly should feel confident that it is doing everything it can to ensure occupant health and safety and to preserve the environment. On the other hand, ignoring or otherwise neglecting these serious issues (in other words, hoping for the best) is not an acceptable management strategy from the perspective of either the public or the regulatory agencies charged with protecting the public. ENVIRONMENTAL SAFETY CHECKLIST Does the organization have a plan for responsibly managing indoor air quality? Does the organization have a plan for responsibly managing asbestos? Does the organization have a plan for responsibly managing water quality and use? Does the organization have a plan for responsibly managing waste handling and disposal? Does the organization have a plan for responsibly managing CFCs and HCFCs? Does the organization have a plan for responsibly managing emergency power systems? Does the organization have a plan for responsibly managing hazardous materials? Does the organization have a plan for responsibly managing integrated pest management? Does the organization have a plan for responsibly managing lead paint? Does the organization have a plan for responsibly managing mercury? Does the organization have a plan for responsibly managing personal protective equipment? Does the organization have a plan for responsibly managing PCBs? Does the organization have a plan for responsibly managing radon? Does the organization have a plan for responsibly managing playgrounds? Does the organization have a plan for responsibly managing storm water runoff? Does the organization have a plan for responsibly managing underground storage tanks? Does the organization have a plan for introducing environmentally friendly school concepts to new construction and renovation projects? Does the organization have a plan for responsibly managing locking systems? Does the organization have a plan for protecting equipment? Does the organization have a plan for ensuring pedestrian and vehicle visibility? Does the organization have a plan for policing/securing facilities? Does the organization have a plan for responsibly managing fire protection? Does the organization have a plan for protecting communications systems? Does the organization have a plan for responsibly dealing with potential crises and disasters? What is the difference between preventive maintenance and predictive maintenance? Preventive maintenance is the routine, regularly scheduled maintenance of a piece of equipment to ensure its continued use and maximize its life expectancy (e.g., by replacing filters, changing oil, and cleaning coils). Predictive maintenance uses advanced computer software to monitor equipment operation and forecast future failures based on performance measures and statistical analysis. What role does computing technology play in facility maintenance management? When dealing with facilities management, technology use must be considered from two perspectives: 1) operations technology and 2) administrative technology. Increasingly, maintenance personnel are required to master the use of computerized diagnostic and programming tools for many types of building components. HVAC systems, for example, are now operated almost exclusively through computerized interfaces. From the perspective of facilities managers too, technology has become an essential tool in all but the smallest of organizations. By automating maintenance records in even simple ways (e.g., use of spreadsheets), facilities managers can more effectively evaluate and analyze facility use, maintenance demands and history, and funding trends. Why is a work order system necessary? Work order systems have always been necessary in the school _______—it’s just that 50 years ago the “work order system” was probably a note from the principal to the building custodian to repair a broken fan before completing the day’s cleaning. But times have changed and school operations have become substantially more complicated. Buildings are larger, and contain complex electrical, HVAC, and technology systems. If these components and systems are to be properly maintained, communications between administrative staff, instructional staff, maintenance staff, and the central office (e.g., business personnel) must be seamless and well documented. Modern work order systems have evolved into computerized maintenance management systems (CMMS), which allow staff to submit work requests, assign tasks to craftspeople, track project status, record parts and labor _______, verify completion, and evaluate performance—all automatically. Thus, automated work order systems have become an indispensable part of effective school facilities management. MAINTAINING SCHOOL FACILITIES AND GROUNDS CHECKLIST Do district planners recognize the four major components of an effective facilities maintenance program: emergency (responsive) maintenance, routine maintenance, preventive maintenance, and predictive maintenance? Do district planners recognize that preventive maintenance is the most effective approach to sound school facility maintenance? Has a comprehensive facilities audit been performed before instituting a preventive maintenance program? For districts that are instituting preventive maintenance for the first time, has an appropriate system (e.g., heating or cooling systems) been identified for piloting before commencing with a full-scale, district-wide program? Have manufacturer supplied user manuals been examined for guidance on preventive maintenance strategies for each targeted piece of equipment? Are records of preventive maintenance efforts maintained? Has the schedule for preventive maintenance activities been coordinated with the routine maintenance schedule so as to minimize service interruptions? Does the organization have a plan for responsibly managing access control? Does the organization have a plan for responsibly managing boilers? Does the organization have a plan for responsibly managing electrical systems? Does the organization have a plan for responsibly managing energy use? Does the organization have a plan for responsibly managing fire alarms? Does the organization have a plan for responsibly managing floor coverings? Does the organization have a plan for responsibly managing gym floors? Does the organization have a plan for responsibly managing HVAC Systems? Does the organization have a plan for responsibly managing hot water heaters? Does the organization have a plan for responsibly managing kitchens? Does the organization have a plan for responsibly managing painting projects? Does the organization have a plan for responsibly managing plumbing? Does the organization have a plan for responsibly managing public address systems and intercoms? Does the organization have a plan for responsibly managing roof repairs? Does the organization have a plan for responsibly managing water softener systems? Has organization management determined its expectations for custodial services? Have facilities managers staffed the custodial workforce at a level that can meet the organization’s expectations for its custodial service? Has a chain of command for custodial staff been determined? Has a suitable approach to custodial services (e.g., area cleaning versus team cleaning) been selected to meet the organization’s expectations for custodial service? When planning grounds management, have grounds been defined as “corner pin to corner pin” for all property, including school sites, remote locations, the central office, and other administrative or support facilities? Have areas of special concern (e.g., wetlands, caves, mine shafts, sinkholes, sewage plants, historically significant sites and other environmentally sensitive areas) been identified and duly considered for grounds management? Does the organization have a plan for responsibly managing fertilizer and herbicide use? Does the organization have a plan for responsibly managing watering and sprinkler systems (e.g., the use of recycled water/gray water for plumbing, watering fields)? Does the organization have a plan for responsibly managing drainage systems? Does the organization have a plan for responsibly managing “rest time” for fields/outdoor areas? Does the organization have a plan for responsibly managing the use of the grounds as a classroom (e.g., “science courtyards” and field laboratories)? Is the Maintenance & Operations Department organized and administered to best meet the needs of the maintenance plan? Does the maintenance and operations staff take time to market its efforts and successes to the rest of the organization? Are facilities managers proactive with their communications to and management of community groups (e.g., PTAs, booster clubs)? Has an automated work order system (e.g., a Computerized Maintenance Management System or CMMS) been instituted within the organization? Does the CMMS incorporate the basic features of a “best practice” system? Do staff in every building and campus in a district know the procedures for initiating a work order request? Is the ability to officially submit a work order limited to a single person at each site (who can evaluate the need for work prior to sending it)? Does a supervisor evaluate (either by random personal assessment or customer feedback) whether the quality of work meets or exceeds departmental standards before “closing out” a work order? Is all information about a completed work order maintained in a database for future historical and analytical use upon its completion? Is the work order system streamlined so as to minimize the number of people involved in work order delivery, approval, and completion as is reasonable for managing the process? Has an automated building use scheduling system been instituted within the organization? Have appropriate control checks been placed on supply storage and purchasing systems? Have performance-based specifications been introduced to procurement contracts for the purpose of standardizing equipment purchasing? When selecting an architect to help plan a renovation or construction project, have planners considered the _______’s experience designing environmentally-friendly schools? Has a qualified, yet experientially diverse, project team be identified, including business personnel, maintenance staff, principals, teachers, construction professionals, architects, engineers, and general contractors? Does the project team meet to review all plans, construction documents, and decisions throughout development (e.g., at 25, 50, 75 and 100 percent complete)? Do members of the maintenance and operations department (or locally hired and trusted plumbers, electricians, etc.) visit the construction site on a routine basis to observe the quality of the work, monitor the placement of valves and switches, and verify the overall progress of the project? Do the chief project officer and the project architect, general contractor, and subcontractors meet on a weekly basis to discuss project progress and obstacles? Are the results of all renovation/construction meetings well documented and archived? Upon the renovation or construction project being designated “substantially complete,” did the architect prepare a “punch list” to identify components that are not yet complete (or which do not meet the quality standards)? Has the organization retained the last of its payments to the contractor in order to ensure that the balance of work on the “punch list” is completed in a timely manner? Has the renovated or newly constructed facility been commissioned by a third-party specialist? How does “training” apply to maintenance and custodial staff? What types of reward and incentive programs are effective? Reward and incentive programs should be tailored to the needs and wants of the staff and the best interests of the organization. Staff might appreciate creativity when conceiving incentive programs, but planners should ensure that the incentives are things that the staff (and not the planners) would want. Examples include: on-the-spot awards, annual cash bonuses, gift certificates (e.g., to restaurants, movies, and stores), tickets to sporting events or musical concerts, hats or shirts with the department logo, plaques, employee-of-the-month announcements in the newspaper, picnics and banquets, tuition reimbursement, and special privileges (e.g., bonus time for coffee breaks or free doughnuts during breaks). MANAGING STAFF Have job descriptions been developed for all maintenance and operations positions? Do job descriptions describe “duties and responsibilities” accurately and in detail? Do job descriptions accurately describe working conditions? Do job descriptions accurately describe the physical requirements of the position? Do job descriptions comply with equal opportunity laws? Do job descriptions accurately describe the educational requirements of the position? Do job descriptions accurately describe the credential and licensure requirements of the position? Do job descriptions accurately describe equipment used in the position? Do job descriptions accurately describe at-will versus unionized requirements of the position? Do job descriptions accurately describe channels of authority for the position? Do job descriptions accurately describe evaluation mechanisms for the position? Do job descriptions include the phrase “and other duties as assigned”? Before interviewing candidates, have the characteristics of the “ideal” candidate been identified? After selecting the preferred candidate, but before extending an offer of employment, have the applicant’s references been contacted? After selecting the preferred candidate, but before extending an offer of employment, has a criminal background check been performed on the applicant? After selecting the preferred candidate, but before extending an offer of employment, has the applicant provided evidence of employment eligibility? After extending an offer of employment, has the applicant provided all information needed to complete a personnel record? After extending an offer of employment, has the applicant provided all information needed to satisfy payroll needs? After selecting the preferred candidate, but before extending an offer of employment, has the applicant provided required medical and health records? Do all newly hired employees undergo staff training upon initially joining the organization? Does training for new staff include an orientation to key district sites (e.g., emergency locations) and all sites at which the individual will work? Does training for new staff include an introduction to all equipment the individual will be expected to use? Does training for new staff include instructions about how to best perform the individual’s work tasks? Does training for new staff include a clear description of precisely what the individual must accomplish in order to meet the expectations of the job? Does training for new staff include an explanation of all criteria on which the individual will be evaluated? Is ongoing training provided to existing staff? Is professional development offered to all staff on an ongoing basis? Are all training and professional development activities documented on videotape so that they can be showed to other staff and at later times? Have staff been trained to create and use a “Moment of Truth” chart? Have performance standards and evaluation criteria been established for all staff positions? Have performance standards and evaluation criteria been adequately explained to all staff? Have managers been trained on how to perform fair, objective, accurate, and well-documented evaluations? Have staff turnover rates been determined and analyzed? Have the organization’s personnel policies been adjusted to increase staff retention rates? Have rewards and incentives been introduced to improve staff morale and retention? Do privatization procurements include precise specifications for measuring performance? Has an in-house staff member been assigned the duties of “project manager” for each privatization contract? Work Orders Does the work order system account for all maintenance staff time and materials? Does the work order system produce data about the history of all maintenance activities at each site? Does the work order system track all purchases, from ordering through delivery, storage, and installation? Does the work order system document all preventive maintenance activities? Is priority recognition available to differentiate between emergency, routine, and preventive maintenance? Do preventive maintenance activities outnumber emergency responses in the work order system logs? Is user feedback documented through work orders, surveys, or minutes of stakeholder meetings? Needs Assessment Does the needs assessment include a mechanism for collecting, analyzing, and prioritizing input from users? Does the needs assessment include data from the work order system? Are stakeholders (e.g., maintenance staff, educators, users) included in needs assessment and capital planning activities? Does the needs assessment include information from the work order system? Does the needs assessment include information from site and equipment inspections? Does the needs assessment include data from performance and systems audits? Does the needs assessment include commissioning and retro-commissioning results? Does the needs assessment include comparisons with peer organizations? Does the needs assessment reflect outstanding regulatory or compliance issues? Are safety checks based on documentation and incident reports? Is an annual facility plan created from the needs assessment? Site Inspections Are inspectors adequately trained for their task? Are there clear standards for inspections? Are inspections conducted with both property needs and maintenance capacity in mind? Are all inspection results documented? Data Management Systems Does the data management system document the current status of the major systems and components in every school building? Does the data management system document the capital and maintenance needs of every school building? Does the data management system document the short- and long-term needs of the district? Budgeting Does the budget request accurately reflect the needs of the annual facility plan? Are there both short- and long-term budget objectives? Are maintenance staff involved in developing the budget? Does the annual budget reflect the inevitability of unplanned emergency maintenance issues? Are there contingency plans in the budget? Staffing Does the personnel policy include maintenance and contracted staff? Do job descriptions reflect the identified needs of the organization? Do job descriptions outline the necessary qualifications to perform the work? Does the organizational chart accurately delineate reporting responsibilities? Are training opportunities available and relevant to the duties of the staff? Staff Evaluations Are staff performance evaluations performed on a regular schedule? Do data drive staff performance evaluations? Is there follow-up to staff performance evaluations that includes additional training opportunities, reassignment of staff, changes in job duties, contracting out duties, and hiring of additional staff? Are staff accomplishments reviewed and documented on an annual basis? Are staff accomplishments measured in part by comparing budget estimates to actual expenditures? Are staff accomplishments measured in part on the basis of work order system records? Are staff accomplishments measured in part by personnel evaluations? Facility Plan Does the facility plan provide for periodic reports of staff accomplishments to stakeholders? Are staff accomplishments related to the objectives stated in the annual facility plan? Were all facility plan objectives met? Was reprioritization of objectives needed to meet goals? When goals and objectives were not met, was the reason for this failure substantiated? Were other aspects of the budget negatively affected to meet maintenance objectives? Were staffing levels sufficient to meet the objectives? Are the goals and objectives of the facility plan reprioritized based on actual budgets received, number of emergencies, school shutdowns, complaints, safety issues, school days lost or sick days increased, negative inspection reports, loss of accreditation, compliance, regulatory or legal action, impact on capital plan or long-term plan, staff overtime, staff turnover, or the impact on other planned projects? Are unmet goals and objectives documented? Are unmet goals and objectives included in the next planning cycle? Doesn’t “evaluation” take precious resources from actually maintaining facilities? Who is in charge of evaluating the facilities maintenance program? Program evaluation is the responsibility of the facilities manager. However, because facilities are such a key aspect of an organization’s overall budget and mission, other senior staff should be included in evaluation oversight as appropriate to ensure sound management and planning. Moreover, many school districts employ in-house staff with considerable expertise in program evaluation who may also be able to contribute to the process. EVALUATING FACILITIES MAINTENANCE PROGRAMS CHECKLIST Do stakeholders realize that it will take time (months to years) before they will be able to see improvements in a maintenance program? Is progress toward attaining the goals and objectives of the maintenance department being explicitly assessed? Does the evaluation program incorporate physical inspections? Does the evaluation program incorporate work order systems? Does the evaluation program incorporate user and user/customer feedback? Does the evaluation program incorporate audits? Does the evaluation program incorporate alternative resources? Does the evaluation program incorporate regulatory concerns? Have evaluators answered the question “What is the purpose of the evaluation?” Have evaluators answered the question “What questions need to be answered to make an informed decision during this evaluation?” Have evaluators answered the question “What information needs to be available to answer the pertinent questions in this evaluation?” Have evaluators answered the question “What is the best way to capture the information needs of this evaluation?” Have evaluators decided whether the organization hopes to measure its performance against past performance, peer organizations, or other norms or standards? Do decision-makers recognize that the value of maintenance activities is not always measurable in terms of simple “dollars saved”? Are top-level decision-makers aware that the occurrence of facilities problems (and lack thereof ) is most closely associated with organizationally controlled issues such as staffing levels, staff training, and other management practices? Are top-level decision-makers aware that having a coordinated and comprehensive maintenance plan is the first and most important step in exercising control over the destiny of the organization’s facilities? Has facilities maintenance been given priority status within the organization, as evidenced by top-level decision-makers’ commitment to read this Planning Guide and refer to these guidelines while planning and coordinating facilities maintenance? Do the organization’s facilities maintenance decision-makers include school administrators, facilities/custodial representatives, teachers, parents, students, and community members? Is there a facilities maintenance plan? Is facilities maintenance planning a component of overall organizational planning? Does the facilities maintenance plan include long- and shortterm objectives, budgets, and timelines? Have potential stakeholders in the facilities maintenance planning process been identified? Have appropriate avenues for publicizing the facilities maintenance planning process to staff and community stakeholders been investigated and undertaken? Have representative members of stakeholder groups been invited to participate in the facilities maintenance planning process? Have representative members of stakeholder groups been selected fairly for participation in the facilities maintenance planning process? Have individual views and opinions been a welcomed aspect of the consensus-building process? Have stakeholders been included in follow up efforts to document and implement decisions? Has a vision statement for school facilities maintenance been constructed? Is the vision statement for school facilities maintenance aligned with the vision and plans of the rest of the organization? Is the vision statement closely related to the day-to-day operations of the facilities maintenance staff? Have comprehensive, accurate, and timely school facilities data been used to inform the planning process? Have district planners scheduled a facility audit? Has a chief auditor been selected (based on expertise, perspective, experience, and availability)? Has a qualified auditing team been assembled? Has the scope of work been identified for the audit (i.e., how detailed and comprehensive should the audit be)? Has a data collection system (e.g., collection forms) been selected for the facilities audit? Has an automated data input system been selected as resources allow? Have audit findings been submitted in an electronic format that can be manipulated by district users? Have audit findings been reviewed by facilities managers for accuracy and quality? Are the findings from the facilities audit being stored securely as valuable organizational assets (e.g., redundantly)? Has an automated document imaging system been implemented as resources allow? Has a Computerized Maintenance Management System been installed in any organization that has more than 500,000 ft2 of facilities to manage? Are facilities data being used to inform policy-making, short- and long-term planning, and day-to-day operations as appropriate? Have facilities been commissioned, re-commissioned, or retro-commissioned as necessary? Have commissioning, re-commissioning, and retro-commissioning been planned to include seasonal analysis of systems? Have facilities audit findings been used to establish benchmarks for measuring equipment life and maintenance progress? Do facilities planners recognize that occupant safety is always their overarching priority? Has the organization contacted regulatory agencies ___________ its state department of education, professional associations, and peer institutions to obtain information about applicable environmental regulations? Does the organization have a plan for responsibly managing indoor air quality? Does the organization have a plan for responsibly managing asbestos? Does the organization have a plan for responsibly managing water quality and use? Does the organization have a plan for responsibly managing waste handling and disposal? Does the organization have a plan for responsibly managing emergency power systems? Does the organization have a plan for responsibly managing hazardous materials? Does the organization have a plan for responsibly managing integrated pest management? Does the organization have a plan for responsibly managing lead paint? Does the organization have a plan for responsibly managing mercury? Does the organization have a plan for responsibly managing personal protective equipment? Does the organization have a plan for responsibly managing PCBs? Does the organization have a plan for responsibly managing radon? Does the organization have a plan for responsibly managing playgrounds? Does the organization have a plan for responsibly managing storm water runoff? Does the organization have a plan for responsibly managing underground storage tanks? Does the organization have a plan for introducing environmentally friendly school concepts to new construction and renovation projects? Does the organization have a plan for responsibly managing locking systems? Does the organization have a plan for protecting equipment? Does the organization have a plan for ensuring pedestrian and vehicle visibility? Does the organization have a plan for policing/securing facilities? Does the organization have a plan for responsibly managing fire protection? Does the organization have a plan for protecting communications systems? Does the organization have a plan for responsibly dealing with potential crises and disasters? Do district planners recognize the four major components of an effective facilities maintenance program: emergency (responsive) maintenance, routine maintenance, preventive maintenance, and predictive maintenance? Do district planners recognize that preventive maintenance is the most effective approach to sound school facility maintenance? Has a comprehensive facilities audit (see Chapter 3) been performed before instituting a preventive maintenance program? For districts that are instituting preventive maintenance for the first time, has an appropriate system (e.g., heating or cooling systems) been identified for piloting before commencing with a full-scale, _______-wide program? Have manufacturer supplied user manuals been examined for guidance on preventive maintenance strategies for each targeted piece of equipment? Are records of preventive maintenance efforts maintained? Has the schedule for preventive maintenance activities been coordinated with the routine maintenance schedule so as to minimize service interruptions? Does the organization have a plan for responsibly managing access control? Does the organization have a plan for responsibly managing boilers? Does the organization have a plan for responsibly managing electrical systems? Does the organization have a plan for responsibly managing energy use? Does the organization have a plan for responsibly managing fire alarms? Does the organization have a plan for responsibly managing floor coverings? Does the organization have a plan for responsibly managing gym floors? Does the organization have a plan for responsibly managing HVAC Systems? Does the organization have a plan for responsibly managing hot water heaters? Does the organization have a plan for responsibly managing kitchens? Does the organization have a plan for responsibly managing painting projects? Does the organization have a plan for responsibly managing plumbing? Does the organization have a plan for responsibly managing public address systems and intercoms? Does the organization have a plan for responsibly managing roof repairs? Does the organization have a plan for responsibly managing water softener systems? Has organization management determined its expectations for custodial services? Have facilities managers staffed the custodial workforce at a level that can meet the organization’s expectations for its custodial service? Has a chain of command for custodial staff been determined? Has a suitable approach to custodial services (e.g., area cleaning versus team cleaning) been selected to meet the organization’s expectations for custodial service? When planning grounds management, have grounds been defined as “corner pin to corner pin” for all property, including school sites, remote locations, the central office, and other administrative or support facilities? Have areas of special concern (e.g., wetlands, caves, mine shafts, sinkholes, sewage plants, historically significant sites and other environmentally sensitive areas) been identified and duly considered for grounds management? Does the organization have a plan for responsibly managing fertilizer and herbicide use? Does the organization have a plan for responsibly managing watering and sprinkler systems (e.g., the use of recycled water/gray water for plumbing, watering fields)? Does the organization have a plan for responsibly managing drainage systems? Does the organization have a plan for responsibly managing “rest time” for fields/outdoor areas? Does the organization have a plan for responsibly managing the use of the grounds as a classroom (e.g., “science courtyards” and field laboratories)? Is the Maintenance & Operations Department organized and administered to best meet the needs of the maintenance plan? Does the maintenance and operations staff take time to market its efforts and successes to the rest of the organization? Are facilities managers proactive with their communications to and management of community groups (e.g., PTAs, booster clubs)? Has an automated work order system (e.g., a Computerized Maintenance Management System or CMMS as discussed in Chapter 3) been instituted within the organization? Does the CMMS incorporate the basic features of a “best practice” system? Do staff in every building and campus in a _______ know the procedures for initiating a work order request? Is the ability to officially submit a work order limited to a single person at each site (who can evaluate the need for work prior to sending it)? Does a supervisor evaluate (either by random personal assessment or customer feedback) whether the quality of work meets or exceeds departmental standards before “closing out” a work order? Is all information about a completed work order maintained in a database for future historical and analytical use upon its completion? Is the work order system streamlined so as to minimize the number of people involved in work order delivery, approval, and completion as is reasonable for managing the process? Has an automated building use scheduling system been instituted within the organization? Have appropriate control checks been placed on supply storage and purchasing systems? Are chemical dispensers used to automatically mix and conserve cleaning agents? Have performance-based specifications been introduced to procurement contracts for the purpose of standardizing equipment purchasing? When selecting an architect to help plan a renovation or construction project, have planners considered the firm’s experience designing environmentally-friendly schools? Has a qualified, yet experientially diverse, project team be identified, including business personnel, maintenance staff, principals, teachers, construction professionals, architects, engineers, and general contractors? Does the project team meet to review all plans, construction documents, and decisions throughout development (e.g., at 25, 50, 75 and 100 percent complete)? Do members of the maintenance and operations department (or locally hired and trusted plumbers, electricians, etc.) visit the construction site on a routine basis to observe the quality of the work, monitor the placement of valves and switches, and verify the overall progress of the project? Do the chief project officer and the project architect, general contractor, and subcontractors meet on a weekly basis to discuss project progress and obstacles? Are the results of all renovation/construction meetings well documented and archived? Upon the renovation or construction project being designated “substantially complete,” did the architect prepare a “punch list” to identify components that are not yet complete (or which do not meet the quality standards)? Has the organization retained the last of its payments to the contractor in order to ensure that the balance of work on the “punch list” is completed in a timely manner? Has the renovated or newly constructed facility been commissioned by a third-party specialist? Have job descriptions been developed for all maintenance and operations positions? Do job descriptions describe “duties and responsibilities” accurately and in detail? Do job descriptions accurately describe working conditions? Do job descriptions accurately describe the physical requirements of the position? Do job descriptions comply with equal opportunity laws? Do job descriptions accurately describe the educational requirements of the position? Do job descriptions accurately describe equipment used in the position? Do job descriptions accurately describe at-will versus unionized requirements of the position? Do job descriptions accurately describe channels of authority for the position? Do job descriptions accurately describe evaluation mechanisms for the position? Do job descriptions include the phrase “and other duties as assigned”? Before interviewing candidates, have the characteristics of the “ideal” candidate been identified? After selecting the preferred candidate, but before extending an offer of ________, have the applicant’s references been contacted? After selecting the preferred candidate, but before extending an offer of employment, has a criminal background check been performed on the applicant? After selecting the preferred candidate, but before extending an offer of employment, has the applicant provided evidence of employment eligibility? After extending an offer of _______, has the applicant provided all information needed to complete a personnel record? After extending an offer of _______, has the applicant provided all information needed to satisfy payroll needs? After selecting the preferred candidate, but before extending an offer of employment, has the applicant provided required medical and health records? Do all newly hired employees undergo staff training upon initially joining the organization? Does training for new staff include an orientation to key district sites (e.g., emergency locations) and all sites at which the individual will work? Does training for new staff include an introduction to all equipment the individual will be expected to use? Does training for new staff include instructions about how to best perform the individual’s work tasks? Does training for new staff include a clear description of precisely what the individual must accomplish in order to meet the expectations of the job? Does training for new staff include an explanation of all criteria on which the individual will be evaluated? Is ongoing training provided to existing staff? Is professional development offered to all staff on an ongoing basis? Are all training and professional development activities documented on videotape so that they can be showed to other staff and at later times? Have staff been trained to create and use a “Moment of Truth” chart? Have performance standards and evaluation criteria been established for all staff positions? Have performance standards and evaluation criteria been adequately explained to all staff? Have managers been trained on how to perform fair, objective, accurate, and well-documented evaluations? Have staff turnover rates been determined and analyzed? Have the organization’s personnel policies been adjusted to increase staff retention rates? Have rewards and incentives been introduced to improve staff morale and retention? Do privatization procurements include precise specifications for measuring performance? Has an in-house staff member been assigned the duties of “project manager” for each privatization contract? Do stakeholders realize that it will take time (months to years) before they will be able to see improvements in a maintenance program? Is progress toward attaining the goals and objectives of the maintenance department being explicitly assessed? Does the evaluation program incorporate physical inspections? Does the evaluation program incorporate work order systems? Does the evaluation program incorporate user and user/customer feedback? Does the evaluation program incorporate audits? Does the evaluation program incorporate alternative resources? Does the evaluation program incorporate regulatory concerns? Have evaluators answered the question “What is the purpose of the evaluation?” Have evaluators answered the question “What questions need to be answered to make an informed decision during this evaluation?” Have evaluators answered the question “What information needs to be available to answer the pertinent questions in this evaluation?” Have evaluators answered the question “What is the best way to capture the information needs of this evaluation?” Have evaluators decided whether the organization hopes to measure its performance against past performance, peer organizations, or other norms or standards? Do decision-makers recognize that the value of maintenance activities is not always measurable in terms of simple “dollars saved”? |