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Presented by: Joanne Limb, Assistant Director – Grounds Maintenance Custodial, Central Kitsap School District Pat Nicholson, Foreman – Grounds Maintenance Custodial, Central Kitsap School District Fang – International Machine of Mystery
Washington State Energy/Facilities Connections Conference May 8 - 10, 2018 Leavenworth, Washington
Maintaining Safe and Healthy Public Schools of the Future
Session Overview • Introductions • Meeting the Needs of the Whole Child • Green Cleaning – Past, Present, and
Future • Overcoming Cleaning Operation
Challenges • LEAN, Resource Management • Quality Service • Emergency Management/Violent
Intruder Response
Introductions
• Name • School District (or other employment) • Job Title
Meeting the Needs of the Whole Child
HEALTHY
SAFE
ENGAGED
CHALLANGED
SUPPORTED
What is Green Cleaning?
“ENVIRONMENTALLY PREFERABLE PRODUCTS ARE GOODS AND SERVICES THAT HAVE A LESSER OR REDUCED EFFECT ON HUMAN HEALTH AND THE ENVIRONMENT WHEN
COMPARED WITH OTHER PRODUCTS THAT
SERVE THE SAME PURPOSE.” Federal Executive Order 13101
Greening the Government through Waste Prevention, Recycling, and Federal Acquisition
September 16, 1998
WHY IS GREEN CLEANING SO IMPORTANT IN SCHOOLS?
20% OF THE U.S. POPULATION OCCUPIES ELEMENTARY AND SECONDARY SCHOOLS
APPROXIMATELY ½ OF OUR SCHOOLS HAVE INDOOR ENVIRONMENTAL QUALITY (IEQ) PROBLEMS
SCHOOLS ARE MANY TIMES MORE DENSELY POPULATED THAN COMMERCIAL OFFICE SPACES
SCHOOLS ARE USED MANY MORE HOURS PER WEEK THAN COMMERCIAL OFFICE SPACES
GENERALLY SPEAKING, CHILDREN ARE UP TO FIVE TIMES MORE
VULNERABLE TO THE EFFECTS OF POOR INDOOR ENVIRONMENTAL
QUALITY THAN ADULTS
WHY ARE CHILDREN MORE VULNERABLE THAN ADULTS?
CHILDREN EAT, DRINK AND BREATHE MORE THAN ADULTS
CHILDREN PLAY CLOSE TO THE GROUND
CHILDREN HAVE MORE HAND TO MOUTH ACTIVITY THAN ADULTS
CHILDREN HAVE BODIES THAT ARE STILL DEVELOPING
CHILDREN METABOLIZE AND GET RID OF TOXINS MORE SLOWLY THAN ADULTS
GREEN CLEANING AND IEQ ARE ALSO IMPORTANT FOR ADULTS
AMERICANS TYPICALLY SPEND 90% OF THEIR LIVES INDOORS
CONCENTRATIONS OF POLLUTANTS ARE 3 TO 5 TIMES HIGHER INDOORS THAN OUTDOORS
INDOOR ENVIRONMENTAL QUALITY IS AFFECTED BY CLEANING
PRODUCTS AND MANNER OF CLEANING, FURNISHINGS,
PERSONAL CARE PRODUCTS AND FRAGRANCES, PET DANDER, AND
THE LIST GOES ON…
WHY ARE CONVENTIONAL CLEANING PRODUCTS HARMFUL?
STUDIES SHOW:
EVEN SHORT TERM EXPOSURE TO COMMON CLEANING CHEMICALS CAN CAUSE ASTHMA ATTACKS IN AN ASTHMATIC SUBJECT
European Respiratory Journal 2000
INCIDENCE OF PHYSICIAN-DIAGNOSED ASTHMA WAS HIGHER AMONG THOSE USING CLEANING SPRAYS AT LEAST 4 DAYS PER WEEK
American Journal of Respiratory and Critical Care Medicine 2007
CUSTODIANS ARE PARTICULARLY AT RISK USING CONVENTIONAL
CHEMICALS
WHY ARE CUSTODIANS AT GREATER RISK?
CUSTODIANS USE, ON AVERAGE, NEARLY 200 LBS OF CHEMICAL PRODUCTS PER YEAR
25% OF THE CHEMICALS USED ARE CONSIDERED HAZARDOUS SUBSTANCES
CUSTODIANS EXPERIENCE ONE OF THE HIGHEST RATES OF OCCUPATIONAL ASTHMA
CONVENTIONAL CLEANERS
MAY CONTAIN: CARCINOGENS
INGREDIENTS AFFECTING BODILY SYSTEMS: CENTRAL NERVOUS SYSTEM RESPIRATORY REPRODUCTIVE DEVELOPMENTAL ETC
HORMONAL DISRUPTERS SUCH AS Alkyl Phenol Ethoxylates AND Diethyl Phthalate
GREEN CLEANERS CONTAIN:
ALCHOHOL ETHOXYLATES
HYDROGEN PEROXIDE
CORN BASED ESTERS
VEGETABLE DERIVED SURFACTANTS
FRUIT DERIVED SOLVENTS AND ACIDS
HOW DO WE REALLY KNOW WE ARE USING A GREEN CLEANING
CHEMICAL?
DON’T ALWAYS BELIEVE MANUFACTURERS CLAIMS
LOOK FOR:
THIRD PARTY CERTIFICATION SUCH AS GREEN SEALTM
THEY EVALUATE PRODUCTS BASED ON CRITERIA AFFECTING BOTH HUMAN AND ENVIRONMENTAL HEALTH
CLEANING CHEMICALS NEED THIRD PARTY CERTIFICATION TO SHOW THEY MEET STANDARD CRITERIA
A good source of information on certified green cleaning products
United States Canada
SAFETY DATA SHEETS (SDS) ARE DIFFICULT TO READ AND DON’T CONTAIN ALL THE IMPORTANT
INFORMATION ABOUT A PRODUCT
SANITIZERS vs. DISINFECTANTS
SANITIZERS: REDUCE, BUT DO NOT NECESSARILY ELIMINATE MICRO-ORGANISMS
APPROPRIATE FOR GENERAL PURPOSE CLEANING
GENERALLY GOOD FOR TOUCH POINT CLEANING
DISINFECTANTS: DESTROY OR ELIMNATE ALL MICRO-ORGANISMS
USE ONLY IN HIGH RISK AREAS AND AREAS REQUIRED BY HEALTH CODES
USE IN AREAS WHERE BODY FLUIDS MAY BE PRESENT
WHERE ARE THE GERMS?
• 35% - Vending machines
• 35% - Crosswalk Buttons
• 40 % - Parking Meters and Kiosks
• 40% - ATM Buttons
• 43% - Escalator Handles
• 68% - Mailbox Handles
• 71% - Gas Pump Handles
WHICH PRODUCT SHOULD I USE?
TRY ONE CONCENTRATED GREEN PRODUCT (AN HP CLEANER) THAT YOU DILUTE FOR MOST CLEANING TASKS
ALL PURPOSE CLEANING RESTROOMS CARPETS WINDOWS FLOORS
ONE HEAVY DUTY EMULSIFYING GREEN CLEANING PRODUCT LOOK FOR THIRD PARTY CERTIFICATION
WHAT ABOUT ANTI-BACTERIAL HAND SOAPS?
MAY BREAK DOWN INTO HARMFUL ENVIRONMENTAL CONTAMINANTS
USE MAY CREATE ANTI-BACTERIAL RESISTANT “SUPER BUGS” SUCH AS MRSA
WASHING HANDS WITH SOAP AND WATER IS JUST AS EFFECTIVE
Centers for Disease Control
“CLEANING FOR HEALTH” GREEN CLEANING BEYOND THE CHEMICALS
MICRO-FIBER CLOTHS AND MOPS
MULTI-STAGE WALK-OFF MATS AT ENTRANCES
HIGH FILTRATION (HEPA) VACUUMS AND FILTERED BUFFERS
ADVANCED CARPET CLEANING EQUIPMENT AND TECHNIQUES
IEQ MANAGEMENT PLAN SUCH AS EPA’S IAQ Tools for Schools
“IT AIN’T EASY, BEING GREEN”
-Kermit the Frog
• "Pick Up Your Stuff” is Fang’s motto
• Fang speaking to students in the lunchroom
Reinforcing IAQ Concepts
Fang says, “Please cover your mouth when you cough, and wash your hands a lot.”
Don’t Overreact!
SWINE
FLU!
Hands-on Learning
• Have students help with recycling and other projects that increase environmental awareness
• Have students inspect the school using TfS walkthrough resources
• Train students to be aware of good IAQ practices and to spot bad practices
• Students involved in an IAQ walkthrough
• Educating students about asthma
Generating Student Interest
FANG RUNNING WITH THE BULLS
FANG DRAG
FANG IN SPACE
CLEAN FOR HEALTH, NOT FOR APPEARANCE
FOR EXAMPLE:
LESS BUFFING MORE VACUUMING
LESS WINDOW CLEANING MORE TOUCH POINT CLEANING
LESS TILE FLOOR REFINISHING MORE CARPET EXTRACTING
LESS OFFICE CLEANING MORE CLASSROOM CLEANING
HOW DO I KNOW IF I AM CLEANING FOR HEALTH?
Fang’s Question:
WILL THIS CLEANING TASK IMPROVE INDOOR ENVIRONMENTAL QUALITY???
IF THE ANSWER IS YES THEN YOU KNOW YOU ARE CLEANING FOR
HEALTH!!!
ISSA/INTERCLEAN Las Vegas 2017
ROBOTS!
Overcoming Cleaning Operational Challenges
1. Standardization
2. Documentation
3. Formal Inspections
4. Training
5. Implement Industry Standards
Judy Gilles, Cleaning & Maintenance Management - March, 2018
Lean Six Sigma Methodology Is . . .
• An overall methodology that drives business and manufacturing improvement.
• A proven tool set for driving and achieving transformational change within an organization.
• A Continuous Improvement Process that focuses an organization on:
1. Customer requirements, 2. Process alignment, 3. Analytical rigor, 4. Timely execution.
Lean has Roots in the
Toyota Production System (TPS)
Customer Focus
Best Quality - Lowest Cost - Shortest Lead Time
Through shortening the Production Flow by Eliminating Waste
The right part
at the right time
in the right amount
1. Built-In Quality
2. Chaku Chaku
3. Poka Yoke
4. 5S Visual Controls
5. Problem Solving
6. Abnormality Control
7. Separate Human
and Machine Work
8. Involvement
9 Zone Control
Workers Flexible,
Capable, Engaged,
Highly Motivated
1. Standard work
2. 5S
3. TPM
4. Kaizen Circles
5. Suggestions
6. Safety activities
7. Hoshin Planning
1. Leveled Production
2. Hoshin Planning
3. Total Productive
4. Maintenance
Operational
Stability
1. Standardized Work
2. 5S (Visual Order)
3. Jidoka
4. Kanban
5. A3 Thinking
Just-In-Time Jidoka or
Autonomation
1. One-piece Flow
2. Takt Time
3. Pull 4. Heijunka
5. Kanban
6. 5S (visual order
7. Involvement
Respect for People
Lean Six Sigma: The Process
Lean
Plan
Do
Check
Act
Develop plan for improvement
Implement plan
on test basis
Is the
plan working?
Institutionalize improvement
The
Deming
Wheel
The P-D-C-A
Improvement Cycle
PDCA
1.18
Comparing data to baseline
Sections shouldn’t be equal sizes
The Scientific Method/ Deming Wheel/ Shewart Cycle
Deming Wheel/Shewhart Cylcle
P-D-C-A and
Standardization A Powerful Combination
Lean Tools and Techniques
1. 1. Process Mapping for opportunity identification
2. 2. Kaizen events for rapid improvements 3. 3. Pull/Kanban to improve 1 piece flow
4. 4. 5S for cleanliness and workplace organization
5. 5. Standard Work and 5S / Visual Management
6. 6. Work flow / layout improvement to reduce
non-value-add transportation
7. 7. Mistake-Proofing (Poka Yoke) to eliminate
rework
5S Workplace Organization Steps
1. Sort: Organize, separating the needed from the unneeded.
Remove what does not support the “Least Waste” Way.
2. Straighten: Arrange and identify for ease of use. Organize the
way things are kept, making it easier for anyone to find & return
items to their proper location in the sequence used. Mark/label
locations clearly.
3. Shine: Clean and look for ways to keep it clean. Keep things
clean, neat, and tidy – floors, machines, desks, files, equipment.
4. Standardize: Maintain and improve the first 3 S's. “What Causes
Deterioration?”
5. Sustain: Achieve the discipline and habit to stick to the rules and
maintain motivation.
• Some add one more S:
– Safety: Removing hazards and dangers
1. Improved safety
2. Better workplace organization: A clean, orderly
workplace
3. Makes waste visible– develop “eyes for waste”
4. Improved efficiency
5. Increased employee morale: quickly involves people with quick wins
6. Standardized work methods
7. Reduces Hunting, Searching, Gathering
5S – benefits
Toolbook: 206 55
Cleaning Station (Is anything missing?)
Simple visuals that:
1. provide immediate understanding
of a situation / condition
2. are efficient, self-regulating and
worker-managed
Visual Controls
At a glance - Can you
Distinguish “normal” from "abnormal?”
• 22 Items
• 2 Minutes
• 30-40% reduction
in complications
& deaths
Spaghetti Map - operating room
Toolbook: 42
Do BEFORE to emphasize waste of motion, and AFTER to emphasize improvement
5 Whys
• Ask “Why?” That’s the key to finding the root cause(s) of a problem. This technique forces you to dig for the true root cause and avoids temporary Band-Aid fixes. It can also help understand how different causes might be related. Asking “Why?” lets you focus on the process, and avoids focusing on personalities. Use this only after you thoroughly understand the “what” of the situation.
Source: Taiichi Ohno’s practice of asking “why?” 5 times to identify the root cause of a problem so effective countermeasures can be developed and implemented. The number 5 is flexible. It can be 4 or 7, whatever it takes to find the root cause.
Problem: Oil leaks from the hydraulic press
1. Why? Clogged filter
2. Why? Oil was dirty
3. Why? Metal filings got into oil
4. Why? Oil fill cap missing
5. Why? Misplaced & lost
Find the root cause
Solution! Oil filler cap attached to filler neck
by a chain (Poka-Yoke)
Example
Our Customers
61
Why Quality Service Initiative?
62
“Quality Service” means we intentionally provide exceptional customer service to students, families, staff and our community consistently throughout our district at every opportunity…
Doing something before you’re asked or even expected to do it.
What is Quality Service?
• Approachable • Helpful • Flexible • Respectful • Resourceful • Professional • Empathetic • Knowledgeable • Welcoming • Friendly Greeted by Asst. Sup., Jeanne Beckon
• Happy/Enjoy their job!
Characteristics of Quality Service
Staff Approval
Involve, Engage, & include them in decisions Ask for their thoughts and ideas Create a volunteer committee Create new SOP’s with their input Listen completely to what they’re saying Earn respect and trust Provide current cleaning procedures and best practices Provide them with the newest technology (equipment) Give credit where credit is due
Our Custodians are professionals in all aspects of their jobs.
• They are our CAST…
• Communication is the key to success,
• Attitude should be positive at all times,
• Service is what we provide every day,
• Teamwork is how we work together.
The Importance of Recognition
• It’s all about the little things A hand written thank you A verbal thank you at a staff meeting An email of thanks for going above & beyond A smile and good morning A sincere concern when they seem down An interest in their weekend or hobby An announcement of achievement A printed certificate of appreciation Recognition during Classified Employees Appreciation
Week
Samples Cont.
Samples Cont.
Emergency Management/Violent Intruder Response
• Emergency Management Planning
• ALiCE Institute Violent Shooter Response
What is Emergency Management?
BEFORE BEFORE
DURING AFTER
Essential Components of an Effective Plan
• Has involved all stakeholders -Who are they?
• A crisis plan needs input from all
stakeholders
• Each staff member sees the plan through a different lens
“Plans are worthless but
planning is everything”
Dwight D. Eisenhower
Essential Components of an Effective Plan, cont.
• Has involved all stakeholders… • Addresses all four phases – PPRR! • Addresses all hazards/threats and
needs of whole school community • Defines roles and responsibilities • Training and exercising the plan • Establishes a communications plan • Reunification with parents • Recovery
“Plans are worthless but
planning is everything”
Dwight D. Eisenhower
“An ounce of prevention is
worth a pound of cure”
Benjamin Franklin
Prevention and Mitigation
Conduct a risk assessment to identify hazards and threats Physical school environment • Building • Grounds • Surrounding Community Culture and climate of the school
Preventing Violence
Positive School Culture and Climate is important! • Culture and climate assessments • Result in programs such as
violence prevention and anti-bullying programs
Preparedness
Policies and procedures for responding to emergencies • Roles and responsibilities (R&R)
• School staff • District office • Chain of command for first
responders • Criteria for response
• Lockdown • Shelter-in-place • Evacuation
“Tell me and I forget, teach me
and I learn, involve me and I
remember”
Benjamin Franklin
Preparedness
Provides for annual staff training on the plan and R&Rs Establishes drills and exercises to practice the plan
• Tabletops • Drills • Full-scale Exercises
Resources needed during an emergency
“Tell me and I forget, teach me
and I learn, involve me and I
remember”
Benjamin Franklin
Preparedness
• Communications plan • Staff • District office • First responders • Parents • Reporters
• Student Accountability
• Family Reunification
• Does your plan consider persons with special needs or disabilities?
Response
Doing what you planned to do! • Activate the plan • Work with first responders and
other community partners • Decide on response strategy
(lockdown, evacuate, shelter-in-place)
• Account for building occupants • Reunify students with families • Debrief and assess response
Alert Lockdown Inform Counter Evacuate
Response to a Violent Intruder
Be Prepared, Not Scared
Let’s Talk About…
• What is your physical capacity
• What emotional response to ALiCE drills are you having
• Do you have concerns to share
• What are you excited to learn
• Safety
ALERT Alert is your first notification of danger.
Other signs are:
• Gunfire
• Witness
• PA Announcement
• Phone alert, text, emergency message
• May come from your sensory inputs
ALICE principles are not linear in execution
• Barricade the room. Prepare to EVACUATE or COUNTER as needed, If EVACUATION is not a safe option, barricade entry points into your room in an effort to create a semi-secure starting point
• Locked doors = time barrier. Locks can, and have been defeated.
• Barricading =a stronghold… BE A HARDER TARGET!
• Once in lockdown, only open your locked door for uniformed police personnel.
ALICE principles are not linear in execution
Lockdown
Inform • Speak in plain language
• Messages can be derived from a 911 call, video surveillance, etc.
• Provide ‘Who, what, where, when and how’ information
• Can be used by people in the area, or people who may come into overhear it to make common sense decisions.
• Can by given by electronic messaging, or PA Announcements
Counter • Police miss 70-80% of their shots in dynamic shooting
events
• The “bad guy” is not usually a highly skilled shooter
• Create Noise, Movement, Distance and Distraction with the intent of reducing the shooter’s ability to shoot accurately
• Counter is NOT fighting, Counter is a strategy of last resort
ALICE principles are not linear in execution
Boyd’s O.O.D.A. Loop
OBSERVE – Look at current situation and form theories about the problem, we process approximately 80% of the information we receive with our sense of sight
ORIENT – Gather data, information and other outside stimulus to substantiate theories, attention is drawn to stimulus and processing of stimulus
DECIDE - Develop solutions to address the problem based on stimulus received, attention on what you have just observed
ACT -Implement of solution
Interrupting an OODA loop will delay or change the reaction to original stimulus
Evacuate • Only 2% of violent intruder events have been carried
out by more than one person • If he is inside, you get outside • Cannot use car to evacuate, roads will need to be
available for emergency response vehicles • Rally point – a safe location far away from danger, rule
of thumb, may not be a specific location depending on details of event
• Reunification point – Have an end-goal location for students, staff, and others to work toward without putting themselves in danger. They may shelter in place where they are – even outdoors.
ALICE principals are not linear in execution
Summary
When faced with danger, you must DO something.
Prevention through Preparation, Design and Training
Prevention through recognition and reporting, don’t be afraid or embarrassed to bring your concerns to those in charge
If you are in a situation - it is up to you
Be mentally prepared, mentally work through ahead of time
Practice in your head for success, you always win in your mental rehearsal, never fail, practice no negative outcomes
Preparation helps prevent you from going into ‘condition black’
The use of ALICE principles maximizes our opportunity for survival in a violent intruder event.
FANG, JOANNE, PAT AND STUDENTS
