Professional Documents
Culture Documents
At the request of our teacher, Ms. Taryn Wilkinson, we have undertaken and completed a
detailed waste audit for Denis Morris Catholic High School located at 40 Glen Morris Drive in
St. Catharines, Ontario. This report was completed in accordance with Ontario Regulations
102/94 and 103/94. The waste audit was conducted from the dates of Wednesday, March 9 to
Friday, March 11, 2016. The report describes the amount and composition of waste that was
weighed and sorted during the aforementioned period, this amount was then annualized for the
2016 year, in addition, all limitations and recommendations are described in detail. This waste
audit was conducted in order to provide a detailed outline of the effectiveness of the current
waste management practices conducted at Denis Morris High School.
We hope that the report meets your satisfaction for the requirements of this project. We thank
you again for the opportunity to perform a waste audit for this school. We made all reasonable
efforts to confirm the information provided from other parties. The information within this report
represents our best knowledge and judgment.
Kind Regards,
Victoria Munro
Marta Swiercz
Volodymyr Volovyk
Syed Zaidi
Executive Summary
This report presents the aim, methodology, results, and recommendations of the waste audit
conducted for Denis Morris Catholic High School located at 40 Glen Morris Drive in St.
Catharines. The waste audit was conducted from Wednesday, March 9th to Friday, March 11th,
2016 by eight Environmental Management and Assessment students from Niagara College, with
the assistance and organization of the high schools science teacher and Eco Club Moderator,
Ms. Dawn Di Francesco.
The high school currently manages its waste through Modern Corporation, which requires waste
to be sorted into two streams: landfill waste and recycling. The school was divided into the
following four waste generating areas (WGA) for this audit: classrooms and offices, hallways,
cafeteria and eating areas (hereafter called only Cafeteria), and washrooms. The waste was
separated into these WGAs, sorted based on the MOECC categories, weighed, and inputted into
an Excel document to calculate total quantities. The aim of the audit was to determine the nature,
composition, management, and quantity of waste generated.
The audit was conducted in accordance with Ontario Regulations 102/94 and 103/94, as well as
included the completion of the Ministry of the Environment and Climate Change Waste
Reduction Work Plan document. Following the waste audit activities, it was estimated that the
school generates approximately 20,253.99 kilograms of waste per year. Of this total, the major
WGA was determined to be the hallways totalling 42.2% or 8,553.52 kg of all waste generated in
the school, likely due to the location of lockers and food. Moreover, it was determined that
organics were the largest waste category totalling 3,486.83 kg of the waste generated per year.
The following recommendations were provided in order to improve upon the current waste
management practices:
Source Reduction
o Coffee Cups, Juice Boxes and Water Bottles
o Paper
o Litter-less Lunches
Recycling and Composting
o Organic Waste Program
o Waste Education Program
Disposal
o Education and Awareness, Signage
General
o Miscellaneous Items
o Meet 3 Rs Guidelines of 102/94
The results of this audit aim to establish and implement new and effective waste management
strategies at the school in order to improve waste diversion and education on proper waste
management practices.
i
TABLE OF CONTENTS
EXECUTIVE SUMMARY ....................................................................................................................... I
1.0 INTRODUCTION............................................................................................................................... 1
1.1
THE REGULATIONS ...................................................................................................................... 1
1.1.1 Responsibilities under Ontario Regulation 102/94 ....................................................................... 1
1.1.2 Responsibilities under Ontario Regulation 103/94 ....................................................................... 1
1.2
THE SITE .................................................................................................................................... 2
1.3 THE PURPOSE................................................................................................................................... 3
2.0 WASTE AUDIT METHODOLOGY .................................................................................................... 4
2.1 PHASE I: PRE-AUDIT ACTIONS........................................................................................................... 4
2.2 PHASE II: CONDUCTING THE AUDIT ................................................................................................... 4
2.3 PHASE III: POST-AUDIT ACTIONS ...................................................................................................... 5
3.0 CURRENT WASTE MANAGEMENT SYSTEMS ............................................................................... 6
3.1 LANDFILL WASTE ............................................................................................................................ 7
3.2 RECYCLABLE MATERIALS ................................................................................................................. 7
4.0 WASTE AUDIT RESULTS................................................................................................................. 7
4.1 FACILITY WIDE ................................................................................................................................ 7
4.1.1 LANDFILL ..................................................................................................................................... 8
4.1.2 RECYCLING ................................................................................................................................. 11
4.2 WASTE GENERATING AREAS ........................................................................................................... 13
4.2.1 Offices/ Classrooms ................................................................................................................. 13
4.2.2 Cafeteria................................................................................................................................. 14
4.2.3 Hallways................................................................................................................................. 17
4.2.4 Washrooms ............................................................................................................................. 19
5.0 CONCLUSIONS............................................................................................................................... 19
6.0 RECOMMENDATIONS ................................................................................................................... 19
6.1 SOURCE REDUCTION ...................................................................................................................... 20
6.1.1 Coffee Cups, Juice Boxes, Water Bottles.................................................................................... 20
6.1.2 Paper ..................................................................................................................................... 20
5.1.3 Littler-less Lunches ................................................................................................................. 20
6.2 RECYCLING AND COMPOSTING ........................................................................................................ 21
6.2.1 Organic Waste Program .......................................................................................................... 21
5.2.2 Education and Awareness Programs ......................................................................................... 21
6.3 DISPOSAL ...................................................................................................................................... 21
6.3.1 Education and Awareness ........................................................................................................ 21
6.3.2 Signage................................................................................................................................... 21
6.4 GENERAL ...................................................................................................................................... 22
6.4.1 Miscellaneous Items ................................................................................................................ 22
1.0 Introduction
The following report discusses the waste audit conducted at Denis Morris Catholic High School
located at 40 Glen Morris Drive, St. Catharines. This exercise explored the current waste
management practices in place at the school, the results of the waste audit, recommendations for
future action, and all limitations and assumptions which require consideration in future audits.
The collected data was analyzed and presented in this report, in addition, this report provides the
two 102/94 Ministry forms Report of a Waste Audit and Report of a Waste Reduction Work
Plan (See Appendix A). The purpose of these forms is to inform the Ministry of the Environment
and Climate Change on the schools current and proposed waste management systems.
It is expected that Denis Morris high school will implement the recommendations outlined in the
Waste Reduction Work Plan. The key steps for implementing this plan as required under O. Reg.
102/94 is as follows:
Conduct a waste audit
Create a Waste Reduction Work Plan
Employ this Waste Reduction Work Plan
Each year, revise and implement the waste audit and Waste Reduction Work Plan
This regulation applies to Denis Morris Catholic Secondary school as the regulation states that at
any time an educational institution in which more than 350 students are enrolled must implement
a source separation program. Furthermore, this applies if the institution is located within a
municipality of at least 5,000 people. Denis Morris has enrolled approximately 1,021 students
and is located in St. Catharines, Ontario with a population of 131,400 people; therefore, it must
comply with this Regulation. Denis Morris is required to source separate:
Aluminum food and beverage cans (including cans primarily of aluminum)
Cardboard (corrugated)
Fine paper
Glass bottles and jars for food or beverages
Newsprint
Steel food or beverage cans (including cans primarily of steel)
1021
Students (Summer)
100
Students (Fall)
1021
90
22
90
Total Winter
1113.5
Total Summer
123
Total Fall
1113.5
2
100
Summer
30
Fall
100
The facility includes classrooms, offices, a cafeteria, an auto shop, art rooms, washrooms, a
gymnasium, change rooms, a chapel, a library, a parking lot, computer labs, and hallways (see
Figures 12 and 13). The school currently only has landfill and recycling practices in place, as
they are currently facing issues with the implementation of an organics program, which will be
discussed in detail in Section 6.0 Recommendations. The facility currently has its waste
managed by Modern Corporation. In compliance with Ontario Regulations 102/94 and 103/94, a
non-hazardous waste audit was conducted from Wednesday, March 9 to Friday, March 11, 2016
from approximately 7:30 10:00 a.m. each day. These dates were chosen, as they were the only
dates the school and auditors were able to accommodate both needs.
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
Steel
Drywall
Skids
Paper towels
Printer cartridges
IT equipment/audio-visual
equipment
Furniture
Building/renovation
material
Disposable take out food
packaging
Cell phones
Diapers
Clothing/textiles
Other:
Aluminum Foil
Ceramic
Coffee Cups
Cooking Oil
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
Cutlery
Electronics
Medication
Miscellaneous
(mop/racket)
Non-Recyclable Paper
Non-Recyclable Plastics
Other (#7) plastic cases,
displays, bottles and
containers
Polycoat Containers
Plastic Film
PP (#5) plastic containers,
bottles and straws
PVC (#3) plastic piping,
equipment and packaging
Rubber Gloves
Scrap Metal
Spiral Containers
Polycoat food trays
% =
100%
119.96
100%
8, 357.83
= 1.44%
100%
119.96
100%
119.96 + 35.58
= 77.12%
100%
5,362.06
=
100%
14,466.94
= 37.06%
=
Total Waste
Weight
(kg)
Annual
Composition
(%)
Hallways
5,153.65
3,398.19
8,551.84
42.2
Classrooms/
Offices
Cafeteria and
Eating Areas
3,461.76
3,096.88
6,558.64
32.4
3,064.62
1,011.83
4,076.45
20.1
Washrooms
1,067.40
0.00
1,067.40
5.3
Total
12,747.10
7,506.89
20,253.99
100.00
Diversion Rate
(%)
62.94
37.06
100
37.06
4.1.1 Landfill
A summary of the annual composition of landfill waste for each WGA (%) is illustrated in
Figure 1 below.
This figure clearly illustrates that the largest portion of waste came from the hallway
waste bins (40.43%). The reason the majority of the waste came from the hallways is
likely due to the fact that the hallways house the students lockers where they keep their
lunches and snacks, as well as vending machines which generate a large amount of waste.
The signage posted around disposal areas in the hallways is to be inadequate in terms of
clarity and depth of information (Appendix B - Figures 11 and 12). Through the
implementation of better signage and awareness, the amount of landfill waste generated
should decrease significantly.
As indicated in Figure 2 below, many recyclable items were found in landfilled bins. The
most of this waste was composed of organics (46.39%), paper towels (16.99%), and
PET#1 (4.29%). As previously mentioned, these results indicated that there is inadequate
education for the staff and students in regards to proper recycling practices. In addition,
there is evidence that a two stream waste collection system allow the possibility to
significantly increase the schools diversion rate. Therefore, establishing a compostable
materials and collecting only 72% of all organics may increase diversion rate to
approximately 60%. All MOECC waste classes encountered in this audit are illustrated in
the figure in order to exemplify the significant and insignificant waste sources.
Non-Recyclable
Plastics
4.44%
Non-Recyclable Paper
2.42%
Medication
0.04%
Coffee Cups
2.45%
Cutlery
0.07%
Miscellaneous
(mop/racquet)
1.65%
Cardboard
1.69%
Fine paper
2.81%
Newsprint
0.11%
PET (#1) plastic food
and beverage bottles
4.29%
HDPE (#2) plastic jugs,
crates, totes and drums
0.04%
Aluminum Foil
0.07%
Clothing/textiles
0.17%
Disposable take out
food packaging
0.04%
Polystyrene (#6)
2.10%
Paper towels
16.99%
Glossy magazines,
catalogues, flyers
0.97%
Organics
46.39%
Figure 1. Summary of percent composition of MOECC categories found in all WGA in landfill stream.
10
4.1.2 Recycling
Figure 3 below illustrates the percent total annual recyclable material generation for each
WGA at the high school.
Cafeteria/Eating
Area
13.48%
Bathrooms
0.00%
Hallways
45.27%
Classrooms/Offices
41.25%
11
Non-Recylable Food
Packaging
1.24%
Polycoat Containers
0.22%
Non-Recyclable Plastics
0.48%
Aluminum food and beverage PP (#5) plastic containers,
Noncans
Recyclable
bottles and straws
1.50%
Paper
0.86%
0.60%
Coffee Cups
0.48%
Cutlery
0.11%
Miscellaneous
0.50%
Electronics
0.76%
Ceramic
0.79%
Glossy magazines, catalogues,
flyers
27.82%
Cardboard
10.89%
Paper towels
0.11%
Fine paper
22.55%
Newsprint
10.96%
Polystyrene (#6)
1.08%
Figure 3. Summary of percent composition of MOECC categories found in all WGA recyclables stream.
12
PP (#5)
plastic
containers,
bottles and
straws
0.71%
Plastic Film
Non-Recyclable
0.47%
Plastics
Polycoat
4.15%
Containers
1.54%
Non-Recyclable Paper
0.24%
Coffee Cups
4.98%
Clothing/textiles
1.07%
Paper towels
14.45%
Rubber Gloves
0.24%
Polycoat food trays
0.95%
Fine paper
10.55%
Cardboard
0.71%
PET (#1) plastic food and
beverage bottles
6.52%
Polystyrene (#6)
5.92%
Glossy magazines,
catalogues, flyers
5.45%
Boxboard shoe boxes,
cereal boxes, etc.
1.66%
Organics
38.63%
Figure 5. Summary of percent composition of landfill materials from classrooms and offices.
13
Figure 6 below breaks down the percent composition of recyclable materials generated in
the classrooms and offices at the school. Majority of the materials found in this stream
were magazines, catalogues and flyers (43.25%), fine paper (34.99%), and newsprint
(16.96%). As previously mentioned, these numbers could be further reduced by
implementing double sided printing, online assignments, submissions, and readings, and
using recycled paper products.
Non-Recyclable Plastics
0.06%
Electronics
1.19%
Fine paper
35.08%
Glossy magazines,
catalogues, flyers
43.36%
Newsprint
17.01%
Figure 6. Summary of percent composition of recyclable materials from classrooms and offices.
14
4.2.2 Cafeteria
Figure 7 and 8 below illustrate the percent composition of landfill and recyclable material
waste, respectively, from the cafeteria at the school. As illustrated in Figure 7, majority of
the material found in the landfill stream was organics (69.26%), polycoat food trays
(10.52%), and non-recyclable plastics (6.69%). These numbers could be reduced by
implementing an organics program; in addition to purchasing recyclable or compostable
food trays for use in the cafeteria and eating areas. Furthermore, staff and students should
be encouraged to bring their own reusable lunch containers and beverage containers.
Polycoat Containers
6.15%
Coffee Cups
0.25%
Aluminum Foil
0.20%
Polystyrene (#6)
1.13%
Organics
77.41%
15
As illustrated in Figure 8 below, majority of the material found in the recycling stream
was cardboard (37.89%), organics (22.63%), and PET plastics (14.39%). As mentioned
above, these numbers could be reduced by implementing an organics program; in addition
to purchasing recyclable or compostable food trays for use in the cafeteria and eating
areas. Furthermore, staff and students should be encouraged to bring their own reusable
lunch containers and beverage containers. There may have been a high amount of
cardboard found within the cafeteria because food from the eatery and vending machines
come pre-packaged. Moreover, the weight of the cardboard may have been influenced by
the amount of liquid found within the bags, thus increasing the percent composition of
cardboard.
Non-Recyclable Plastics
Non-Recyclable Paper
PP (#5) plastic
Non-Recylable
Food 0.48%
0.60%
Electronics
containers,
bottles and
Packaging
0.76%
straws
1.24%
0.86%
Polycoat
Containers
Miscellaneous
Other (#7) plastic cases,
0.22%
0.50%
displays, bottles and
Cutlery
containers
0.11%
0.06%
Coffee Cups
Aluminum food and
0.48%
beverage cans
Ceramic
1.50%
0.79%
Plastic Film
0.05%
Paper towels
Glossy magazines,
Cardboard
0.11%
catalogues, flyers
10.89%
27.82%
Fine paper
22.55%
Newsprint
10.96%
Polystyrene (#6)
1.08%
16
4.2.3 Hallways
Figures 9 and 10 below illustrate the percent composition of landfill and recyclable
materials, respectively, from the schools hallways. Figure 9 illustrates that majority of the
materials found in the landfill bins were organics (37.71%), PET #1 (8.42%), nonrecyclable paper (8.29%). Organic material could be diverted from landfill by
implementing an organic waste program, in addition, PET #1 comprises of recyclable
plastic materials; however, since they were not put into the proper recycling bin, they will
go to landfill. Through education and awareness, these simple mistakes can be corrected
in order to increase the amount of material diverted from landfill. A fairly significant
amount of recyclable plastic material was found in the landfill which can be corrected
through educational outreach programs.
Non-Recyclable Paper
0.27%
Non-Recyclable Plastics
3.66%
Miscellaneous
(mop/racquet)
3.33%
Cardboard
5.33%
Medication
8.46%
Coffee Cups
0.13%
Fine paper
3.40%
Newsprint
0.40%
Cutlery
5.86%
Paper towels
5.59%
Glossy magazines,
catalogues, flyers
3.60%
Boxboard shoe boxes,
cereal boxes, etc.
0.40%
Polystyrene (#6)
38.49%
Organics
0.33%
17
Figure 10 below illustrates that majority of the materials found in the recycling bins were
organics (42.98%), PET #1 (12.94%), and polycoat food containers (11.00%). These
numbers could be reduced by encouraging staff and students to bring their own reusable
mugs and containers to school in which would decrease the need for recyclable and nonrecyclable food and beverage containers. Again, it is stressed that the school implement an
organics program as it is clear that a significant amount of organic material is going to
landfill, or improperly being put into the recycling stream. In addition, educating staff and
students on the recycling codes for plastics would benefit the waste program as the
plastics would be more likely to be properly sorted.
Polycoat Containers
0.19%
Non-Recyclable Plastics
2.12%
Non-Recylable Food
Packaging
1.54%
Non-Recyclable Paper
2.60%
Other (#7)
plastic cases,
displays, bottles
and containers
0.19%
Aluminum food and
beverage cans
6.06%
Miscellaneous
3.75%
Coffee Cups
3.08%
Cardboard
7.31%
Ceramic
5.97%
PET (#1) plastic food and
beverage bottles
14.73%
Polystyrene (#6)
3.56%
Organics
48.89%
4.2.4 Washrooms
The only waste generated in the washrooms was paper towels (100%). This waste goes to
the landfill because it is soiled paper and there is no organics program in place at present.
It is strongly suggested that the high school implement an organics program as the paper
towel waste could be composted. In addition, the paper towel in the organics stream will
soak up and moisture from other compostable content in the bins.
5.0 Conclusions
This audit, conducted at Denis Morris High School, determined that the highest
contributor of waste is organic material, and, since the school does not have an organics
program, it is all sent to the landfill. Through the implementation of an organics program,
there will be a larger amount of material diverted from landfill. The current diversion rate
is 37.06%, which has the potential to be greatly improve upon through the
recommendations discussed in Section 6.0 - Recommendations.
Hallways at the school were determined to be the largest waste generating area and
responsible for 40.43% of annual waste and 45.27% of annual recycling. This area houses
the students lockers, vending machines and routes to classes; therefore, students are
likely to be disposing of their trash in this area, followed closely by classrooms and the
cafeteria, which combined account for another approximate 51% of annual waste and 66%
of annual recycling. There are currently signage postings around the waste disposal areas
throughout the school; however, these postings are difficult to read for young students
who are in a hurry and uneducated about proper waste disposal practices. Examples of the
signage can be seen in Appendix B Figures 11 and 12.
As this is the first waste audit conducted at Denis Morris High School, its intended
purpose is to serve as the baseline study for future audits. In addition, it was used to
determine current waste management practices and methods for improvement. This report
shall serve as the basis for future audits in terms of methodology, as consistency will
allow for representative results.
6.0 Recommendations
A list of recommendations has been put together that reflect the results from the waste
audit. They were created to comply with Ontario Regulation 102/94, which states that a
Waste Reduction Work Plan must be established. The recommendations are for the use of
the high school in order to reduce waste generation, improve waste management strategies
and develop environmental awareness education within the institution. The
recommendations were categorized in the following classifications:
Source Reduction
Recycling and Composting
Disposal
General
19
6.1.2 Paper
To reduce the amount of paper entering the recycling stream, the institution should
implement awareness for double sided printing within the library, offices, and computer
labs. In addition, teachers may ask their students to provide electronic copies for
assignments to save paper and ink. Teachers may also ask their students to double side
their assignments and homework if required to be submitted in-person. In addition, the
school should consider using paper made from a high percentage of recycled content.
20
6.3 Disposal
6.3.1 Education and Awareness
With consideration to the aforementioned recommendations, all staff and students should
be educated on proper disposal methods. First, employees can be educated through
awareness training in staff lunchrooms with lunch and learns and staff meetings. If the
employees are properly educated on proper disposal methods (i.e. proper recycling
methods) then they can educate their students and become positive role models. Students
can be educated within classrooms, assemblies and through posters throughout the school.
The awareness training should include proper source separation, source reduction methods
and sustainable practices. In addition, incentives should be provided in order to promote
these initiatives, and boost staff and student morale. Through these initiatives, staff and
students will understand why these programs are important to the school and the
environment.
6.3.2 Signage
The current signage found above waste receptacles is very general and has several words
and images that can be found confusing for students that are in a hurry and cannot be
bothered to read it. Signage should be improved and tailored to the school with the most
21
common recyclable and non-recyclable materials found within both streams. This will
promote better source separation for both students and employees.
6.4 General
6.4.1 Miscellaneous Items
Anomalous items such as books, racquets and mops were found during this waste audit.
These items can be collected throughout the year and brought to an appropriate recycling
facility or donated, as opposed to placing them in the landfill stream. Anomalous items
such as books and racquets that were found can be collected, stored and disposed of
appropriately every 6 months to a year. For example, books that are no longer in use at the
school can be donated, which promotes sustainable practices, benefits the community, and
boost school morale. Furthermore, sports equipment that has reached the end of its use can
be brought to an appropriate facility for recycling and refitting.
22
The paper material in the waste was often sullied and wet, which likely impacted
the weight of the materials.
The team conducting the waste audit had no experience conducting a waste audit;
therefore, it is expected that better results would come from more experienced
auditors.
Some materials were too light for the scale to detect; therefore, the weight was
estimated.
Bags of paper towels were found within other waste bags and assumed to be
washroom waste.
This audit was completed during Tim Hortons Roll up the Rim to Win event;
therefore, there may have been a higher number of Tim Horton cups than usual.
In order to calculate the number of part-time employees, it was assumed they were
only present half the time, thus only counted as half a person in the calculation.
Anomalous materials were included in the annual totals.
The school only operates Monday Friday; therefore, the total waste calculations
were multiplied by five days per week, not seven. This assumption was made
because there are no people present at the school on weekends, thus there is no
waste generated.
23
8.0 References
City of St. Catharines. (2011). Population Statistics. Retrieved from:
https://www.stcatharines.ca/en/investin/Demographics.asp
A Guide to Waste Audits and Waste Reduction Work Plans for Industrial, Commercial
and Institutional Sectors. (2008). Ontario Ministry of the Environment and Climate
Change. Retrieved from:
https://dr6j45jk9xcmk.cloudfront.net/documents/1355/227-guide-to-waste-auditsen.pdf
O. Reg. 102/94: Waste Audits and Waste Reduction Work Plans. (1994). Government of
Ontario. Environmental Protection Act. Retrieved from:
https://www.ontario.ca/laws/regulation/940102
24
9.0 Appendices
Appendix A
9.1 Ministry Forms
Ministry of the Environment Waste Form
Report of a Waste Audit
Industrial, Commercial and Institutional Establishments
As required by O. Reg. 102/94
I.
This report must be prepared 6 months after becoming subject to O. Reg. 102/94 and a copy
retained on file for at least five years after it is prepared, and be made available to the
ministry upon request.
For large construction and demolition projects, please refer to the forms included with A
Guide to Waste Audits and Waste Reduction Work Plans for Construction and Demolition
Projects as Required Under Ontario Regulation 102/94 (revised July 2008)
GENERAL INFORMATION
Name of Owner and/or Operator of Entity(ies) and Company Name:
Denis Morris Catholic High School
Name of Contact Person:
Telephone #:
Dawn Di Francesco
(905) 321-4107
Street Address(es) of Entity(ies): 40 Glen Morris Dr, St. Catharines
Municipality: St. Catharines
Email address:
Dawn.DiFrancesco@ncdsb.com
Type of Entity
(check one)
Retail Shopping Establishments
Hotels and Motels
Retail Shopping Complexes
Hospitals
Office Buildings
Educational Institutions
Restaurants
Large Manufacturing Establishments
Note: O. Reg. 102/94 does not apply to multi-unit residential buildings.
II.
DESCRIPTION OF ENTITY
Denis Morris Catholic High School is an educational institution of approximately 130, 289 square
feet in size situated at 40 Glen Morris Drive, in St. Catharines Ontario. The number of staff and
students at the school varies between the fall and winter semesters, and the summer school months.
In the fall and winter semester there are 1021 students, 90 full-time employees, and 5 part-time
employees, while there are 100 students, 22 full-time employees, and 2 part-time employees during
the summer school months. The facility includes classrooms, offices, a cafeteria, an auto shop, art
rooms, washrooms, a gymnasium, change rooms, a chapel, a library, a parking lot, computer labs,
and hallways. The schools waste generating areas (WGA) include:
25
III.
HOW WASTE IS PRODUCED AND DECISIONS AFFECTING THE PRODUCTION OF
WASTE
For each category of waste that is produced at the entity(ies), explain how the waste will be produced and how
management decisions and policies will affect the production of waste.
How Is the Waste Produced and What Management
Categories of Waste
Decisions/Policies Affect Its Production?
Generated by customers eating inside restaurant. Food
packaging is used for health reasons. Reusable mugs for
Example: Disposable Food Packaging
customers consuming coffee/tea inside restaurant is being
reviewed.
Generated by staff and students eating in the cafeteria. New
aluminum food and beverage cans are used for health reasons and
to hold food/drink. Education on proper recycling practices is
Aluminum food and beverage cans
expected to be implemented into the school program; in addition,
the use of reusable mugs for staff/students consuming beverages at
the school is being reviewed.
Generated principally from food services. A specific cardboard
recycling program should be implemented; in addition, education
Cardboard
on proper recycling practices is expected to be implemented into
the school program.
Generated by staff printing in offices and students use in
classrooms. This paper is provided onsite and brought in from
offsite. The school has a recycling program for paper; however,
Fine paper
education on proper recycling practices is expected to be
implemented into the school program.
Generated by staff and students from vending machines in the
hallways. As all of these products were found in the landfill bags,
Glass food and beverage bottles/jars
education on proper recycling practices is expected to be
implemented into the school program.
Generated by staff and students from use in classrooms and
offices. The school has a recycling program for paper; however,
Newsprint
education on proper recycling practices is expected to be
implemented into the school program.
N/A Was not encountered in this waste audit.
Steel food and beverage cans
Generated by staff and students eating in the cafeteria and
purchasing from vending machines. New, sealed PET (#1) bottles
are used for health reasons and to hold food/drink. Education on
proper recycling practices is expected to be implemented into the
PET (#1) plastic food and beverage bottles
school program; in addition, the use of reusable mugs for
staff/students consuming beverages at the school is being
reviewed.
Generated by staff and students eating in the cafeteria and
HDPE (#2) plastic jugs, crates, totes and
purchasing from vending machines. Education on proper recycling
practices is expected to be implemented into the school program;
drums
in addition, the use of reusable mugs for staff/students consuming
26
Polystyrene (#6)
Organics
Paper towels
Printer cartridges
IT equipment/audio-visual equipment
Furniture
Building/renovation material
Disposable take out food packaging
Cell phones
Diapers
Clothing/textiles
Other: Aluminum Foil
27
Other: Ceramics
Other: Cutlery
Other: Electronics
Other: Medication
The school does not currently have a program for these products.
Generated in the cafeteria and eating areas, as well as brought in
from outside the school. The school does not currently have a
recycling program for these products. Education on proper
recycling practices for the lids versus the cup is expected to be
implemented into the school program.
Generated by staff that bring in their own ceramic mugs from
outside the school. The school does not currently have a recycling
program for these products. Further implementation of reusable
mugs is expected to be implemented.
Generated in the cafeteria and eating areas, as well as brought in
from outside the school. Education and use of reusable cutlery is
expected to be implemented.
Generated from staff and students in the classrooms and offices.
The school does not currently have a recycling program for these
products. Education on where to bring electronics and batteries is
expected to be implemented.
Generated from staff and students and disposed of in the hallways
waste receiving areas. The school does not currently have a
recycling program for these products. Education on where to bring
medical waste is expected to be implemented. In addition, this item
of waste is expected to be an anomaly as most of these items are
consumed, not disposed of.
Generated from students and maintenance staff members. The
school does not currently have a recycling program for these
products. In addition, these items of waste is expected to be
anomalies as most of these items are not disposed of frequently.
Generated in classrooms, offices, the library, and brought in from
off-site, and disposed of throughout the school. Education on
proper recycling practices for recyclable versus non-recyclable
paper is expected to be implemented into the school program.
Generated in cafeteria and vending machines, and brought in from
off-site, and disposed of throughout the school. Education on
proper recycling practices for recyclable versus non-recyclable
food packaging is expected to be implemented into the school
program.
Generated by staff and students mainly in the classrooms, hallway
vending machines, and cafeteria and brought in from off-site, and
are disposed of throughout the school. Education on proper
recycling practices for recyclable versus non-recyclable plastics is
expected to be implemented into the school program.
Generated by staff and students mainly in the classrooms, hallway
vending machines, and cafeteria and brought in from off-site, and
are disposed of throughout the school. Education on proper
recycling practices for recyclable versus non-recyclable plastics is
expected to be implemented into the school program.
Generated by staff and students mainly in the cafeteria and brought
in from off-site, and are disposed of throughout the school.
Education on proper recycling practices for recyclable versus nonrecyclable plastics is expected to be implemented into the school
program.
Generated by staff and students mainly in the cafeteria and brought
in from off-site, and are disposed of throughout the school.
28
Education on proper recycling practices for recyclable versus nonrecyclable plastics is expected to be implemented into the school
program.
Generated by staff in the cafeteria for use as protective equipment
for health reasons. There are currently no recycling programs for
Other: Rubber Gloves
these products at the school.
Generated by staff and students mainly in the cafeteria and brought
in from off-site, and are disposed of throughout the school.
Other: PP (#5) plastic containers, bottles and
Education on proper recycling practices for recyclable versus nonstraws
recyclable plastics is expected to be implemented into the school
program.
Generated by staff and students mainly in the cafeteria and brought
in from off-site, and are disposed of throughout the school.
Education on proper recycling practices for recyclable versus nonOther: Polycoat Food Trays
recyclable plastics is expected to be implemented into the school
program.
Note: When completing this form, write n/a in the columns where the entity will not produce any
waste for a category of waste.
IV.
MANAGEMENT OF WASTE
For each category of waste listed below, indicate which waste items will be disposed or reused/recycled and how
each item will be managed at the entity(ies).
Category
Waste to be Disposed
Reused or Recycled Waste
Staff/clients may place in garbage Staff/clients place cans in recycling
bins
receptacles. Collection staff later
Example: Beverage cans
collect cans. Those in garbage are
disposed; those in recycling
receptacles are recycled.
Staff/clients may place in garbage Staff and students place cans in
bins.
recycling receptacles. Collection staff
Aluminum food and beverage cans
later collect recycling. Those in
garbage are disposed; those in
recycling receptacles are recycled.
Staff/clients may place in garbage Staff and students place unsullied
bins.
cardboard in recycling receptacles.
Collection staff later collect recycling
Cardboard
and compact the cardboard. Those in
garbage are disposed; those in
recycling receptacles are recycled.
Staff/clients may place in garbage Staff and students place fine paper in
bins.
recycling receptacles. Collection staff
Fine paper
later collect recycling. Those in
garbage are disposed; those in
recycling receptacles are recycled.
Staff/clients may place in garbage Staff and students place unsullied
bins.
glass food and beverage containers in
Glass food and beverage
recycling receptacles. Collection staff
bottles/jars
later collect recycling. Those in
garbage are disposed; those in
29
N/A
Staff/clients may place in garbage
bins.
Organics
Wood
Steel
Drywall
Skids
Paper towels
N/A
N/A
N/A
N/A
Staff/clients may place in garbage
30
bins.
Printer cartridges
IT equipment/audio-visual
equipment
Furniture
Building/renovation material
N/A
N/A
N/A
N/A
Staff/clients may place in garbage
bins.
Cell phones
Diapers
N/A.
N/A
Staff/clients may place in garbage
bins.
Clothing/textiles
Other: Ceramics
Other: Electronics
31
32
bins.
/
3
33
V.
Generated
Disposed
Categories of Waste
A
Base
Year
B *
Current
Year
C *
Change
(A-B)
A
Base
Year
B *
Current
Year
C *
Change
(A-B)
A
Base
Year
B *
Current
Year
C *
Change
(A-B)
A
Base
Year
B *
Current
Year
C *
Change
(A-B)
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
35.58
91.49
152.49
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
119.96
871.20
1804.4
1
0
877.3
N/A
512.35
27.45
0
86.41
968.79
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
Wood
Steel
Drywall
Skids
Paper towels
Printer cartridges
IT equipment/audio-visual equipment
Furniture
Building/renovation material
Disposable take out food packaging
Cell phones
Diapers
Clothing/Textiles
Other: Aluminum Foil
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
7.12
2226.2
9
N/A
N/A
N/A
N/A
9.15
N/A
N/A
N/A
N/A
0
N/A
N/A
0
0
38.63
63.03
9.15
121.99
6.10
N/A
232.79
2.03
10.17
113.86
2518.0
4
19.31
52.86
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
155.54
962.69
1956.6
9
121.99
883.4
N/A
745.14
29.48
10.17
200.27
3486.8
3
26.43
2279.1
2
N/A
N/A
N/A
N/A
931.18
N/A
N/A
N/A
N/A
2.03
N/A
N/A
9.15
4.07
171.80
63.03
13.22
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
922.03
N/A
N/A
N/A
N/A
2.03
N/A
N/A
9.15
4.07
133.17
0
4.07
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
34
Other: Electronics
Other: Medication (pills)
Other: Miscellaneous (Mop, Racket)
Other: Non-Recyclable Paper
Other: Non-Recyclable Food Packaging
Other: Non-Recyclable Plastics
Other: (#7) Plastics cases, displays, bottles
and containers
Other: Polycoat Containers
Other: Plastic Film
Other: PP (#5) Plastics containers, bottles
and straws
Other: Rubber Gloves
Other: Polycoat Food trays
Total
N/A
N/A
N/A
N/A
N/A
N/A
N/A
60.99
2.03
129.11
178.92
99.22
279.61
9.15
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
60.99
0
39.65
47.78
99.22
38.68
5.08
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
0
2.03
89.46
131.14
0
240.93
4.07
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
213.48
18.30
109.59
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
17.28
4.07
69.13
N/A
N/A
N/A
N/A
N/A
N/A
196.20
14.23
40.46
N/A
N/A
N/A
N/A
N/A
N/A
4.07
629.25
20,253.
99
100
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
0
354.78
12,747.
10
62.94
N/A
N/A
N/A
N/A
N/A
N/A
4.07
274..47
7,506.8
9
37.06
N/A
N/A
N/A
N/A
/4
35
VI.
Do you have a management policy in place that promotes the purchasing and/or use of
materials or products that consist of recycled and/or reused materials or products? If yes,
please describe.
At present, there is no management policy in place that promotes the purchasing and/or
use of materials or product that consist of recycled and/or reused materials or product.
2.
Do you have plans to increase the extent to which materials or products used or sold*
consist of recycled or reused materials or products? If yes, please describe.
The implementation of such a management policy is recommended, by the waste
auditors, for this facility. For example, the implementation of paper towels from 100%
recycled materials, the use of recycled plastic materials such as X, purchasing paper
made from recycled paper products, and use of compostable materials sold in the
cafeteria.
* Information regarding materials or products sold that consist of recycled or reused materials
or products is only required from owner(s) of retail shopping establishments and the owner(s) or
operator(s) of large manufacturing establishments.
Please attach any additional page(s) as required to answer the above questions.
I hereby certify that the information provided in this Report of Waste Audit is complete and correct.
Signature of authorized official:
Title:
Date:
/5
36
GENERAL INFORMATION
Email address:
Dawn.DiFrancesco@ncdsb.com
Type of Entity
(check one)
Retail Shopping Establishments
Hotels and Motels
Retail Shopping Complexes
Hospitals
Office Buildings
Educational Institutions
Restaurants
Large Manufacturing Establishments
Note: O. Reg. 102/94 does not apply to multi-unit residential buildings.
II.
/1
37
III.
For each category of waste described in Part V of Report of a Waste Audit (on which this plan
is based), explain what your plans are to Reduce, Reuse and Recycle the waste, including: 1) how
the waste will be source separated at the establishment, and 2) the programs to reduce, reuse and
recycle all source separated waste.
Waste Category
(as stated in Part V
of your Report of a
Waste Audit)
Example:
fine paper (e.g. from
an office)
Aluminum food
and beverage cans
Cardboard
Fine paper
Newsprint
Polystyrene (#6)
Organics
receptacles. Custodial staff will empty all centralized containers into bulk container
outside for collection by recycling company.
Grey Bin Program
Reduce: Staff and students will be encouraged to bring reusable bottles and
reusable containers.
Boxboard shoe
Reuse: N/A
boxes, cereal boxes,
Recycle: Awareness training, posters and signage will be communicated to staff
etc.
and students in order to ensure proper recycling for fiber products into the
appropriate receptacles. Custodial staff will empty all centralized containers into
bulk container outside for collection by recycling company.
Grey Bin Program
Reduce: School communication through the use of magazines and flyers should be
encouraged to be sent electronically as to reduce the use of paper and ink.
Glossy magazines,
Reuse: N/A
catalogues, flyers
Recycle: Awareness training, posters and signage will be communicated to staff
and students in order to ensure proper recycling for fiber products into the
appropriate receptacles. Custodial staff will empty all centralized containers into
bulk container outside for collection by recycling company.
N/A These items were not encountered during this waste audit.
Wood
N/A These items were not encountered during this waste audit.
Steel
N/A These items were not encountered during this waste audit.
Drywall
N/A These items were not encountered during this waste audit.
Skids
Paper Towel Program and Organics Program
Reduce: The school is encouraged to purchase energy efficient hand dryers as to
reduce the use of paper towel consumption within the school washrooms.
Reuse: N/A
Paper towels
Recycle: Awareness training, posters and signage will be communicated to staff
and students in order to ensure proper recycling for paper towel products into the
labeled paper towel receptacles mainly provided in washrooms/change rooms.
Custodial staff will empty all paper towel containers into bulk container outside for
collection by recycling company.
N/A These items were not encountered during this waste audit.
Printer cartridges
IT
N/A These items were not encountered during this waste audit.
equipment/audiovisual equipment
N/A These items were not encountered during this waste audit.
Furniture
Building/renovation N/A These items were not encountered during this waste audit.
material
Waste Reduction Program
Reduce: Staff and students will be encouraged to bring reusable containers.
Reuse: N/A
Recycle: The takeout food containers provided by the school cafeteria shall be
Disposable take out
replaced with compostable containers as to promote for the use in organics.
food packaging
Awareness training, posters and signage will be communicated to staff and students
in order to ensure proper disposal of disposable take out food packaging into the
appropriate receptacles. Custodial staff will empty all centralized containers into
bulk container outside for collection by waste hauling company.
N/A These items were not encountered during this waste audit.
Cell phones
N/A These items were not encountered during this waste audit.
Diapers
40
Clothing/textiles
Other: Aluminum
Foil
Other: Ceramics
Other: Cutlery
Other: Electronics
Other: Medication
Other:
Miscellaneous
(Mop, Racquet)
Other: Polycoat
Containers
Other: Rubber
Gloves
training, posters and signage will be communicated to staff and students in order to
ensure proper recycling for unsure items into the appropriate waste receptacles.
Waste Reduction Program
Reduce: Staff and students are encouraged to use recyclable materials.
Reuse: N/A
Recycle: Awareness training, posters and signage will be communicated to staff
and students in order to ensure proper disposal for non-recyclable items into the
appropriate waste receptacles. Custodial staff will empty all centralized containers
into bulk container outside for collection by waste hauling company.
Waste Reduction Program
Reduce: Staff and students will be encouraged to bring reusable containers.
Reuse: N/A
Recycle: Awareness training, posters and signage will be communicated to staff
and students in order to ensure proper disposal for non-recyclable items into the
appropriate waste receptacles. Custodial staff will empty all centralized containers
into bulk container outside for collection by waste hauling company.
Waste Reduction Program
Reduce: Staff and students are encouraged to use recyclable materials and bring
reusable containers.
Reuse: N/A
Recycle: Awareness training, posters and signage will be communicated to staff
and students in order to ensure proper disposal for non-recyclable items into the
appropriate waste receptacles. Custodial staff will empty all centralized containers
into bulk container outside for collection by waste hauling company.
Waste Reduction Program
Reduce: Staff and students are encouraged to use recyclable materials and bring
reusable containers.
Reuse: N/A
Recycle: Awareness training, posters and signage will be communicated to staff
and students in order to ensure proper disposal for non-recyclable items into the
appropriate waste receptacles. Custodial staff will empty all centralized containers
into bulk container outside for collection by waste hauling company.
Waste Reduction Program
Reduce: Staff and students are encouraged to bring reusable containers.
Reuse: N/A
Recycle: Awareness training, posters and signage will be communicated to staff and
students in order to ensure proper disposal for non-recyclable items into the
appropriate waste receptacles. Custodial staff will empty all centralized containers
into bulk container outside for collection by waste hauling company.
Waste Reduction Program
Reduce: Staff and students are encouraged to bring reusable containers.
Reuse: N/A
Recycle: Awareness training, posters and signage will be communicated to staff
and students in order to ensure proper disposal for non-recyclable items into the
appropriate waste receptacles. Custodial staff will empty all centralized containers
into bulk container outside for collection by waste hauling company.
Waste Reduction Program
Reduce: N/A
Reuse: N/A
Recycle: Awareness training, posters and signage will be communicated to staff
and students in order to ensure proper disposal for non-recyclable items into the
42
Other: PP (#5)
plastic containers,
bottles and straws
Other: Polycoat
Food Trays
IV.
appropriate waste receptacles. Custodial staff will empty all centralized containers
into bulk container outside for collection by waste hauling company.
Waste Reduction Program
Reduce: Staff and students are encouraged to bring reusable containers.
Reuse: N/A
Recycle: Awareness training, posters and signage will be communicated to staff
and students in order to ensure proper disposal for non recyclable items into the
appropriate waste receptacles. Custodial staff will empty all centralized containers
into bulk container outside for collection by waste hauling company.
Waste Reduction Program
Reduce: Staff and students are encouraged to bring reusable containers.
Reuse: N/A
Recycle: Awareness training, posters and signage will be communicated to staff
and students in order to ensure proper disposal for non recyclable items into the
appropriate waste receptacles. Custodial staff will empty all centralized containers
into bulk container outside for collection by waste hauling company.
Identify who is responsible for implementing the Waste Reduction Work Plan at your entity(ies).
If more than one person is responsible for implementation, identify each person who is
responsible and indicate the part of the Waste Reduction Work Plan that each person is
responsible for implementing.
Name of Person
Responsibility
Telephone #
Dawn Di Francesco
Eco Club Moderator
(905) 321-4107
.../2
43
V.
Provide a timetable indicating when each Source Separation and 3Rs program of the Waste Reduction
Work Plan will be implemented.
Source Separation and
Schedule for Completion
3Rs Program
Example:
Deskside receptacles and centralized containers to be purchased in March.
Fine Paper 3Rs
New collection contract for recycling to be arranged for April Kick off for
Program
program and instructions to staff regarding 3Rs program to occur in April
OR
3Rs Program currently in place.
Aluminum food and
Working towards expanding source separation program for September 2016
beverage cans
regarding 3Rs program.
Working towards implementing a cardboard recycling program for September
2016 to avoid contamination in common recycling receptacles so that
Cardboard
cardboard can be properly recycled, compacted and shipped to an appropriate
recycling facility regarding 3Rs program.
Working towards expanding source separation program for September 2016
Fine paper
regarding 3Rs program.
Glass food and beverage Working towards expanding source separation program for September 2016
bottles/jars
regarding 3Rs program.
Working towards expanding source separation program for September 2016
Newsprint
regarding 3Rs program.
Steel food and beverage N/A These items were not encountered during this waste audit.
cans
PET (#1) plastic food
Working towards expanding source separation program for September 2016
and beverage bottles
regarding 3Rs program.
HDPE (#2) plastic jugs, Working towards expanding source separation program for September 2016
crates, totes and drums
regarding 3Rs program.
Working towards expanding source separation program for September 2016
LDPE (#4) plastic film
regarding 3Rs program.
Working towards expanding source separation program for September 2016
Polystyrene (#6)
regarding 3Rs program.
Working towards implementing an organics green bin program for September
Organics
2016 to divert organics from entering the landfill stream regarding 3Rs
program.
Boxboard shoe boxes,
Working towards expanding source separation program for September 2016
cereal boxes, etc.
regarding 3Rs program.
Glossy magazines,
Working towards expanding source separation program for September 2016
catalogues, flyers
regarding 3Rs program.
Wood
N/A These items were not encountered during this waste audit.
Steel
N/A These items were not encountered during this waste audit.
Drywall
N/A These items were not encountered during this waste audit.
Skids
N/A These items were not encountered during this waste audit.
Working towards expanding source separation program for September 2016
Paper towels
regarding 3Rs program. Working towards purchasing hand drying units for
January 2017.
Printer cartridges
N/A These items were not encountered during this waste audit.
IT equipment/audioN/A These items were not encountered during this waste audit.
visual equipment
Furniture
N/A These items were not encountered during this waste audit.
Building/renovation
N/A These items were not encountered during this waste audit.
44
material
Disposable take out food
packaging
Cell phones
Diapers
Clothing/textiles
Other: Ceramics
Other: Cutlery
Other: Electronics
Other: Medication
Other: Miscellaneous
(Mop, Racket)
Other: Non-Recyclable
Paper
Other: Non-Recyclable
Food Packaging
Other: Non-Recyclable
Plastics
Other: (#7) plastic cases,
displays, bottles and
containers
Other: Polycoat
Containers
Other: Plastic Film
Other: Rubber Gloves
Other: PP (#5) plastic
containers, bottles and
straws
Other: Polycoat Food
Trays
45
VI.
COMMUNICATION TO STAFF,
Explain how the Waste Reduction Work Plan will be communicated to employees, customers, tenants,
guests/visitors and students:
The Waste Reduction Work Plan will be communicated via e-mails, awareness meetings and posters.
First, e-mails will be sent out to all employees and planned visitors for the school to ensure that they are
aware of the new sustainable practices, targets and goals implemented at the institution. Furthermore,
employees will take part of monthly staff environmental meetings to ensure that they are communicating
the Waste Reduction Work Plan to all students and visitors. In addition, these meetings will entail the
importance of the Work Plan, awareness training and any accomplishments.
Students and visitors will be communicated to through staff and provided awareness training of proper
sustainable practices, targets and objectives, the importance of the work plan and key messages of the
plan. These meetings will be conducted once the plan is implemented and repeated at every school
assembly and once a week on morning announcements. Furthermore, there will be posters in all common
areas of the school such as the main office, cafeteria and main hallways. This will allow staff, students and
visitors to revisit the work plan in the case of uncertainty. These communication techniques will allow
positive results and the successful implementation of the Waste Reduction Work Plan for Denis Morris
Catholic Secondary School.
/3
46
VII. ESTIMATED WASTE PRODUCED BY MATERIAL TYPE AND THE PROJECTED AMOUNT
Material
Categories
(as stated in
Part III)
Example:
Fine Paper
Aluminum food
and beverage
cans
Cardboard
Estimated
Annual Waste
Produced *
(kgs)
1.8 tonnes
155.54
962.69
Projections to Reduce,
Reuse or Recycle Waste
(kgs or tonnes)
Estimated
Annual Amount
to be Diverted
**
(%)
Reduce
Reuse
200 kg
100 kg
15.55
Recycle
N/A
1.2
tonnes
93.3
70
83
Fine Paper
1956.69
Cardboard Recycling
Program
Grey Bin Program
121.99
12.19
6.09
67.09
70
883.4
88.34
44.17
485.87
70
N/A
N/A
N/A
N/A
N/A
N/A
745.14
74.51
N/A
447.08
70
29.48
2.94
N/A
17.68
70
10.17
1.01
N/A
6.10
70
200.27
20.02
10.01
110.14
70
3486.83
Organics Program
348.68
N/A
2440.78
80
26.43
2.64
N/A
15.85
70
2279.12
227.91
N/A
1367.47
70
N/A
N/A
N/A
N/A
N/A
N/A
Steel
N/A
N/A
N/A
N/A
N/A
N/A
Drywall
N/A
N/A
N/A
N/A
N/A
N/A
96.26
48.13
529.47
70
195.66
97.83
1076.17
70
47
Skids
Paper Towels
N/A
N/A
N/A
N/A
N/A
N/A
931.18
93.11
N/A
744.94
90
N/A
N/A
N/A
N/A
Printer
Cartridges
IT
equipment/audio
-visual
equipment
Furniture
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
Building/renovat
ion material
Disposable take
out food
packaging
Cell phones
N/A
N/A
N/A
N/A
N/A
N/A
2.03
Waste Reduction
Program
0.2
N/A
1.21
70
N/A
N/A
N/A
N/A
N/A
N/A
Diapers
N/A
N/A
N/A
N/A
N/A
N/A
Clothing/
Textiles
9.15
N/A
0.91
15.25
Other:
Aluminum Foil
Other: Coffee
Cups
4.07
Textile Waste
Reduction and
Recycling Program
Blue Bin Program
0.4
N/A
2.44
70
171.80
34.36
N/A
85.9
70
Other: Ceramics
63.03
18.9
18.9
N/A
Other: Cutlery
13.22
1.32
N/A
7.93
60
70
Other:
Electronics
Other:
Medication
Other:
Miscellaneous
(Mop, Racquet)
Other: NonRecyclable
Paper
Other: NonRecyclable Food
Packaging
Other: NonRecyclable
Plastics
60.99
Waste Reduction
Program and Blue Bin
Program
Waste Reduction
Program
Waste Reduction
Program and Blue Bin
Program
E-Waste Recycling
Program
Waste Reduction
Program
Anomalous Recycling
Program
N/A
N/A
60.99
100
N/A
N/A
N/A
N/A
N/A
N/A
129.11
178.92
Waste Reduction
Program
17.89
N/A
N/A
99.22
Waste Reduction
Program
9.92
N/A
N/A
Waste Reduction
Program
27.96
2.03
129.11
279.61
70
100
10
10
N/A
N/A
10
48
Other: (#7)
plastic cases,
displays, bottles
and containers
Other: Polycoat
Containers
Other: Plastic
Film
*
**
9.15
213.48
18.30
Other: Rubber
Gloves
109.59
Other: PP (#5)
plastic
containers,
bottles and
straws
Other: Polycoat
Food Trays
4.07
629.25
Waste Reduction
Program
0.91
Waste Reduction
Program
21.34
Waste Reduction
Program
1.83
Waste Reduction
Program
N/A
Waste Reduction
Program
0.4
Waste Reduction
Program
62.92
N/A
N/A
10
N/A
N/A
10
N/A
N/A
10
N/A
N/A
N/A
N/A
N/A
10
N/A
N/A
10
Title:
Date:
49
Appendix B
9.2 Maps and Images
50
Figure 53. Denis Morris High School floor plan, first floor.
Figure 144. Denis Morris High School floor plan, second floor.
51
Appendix C
10.0 Figures
Figure 1. Summary of percent composition for WGA in the landfill steam.
Figure 2. Summary of percent composition of MOECC categories found in all WGA landfill
stream.
Figure 3. Summary of percent of total annual recyclable material generation for each WGA.
Figure 4. Summary of percent composition of MOECC categories found in all WGA
Recyclables stream.
Figure 5. Summary of percent composition of landfill materials from classrooms and offices.
Figure 6. Summary of percent composition of recyclable materials from classrooms and offices.
Figure 7. Summary of percent composition of landfill materials from the cafeteria.
Figure 8. Summary of percent composition of recyclable materials from the cafeteria.
Figure 9. Summary of percent composition of landfill materials from hallways.
Figure 10. Summary of percent composition of recyclable materials from hallways.
52
Appendix D
11.0 Tables
Table 1. Population on campus for 2015-2016 fiscal year.
Table 2. Number of days per semester in 2015-2016 fiscal year.
Table 3. Total annual waste generated from each WGA.
53
Appendix E
Raw Data
See attached Excel document.
54