Waste Audit

2016
Denis Morris High School Waste Audit
Prepared for: Dawn Di Francesco

Completed by: Victoria Munro, Marta,
Volodymyr & Syed
Denis Morris Catholic High School

40 Glen Morris Drive
L2T 2M9
St. Catharines, Ontario
2016 Denis Morris Catholic High School Waste Audit Report
Dear Ms. Di Francesco,
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
6.4.2 Meet 3 Rs Guidelines of 102/94 ............................................................................................... 22

7.0 LIMITATIONS AND ASSUMPTIONS ............................................................................................. 22
8.0 REFERENCES ................................................................................................................................. 24
9.0 APPENDICES .................................................................................................................................. 25
APPENDIX A ........................................................................................................................................ 25
9.1 MINISTRY FORMS ........................................................................................................................... 25
APPENDIX B ........................................................................................................................................ 50
9.2 MAPS AND IMAGES ......................................................................................................................... 50
APPENDIX C ........................................................................................................................................ 52
10.0 FIGURES ....................................................................................................................................... 52
FIGURE 1. SUMMARY OF PERCENT COMPOSITION FOR WGA IN THE LANDFILL STEAM. ............................... 52
FIGURE 2. SUMMARY OF PERCENT COMPOSITION OF MOECC CATEGORIES FOUND IN ALL WGA LANDFILL
STREAM. ............................................................................................................................................. 10
FIGURE 3. SUMMARY OF PERCENT OF TOTAL ANNUAL RECYCLABLE MATERIAL GENERATION FOR EACH WGA.
.......................................................................................................................................................... 11
FIGURE 4. SUMMARY OF PERCENT COMPOSITION OF MOECC CATEGORIES FOUND IN ALL WGA
RECYCLABLES STREAM. ....................................................................................................................... 12
FIGURE 5. SUMMARY OF PERCENT COMPOSITION OF LANDFILL MATERIALS FROM CLASSROOMS AND OFFICES.
.......................................................................................................................................................... 13
FIGURE 6. SUMMARY OF PERCENT COMPOSITION OF RECYCLABLE MATERIALS FROM CLASSROOMS AND
OFFICES. ............................................................................................................................................. 14
FIGURE 7. SUMMARY OF PERCENT COMPOSITION OF LANDFILL MATERIALS FROM THE CAFETERIA. ............. 15
FIGURE 8. SUMMARY OF PERCENT COMPOSITION OF RECYCLABLE MATERIALS FROM THE CAFETERIA. ........ 16
FIGURE 9. SUMMARY OF PERCENT COMPOSITION OF LANDFILL MATERIALS FROM HALLWAYS. ................... 17
FIGURE 10. SUMMARY OF PERCENT COMPOSITION OF RECYCLABLE MATERIALS FROM HALLWAYS.............. 18
APPENDIX D ........................................................................................................................................ 53
11.0 TABLES ........................................................................................................................................ 53
TABLE 1. POPULATION ON CAMPUS FOR 2015-2016 FISCAL YEAR............................................................... 2
TABLE 2. NUMBER OF DAYS PER SEMESTER IN 2015-2016 FISCAL YEAR...................................................... 3
TABLE 3. TOTAL ANNUAL WASTE GENERATED FROM EACH WGA. ............................................................. 8
APPENDIX E ........................................................................................................................................ 54
RAW DATA ......................................................................................................................................... 54
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
1.1 The Regulations

1.1.1 Responsibilities under Ontario Regulation 102/94
Ontario Regulation 102/94, constrains Denis Morris Catholic Secondary School to conduct nonhazardous waste audits to account for the waste generated in the entire facility in all operations.
The waste audit shall address the following:
The nature, composition, and amount of waste generated in the waste audit calendar year;
The manner in which the waste is generated; and
The means by which the waste is managed, i.e. waste management strategies
Thereafter, a formal report documenting the findings is to be prepared by the auditor. This report
is accompanied by a completed Waste Reduction Work Plan, taking into consideration the results
of the waste audit to build on reduction, reuse or recycling practices in all areas of operations.
The plan shall clearly identify team members responsible for the implementation of different
objectives, as well as when each objective shall be implemented and the expected results. In
addition, the Waste Reduction Work Plan shall include a communication plan which includes
strategies or tactics involved through which the waste audit information shall be made accessible
to all stakeholders. Copies of the report or summary of findings and work plan, should be made
readily available and should be provided to any team member upon request.
1.1.2 Responsibilities under Ontario Regulation 103/94

As a mandatory requirement of Ontario Regulation 103/94, Denis Morris Catholic Secondary
School is required to implement Source Separation Programs into the waste management
program. Such programs are intended to anticipate quantities of waste, and to work towards an
overall reduction. It incorporates reuse and recycling, as well as regular reporting and updating
of all stakeholders.
1
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)
1.2 The Site

Denis Morris is a Catholic High School located at 40 Glen Morris Drive, St. Catharines Ontario.
The building is approximately 130, 289 square feet in size, and houses 1021 students and
approximately 100 staff members during the regular school year (Fall, Winter). In order to
complete this waste audit effectively, we collected the following information displayed in Table
1 below.
Table 1. Population on campus for 2015-2016 fiscal year.
Number of People on Campus
Students (Winter)
1021
Students (Summer)
100
Students (Fall)
1021
Full-Time Employees (Winter)
90
Full-Time Employees (Summer)
22
Full-Time Employees (Fall)
90
Part-Time Employees (Winter)
Part-Time Employees (Summer)
Part-Time Employees (Fall)
Total Winter
1113.5
Total Summer
123
Total Fall
1113.5
2
Table 2. Number of days per semester in 2015-2016 fiscal year.

Number of days per semester
Winter
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.
1.3 The Purpose

The purpose of the Waste Audit conducted at Denis Morris Catholic Secondary School is as
follows:
1. To help identify opportunities for improving waste management strategies within the
school. For example, behavioural changes in staff, students and employees,
communication strategies, and training and awareness.
2. To set waste reduction goals and initiatives and strategies for achieving them.
3. To help improve sustainable actions by promoting the importance of efficient waste
management programs, strategies, and education.
4. To determine the amount and types of waste generated, in addition to the capture rate and
diversion rate at the high school.
5. To promote the reduction of waste generated, reduce the amount of improperly sorted
waste and recyclable materials at the school, and reduce the amount of waste entering
landfills by capturing and diverting recyclable and reusable materials into the appropriate
waste stream; all of which will be accomplished by improved educational outreach.
6. To measure the effectiveness of current waste management strategies, and use the results
of this audit to measure the effectiveness of newly implemented waste management
strategies in future years.
7. To benefit the school by saving costs of disposal and hauling of waste fees through reuse
and recycling programs.
8. To promote the implementation of an organics program within the school.
2.0 Waste Audit Methodology

This waste audit was completed following the Ontario Regulation 102/94 and 103/94 guidelines
of the Ontario Environmental Protection Act. The procedure consists of operational reviews,
planning, preparation of audit materials, data sheets and logistics, waste sorting and data entry,
data analysis, report preparation, estimation of reuse and recycled content, and the preparation of
the final report and Ministry of the Environment and Climate Change documentation. For better,
structured organization, this audit was conducted in three phases, the details of which are
described below.
2.1 Phase I: Pre-Audit Actions

Before the waste audit was conducted, pre-audit preparation activities were completed. Initial
contact with the Audit Supervisor, Ms. Dawn Di Francesco of Denis Morris High School, was
completed to gain information regarding the number of staff and students at the school during
different times of the year, the number of schools days in the 2015-2016 fiscal year, the size of
the building, the waste streams, the company that collects the schools waste and recycling, and
the current waste management practices in place. In addition, the organization of the waste audit
was communicated. The staff were instructed to label the garbage and recycling bags according
to the Waste Generating Areas (WGA) outlined (i.e. classrooms, offices, washrooms, cafeteria
and eating areas, hallways, parking lot and outdoor areas, and the auto shop) for the week of
March 7, 2016. Unfortunately, the WGA that had been outlined were not labelled or organized as
such, however more information regarding this issue is discussed further in Section 7.0
Limitations and Assumptions.
2.2 Phase II: Conducting the Audit

Phase two of the waste audit included the weighing, sorting, characterization, and quantification
of the material and inputting the information into an Excel document. The waste weighed and
sorted each day was the waste from the previous day; for example, Wednesday morning dealt
with the waste collected from Tuesday, etc. The audit took place in the school cafeteria and the
waste was organized into bins based on WGA.
Conducting the audit entailed:
Sorting the landfill and recycling bags based on WGA.
Weighing and totaling the amount of landfill waste and recyclable material from each
WGA using an electronic scale.
Sorting and characterizing approximately 15% of the waste based on MOECC
recommendations. The characterization of waste was completed based on the MOECC
waste classes (See Appendix E for Denis Morris waste classification).
Following the sorting of each waste or recycling class, the total weight of each
waste and recycling class was calculated through the use of Excel calculations.
Repeating this process for the allotted days at school.
4
The MOECC waste classes are:

o Aluminum food and beverage
cans
o Cardboard
o Fine paper
o Glass food and beverage
bottles/jars
o Newsprint
o Steel food and beverage cans
o PET (#1) plastic food and
beverage bottles
o HDPE (#2) plastic jugs, crates,
totes and drums
o LDPE (#4) plastic film
o Polystyrene (#6)
o Organics
o Boxboard shoe boxes, cereal
boxes, etc.
o Glossy magazines, catalogues,
flyers
o Wood
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
The WGA included in this audit include:

Classrooms and offices
Hallways
Cafeteria and eating areas
Washrooms
2.3 Phase III: Post-Audit Actions

Following the weighing and sorting, the bags were returned to the loading area to await
pickup. The quantification of the data collected in Phase II can be found in the attached
Appendix E. Upon the completion of the data analysis, the information was organized and
presented in this report.
The data collected during the waste audit was used to calculate the percent composition,
capture rate and diversion rate. The calculations used for analysis are represented below.
% =

100%

For example, aluminum food and beverage cans:

% =
119.96
100%
8, 357.83
= 1.44%

100%

For example, aluminum food and beverage cans:

=
119.96
100%
119.96 + 35.58
= 77.12%

100%

5,362.06
=
100%
14,466.94
= 37.06%
=
3.0 Current Waste Management Systems

Currently, Denis Morris high school only utilizes two waste streams as a part of their
waste management system: the landfill waste stream and the recyclable materials
stream. The facility generates waste from classrooms, offices, a cafeteria, an auto shop,
an art rooms, washrooms, a gymnasium, change rooms, a chapel, a library, a parking lot,
computer labs, and hallways. All of the waste generated in these areas is collected in offhours and deposited in large bins outside the building. Both the landfill and the recyclable
streams are collected separately within the school, and placed in separate bins for final
disposal by Modern Corporation.
The waste is generated by both staff and students; however, a small fraction may be
contributed by visitors to the school as well. Generally, waste ranges from aluminum food
and beverage cans, cardboard, fine paper, glass food and beverage bottles/jars, newsprint,
steel food and beverage cans to different plastics. Their detail in terms of landfill waste
and recyclable materials is described in detail in the following two sections.
3.1 Landfill Waste

The waste audit determined that the school generates landfill waste in greater quantity as
compared to the recyclable materials. For example, the landfill waste accounts for
approximately 60% of the total annual waste generated in kilograms. The materials found
in the landfill waste bins were comprised mainly of polystyrene, coffee cups, nonrecyclable plastic materials, PP (#5) plastic containers, bottles and straws, polycoat
containers, polycoat food trays, PET (#1) plastic food and beverage bottles, glossy
magazines, catalogues, flyers, and paper towels.
3.2 Recyclable Materials

The waste audit determined that the school generates recyclable material that accounts for
approximately 37% of the total annual waste generated in kilograms. Throughout the
completion of the audit it became clear that the school should incorporate educational
programs on proper waste disposal practices, as many of the items found in the landfill
waste were recyclable materials, and vice versa. Unfortunately, all material found in the
garbage are disposed of, and materials found in recycling receptacles are recycled.
Materials found in the recycling bins comprised mainly of cardboard, fine paper, PET (#1)
plastic food and beverage bottles, glossy magazines, catalogues, flyers, and polycoat food
containers.
4.0 Waste Audit Results

The results of the waste audit performed at the Denis Morris Catholic High School are
outlined in the following sections. As previously mentioned under methodology, the
schools waste was separated into four WGAs based on the nature of activities generating
waste and where the waste was gathered: Needs to add the detail of how the data from the
week was annualized and also a bit about the how the results were retrieved
Classrooms and offices
Hallways
Washrooms
4.1 Facility Wide

The total annual waste generated from each WGA is illustrated in Table 3 below. The
results indicate that of the 20,253.99 kg of solid waste collected; only 37.06% was placed
in the recyclable materials waste stream, while the other 62.94% was directed to the
landfill. Furthermore, all of the material found in the recycling stream was not entirely
recyclable material. Table 3 below outlines the landfill waste weight in kilograms,
diverted waste weight in kilograms, total waste generated weight in kilograms, and the
total annual composition for each WGA at the high school.
Table 3. Total annual waste generated from each WGA.

Waste
Landfill Waste Diverted Waste
Weight
Weight
Generating
Area
(kg)
(kg)
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.

containers
0.07%
Non-Recyclable
Plastics
4.44%
2.42%

bottles and straws
0.75%
Plastic Film
Aluminum
Polycoat 0.26%
food and
Containers
beverage
3.61%
cans
0.66%
Medication
0.04%
Coffee Cups
2.45%
Cutlery
0.07%
Miscellaneous
(mop/racquet)
1.65%
Glass food and

beverage
bottles/jars
2.25%
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%
LDPE (#4) plastic film

0.19%
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%
Boxboard shoe boxes, cereal

boxes, etc.
0.36%
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%
Figure 2. Summary of percent of total annual recyclable

material generation for each WGA.
Collected recycling waste accounted for only 37.06% of the all waste generated at the
school. This result clearly indicates that there is significant potential to increase the waste
diversion rate. Figure 3 above illustrates the distribution of generating recyclable waste in
different WGA of the school. As depicted, the schools washrooms do not generate any
recycling waste. In the same time washrooms are the biggest generator of used paper
towels, which are the relevant part of landfill waste stream (16.99%). Therefore, by
incorporating an organic waste stream, the school would divert majority of this paper
towel waste from the landfill.
Figure 4 below breaks down the percent composition of the MOECC waste categories for
all of the WGA at the school. As illustrated, majority of the recycling waste is composed
of fine paper (21.59%), glossy magazines, catalogues and flyers (26.64%), cardboard
materials (10.42%), and organic materials (11.59%). The school should consider further
reduction by incorporating the use of recycled paper products, double sided printing, and
online submissions for assignments. All MOECC waste classes encountered in this audit
are illustrated in the figure in order to exemplify the significant and insignificant waste
sources.
11
Non-Recylable Food
Packaging
1.24%
Polycoat Containers
0.22%
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%

containers
0.06%
Plastic Film
0.05%
Ceramic
0.79%
Glossy magazines, catalogues,
flyers
27.82%
Cardboard
10.89%
Paper towels
0.11%
Fine paper
22.55%

boxes, etc.
0.09%
Organics
12.11%
Newsprint
10.96%
Polystyrene (#6)
1.08%
HDPE (#2) plastic jugs, crates,

totes and drums
0.34%

6.40%
Figure 3. Summary of percent composition of MOECC categories found in all WGA recyclables stream.
12
4.2 Waste Generating Areas

4.2.1 Offices/ Classrooms
Figure 5 below illustrates the percent composition of landfill materials from classrooms
and offices at the school. This figure depicts that majority of the landfill waste found in
these areas of the school are organics (38.63%), paper towels (14.45%), and fine paper
(10.55%), all of which should be recyclable materials. Through the implementation of an
organic materials waste stream, majority of the organic landfill waste should be diverted
from landfill. In addition, through education and awareness training at the school, all of
these recyclable materials should be properly placed in the recycling bins and diverted
from landfill.
PP (#5)
plastic
containers,
bottles and
straws
0.71%
Plastic Film
Non-Recyclable
0.47%
Plastics
Polycoat
4.15%
Containers
1.54%
0.24%
Coffee Cups
4.98%
Clothing/textiles
1.07%
Paper towels
14.45%
Rubber Gloves
0.24%
Polycoat food trays
0.95%
Aluminum food and

beverage cans
1.78%
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.
0.06%

bottles and straws
0.20%
Polycoat food
containers (cartons)
Polycoat
0.24%
Containers
Non-Recylable Food
0.06%
Packaging
0.09%
Aluminum food and
beverage cans
0.40%
0.12%
Cardboard
0.71%
Electronics
1.19%
Fine paper
35.08%
Glossy magazines,
catalogues, flyers
43.36%

boxes, etc.
0.14%

beverage bottles
1.35%
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.
Aluminum food and

beverage cans
0.44%
Cardboard
0.20%
bottles and straws
1.43%
Plastic Film
0.10%

beverage bottles
2.21%

0.20%
Fine paper
0.49%
Polycoat Containers
6.15%
Coffee Cups
0.25%
Cutlery Non-Recyclable Plastics

7.48%
0.10%

0.10%
Aluminum Foil
0.20%
Polystyrene (#6)
1.13%

packaging
Paper towels
0.10%
2.02%
Organics
77.41%
Figure 7. Summary of percent composition of landfill materials from the cafeteria.
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.
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
0.22%
0.50%
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%

cereal boxes, etc.
0.09%
Organics
12.11%
Newsprint
10.96%
Polystyrene (#6)
1.08%

beverage bottles
6.40%
0.34%
Figure 8. Summary of percent composition of recyclable materials from the cafeteria.
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.

containers
0.53%
0.27%
3.66%
Miscellaneous
(mop/racquet)
3.33%
Aluminum food and

beverage cans
0.73%
Polycoat
Containers
0.32%
Cardboard
5.33%
Glass food and beverage

bottles/jars
7.99%
Medication
8.46%
Coffee Cups
0.13%
Fine paper
3.40%
Newsprint
0.40%
Cutlery
5.86%

beverage bottles
8.59%
Paper towels
5.59%
Glossy magazines,
catalogues, flyers
3.60%
cereal boxes, etc.
0.40%
Polystyrene (#6)
38.49%

2.60%
Organics
0.33%
Figure 9. Summary of percent composition of landfill materials from hallways.
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%
2.12%
Non-Recylable Food
Packaging
1.54%
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%
beverage bottles
14.73%
Polystyrene (#6)
3.56%
Organics
48.89%
Figure 10. Summary of percent composition of recyclable materials from hallways.

18
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
Each recommendation is to be considered for implementation and reflected in the Waste

Reduction Work Plan.
6.1 Source Reduction

As fully described in Appendix A, the Ministry of the Environment and Climate Change
Waste Reduction Work Plan has been completed in accordance with Ontario Regulation
102/94. These improvements are recommended to be implemented in order to improve
waste management practices, increase diversion rates, and increase the number of waste
streams accessible at this school. Denis Morris high school should consider the programs
recommended and outlined in these documents in order to see future improvements, and
to compare future audit results to.
6.1.1 Coffee Cups, Juice Boxes, Water Bottles

An abundance of coffee cups, juice boxes and water bottles were found within the waste
and recycling streams. First, coffee cups were often found within the waste stream with
the lids on. The coffee cup itself may not be recyclable; however, the lid is generated with
polystyrene #6 in which is a recyclable plastic material. This finding demonstrates a lack
of staff and student awareness and training on proper waste disposal practices.
Furthermore, coffee cups can be reduced within the waste stream by encouraging staff and
students to bring reusable coffee mugs. Next, juice boxes and water bottles were found
within both waste and recycling streams. Although recyclable, these can be simply
reduced by encouraging staff and students to bring reusable bottles, which will divert all
bottles and juice boxes from landfill and recycling. Moreover, it is important to emphasize
why making these changes will be significant to the high school, its image, and the
environment. Through this emphasis, it is more likely that staff and students will be more
conscious in their efforts to implement proper waste management practices.
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.
5.1.3 Littler-less Lunches

In order to reduce the amount of Ziploc bags, plastic cutlery, plastic wrap and aluminum
foil into the waste streams, students and employees should be encouraged to bring lunches
in reusable containers. Staff and students should be encouraged to bring reusable cutlery
as opposed to plastic cutlery. In addition, the cafeteria should offer lunches in
compostable food wrap or on reusable plates and bowls, as well as provide reusable
cutlery. In addition, proper signage posted around the bins will allow students to quickly
visualize which bins to put their waste into.
20
6.2 Recycling and Composting

6.2.1 Organic Waste Program
The school would benefit immensely from an organics program because approximately
46% of annual waste was comprised of organic materials. Organics were found in both
recyclable and non-recyclable streams and was commonly found in containers or Ziploc
bags. Therefore, awareness for students and staff should be implemented, in addition to
proper training on how to utilize a composting bin and practice proper separation
practices. In theory, through an organics programs, the school should divert this 46% of
their annual waste from landfill into compost. In addition, it needs to be stressed why
these initiatives are important to the school, its image, and the environment. With a better
understanding of the effects of a proper waste management program, people will be more
likely to take the initiatives seriously and begin to conform. The addition of an organics
program will further provide source separation as required by Ontario Regulation 103/94.
5.2.2 Education and Awareness Programs

There were various non-recyclable wastes found within the recyclable stream and viceversa. Therefore, the school would benefit from better educating their students and staff
on recyclable wastes and non-recyclable wastes. This sort of program will increase the
diversion rate of any recyclables found within the landfill waste stream and promote
sustainable practices. In addition, implementing new signage throughout the school and
around waste disposal areas following this education would further enforce proper waste
disposal practices. The signage should be simple, clear and informative. Staff and students
are constantly hurrying around the school; therefore, there need to be signs that quickly
and clearly display their message.
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.
6.4.2 Meet 3 Rs Guidelines of 102/94

The final recommendation is to promote the 3 Rs regulation of reduce, reuse and recycle
throughout all processes within the school. In addition to the 3 Rs guideline, an emphasis
should be placed on rethink prior to reducing. All staff and students should rethink
purchases made for the school and research further sustainable practices. For example,
purchasing a sustainable hand dryer as opposed to consistently purchasing non-recycled
paper towel for dispensers. This purchase would reduce the use of paper towel waste and
improve sustainable practices within the school
7.0 Limitations and Assumptions

In the completion of this audit, several limitations and assumptions needed to be
addressed. The limitations and assumptions encountered during this project are as follows:
The audit only took place from Wednesday, March 9 until Friday March 11, 2016.
This schedule posed a limitation to the results of the waste audit because the data
for the other two days (Monday and Tuesday) had to be calculated based on
estimation and on the assumption that the waste generated would be the same type
and amount as the other three days.
There was a field trip held off-site on Wednesday March 9, which meant that the
number of students in the school was less than usual. The lack of students on-site
led to the limitation in the amount of waste generated and sorted on Thursday
March 10.
During communication with the supervisor of the project at Denis Morris High
School, we requested the waste from seven waste generating areas (classrooms,
offices, washrooms, cafeteria and eating areas, hallways, parking lot and outdoor
areas, and the auto shop); however, the only waste generating areas that were
received were for the hallways, classrooms and offices, bathrooms, and cafeteria.
Bathrooms were added as a waste generating area based on the contents found in
some of the bags and the information provided by the staff that the bathrooms only
generated paper towel waste.
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
Provide a brief overview of the entity(ties):
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
Classroom and Offices

Hallways
Washrooms
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
Generated by staff and students from use in classrooms and
offices. The school has a recycling program for paper; however,
Newsprint
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
Boxboard shoe boxes, cereal boxes, etc.
Glossy magazines, catalogues, flyers

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
beverages at the school is being reviewed.

Generated by staff and students eating in the cafeteria and from
bringing food from home. Education on proper recycling practices
is expected to be implemented into the school program; in
addition, the use of reusable products for staff/students for food at
Generated by staff and students bringing, eating, and purchasing
food products at the school. Education on proper recycling
practices is expected to be implemented into the school program;
in addition, the implementation of an organics program at the
school is under consideration and review.
These items are generally used throughout the school to provide
staff and students with information. The school currently has a
recycling program for these products; however, education on
proper recycling practices is expected to be implemented into the
school program.
Generated mainly in the washrooms and cafeteria, but are disposed
of in all areas of the facility. As most of these materials are sullied
they are disposed of in the landfill, and the school does not
currently have an organics program. Education on proper
recycling practices is expected to be implemented into the school
program; in addition, the implementation of an organics program
at the school is under consideration and review.
Generated from the cafeteria and vending machines services at the
school. The school does not currently have a program for these
products. Education on proper recycling practices is expected to be
Generated in the classrooms and offices, likely for the use of
cleaning. The school does not currently have a program for these
products. Education on proper recycling practices is expected to be
Generated in the cafeteria and eating areas and brought from home.
27
Other: Coffee Cups
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
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
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.
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.
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.
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
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
Staff/clients may place in garbage Staff and students place fine paper in
bins.
Fine paper
Staff/clients may place in garbage Staff and students place unsullied
bins.
glass food and beverage containers in
Glass food and beverage
bottles/jars
29
Staff/clients may place in garbage

bins.
Newsprint
PET (#1) plastic food and beverage

bottles
HDPE (#2) plastic jugs, crates,

totes and drums
N/A
bins.

bins.

bins.

bins.
Polystyrene (#6)
Organics

boxes, etc.
Glossy magazines, catalogues,

flyers
Wood
Steel
Drywall
Skids
Paper towels

bins.
bins.

bins.
N/A
N/A
N/A
N/A

Staff and students place newsprint in
N/A Not encountered during this
waste audit.
Staff and students place unsullied
PET #1 in recycling receptacles.
Collection staff later collect recycling.
Those in garbage are disposed; those
in recycling receptacles are recycled.
HDPE #2 in recycling receptacles.
LDPE #4 in recycling receptacles.
Polystyrene #6 in recycling
collect recycling. Those in garbage
are disposed; those in recycling

materials in recycling receptacles.
Staff and students place these items in
waste audit.
waste audit.
waste audit.
waste audit.
Staff and students place paper towels
30
bins.
Printer cartridges
IT equipment/audio-visual
equipment
Furniture
N/A
N/A
N/A
N/A
bins.

packaging
Cell phones
Diapers
N/A.
N/A
bins.
Clothing/textiles

bins.

bins.
Other: Coffee Cups

bins.
Other: Ceramics

bins.
Other: Cutlery
Other: Electronics

bins.
in recycling receptacles. Collection

staff later collect recycling. Sullied
materials should be placed in landfill
receptacles.
waste audit.
waste audit.
waste audit.
waste audit.
disposable takeout food packaging in
waste audit.
waste audit.
Staff and students place clothing and
textiles into the waste receptacles.
Collection staff later collect waste in
landfill receptacles. Those items in
garbage are disposed of.
Staff and students place sullied plastic
film into the waste receptacles.
Staff and students place sullied coffee
cups into waste receptacles.
ceramics in recycling receptacles.
recyclable cutlery in recycling
collect recycling. Those in garbage
are disposed; those in recycling
Staff and students place electronic
waste into the waste receptacles.
31

bins.
Other: Medication (pills)
Other: Miscellaneous (Mop,

Racket)

bins.
bins.

bins.
Other: Non-Recyclable Food

Packaging

bins.
Other: (#7) plastic cases, displays,

bottles and containers

bins.

bins.

bins.
Other: Plastic Film

bins.
Other: PP (#5) plastic containers,

Staff and students place medicinal
waste into the waste receptacles.
Staff and students place nonrecyclable paper into the waste

collect waste in landfill receptacles.
Those items in garbage are disposed
of.
Staff and students place nonrecyclable packaging into the waste
of.
Staff and students place nonrecyclable plastics into the waste
of.
Staff and students place Plastic #7
into recycling receptacles. Collection
staff later collect recycling. Those in
Staff and students place sullied
polycoat containers into the waste
of.
Staff and students place sullied plastic
film into the waste receptacles.
Staff and students place sullied rubber
gloves into the waste receptacles.
Staff and students place unsullied PP
32
bottles and straws
bins.
#5 into recycling receptacles.

Staff and students place sullied
bins.
polycoat food trays into the waste
Other: Polycoat Food Trays
of.
Note: When completing this form, write n/a in the columns where the entity will not produce any
waste for a category of waste.
/
3
33
V.
ESTIMATED QUANTITY OF WASTE PRODUCED ANNUALLY

Estimated Amount of Waste Produced
kgs
Reused
Recycled
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)

Cardboard
Fine paper
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
Glass food and beverage bottles/jars

Newsprint
PET (#1) plastic food and beverage bottles
HDPE (#2) plastic jugs, crates, totes, drums
Polystyrene (#6)
Organics
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
Disposable take out food packaging
Cell phones
Diapers
Clothing/Textiles
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
Boxboard shoe boxes, cereal boxes, etc.

Glossy magazines, catalogues, flyers
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
Other: Coffee Cups

Other: Ceramics
Other: Cutlery
N/A
N/A
34
Other: Electronics
Other: Medication (pills)
Other: Miscellaneous (Mop, Racket)
Other: Non-Recyclable Food Packaging
Other: (#7) Plastics cases, displays, bottles
and containers
Other: Plastic Film
Other: PP (#5) Plastics containers, bottles
and straws
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
Percent Change (total C total A x 100 )

N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
Note: When completing this form, write n/a in the Estimated Amount of Waste Produced column where the entity will not produce any waste for a category of waste.
* Fill out these columns each year following the initial waste audit or baseline year to determine the progress that is being made by your waste reduction program.
N/A
/4
35
VI.
EXTENT TO WHICH MATERIALS OR PRODUCTS USED OR SOLD BY THE ENTITY CONSIST

OF RECYCLED OR REUSED MATERIALS OR PRODUCTS
Please answer the following questions:
1.
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
Ministry of the Environment Waste Form

Report of a Waste Reduction Work Plan
Industrial, Commercial and Institutional Establishments
As required by O. Reg. 102/94
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.
I.
GENERAL INFORMATION
Name of Owner and/or Operator of Entity(ies) and Company Name:

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 THE ENTITY
Provide a brief overview of the entity(ties):

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:
Classroom and Offices
Hallways
Washrooms
/1
37
III.
PLANS TO REDUCE, REUSE AND RECYCLE WASTE
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
Glass food and

beverage
bottles/jars
Source Separation and 3Rs Program

Fine Paper 3Rs Program
Reduce: Staff will be encouraged to print on both sides of each sheet.
Reuse: Discarded paper with print only on one side will be used for note pads/scrap.
Recycle: Staff will be provided with instructions via email. Receptacles will be
provided beside each desk. Staff will empty receptacles into centralized containers.
Custodial staff will empty centralized containers into bulk container at loading dock for
collection by recycling company.
Blue Bin Program
Reduce: Staff and students will be encouraged to bring reusable bottles and
reusable containers.
Reuse: N/A
Recycle: Awareness training, posters and signage will be communicated to staff
and students in order to ensure proper recycling for disposable aluminum food and
beverage cans into the appropriate receptacles. Custodial staff will empty all
centralized containers into bulk container outside for collection by recycling
company.
Cardboard Recycling Program
Reduce: Rethink shipment packaging and reduce amount of cardboard used
throughout the school for storage purposes and replace with reusable containers.
Reuse: All shipments that are delivered in cardboard packaging ensure the reuse
for institution use for staff/students such as for storage purposes.
Recycle: Implement a cardboard recycling program to avoid contamination in
common recycling receptacles so that cardboard can be properly recycled,
compacted and shipped to an appropriate recycling facility. Custodial staff will
empty all centralized containers into bulk container outside for collection by
recycling company.
Grey Bin Program
Reduce: Staff will be encouraged to print on both sides of each sheet.
Reuse: Discarded paper with print only on one side will be used for note
pads/scrap.
Recycle: Staff will be provided with instructions via email. Receptacles will be
provided beside each desk. Staff will empty receptacles into centralized containers.
Custodial staff will empty all centralized containers into bulk container outside for
Blue Bin Program
Reuse: Properly rinse glass containers or jars. These have potential to be reused in
classrooms or at home.
and students in order to ensure proper recycling for glass food and beverage cans
into the appropriate receptacles. Custodial staff will empty all centralized containers
38
Newsprint
Steel food and

beverage cans
PET (#1) plastic

food and beverage
bottles
HDPE (#2) plastic

jugs, crates, totes
and drums
LDPE (#4) plastic

film
Polystyrene (#6)
Organics
into bulk container outside for collection by recycling company.

Grey Bin Program
Reduce: School communication through the use of newsprint or flyers should be
encouraged to be sent electronically as to reduce the use of paper and ink.
Reuse: Staff and students should be encouraged to leave newsprints in common
areas for the use of others.
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.
Blue Bin Program
Reuse: N/A
and students in order to ensure proper recycling for disposable plastics into the
Blue Bin Program
Reuse: N/A
Blue Bin Program
Reuse: N/A
Blue Bin Program
Reuse: Some polystyrene products can be reused for packaging purposes.
Organics Program
Reduce: Students and staff are encouraged to bring home their leftover food home.
Reuse: N/A
Recycle: Implementation of an organics program is to be applied in order for all
students and staff to dispose of their organics into green organic bins. Awareness
training, posters and signage will be communicated to staff and students in order to
ensure proper disposal for organic waste into the appropriate organic green bin
39
receptacles. Custodial staff will empty all centralized containers into bulk container
outside for collection by recycling company.
Grey Bin Program
Boxboard shoe
Reuse: N/A
boxes, cereal boxes,
etc.
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
Wood
Steel
Drywall
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
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
Printer cartridges
IT
equipment/audiovisual equipment
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
bulk container outside for collection by waste hauling company.
Cell phones
Diapers
40
Clothing/textiles
Other: Aluminum
Foil
Other: Coffee Cups
Other: Ceramics
Other: Cutlery
Other: Electronics
Other: Medication
Other:
Miscellaneous
(Mop, Racquet)
Textile Waste Reduction and Recycling Program

Reduce: N/A
Reuse: Some textiles can be reused as rags/ cloths for cleaning purposes.
Recycle: Clothing and textiles can be collected in a textiles bin and sent to an
appropriate recycling facility every 6 months to a year.
Blue Bin Program
Reuse: N/A
and students in order to ensure proper recycling into the appropriate receptacles.
Custodial staff will empty all centralized containers into bulk container outside for
Waste Reduction Program and Blue Bin Program
Reduce: Staff and students will be encouraged to bring reusable cups/mugs.
Reuse: N/A
appropriate receptacles. In particular, awareness training will be provided to ensure
the lids are recycled and separated from the coffee cups to ensure proper recycling
practices. Custodial staff will empty all centralized containers into bulk container
outside for collection by recycling company.
Reduce: Staff and students will be encouraged to bring reusable cups/mugs.
Reuse: Ceramic mugs can be donated or repurposed to hold items or used as a pot
for plants.
Recycle: N/A
Waste Reduction Program and Blue Bin Program
Reduce: Staff and students will be encouraged to bring their own cutlery or
provided metal cutlery from the cafeteria.
Reuse: N/A
E-Waste Recycling Program
Reduce: N/A
Reuse: N/A
Recycle: The school is encouraged to install an e-waste program. All electronics
that are found can be collected, stored and disposed of appropriately every 6 months
to a year. Awareness training, posters and signage will be communicated to staff
and students in order to ensure proper recycling for electronics into the appropriate
e-waste receptacles.
Reduce: N/A
Reuse: N/A
Recycle: N/A
Anomalous Recycling Program
Reduce: N/A
Reuse: N/A
Recycle: Anomalous items such as books and racquets that were found can be
collected, stored and disposed of appropriately every 6 months to a year. Awareness
41
Other: NonRecyclable Paper
Other: NonRecyclable Food

Packaging
Other: NonRecyclable Plastics
Other: (#7) plastic

cases, displays,
bottles and
containers
Other: Polycoat
Containers
Other: Plastic Film
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.
Reduce: Staff and students are encouraged to use recyclable materials.
Reuse: N/A
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.
Reuse: N/A
Reduce: Staff and students are encouraged to use recyclable materials and bring
Reuse: N/A
Reduce: Staff and students are encouraged to use recyclable materials and bring
Reuse: N/A
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
Reuse: N/A
Reduce: N/A
Reuse: N/A
42
Other: PP (#5)
plastic containers,
bottles and straws
Other: Polycoat
Food Trays
IV.
Reuse: N/A
and students in order to ensure proper disposal for non recyclable items into the
Reuse: N/A
and students in order to ensure proper disposal for non recyclable items into the
RESPONSIBILITY FOR IMPLEMENTING THE WASTE REDUCTION WORK PLAN
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.
TIMETABLE FOR IMPLEMENTING WASTE REDUCTION WORK PLAN
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.
Fine paper
Glass food and beverage Working towards expanding source separation program for September 2016
bottles/jars
Newsprint
Steel food and beverage N/A These items were not encountered during this waste audit.
cans
HDPE (#2) plastic jugs, Working towards expanding source separation program for September 2016
Polystyrene (#6)
Working towards implementing an organics green bin program for September
Organics
2016 to divert organics from entering the landfill stream regarding 3Rs
program.
cereal boxes, etc.
Glossy magazines,
catalogues, flyers
Wood
Steel
Drywall
Skids
Paper towels
regarding 3Rs program. Working towards purchasing hand drying units for
January 2017.
Printer cartridges
IT equipment/audioN/A These items were not encountered during this waste audit.
visual equipment
Furniture
Building/renovation
44
material
packaging
Cell phones
Diapers
Clothing/textiles

Other: Coffee Cups
Other: Ceramics
Other: Cutlery
Other: Electronics
Other: Medication
Other: Miscellaneous
(Mop, Racket)
Other: Non-Recyclable
Paper
Food Packaging
Plastics
Other: (#7) plastic cases,
containers
Other: Polycoat
Containers
Other: Plastic Film
Other: PP (#5) plastic
containers, bottles and
straws
Other: Polycoat Food
Trays

regarding 3Rs program. Working towards anomalous waste program for the
proper recycling of specific waste products to be implemented in January
2017.
Working towards developing a Bring Your Own Reusable Mug program to
divert coffee cups form entering into landfills. Working towards expanding
source separation program for September 2016 regarding 3Rs program.
Working towards developing a Bring Your Own Reusable Mug program to
divert coffee cups form entering into landfills. Working towards expanding
source separation program for September 2016 regarding 3Rs program.
Working towards implementing an e-waste program for September 2016.
regarding 3Rs program. Working towards anomalous waste program for the
proper recycling of specific waste products to be implemented in January
2017.
45
VI.
COMMUNICATION TO STAFF,
CUSTOMERS, GUESTS AND VISITORS
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
Name of Proposed 3Rs

Program
(as stated in Part III)
Projections to Reduce,
Reuse or Recycle Waste
(kgs or tonnes)
Estimated
Annual Amount
to be Diverted
**
(%)
Fine Paper 3Rs

Program
Blue Bin Program
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
Glass food and

beverage
bottles/jars
Newsprint
121.99
Blue Bin Program
12.19
6.09
67.09
70
883.4
Grey Bin Program
88.34
44.17
485.87
70
N/A
N/A
N/A
N/A
N/A
N/A
745.14
Blue Bin Program
74.51
N/A
447.08
70
29.48
Blue Bin Program
2.94
N/A
17.68
70
10.17
Blue Bin Program
1.01
N/A
6.10
70
200.27
Blue Bin Program
20.02
10.01
110.14
70
3486.83
Organics Program
348.68
N/A
2440.78
80
26.43
Blue Bin Program
2.64
N/A
15.85
70
2279.12
Grey Bin Program
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
Steel food and

beverage cans
PET (#1) plastic
food and
beverage bottles
HDPE (#2)
plastic jugs,
crates, totes and
drums
LDPE (#4)
plastic film
Polystyrene (#6)
Organics
Boxboard shoe
boxes, cereal
boxes, etc.
Glossy
magazines,
catalogues,
flyers
Wood
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
Paper Towel Program

and Organics Program
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
Estimated Waste Produced = Waste Diverted (3Rs) + Waste Disposed

Estimated Waste Diversion Rate = Amount of Waste Diverted (3Rs) Estimated Waste Produced
x 100%
I hereby certify that the information provided in this Waste Reduction Work Plan is complete and
correct.
Signature of authorized official:
Title:
Date:
49
Appendix B
9.2 Maps and Images
Figure 11. Photo of current

signage use at Denis Morris
high school.
Figure 12. Photo of current

signage use at Denis Morris
high school.
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

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2016

Denis Morris High School Waste Audit

Prepared for: Dawn Di Francesco

Denis Morris Catholic High School

2016 Denis Morris Catholic High School Waste Audit Report

Dear Ms. Di Francesco,

6.4.2 Meet 3 Rs Guidelines of 102/94 ............................................................................................... 22

1.1 The Regulations

1.1.2 Responsibilities under Ontario Regulation 103/94

1.2 The Site

Full-Time Employees (Winter)

Full-Time Employees (Summer)

Full-Time Employees (Fall)

Part-Time Employees (Winter)

Part-Time Employees (Summer)

Part-Time Employees (Fall)

Table 2. Number of days per semester in 2015-2016 fiscal year.

1.3 The Purpose

2.0 Waste Audit Methodology

2.1 Phase I: Pre-Audit Actions

2.2 Phase II: Conducting the Audit

The MOECC waste classes are:

The WGA included in this audit include:

2.3 Phase III: Post-Audit Actions

For example, aluminum food and beverage cans:

For example, aluminum food and beverage cans:

3.0 Current Waste Management Systems

3.1 Landfill Waste

3.2 Recyclable Materials

4.0 Waste Audit Results

4.1 Facility Wide

Table 3. Total annual waste generated from each WGA.

Other (#7) plastic cases,

PP (#5) plastic containers,

Glass food and

LDPE (#4) plastic film

Boxboard shoe boxes, cereal

Figure 2. Summary of percent of total annual recyclable

Other (#7) plastic cases,

Boxboard shoe boxes, cereal

HDPE (#2) plastic jugs, crates,

PET (#1) plastic food

4.2 Waste Generating Areas

Aluminum food and

PP (#5) plastic containers,

Boxboard shoe boxes, cereal

PET (#1) plastic food and

Aluminum food and

PET (#1) plastic food and

LDPE (#4) plastic film

Cutlery Non-Recyclable Plastics

HDPE (#2) plastic jugs,

Disposable take out food

Figure 7. Summary of percent composition of landfill materials from the cafeteria.

Boxboard shoe boxes,

PET (#1) plastic food and

Figure 8. Summary of percent composition of recyclable materials from the cafeteria.

Other (#7) plastic cases,

Aluminum food and

Glass food and beverage

PET (#1) plastic food and

LDPE (#4) plastic film

Figure 9. Summary of percent composition of landfill materials from hallways.