Importance of Asset Management & Successful Implementation of Long Term Accommodation Plans

1. Importance of Asset Management & Successful Implementation of Long Term Accommodation Plans Presented to the Northern District School Boards February 23, 2017

2. Agenda • Introductions • Setting The Table – Leveraging an LTAP and Understanding Accommodation Strategies • Asset Data Management – Leveraging your VFA Database • Integrated Facility Assessments – Enhancing your Ministry Data • Multi-Year Capital Planning and Priorities • Questions???

3. Introductions

4. Introductions • William (Bill) Roth & Norman Lobo • Roth IAMS & FCAPX • John Pogacar & Suzanne Santyr • Pretium Anderson Building Engineers & FCAPX • Tim Robbins • L.I.F.T Management Solutions

5. Setting The Table – Leveraging an LTAP and Understanding Accommodation Strategies

6. LTAP - Agenda • Introductions • Definitions • Why is it important? • Building Blocks • Challenges • Accommodation Strategies • Case Studies: Boundary and Accommodation Reviews

7. LTAP - Definitions • Exercise aimed at formulating a long-term plan, to meet future needs estimated usually by extrapolation of present or known needs. It begins with the current status and charts out a path to the projected status, and generally includes short-term (operational or tactical plans) for achieving interim goals. • Reference: BusinessDictionary.com • Planning conducted at a strategic level that begins with a vision, established goals, and specific objectives and analyzes strategic options based on assessed strengths, weaknesses, opportunities and threats. The process produces a blueprint that is filled in with specific strategies and tactics designed to meet stated objectives and is updated annually with current forecasts. • Reference: Investorworlds.com

8. LTAP - Definitions • Long-range, or strategic, planning is a way to identify what you want in the future and how you are going to get there. • Reference: educationworld.com • School boards are expected to undertake long-term enrolment and capital planning that will provide the context for accommodation review processes and decisions. • Reference: MOE, ARC Guideline 2009 • School boards are responsible for managing their school capital assets in an effective manner. They must respond to changing demographics and program needs while ensuring continued student achievement and well-being, and the financial viability/sustainability of the school board. • Reference: Where is this taken from?

9. LTAP – Why is it Important? • Provides a roadmap for the organization that is in alignment with it’s strategic directions/plan. • Improves communication to the stakeholders, no surprises. • Provides for a long term plan for the Board’s capital assets. • Fiscally responsible. • Provides a base foundation for all other facility plans and priorities (building blocks). Examples include Partnerships, where valued capital dollars need to be spent, e.g. Capital Renewal Program, Energy Renewal Program, etc.

10. LTAP – Building Blocks • Fluid versus static planning, reviewed and updated annually. • Communicated publicly both in design and approval. • Aligns with School District’s Strategic Plan and Directions. • Utilizes proven and accurate student projections. • Utilizes OTG and Utilization projections. • Provides a 10 year forecast.

11. LTAP - Challenges • Time and Resource Allocation • Cycle of Planning • Enrolment Projections Integrity • Maintaining OTG and Utilization Data

12. Accommodation Strategies Resulting from the development of the LTAP the following accommodation strategies may result and become part of the plan: • School closures and consolidations • Boundary review and changes • New growth schools • Acquisition of properties • Disposition of properties • Lease contracts instead of Board assets • Partnerships for use of vacant space

13. Case Studies – Boundary Review • Moving dual track elementary school to single track French Immersion • Elementary school (30 years in the community), 10 years ago introduced FI program with a 75/25 RT FI enrolment • 10 years later enrolment changed to 25/75 RT FI enrolment • Undertook boundary review with 3 surrounding schools to move to single track location. • Difficult process in that the RT parents felt they were being pushed out of their school by the FI parents. • Boundary Review Meeting was presentation and open mic for questions – big mistake! • Lesions learned. • LTAP Implication.

14. Case Study - PARC • Consolidating three elementary schools to two elementary schools (one city and one rural) • School scheduled to close - oldest Catholic school in district, located beside a church in a Town that carries the same name. • Had undergone two previous ARC under the old guidelines where the ARC was unanimous in it’s recommendation to close but the Trustees turned down the motion. • ARC is complete, now going through public delegations. • Challenges from community during the current ARC: • Municipal vs Board Projections and related Planning. • New PARG process and ARC mandate, ISR preferred option and FSR recommended option. • Application for new growth school in Township as per the Board’s motion from 2014. • Lessons learned, Board developed and communicated a 10 year LTAP in 2016 prior to the current ARC.

15. Asset Data Management – Leveraging your VFA Database

16. Managing your Building Data

18. Integrated Facility Assessments (IFAs)

19. IFAs – The Challenge • Accommodation Review (ARC) is being undertaken • Rationale have been developed • Limitations of the VFA facility database • What about non-condition liabilities that impact the qualify of the learning environment?

20. IFAs – The Solution • The Integrated Facility Assessment has been designed to go further than the condition data currently housed in VFA.facility • IFA’s can include: • 10 Year Condition Assessment (as opposed to 5) • Fire/Life Safety Code Assessment • Accessibility for Ontarians Disability Act (AODA) Assessment • Desktop Code Review (based on drawings) • Comparison of Functional Spaces to the Ministry Space template; estimated cost to meet interior and exterior space requirements, and gross up for support space • Integration of available energy efficiency information • Quantification of existing Designated Substances (based on existing reports)

21. IFAs – The Solution (cont’d) • The IFA provides recommendation to address each issue / liability well beyond just condition. • Provides more compelling business case for the ARC • Moving forward, the more robust data from the IFA also provides critical business case support when seeking funding for the newly constructed school, consolidation, new addition etc.

22. On-Site Assessments • Building Condition Assessment is similar to that carried out for VFA but forecast and costing is extended to a 10 year timeline. • Accessibility for Ontarians (AODA) Assessment is much more detailed than what is provided in the VFA report with measurements and details relating to: Parking, Exterior paths of travel, Wayfinding signage, Exterior stair, ramps and entrances, Interior paths of travel, stairs and ramps, Interior doors, and Washrooms / change rooms.

23. Desktop Code Review • Many revisions of the OBC may have occurred since building construction, and some components may not meet current standards • Grandfathered issues do not necessarily suggest an increase in safety hazard or potential of building component failure but they may no longer be best practice. • Remediation is not necessarily compulsory as they are grandfathered, however they do represent variance from a “new school standard”

24. Functional Adequacy • Review of Interior spaces considers the current student population and the areas of the instructional spaces to evaluate whether the type of instructional and facility space meets the latest facility space template developed by the Ontario Ministry of Education. • MOE Guidelines are derived from the report: “Building Our Schools, Building Our Future” prepared by an expert panel of Planners and adapted by the Ministry. • No Ministry guidelines for parking areas and bus loading zones, so local zoning by-laws are utilized, and bus loading zone requirements are calculated based on student population. • Costs to address interior space inadequacies is calculated based on MOE provided $/sf cost of building secondary and elementary schools. • Costs to expand paved areas are based on construction rates for parking lots and roadways.

25. Energy and Environmental • Energy • Existing Energy audits and/or Energy intensity information are included both qualitatively and quantitatively as possible. • Energy Audit could be carried out in conjunction with the IFA if required. • Environmental • Existing Designated Substance Reports are used to provide quantitative evaluation of abatement. Where quantities are not available in the report, we can apply a $/sf of building with suspected materials. • DSR could be carried out in conjunction with the IFA if required.

26. Example Summary Table from IFA

27. Multi-year Capital Planning and Priorities

28. The Process • Finance • Data • Prioritization • Reporting and Communications • Ministry Reporting • Beginning Again

29. Finance • Develop a 3-5 Year Plan • First year’s projects are fixed • Projects in Years 2 to 5 are planned, but must be flexible to allow for evolution of need • Changing Priorities • Unexpected capital needs • Need to have reasonable estimation of annual renewal budgets (SCI and FRP)

30. Data • TCPS/VFA data is a solid foundation to build on • Assumes that the data is up-to-date • Without sufficient money to address all your needs, need to go beyond condition • Asbestos/Designated Substances • Energy Efficiency • AODA • Functional/Program Adequacy

31. Data • Also need to integrate more detailed information on component condition • Roofing assessments • Pavement/asphalt surveys • Infrared scans

32. Prioritization • TCPS/VFA priority system does take into account component criticality, redundancy, etc. • It is solely focused on condition • Funding requires that 80% of SCI money is spent on specific TCPS/VFA priorities • Other factors should be included in decision making

33. Prioritization • Enhancing priority can include other important factors such as: • Energy Savings Potential • Utilization • AODA Compliance • Geographic/Community Basis • Weight and Score each category • Algorithm provides a numerical priority value

34. Reporting and Communication • Review prioritized projects • Provide clear path from raw data to prioritized list • Seek approval from Trustees • Generate regular updates for senior leadership (monthly, quarterly) • Execute on the projects • Send customer feedback surveys to schools

35. Ministry Reporting • Update TCPS/VFA with projects that were completed • Project out future capital requirements based on the new installation • Assign appropriate budgets as per Ministry guidelines

36. Beginning Again • As the current year draws to a close the planning cycle begins again • Reprioritize based on current year projects that were deferred • Update costing based on evolving market conditions • Update project screening process • A school had been scheduled for closure/divestment but circumstances/plans changed

37. Beginning Again • Update priority categories, weighting or scoring • A new incentive program is rolled out for energy efficiency upgrades • Would want to increase the weighting of energy-related events to help secure additional renewal funding

38. Questions????