Wilmette Public Schools District 39

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Wilmette Public Schools District 39 •

Community Review Committee 2008- 2009

GREEN SCHOOLS

Subcommittee Members:

Rebecca Boyd - Parent Representative, McKenzie School Charlotte Bryant - Parent Representative, Harper School Marlene Dodinval- Member-At-Large Mindy Faunterloy- Parent Representative, Harper School John Gridley - Parent Representative, High crest Middle School Julia Grosh- Member-At-Large Susan Kick- Principal, Harper School Danielle Martinez- Teacher, Wilmette Junior High Luke Pavone - Principal, Highcrest Middle School Carolyn Sennett- Parent Representative, McKenzie School Jim Tingey- Teacher, Central School Dariusz Zukowski - Parent Representative, Romona School

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TABLE OF CONTENTS

Executive Summary ................................................................................. .

· Introduction ......................................................................................... ..

Environmental Management Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Section 1

Energy Efficiency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Section 2

Waste Management and Recycling .. .. .. .. .. . .. .. . .. .. .. .. . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. Section 3

Purchasing and Green Cleaning.................................................................. Section 4

Indoor Air Quality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Section 5

Building Construction and Design .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . .. .. .. .. .. .. . .. .. .. .. Section 6

Outdoor Air Quality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Section 7

Sustainable Landscaping and Gardening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Section 8

Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Section 9

Communications . .. . . . . .. . . . . . . . .. . . . . . . . . . . .. . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. .. . . . . . ... Section 10

Conclusion ............................................................................................ .

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EXECUTIVE SUMMARY

EXECUTIVE SUMMARY Green Schools

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The Green Schools Committee of the 2008-2009 CRC spent the year evaluating what makes a school district "green," what District 39 is presently doing or not doing, and how the District might strengthen and unify its commitment to being environmentally responsible.

There is a societal movement to "go green." This is not a trend (although some of the strategies will change over time), and it is more than just being kind to the Earth. The collective efforts to become more sustainable will be essential as time progresses. On a more immediate level, laws are proliferating on a monthly basis at both the state and federal level to promote sustainable practices, and school districts are finding that by not re-evaluating some of their practices, precious funds are literally going down the drain.

The benefits to the District would be apparent not only in hard dollar savings but also in quieter yet pervasive ways such as increases in student productivity. According to various studiesi, benefits of green schools include, but are not limited to:

• A healthy, productive learning environment • Improved teacher retention • Financial savings • Hands-on learning • Environmentally-friendly atmosphere • Improved student performance due to increased daylight • Improved health due to good indoor air quality • Increased learning potential due to favorable acoustics • Increased teacher and student satisfaction due to comfortable indoor temperature

The Green Schools Committee explored a variety of sources and researched the current practices and recommendations on what a green school might look like. We interviewed various constituents in the District and community to assess what steps the District is currently taking in the absence of a stated collective goal. Those interviewed included teachers, administrators, principals, PTA environmental representatives, and the outside advisors. We found that individuals within the community are on the right path in terms of individual commitment and effort, but there is little direction, planning or coordination. Efforts amongst District 39 entities are not consistent. We are doing many things right, but we could do a lot better. And with a stated goal and strategic plan, this Committee believes that District 39 can marshal its talents and resources through collaboration to be a leader among school districts.

Green Schools - Community Review Committee Executive Summary

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The Illinois Environmental Protection Agency (IEPA) has developed a detailed checklist guiding schools and/or districts in their quest to go green. The Green Schools Committee has employed this list as a guide to our research and findings. The areas explored in our report are the following:

1. Management Strategies 2. Energy Efficiency 3. Waste Management and Recycling 4. Purchasing and Green Cleaning 5. Indoor Air Quality 6. New and Existing Construction 7. Outdoor Air Quality 8. Landscaping and Gardens 9. Curriculum 10. Communication

After comparing our research on green schools with the results of the interviews, this committee developed a series of recommendations to assist the district in a long-term goal of becoming more sustainable. This goal will have the greatest chance of success if it starts with a School Board resolution. In the Environmental Management Strategies section, you will find a copy of the Illinois Sustainable Schools Compact. The Compact is part of an Illinois State program, which is described by the Governor's Office as "best practices that K-12 schools can voluntarily pursue to help lead the way to a greener, cleaner future."ii Schools or school districts check off practices on this one-page document that each is now pursuing or intends to pursue, sign the compact and send to the Governor's office for Governor Quinn's signature. Several districts in our area such as New Trier and every school in District 65 (Skokie/Evanston) have already made this part of their future mission. We strongly urge the Board to sign this as a public acknowledgement ofthe District's commitment to being environmentally responsible pioneers.

As environmental concerns continue to mount and affect each of us, it becomes apparent that our children will live in a much more universal community. It is incumbent upon District 39 to reveal to students how to be stewards of the world we will be leaving them.

i Greening America's Schools: Costs and Benefits, Gregory Kats, October 2006 http://www.cape.com/ewebeditpro/items/059F9819 .pdf; www. buildgreenschools.org ii http://www. standingupforillinois.org/ green/ compact. php

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Green Schools - Community Review Committee Executive Summary

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INTRODUCTION

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INTRODUCTION

District 39 has a well-established history of being a leader in education and maintaining its commitment to high quality programming. In the 1960s District 39 was one of the few districts in the country to offer free pre-kindergarten to its youngest citizens. During the 1970s when arts programs were being eliminated nationwide, District 39 chose to preserve Creative Drama, thus fulfilling its mission of delivering a well-rounded education. In the latter part of the last century when the AIDS epidemic was making its presence known in urban areas and small towns alike, one school in District 39 set a humane and compassionate course for one of its students with AIDS. This outreach became a model for schools throughout the country. Currently District 39 is implementing new teaching strategies for curricular areas that are sensitive to gender-based learning needs and differences. Each of these agendas was based on thoughtful exploration and research of available data.

Now the district has the opportunity not only to participate in becoming a "greener" district, but also to be a leader and role model for the nation in this effort. The objective of this report is not to convince the district to "go green". District 39 administrators are aware that going green is not only financially responsible, but it is also necessary to prepare our students and future generations of student citizens for a new model of how to live and work on our planet. Our mission is to highlight the strengths of the District and to recommend ways, both financially and behaviorally, needed so that the District can take the next steps toward calling itself an authentic "Green District". We are calling for a cultural change that appeals for small yet significant steps that will enable us to develop a community of self-awareness.

Provided in this report are recommendations for becoming more sustainable in all areas of district functioning. In order to implement these recommendations, however, we believe the first step must be to create a District-level task force that will be responsible for coordinating current efforts, evaluating the following recommendations and creating a strategic plan to begin implementation. We discovered without a commitment from the District the inconsistency among schools will continue and our efforts will remain rudderless. In addition, a permanent "Green" committee is recommended for long-term monitoring, decision-making, information sharing, and continued coordination among the various involved parties.

Working toward sustainability and environmental responsibility provides an excellent chance to bring together students, parents, staff, and administrators in a long-term goal that will empower students to address challenges of the 21st century through service, commitment, and academic rigor. This effort will be consistent with District 39's legacy of demonstrating educational best practices.

Green Schools - Community Review Committee Introduction

ENVIRONMENTAL MANAGEMENT STRATEGIES

Section 1

ENVIRONMENTAL MANAGEMENT STRATEGIES

What Does a Green School District Look Like with Respect to Environmental Management Strategies?

A Green School District has a Green Team that organizes and directs green activities, operations and behaviors at the schools. All stakeholders in the school community are involved - administrators, teachers, facilities managers, custodians, staff, students, parents and school board members. The Green Team is empowered to coordinate activities, make recommendations to relevant decision-makers and facilitate communications.

A Green School District has a school board environmental policy or mission that is communicated effectively throughout the District community.

A Green School District has a strategic plan that starts with an environmental survey or audit to identify priorities. Students might be involved in some parts of the process. The strategic or action plan has realistic targets (both large and small) that can be achieved on short-term and long-term bases.

A Green Team might have its own section op the district website that promotes the mission, describes the Green Team's activities and celebrates its successes. (See http://www.lbelem.lfc.edu/education/components/scrapbook/default.php?sectiondetailid=8188 and http://www.distl13.org/hphs/RedesignPages/technology/green school/green school.htm).

How is District 39 Currently Addressing Environmental Management Strategies?

District 39 does not have a management strategy dedicated to greening the schools in the District. It does have a number of dedicated administrators, teachers, custodians, students and PT A/Os who are working in small ways to make changes. What the District lacks is focus, coordination and definable goals on environmental issues.

Each school has a PT A/0 environmental committee. The PTA representatives also meet as a group a few times a year under the chair of the Village-wide environmental liaison. The CRC interviewed the PT A/0 representatives and learned that while the representatives are very excited about the many activities and ideas they have been able to bring to their individual schools, a sense of District support is greatly lacking. When asked what changes they would like to see brought about, many expressed a view that the addition of a paid environmental position within the District would improve the focus and status of environmental issues.

RECOMMENDATIONS • Create and sign a school board resolution containing a commitment to "go green." • Sign the Illinois Sustainable Schools Compact (see attached Environmental Management Strategies

appendix). • Appoint a "Green Czar" to coordinate a green program throughout the District. This person should

be in a position to make changes and communicate effectively to the District community. • Prepare a long-term strategy with measurable goals. The school board should be involved in the

long-term strategy. This might be something like the long-term action plan for the facilities.

Green Schools - Community Review Committee Environmental Management Strategies - Section 1

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Establish a District-wide Green Team. The Green Team should include representative administrators, teachers, custodians and other staff, and should have representatives at each school. Parents could participate either on the Green Team or through the PT A/0 environmental committees. The District Green Team could implement recommendations in this report. Coordinate efforts with the PTO/ A environmental committees, which have been working on grassroots efforts for years. Perform an audit of the buildings, and evaluate the District's current practices with respect to the topics covered in this report. Determine short-term and long-term priorities. Seek suggestions from the school community and involve students in the program . Develop comprehensive guidance on specific topics, and distribute to all employees. The guidance can include the Green Team's role and findings, the District's goals, and sections on each relevant topic. The guidance should include specific steps for all building occupants to improve the school's environmental impact. Widely distributing the District's policies and guidelines will be critical for ensuring continuing best environmental practices throughout the District. Coordinate the Green Team with the District Facilities Development Committee (e.g., appoint someone from the Green Team to the Facilities Committee or make sure that there are personnel in common) to ensure that building construction, renovation and improvement decisions consider green alternatives. Provide training to teachers and administrators. Consider an in-service day dedicated to environmental issues and curriculum, and regular follow-up. Identify curriculum tie-ins . Track and report environmental progress. Calculate and quantify savings potential (for example, the energy savings from the new windows at Central and McKenzie). Widely communicate the District's school board resolution, and the Green Team's goals and achievements. Build permanence into the green schools program . Encourage the schools to share their experiences and celebrate their environmental achievements .

Appendices Illinois Sustainable Schools Compact Sample School Board Resolution Excerpt from Lincolnshire District 125 Minuteman, A Green Stevenson is Golden, February 2009. 7 Steps to a Green School, www.greenschools.net/7StepstoaGreenSchool.htm

Green Schools - Community Review Committee Environmental Management Strategies - Section 1

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ENVIRONMENTAL

MANAGEMENT

STRATEGIES

APPENDIX

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Illinois Sustainable Schools Compact

IN COOPERATION WITH THE GOVERNOR'S OFFICE,

AGREES TO TillS VOLUNTARY COMPACT TO PROMOTE SUSTAINABILITY AND ACCOMPLISH THE FOLLOWING MARKED GOALS BY DECEMBER 31, 2010.

Operations o Conserve energy and lower carbon emissions by shutting off lights and computers when not in use and

adjusting thermostat settings. o Encourage recycling (including batteries and electronics}, composting, and purchasing products with

minimal packaging. o Reduce fuel consumption and pollution from school transportation by limiting car and bus idling,

encouraging active transportation and carpooling, and increasing the fuel efficiency of school vehicles. o Practice sustainable grounds maintenance by minimizing use of chemical fertilizers and following a

conservative watering schedule.

Bu.Qdlngs & Grounds o Improve energy efficiency of buildings; install solar panels, wind turbines, and/or geothermal units. o Convert a school rooftop to a green roof or a white reflective roof. o Retrofit existing electric and water fixtures with high-efficiency models. o Conserve soil and water resources by:

- Incorporating rain barrels and swales into landscaping to slow and filter stormwater runoff. - Planting drought-resistant native species in landscaped areas. - Installing or retrofitting parking lots with permeable paving.

Currleolom o Participate in environmental community service projects, field trips, and assemblies. o Start an environmental club to promote green awareness and track school-wide sustainability measures. o Integrate environmental studies and green career development programs into the school curriculum. o Lead students, teachers, and staff in creating a rain garden on school property.

Signature

Name (please print)

Title

School or School District

Governor Pat Quinn

Date

Send two completed comes to: Governor's Office 100 W. Randolph, Ste. 15-200 Chicago, IL 60601-3220

Qffice 9f Governor Pat Quinn

Home - About - Services - Initiatives - Find - Contact - -

This site provides support for the Office of the Lt Governor. For updated Info on the Governor, use Goyeroor.illinojs.gov.

Illinois Sustainable Schools Compact

Sustainable Schools Compact

The Illinois Sustainable Schools Compact features best practices that K-12 schools can voluntarily pursue to help lead the way to a greener, cleaner future.

To participate, principals or superintendents should check off practices the school or district is now pursuing and aims to pursue, sign two copies of the compact, then send to:

Office of the Governor Attn: Jon Zirkle 100 W. Randolph Suite 15-200 Chicago, IL 60601-3220

Governor Quinn will sign both copies, then mail one copy back to the school.

Other Resources

Video from Compact Launch -1/31/2008

First Illinois Schools to Sign the Compact

• Albany Park Multicultural Academy • Carl Schurz High School • Notre Dame High School • Science & Arts Academy • St. Agnes of Bohemia Catholic School • UNO Charter School Network

Other Participating Schools

• 2009 Sustainable • Abingdon Middle School (Knox) Schools Symposium - • Academy for Global Citizenship (Cook) Reaister Online • Alexander Graham Bell School (Cook)

Schools

• Compact • Green Cleaning • School Siting • Symposium

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• Link to Clean Water

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Highlights

52 Tips for Green I ivlnn

State of DHnois Lieutenant Governor Pat Quinn

Implementing the DHnois Sustainable Schools Compact

Specific suggestions of ways to fulfill items on the compact are described below. Items from the Illinois Sustainable Schools Compact are numbered and in bold Visit GreenSolutions.il.gov for more information.

Operations:

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1. Conserve energy and lower carbon emissions by shutting off lights and computers when not in use and adjusting thermostat settings.

There are many easy ways to cut down on your school's carbon emissions and utility bills. Consider organizing interested students to shut off lights and computers when not in use or at the end of the day (if this is in line with school procedures). Install automatic light sensors and computer technology that put machines to sleep when not in use. Unplug appliances at night to conserve energy and moneyappliances that are plugged-in, even if turned off, still use energy! Keep thermostats at 68°F in the winter and 78°F in the summer to lower energy bills; consider reducing heating and cooling at night when no one is in school buildings to save even more. Promote teleconferencing or videoconferencing for meetings to reduce unnecessary traveling.

Consider calculating your school's carbon footprint, or offsetting your carbon emissions. A good place to get started is htt;p://www.carbonfund.org.

2. Encourage recycling (including batteries and electronics), eomposting, and purchasing products with minimal packaging.

Encourage students and staff to lead recycling efforts, and make it fun; consider joining a statewide or national recycling competition. Compost shredded paper, lawn debris, and food scraps with outdoor compost bins or with worm composting (students love this!). Buy products that are biodegradable and contain recycled content. Also, buy materials in bulk to reduce packaging.

Visit the Illinois Recycling Association at http://www.illinoisrecycles.org for more information on recycling and reducing waste.

3. Reduce fuel consumption and pollution from school transportation by limiting ear and bus idling, encouraging carpooling, and increasing the fuel efficiency of school vehicles.

Did you know that hybrid school buses are now on the market? Consider converting school buses or maintenance vehicles to flex fuel, hybrid technology, or install exhaust filters that capture soot and other air pollutants. Place signs by· school pick-up/drop-off areas encouraging drivers to the shut off their engines while waiting for students. This practice reduces greenhouse gas emissions and unhealthy pollutants that aggravate asthma and harm air quality. Encourage students to help organize a school carpooling program. Find ways to reduce travel for school functions. For example, installing video and teleconferencing equipment can reduce the need for travel for school meetings. Also, factor in the air emissions generated by field trips and other outings, and chose destinations that are close to the school.

Follow this link for information about green transportation htt;p://www.illinoisgreenfleets.org and visit http://www.advancedenergy.org/corporate/initiativeslheb to learn about hybrid school bus programs.

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4. Practice sustainable grounds maintenance by minimizing use of ehemical fertlllzen and foUowing a conservative watering schedule.

Conventional fertilizers often wash into streams and lakes, causing fish kills after the nutrients cause algal blooms that suck oxygen out of the water. Large amounts of fossil fuel are also required to manufacture conventional fertilizers. Consider phasing out conventional chemical lawn fertilizers and transitioning to healthier alternatives that don't contain phosphorus. Furthermore, pesticides and herbicides can be harmful to landscaping crews and students and can also endanger beneficial insects and local wildlife. There are many environmentally friendly alternative products now on the market.

Watering lawns uses a large quantity of water, which is especially problematic during times of drought. Here are some watering tips: water in early morning or evening hours-if at all-to prevent losing water to evaporation; restrict watering to one day per week; or upgrade irrigation systems with efficient technology. Check out a natural lawn resource website such as http://www.govlink.org/hazwaste/house/yard/lawn for more ideas.

Did you know that a lawn mower used for half an hour emits 10 times more hydrocarbons in the air than an automobile driven for the same length of time, and a string trimmer emits air pollution at a rate that is 20 times greater than that of a car? Leaf blowing is even dirtier, emitting air pollution at a rate that is 34 times greater than that of the average car! Instead of leaf blowing, consider raking, which also provides exercise.

BuDdings & Grounds:

1. lnstaD solar panels, wind turbines, and/or geothermal units on sehool property.

Funding for renewable energy installations is increasingly available. While installing renewable energy technology may have significant up-front costs, once installed, there is no monthly bill for solar, wind, and geothermal energy! If capital is a major impediment to such infrastructure installations, consider partnering with energy service companies and financial institutions interested in performance contracting. Performance contracting allows financial institutions (banks, for example) to make a safe investment in a renewable energy upgrade identified and implemented by an energy service company. In the end, the school entering into the contract receives a significant reduction in energy usage and lower utility bills while reducing its contribution to climate change.

Check out the Illinois Renewable Energy Association at http://www.illinoisrenew.org or lllinois Solar Schools at http://www.illinoissolarschools.org for resources and ideas. For information about performance contracting, visit http://www.energyservicescoalition.org/resources to learn more.

2. Convert a sehool rooftop to a green roof or a white reOeetive roof.

Planting drought resistant plants on a flat roof insulates the root conserves considerable energy, and requires little to no maintenance. Note that an engineer or qualified expert must first properly assess your building to see if the roof can structurally uphold the weight of plants and soil. While this could be expensive initially, the energy savings that accrues could pay off the project over time. Some schools with green roofs use the roof as a living laboratory for science curriculum or as an aesthetic gathering place. A potentially less expensive energy savings plan for your school roof is applying a reflective, bio-based, light-colored coating to the roof. Such applications are relatively inexpensive, and can save energy and utility costs as well as lengthen the life of a roof.

. ' Check with engineers or other professionals (as well as district officials) to see if either of these options is feasible at your school! Visit http://www.greenroofs.org to learn more.

3. Retrofit e:s:lsting electric and water fixtures with high-efficiency models.

It is amazing how much energy and money you can save simply changing light bulbs! Compact fluorescent light bulbs (CFLs) can last 10 times longer than conventional light bulbs and use much less energy, saving carbon emissions and energy bills. Just remember to properly dispose of CFLs because they contain a small amount of mercury (see http://www.epa.gov/mercwy/spills/ for more information). Light-emitting diode (LED) lighting fixtures- though just beginning to emerge in the market- are an even better alternative!

Automated and highly-efficient water fixtures-aerators, showerheads, toilets, sinks, and irrigation equipment-can reduce water bills and electricity, saving money and resources in the long run. See the EPA's WaterSense program at http://www.epa.gov/watersense for ideas on saving water, and the EnergyStar program for saving energy at http://www.energystar.gov. Guide students in calculating the savings (energy, water, cost, etc.) associated with such upgrade as part of a project or classroom lesson.

4. Conserve son and water resources by: • Inoorporating rain barrels and swalt~s into landseaping to slow and mter stormwater runoff. • Planting drougbt~resistant native speeies in landscaped areas. • Installing or retrofitting parking lots with permeable paving.

Rain barrels collect water that drains off roofs through downspouts. The water can be used on lawns and gardens. Storm water from parking lot runoff carries pollutants and contributes to flooding; permeable paving filters pollutants, allows rainwater to replenish groundwater supplies, and reduces flooding. Adding swales with native plants helps filter pollutants from water, efficiently returning clean water back into the groundwater, and reducing localized flooding. Native plants need little watering or chemical application, have deep roots that reduce erosion, and help water filter into the soil.

Visit http://web.extension.uiuc.edu/state to find local soil and water conservation resources through your local cooperative extension office.

Curriculum:

1. Participate in environmental oommunity service projects, field trips, and assemblies.

Consider creating or joining a service learning project (an annual grant is available through the Lieutenant Governor's Office; see http://www.ServeAndLearn.org for more information), visiting local nature centers and parks, or inviting conservation groups to your school to perform skits, show films, or conduct hands-on projects. Giving students direct contact with plants, wildlife, and natural places can do wonders for their later interest in environmental stewardship! Inspire students to pursue conservation and environmental careers by introducing them to working professionals in the field through guest speakers in the classroom, visits to professional offices, or job shadowing. Consider participating in It's Our River, a river stewardship and recreation initiative facilitated by Lt Governor Quinn's Office each September (see http://www.CleanWater.il.gov under "Other Programs" for more detail).

.. 2. Start an environmental club to promote green awareness and track school-wide sustalnabllity measves.

Empower students to start an environmental club that leads environmental stewardship and awareness efforts at your school. Help students select an issue they are most passionate about and encourage them to plan an event for students, faculty, parents, and the local community to increase awareness and facilitate action on the issue. Examples might include a water conservation workshop, a recycling campaign, or a native landscaping expo. Encourage students to audit the school's energy and water use, waste and recycling efforts, and purchasing habits.

If you are interested in developing an environmental club with an existing organization, call Lt. Governor Quinn's office for suggestions at 312-814-5220 and ask for someone on the Environment Team. Check out Roots & Shoots at http://www.rootsandshoots.org, the Sierra Student Coalition at http://www.ssc.org, or other organizations to start a club chapter at your school!

3. Integrate environmental studies and green career development programs into the school eurrieulum.

Incorporate nature writing, energy calculations, and hands-on projects into the curricula of existing courses. Explore online environmental curriculum resources that meet appropriate education standards and incorporate ideas into course materials. If this is a hit with students, ask school administrators about offering environmental courses such as Advanced Placemen Environmental Science or courses on conservation and nature appreciation that meet appropriate educational standards.

One good resource is the Environmental Education Association of Illinois. For more information, visit http://www.eeai.net to find information about grants, curricula, and professional development opportunities.

4. Lead students, teachers, and staff in creating a rain garden on school property.

A rain garden is a garden planted in a low-lying area where water naturally pools or is directed from downspouts. Rain gardens are designed to include deep soil or mulch and contain native plants whose deep roots quickly absorb large amounts of storm water runoff and naturally filter pollutants. Planting a rain garden is an inexpensive way to conserve water resources, reduce flooding, increase groundwater recharge, and provide habitat for native wildlife - all while serving as an excellent teaching tool. Annual rain garden grants are available through the Lt Governor's office.

For information about Lt. Governor Quinn's rain garden initiatives, visit http://www.RainGarden.il.gov or contact Jamie Caston at [email protected].

Call the Office of the Lieutenant Governor at 217-782-7884 (Springfield office) to speak with Marc Miller or 312-814-5220 (Chicago office) to speak with

Jon Zirkle, who can help answer questions, provide ideas, and locate resources related to sustainability and conservation.

Lieutenant Goveraor Pat Qubm Chairman, Dlinois Green Governments Coordinating Cowtdl

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'SAMPLE SCHOOL BOARD RESOLUTION: BLUEPRINT FOR HEALTHY, ENVIRONMENTALLY SOUND SCHOOLS

Whereas-Schools have the potential to make positive, tangible environmental change in the world while teaching students to be stewards of their communities, the earth and its resources;

Whereas-Our current school systems often suffer from inadequate facilities that frequently use energy, water and other resources unsustainably; use pesticides, cleaning agents and other chemicals that pose health risks; and can result in "sick building syndrome" from indoor air pollution and poor ventilation;

Whereas-Many schools across the nation are sited on or near toxic waste dumps, environmentally hazardous facilities, and other sources of pollution;

Whereas-Schools are important consumers of natural resources, including energy, water, food, and paper, and generators of waste materials, including garbage, runoff, and air emissions, which contribute to the world's larger environmental problems like global warming, water and air pollution, and habitat destruction.

Whereas-Children, teachers, and staff are regularly exposed to toxic chemicals at school, are offered poor and unhealthy food choices, and use and manage resources unsustainably resulting in negative impacts on their health and their ability to teach and learn.

Whereas-This district expends considerable financial resources on chemical pest control, cleaning supplies, energy, water, office and school supplies, and educational activities (resolution could include specific statistics from the district on funds spent on specific resources);

Whereas-This district has a considerable opportunity through its purchasing power to improve both the environment and its financial bottom line.

Whereas-Many options and choices exist for schools to use natural resources more efficiently; to reduce, reuse, and recycle; to follow "Healthy, High Performance School Guidelines" for construction; to ban junk food

and soda and produce healthy lunches through local farm-to-school partnerships; to eliminate toxic chemicals; and to purchase (or produce) clean energy and recycled paper to protect our global environment.

Whereas-There is a tremendous opportunity to teach children about ecological sustainability, environmental health and nutrition; meet math, science and social studies standards; integrate environmental education into curricula; and support students to become leaders in making their own school a healthier and more ecologically friendly place;

Whereas-The Precautionary Principle has been adopted by a growing number of cities, as well as the Los Angeles Unified School District as a proactive approach to promote the safest, lowest risk way to protect people's health, the environment, and property;

Recognizing all the excellent work already underway in the district in X, Y and Z, undertaken by parents, teachers, administrators, janitors, nurses and others;

Recognizing that this framework creates a long-term, inspiring vision that integrates and strengthens many efforts in our district.

Further recognizing that fully implementing this resolution will take time, and must be achieved in stages.

Be it resolved that to promote healthier, more environmentally sustainable schools and teach environmental leadership, the School Board hereby:

1. Adopts the Precautionary Principle as the foundation for its environmental policy. The Precautionary Principle includes the following elements: *Anticipatory Action; Right to Know; Alternatives Assessment; Full-Cost Accounting; Participatory Decision Process [see: City ofSan Francisco, Precautionary Principle Ordinance]

2. Calls on the district to develop an action plan to implement a proactive environmental policy based on the Precautionary Principle

that includes the following to be prioritized and implemented step by step:

2.1 The development and adoption of an Integrated Pest Management program and other policies to minimize or eliminate the use of hazardous pesticides and herbicides in schools.

2.2 An audit of cleaning materials used in district schools and the development of a plan to use the least toxic substances.

2.3 Mechanisms to ensure that new schools are not sited near or on environmental health hazards.

2.4 A program to ensure that new schools are built and existing schools refurbished following Healthy, High Performance school building criteria that mandate the use of environmentally sound building material, efficient use of energy, water and other resources, and the creation of a healthy learning environment for children.

2.5 A district-wide plan to Improve

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the energy efficiency of schools, to increasingly rely on clean, renewable energy sources to power the district's facilities, and to ultimately transform schools into independent power producers by investing in clean renewable technologies such as solar and wind.

2.6 The creation of district-wide recycling and composting programs, along with the procurement of recycled office and classroom supplies.

2. 7 Follow and build upon the examples of New York City, Chicago, Nashville, San Francisco and others and ban soda, candy, junk food and fast food from all school grounds.

2.8 Evaluate the district's school lunch program to ensure good nutrition and consider developing a farm-to-school program.

2.9 Encourage the development of school gardens and green schoolyards as hands-on learning tools that promote good nutrition, stewardship of the land, and that teach to standards.

2.10 Adopt frameworks that meet state standards and integrate environmental education and student participation into school-wide environmental initiatives, using partnerships with environmental education providers (non-profit and public agencies).

' -

Source: "The Little Green Schoolhouse: Thinking Big About Ecological Sustainability, Children's Environmental Health and K-12 Education in the United States .. " www.greenschools.net

Resolution on Sustainability and the Design and Construction of Healthy,

High Performing School Buildings

_________ School District Board of Education

Adopted Date

WHEREAS, Students and staff are entitled to a safe and healthy school environment, and studies have indicated that student achievement is greater and attendance is higher, and teacher and staff retention is improved, when the learning environment is naturally lit, comfortable and well maintained;

WHEREAS, Schools should employ design, construction and operation strategies that minimize operating costs, in particular for energy and water use as studies show that new facility energy costs, for example, can be reduced by 25 percent or more;

WHEREAS, Schools that follow sustainable design principals can contribute to our community's environment by minimizing waste as well as air and water pollution;

WHEREAS, the District's program to build new schools and renovate existing ones provides a unique opportunity to move beyond standard designs;

WHEREAS, Schools designed to be Healthy, High Performing Schools incorporate environmental features that provide a context for learning; now, therefore, be it:

RESOLVED, That the School District Board of Education recognizes the progress already made by the District's staff and design teams to incorporate sustainable design criteria into the District's school construction program; and,

RESOLVED further, That the Board directs staff to expand this effort to ensure that every new school and modernization project, from the beginning of the design process, incorporates healthy, high performing design recommendations to the extent feasible; and that the focus be on criteria in the following priority areas:

Select priorities that meet your district's needs and location. Examples include: 1) Student performance and staff health through measures such as daylighting, the use of non toxic-emitting materials and sound insulation or isolation to minimize noise and enhance classroom acoustical quality; 2) Operating cost minimization, through resource efficiency;

3) Minimizing the impact of District operations on the environment 4) Taking advantage of financial incentive programs; and,

RESOLVED further, That the Board of Education directs staff to follow recommendations in the Illinois Resource Guide for Healthy High Performing Schools Buildings; and,

RESOLVED further, That the Board of Education endorses District participation in and directs staff to pursue partnerships that further the goal of high performance schools, including

Federal, State and utility programs that provide sustainable design financial incentives; and,

RESOLVED further, That the Board of Education directs staff, during the design phase of the remaining projects in the current construction and modernization program and all such future projects, to require architects and staff to verify that their District project(s) have striven to achieve energy efficiency and healthy construction objectives; and,

RESOLVED further, That the Board of Education directs staff to report to the Board, within __ days of the passage of this resolution, on the District's plan to comply with this Resolution; and,

RESOLVED, That the Board of Education directs staff to report to the Board annually on the progress of this program, and provide quarterly summary statistics on the number of new schools and modernization projects designed and the percentage which have incorporated Healthy, High Performing design criteria, and other statistics useful in assessing the progress of this effort.

7 Steps to a Green School 6/1/09 1:59PM

aMMMa REI\D -:-~·E REPORT a•a••••• a tw•M•t

7 STEPS TO GREEN YOUR SCHOOL {Adaped from Eco-Schools International, www.eco-schools.org)

1. Establish A Green Team or Eco-Committee

The Green Team is the core of the Green Schools process, both organizing and directing activities at the school. Consisting ofthe

stakeholders of the school environment- students, teachers, janitors, facilities managers, parents and school board members - the

Green Team is democratic and can be run by the students themselves. Whatever the type of school or age group, student involvement

in the committee is essential. This group can be charged with coordinating many of the greening activities, making recommendations

to relevant school decision-makers, and facilitate communication among and actions by the whole school community.

2. Adopt An Environmental Vision Statement or Planet Pledge

Each school produces its own vision statement, setting out what the students are striving to achieve. The Environmental Vision

Statement or Planet Pledge is displayed in various places within the school and is recognized by the students and other school

community members as a statement of beliefs and intents. This statement is often in the words of students, and can be an inspiring

classroom, art, or school-wide assembly project. Such statements can also be accompanied by a resolution from the school board,

Parent Teacher Association, the Green Team, or other school bodies (see the sample school board resolution on the Take Action page).

Use our Green Schools Graphic to help you understand and define the key components of a Green School.

To view inspiring and beautiful posters made by kids from all over the world as part of an Eco-Schools International poster contest in

2004, visit:

http://www.eco-schools.org/projects/ecocode/ec2004c.htm

3. Conduct A School Environmental Survey or Audit

To identify priorities for action, begin with conducting a review of the environmental impact of the school. Students are involved in

this work from assessing the level of waste from school lunch to checking the building for inefficiencies such as leaky taps or electric

equipment left on overnight. The school and the Green Team can work with local organizations, businesses, or other resource people

or experts during the review. Examples of environmental surveys and audit tools can be found on our Resources page, under Curricula.

These audits can be fun and really help educate the school community about the health and environmental impacts of the school.

4. Create A Green School Action Plan

Use the results of your environmental survey or audit to identify priorities of the key areas where you want to make change and create

an action plan. It is important to set realistic and achievable targets to improve environmental performance at the school so kids and

adults can take pride in tangible accomplishments in the short term. And it is important to set long-term, inspiring and challenging

targets to move beyond the status quo and foster greater environmental improvements. The action pl'lm could involve and promote, for

example, a school recycling program; eco-friendly, non-toxic cleaning materials; carpooling; energy conservation like turning off

lights, computer monitors and printers; or a school garden. See the "sample school board resolution" and "Steps Forward" on our Take

Action page for examples of policy resolutions, and specific action items under a range of environmental and health topics.

5. Monitor and Evaluate Progress

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7 Steps to a Green School 6/1/09 1:59PM . ,, . The Green Team, students, or other school community members can assist with monitoring and evaluating progress on the priorities in

the action plan. This could involve conducting an annual environmental audit to monitor levels of waste, recycling, energy use,

purchases of environmentally-preferable products, and financial savings and/or costs. The information from the monitoring is needed

to ensure that progress towards the goals and targets is made and that the action plan is modified, if necessary. It also ensures that

environmental education is an on-going process in the school, since students can be responsible for the annual audits. The basic data

collected over time can show the waste, pollution, and energy avoided - big motivators for people to continue the efforts.

6. Integrate Greening into the Curriculum

Greening activities can be integrated into existing curricula in science, art, humanities, math, language arts, or electives. Using the

school as a hands-on laboratory offers opportunities for real-world problem-solving. Students can undertake study of themes such as

energy, water, forests, toxic pollution, and waste. The whole school should be involved in practical initiatives- for example, saving

water, recycling materials and saving energy. Outdoor education, and time spent in nature locally- whether the schoolyard, a park, or

a field trip- is a critical component of a hands-on, place-based, experiential education. Where environmental education is not part of

the regular curriculum, recommendations can be made by the Green Team as to how these themes can be incorporated. See our

Resources page for some examples of environmental curricula, on-line quizzes, and other resources for children.

7. Inform, Involve, and Celebrate!

Recognizing, communicating, reflecting on, and celebrating achievements are critical components of a Green School! Greening

programs can often unifY the whole school and strengthen community relations. Green Schools are encouraged to partner with external

organizations from the community to benefit from their experience and expertise. In some schools, environmental consultants have

offered to take part in the environmental review process. Many local government agencies and utilities often offer free advice on

energy, recycling, and hazardous waste management. Green Schools are also encouraged to consider the wider community when

preparing action plans - for example, schools could offer to be the local recycling point or to be a drop-off for Community Supported

Agriculture boxes. Some schools get involved with clean-up or habitat restoration at nearby parks or share their experiences in other

ways. A communication and publicity program keeps the school and the community informed of progress through classroom displays,

school assemblies, newsletters, or other press coverage. Annual Earth Day celebrations- organized around April 20- can offer an

opportunity to showcase actions taken by the school and bring together the school and wider community.

The "7 Steps to Green Your School" is adapted from Eco-Schools International,

http://www,eco-schools.org/aboutus/howitworks.htm

content

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Going Green

Mark Michelini Assistant Superintendent for Business

A Green Stevenson is Golden

S tarting this month, I will be providing you with regular updates from the District 125 Green Committee. I am one of 16 people serving on the committee, which includes students, teachers, support staff, administrators and a

School Board member.

Our superintendent, Dr. Eric Twadell, outlined the purpose of the committee in his October Minuteman column: To examine and implement strategies that will reduce the school's environmental impact. The committee began in 2007-08, and its first order of business was identifying its priorities.

Any group of 16 people who are passionate about a topic are going to have lively discussions, and the Green Committee was no exception. One of the earliest debates centered on how to measure the success

of our efforts. We place great emphasis in the classroom on having meaningful data to monitor the academic progress of our students, and the Green Committee wanted to have the same standard.

At issue was the measuring stick we would use. Some of the committee members supported using LEED-EB, which stands for Leadership in Energy and Environmental Design for Existing Buildings, a program established by the real estate industry that provides guidelines for building owners and operators to make their properties more efficient. The program offers a certification system for buildings based on points earned through recycling and other building-improvement initiatives. Other committee members preferred to have a greater emphasis on data that showed the school's "carbon footprint," which means its emission of carbon dioxide into the atmosphere. In the end, the committee decided to go with the carbon footprint side, because it provides more dynamic data and could be collected through Sodexo School Services, our longtime supplier of custodial, cafeteria and grounds-keeping services.

Using The Loyalton Group, a Sodexo partner, a study was undertaken to determine how much carbon emissions Stevenson produces each year. The study found that the school releases 15,289 carbon dioxide equivalents into the atmosphere annually.

From this baseline, the committee took its next major step- creating specific, measurable goals the school should undertake to reduce its carbon footprint Committee members were asked to provide their suggestions, and the wide array of responses were arranged into categories, and prioritized based on their likely impact upon the school's carbon footprint The result of this worlc was the following goals:

Goal #1: Increase Awareness and Participation in Green Initiatives For Stevenson's green initiative to work, it has to be woven into everyday life on campus. Incorporating sustainability issues into the curriculum, developing more opportunities for speakers and community forums on environmental issues, and showing faculty and staff ways that they can encourage and model good practices, are just some of the practical steps we can take to meet this goal.

Goal #2: Reduce Kilowatt Burn by 5% Per Fiscal Year Our electric consumption has gone up steadily in recent years, due in large part to the increase in electronic devices being used within the school. To cut kilowatt usage, the committee is recommending several common sense solutions, including being smarter about turning off lights, computers, monitors and other lighting when leaving a room; retiring older computers that use more energy; and

increasing room temperatures during the summer in areas not used by students and staff. Other ideas include installing more efficient lighting fixtures to replace the outdated ones in the Fieldhouse; installing hand dryers with sensors in the bathrooms; and replacing all exit and warning lights with LEOs. We also are investigating submetering, which would allow us to measure carbon burn in some of our larger venues, such as the Performing Arts Center and the Forum. 1brough sub-metering, we can determine ways to reduce energy use in those areas during times when they are not busy.

Goal #3: Increase the Amount of Recycled Waste by 50% Over the Next 12 Months The school has begun to track its trash and recycling volumes. During the first three months of this school year, the school was producing about two tons of trash for every ton of recycling. We are aiming to bring that ratio closer to 1: 1 by stepping up our efforts to encourage students, faculty and staff to separate recyclables from other waste. To help with this effort, we have color-coded trash and recycling bins throughout the school; a green-topped bin is for recyclable items, and a black-topped bin is for all other waste. Also, faculty and staff continue to have blue recycling bins in classrooms and office areas for paper products and other recyclables.

Goal #4: Reduce the Amount of Paper Used and the Number of Copies Made by 10% Over the Next Year Ten percent might seem like a modest goal, but if achieved it will make a huge difference. Stevenson annually makes between 14 million and 15 million copies each year. One major change that

will make a difference is moving to online registration, which is being phased in over the next two years. The committee also is recommending that the school purchase recycled paper whenever feasible and to look at purchasing double-sided printers and multipurpose machines that can print, fax, copy and scan.

Goal #5: Reduce Natural Gas Consumption by 5% Over the Next Fiscal Year This area involves regulating temperatures, both in the air and in the water. We will look to lower the temperature of hot water coming out of the tap, and setting comfort zones in the winter between 66 and 70 degrees. Other recommendations include expanding the size of the "green roof' beyond its area on the East Building, and installing solar heating for hot water use.

Goal #6: Reduce the Number of Fossil Fuel Vehicles on Campus by 10% Over the Next Fiscal Year Encouraging alternative modes of transportation for students, faculty and staff through more bicycle racks and carpooling are among the committee proposals. The school also will look to provide incentives for employees who use more efficient vehicles.

The Green Committee's goals make for an ambitious list. Some goals can be accomplished faster than others, but they all can be done. We encourage you to talk with your student about the importance Stevenson is placing on recycling and other environmentally friendly strategies. Working together, we can make Stevenson's "Green Revolution" a success.

ThA MinutArTUOn/FAhn &Arv ?110!1 9

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ENERGY EFFICIENCY

Section 2

ENERGY EFFICIENCY

Most American primary and secondary schools spend too much money on energy. • Schools spend more than eight billion dollars on energy annually. An estimated one-third of

the energy used in American schools is wasted. i • Energy is the second-highest operating expenditure for schools after personnel costs;ii

schools spend more on energy than on textbooks and computers combined. • The least efficient schools use three times more energy than the most efficient schools. iii

What Does a Green School District Look Like with Respect to Energy Efficiency?

Energy-efficient schools cost less to operate, and many expenses to increase efficiency can be recouped quickly.

• For existing schools, implementing basic energy-efficient operations and maintenance (O&M) strategies can enable districts to expeditiously save as much as twenty percent in energy costs, extend the life of equipment, and improve the overall physical environment in school facilities. iv

• Many energy management strategies require no expenditure, or small capital outlays, and can produce rapid paybacks, in some cases, in less than two years.v

• School districts can use grants and incentives to defray portions of the initial expense, and even more funding is expected to become available very soon, as detailed below.

Energy efficiency in schools provides an opportunity to teach students the importance of conservation and protecting the environment. Schools can be models for the community as Americans become increasingly aware of the need for energy conservation.vi

Improving energy efficiency will reduce the District's vulnerability to rising energy costs.

How is District 39 Currently Addressing Energy Efficiency?

• District 39 is starting to take steps toward lowering energy costs in the school system by consulting with the Illinois Energy Consortium (IEC), an energy-purchasing consortium that is an aggregator for the bulk purchase of utility commodities. The IEC is a non-profit consortium formed to assist schools and municipalities in reducing utility expenses.

• A formal energy audit of the buildings has not yet been done. • High efficiency windows were installed in two schools in 2008. • District 39 is in the process of changing lights to more efficient bulbs. T8 bulbs and compact

fluorescent light bulbs have been installed in most schools. The District is in the process of changing outside lights to T8 bulbs and is replacing stage lighting. Light emitting diode (LED) bulbs have not been installed yet.

• The District does not have an easy way to control and monitor energy usage. For example, computers and computer peripherals may stay on during weekends.

Green Schools - Community Review Committee Energy Efficiency - Section 2

RECOMMENDATIONS:

•

•

•

•

Incorporate an energy policy into the district-wide environmental policy . The District's environmental policy statement should include an energy efficiency policy, with school board and administrative endorsement.vii Sample school district policies are available from various resources. viii Establish an energy efficiency team within the recommended District 39 Green Team . The District Green Team should include a district-wide energy director with a team at each school to guide and implement the energy efficiency program. Administrators, facilities managers, teachers, school board members, staff and parents might wish to be involved on this team. Opportunities for participation and input by members of the school community can help build support for school energy efficiency. Conduct a formal energy audit of District 39 schools and administrative buildings . District 39 may qualify for a free energy audit from the Smart Energy Design Assistance Center (SED A C) through the University of Illinois at Urbana/Champaign School of Architecture, which is funded by the Illinois Department of Commerce and Economic Opportunity.ix

In addition to the formal audit, the district can conduct self-evaluation and facility "walkthroughs" to determine the current energy status and to identify potential areas for improvement. Identify operations using large amounts of water and energy, and areas that generate large amounts of waste, to assign priority actions for those areas. x Determine sources of funding for the short-term expenses . Several sources of grants and incentives for electrical efficiency might be available to District 39. For instance:

o The 2007 Illinois Power Agency Act established an ambitious Energy Efficiency Portfolio Standard. Pursuant to that Act, the Illinois Department of Commerce and Economic Opportunity (DCEO) and Commonwealth Edison (CornEd) developed incentives and grants to improve electrical efficiency of existing school buildings. xi The next round of funding is available starting June 1, 2009 .xii

• Standard incentive levels are for common retrofits for lighting, HV AC, motors and refrigeration.

• Custom incentives are available for electric efficiency improvements not included in the Standard Incentive Program.xiii

o The Illinois Clean Energy Community Foundation provides various energy grants that might benefit District schools.xiv

o In the Lights for Learning Fundraiser, DCEO is partnering with K-12 schools to provide energy efficiency education and sell Compact Fluorescent Light bulbs; schools keep fifty percent of proceeds from the sales. xv

Funding for gas energy efficiency upgrades might also become available soon. Nicor is in the process of starting a natural gas program through the Illinois Commerce Commission, and funding may be available for schools planning energy upgrades.xvi

More funding for energy projects at schools will likely be available soon. Illinois is in the process of developing funding enhancements for energy projects in the public sector pursuant to the American Recovery and Reinvestment Act of2009, the federal stimulus package enacted in February, which includes large investments in energy initiatives.


2

Local utility companies have provided financial or technical assistance to other Illinois school districts.

The Illinois Resource Guide for Healthy, High Performing School Buildings contains a section on Financial Resources with information about these and other sources of funding.xvii

The United States Department of Energy (US DOE) has several useful informational sites: o The Office of Energy Efficiency and Renewable Energy, Building Technologies Program

published Guide to Financing EnergySmart Schools, which provides information about many methods that schools can use to finance energy efficiency projects. Case studies are also provided. xviii

o The US DOE EnergySmart Schools Program promotes a 30 percent energy efficiency improvement in existing schools. The program offers tools and resources to assist school decision makers in planning and financing energy efficient, high performance schools.

o The US DOE consolidates various energy efficiency, renewable energy and EPA IAQ solicitations with a website and regular e-mail notifications of new opportunities to subscribers. xix

The United States Environmental Protection Agency (US EPA) also provides information for schools about financing energy efficiency projects and identifying projects that will quickly pay off. The US EPA has created an interactive Portfolio Manager to assess building energy and water consumption performance, track energy use over time, and compare energy use relative to the national population of similar buildings. It can help in determining investment priorities, identifying buildings that are particularly energy inefficient, and tracking the efficiency of improvements. Schools can also receive US EPA recognition for excellent energy performance.xx

SEDAC provides a summary of bond options for school energy improvementxxi and an energy project economics calculator that can help schools evaluate the cost and financial benefits of potential projects.xxii SEDAC can provide free utility bill analysis, energy cost reduction recommendations, energy use modeling, investment analysis, and implementation assistance. In addition, SEDAC can provide education and training, information on Illinois building energy codes, tax incentives through the 2005 Energy Policy Act, energy rates, information about possible sources of loans and grants, and a network of Energy Service Providers.xxiii

• Implement all actions recommended in the audit that are no-cost or that will recoup expenses in two to three years. The audit will provide information about short-term and long-term potential modifications, an estimate of how much they will cost to implement, and a possible timeframe for recovering the initial expenses.xxiv

The Illinois EPA also makes recommendations of no- and low-cost ways that schools can improve energy efficiency, including O&M procedures such as ensuring that the building systems (e.g., boilers, fans and pumps) are operating efficiently, maintaining efficiency through regular inspections and preventative maintenance, cleaning lights and fixtures every two years, investigating variable speed drives for fans and pumps, and creating a work order system to


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xxvi See an example summary by the Greening Schools project ofthe IEPA at http://www. greeningschoo ls. erg/resources/view resource.cfm ?id=204. xxvu Healthy Schools Campaign, Illinois Resource Guide for Healthy, High Performing School Buildings. xxviii Many opportunities for training school employees are available. For example, the US DOE EnergySrriart Schools Program provides education and training for building industry professionals, described at http://wwwl.eere.energy.gov/buildings/energysmartschools/training.html. The US EPA has training options at www.energystar.gov/index.cfm?c=business.bus internet presentations. SEDAC provides speakers and on-line courses for this purpose; more information is available at http://smartenergy.arch.uiuc.edu/html/meet.html. xxix US DOE, School Operations and Maintenance: Best Practices. xxx US DOE, School Operations and Maintenance: Best Practices. xxxi US DOE, School Operations and Maintenance: Best Practices. xxxii Alliance to Save Energy, Tips for Implementing a School-Wide Energy Efficiency Program http:/ I ase. org/ content/ article/ detail/ 63 7. xxxm Creating an Energy Awareness Program: A Handbook for Federal Energy Managers (March 2005) http://www.msbo.org/services/energy/CreatingAwarenessProg.pdf. xxx•v Alliance to Save Energy, Energy Saving Tips for Schools http://ase.org/content/article/detail/625. xxxv IL DCEO, Illinois Sustainable Education Project (August 2006) www.terralocke.com/docs/Illinois Sustainable Education Project.pdf. The Alliance to Save Energy's Green Schools program suggests more ideas at http://ase.org/section!program/greenschllaboutgs.

Green Schools - Community Review Committee Energy Efficiency- Section 2

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ENERGY EFFICIENCY APPENDIX

•

•

•

Simple measures include turning off machines such as copiers and the lights in vending machines during non-use hours. The District can consider installing time clocks, occupancy sensors, and dimming controls, and more complex computerized energy management systems to control lighting on a schedule.xxvi Temperature and humidity monitoring could be part of the energy management systems, potentially providing controls in each room to give teachers more control within a specified allowable range.xxvii Consider bigger-picture items raised in the energy audit such as installing solar panels and other longer-term and sustainable energy choices. These bigger-picture items are addressed more fully in another section of this report. Develop comprehensive guidance on energy-saving behaviors expected of all school building occupants. Train employees on the policies. All people in the school buildings can follow no-cost policies, in order to be a cohesive community that saves energy and money, and commits to improving the environment. The District energy team should develop and communicate energy-saving guidance and expectations of all school building occupants, including issues such as:

o Unplugging rather than simply turning off electronics at the end of the day, because they continue to draw current even when turned off.

o Turning off lights when a room is not in use. o Setting computers to go to sleep when not in use for more than a few minutes throughout

the day, and turning them off at the end of the day. o Keeping heating registers free from obstructions. / o Using cold water instead of hot, and only using the amount of water absolutely needed.

Reducing hot water usage will reduce school energy costs; reducing water usage will save energy at our water treatment plant.

Conduct training to educate the Green Team, public facility operators, administrators and staff on energy efficiencyxxviii and District 39's energy-saving policies. Training will help ensure widespread knowledge of and personal investment in District 39's energy saving policies.

o Because energy saving behavioral will be expected of building occupants, awareness about the reasons will be important.

o The O&M staff should have proper training if equipment has changed, manuals, and a budget for upkeep.xxix

Utilities have helped with training in other school districts that have successfully reduced energy costs. XXX

Develop commitment from the entire District 39 community of administrators, faculty, staff, students and parents through continued communication. The District's energy policy should come from the top, but people must be involved and invested at all levels and in all capacities in the schools. The US DOE's School Operations and Maintenance: Best Practices for Controlling Energy Costs states: "The biggest challenges to obtaining school district energy cost savings are not technical. Active and continuing support by senior administrators, as well as staff training and motivation, is critical to the success of energyefficient ... efforts."xxxl The US DOE document has many useful suggestions.

o Maintain high visibility in the school community to encourage participation. Communicate plans and achievements to all stakeholders in the school community. Widely publicize the District's environmental and energy policies. Consider publicizing energy costs, anticipated savings, and actual savings. If the community understands the


4

cost of school energy, it will invest in extra effort to avoid wasteful spending. Continued reporting of objectives and progress is critical to maintaining broad support.

o Actively continue to motivate the decentralized district staff. Consider motivating staff by including an energy component in the annual staff performance evaluations, providing small perks, publicly recognizing outstanding performance, and providing additional environmental training opportunities.

o Provide incentives to schools to save energy. For instance, schools might get a percentage of the energy costs saved to use for discretionary spending.

o Expand beyond the District energy team. Launch groups of teachers, custodians, administrators, students and parents to teach about saving energy in schools, which can create school-wide energy awareness, and take the message home and into the

mm "ty xxxii co urn . o The Federal Energy Management Program has created a manual about instilling energy

efficiency as a fundamental value in an organization. This guide can also be useful to schools. xxxiii

Students can play an important role in assessing and implementing energy efficiency strategies in their schools. Creating energy efficient schools can be an opportunity for hands-on educational opportunities.

o Get students involved in conducting informal energy audits. o Provide leadership roles for students of all ages to identify problems and create solutions.

For instance, students can make signs and stickers to remind people to turn off the lights, and form student energy patrols.xxxiv

o Incorporate the energy saving and environmental education into the curriculum, which knowledge will benefit students, teachers and families. Curriculum-based modifications are discussed in another section of this report.

o Provide incentives to students to develop environmentally friendly projects. The Illinois Sustainable Education Project (ISTEP) has an Excellence in Sustainability Awards program to recognize K-12 students and teachers involved in recycling, waste reduction, and sustainability projects such as a school energy audit or an energy reduction campaign. xxxv

o Students may be able to assist with ideas for the District energy team's report.

Appendices

Illinois Smart Energy Design Assistance Center, Level III Feasibility Report Energy Evaluation and Recommendations, Warren Township High School (October 10, 2008).


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Websites:

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lllinois Capital Development Board, Illinois State Board of Education, and Healthy Schools Campaign, Illinois Resource Guide for Healthy, High Performing School Buildings (February 2006) http://www.cdb.state.il.us/schools/HealthySchoolsGuide.pdf. United States Department of Energy, Office of Energy Efficiency and Renewable Energy, Building Technologies Program, Guide to Financing EnergySmart Schools (July 2008). The National Clearinghouse for Educational Facilities provides a resource list of web links, books, and journal articles about heating, cooling, lighting, and maintaining school facilities to increase energy efficiency at http://www.edfacilities.org/rl/energy.cfm. The National Clearinghouse for Educational Facilities provides a resource list of web links, books, and journal articles about the association between student achievement and the physical environment of green school buildings at www.ncef.org/rl/green schools learning impacis.cfm. The Michigan School Business Officials web site has compiled information on many topics relevant to schools that are trying to reduce energy use at http://www .msbo .org/ services/ energy/ energy management.shtml. The American Society of Heating, Refrigerating, and Air-Conditioning Engineers (ASHRAE), has a web site on constructing energy-smart schools using simple technology that can cut energy use 30 percent or more annually. It provides case studies, suggestions for achieving LEED energy credits and advanced energy savings beyond thirty percent at Advanced Energy Design Guide for K-12 School Buildings (2008) <http://www.ashrae.org/publications/page/1604>.

i Princeton Energy Resources International for the United States Department of Energy (US DOE), School Operations and Maintenance: Best Practices for Controlling Energy Costs: A Guidebook forK-12 School System Business Officers and Facilities Managers (August 2004) <http://ase.org/uploaded files/greenschools/School%20Energy%20Guidebook 9-04.pdf>. ii US DOE, Office of Energy Efficiency and Renewable Energy Building Technologies Program, NSBA Endorses EnergySmart Schools (January 2008) <http://appsl.eere.energy.gov/buildings/publications/pdfs/energysmartschools/nsba fs final.pdf>. iii Energy Star, a joint program of the United States Environmental Protection Agency and the US DOE, Energy Star for K-12 School Districts <www.energystar.gov/index.cfm?c=k12 schools.bus schoolsk12>. The site also has examples of school systems that have implemented modifications under Energy Star's guidance. iv US DOE Energy Efficiency and Renewable Energy Building Technologies Program, EnergySmart Schools <http://wwwl.eere.energy. gov/buildings/energysmartschools/maintain.html>. Illinois Environmental Protection Agency (IEPA), Green Schools Checklist: Environmental Actions for Schools to Consider (January 2003) <www.epa.state.il.us/p2/green-schools/green-schools-checklist.pdf>. v US DOE, School Operations and Maintenance: Best Practices. vi US DOE, NSBA Endorses EnergySmart Schools. vii IEP A, Green Schools Checklist. viii Examples are available at Healthy Schools Campaign, Illinois Capital Development Board, and Illinois State Board of Education, Illinois Resource Guide for Healthy, High Performing School Buildings (February 2006) <http://www.cdb.state.il.us/schools/HealthySchoolsGuide.pdf>. The


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Michigan School Business Officials web site also provides links to sample policies at http://www .msbo.org/servi ces/ energy/ energy management.shtml. •x SEDAC's web site provides more detail about its services at http://smartenergy.arch.uiuc.edu/html/what services.html. x IEP A, Green Schools Checklist. xi SEDAC sets forth examples of improvements funded under these measures at Illinois Energy Efficiency Portfolio Standard (EEPS) <http://smartenergy.arch.uiuc.edu/html/EEPS.html>. Methods such as energy performance contracting are discussed at www. commerce. state.il. us/ dceo/Bureaus/Energy Recycling/Energy /Energy+ Efficiency. The Illinois Department of Commerce and Economic Opportunity (IL DCEO) succinctly describes the programs in Energy Efficiency and Sustainable Funding Opportunities for Illinois at www. illinoisbiz. biz/NR/rdonlyres/F93 OFD5 9-3 6B7 -46C4-8E6D-E87F8A3A5939/0/DCEO Energy PDFrevised for DPl.pdf. xii CornEd provides more information at http://www.comed.com/NR/rdonlyres/34966DE9-2C45-48D2-A157-C59A2F765213/6878/SIB PY2 Customlncentive 4.pdf. xiii IL DCEO, Energy Efficiency and Sustainable Funding Opportunities for Illinois. xiv The Illinois Clean Energy Community Foundation describes its current grants and deadlines at http://www. illinoiscleanenergy. org/images/I CEFC PDF s/2009/2009%20Program%20Guidelines. pdf. xv SEDAC, Illinois EEPS. xvi According to Donald Fournier, Building Research Council Chair and SEDAC Program Manager. xvii Healthy Schools Campaign, Illinois Resource Guide for Healthy, High Performing School Buildings. xviii US DOE, Office of Energy Efficiency and Renewable Energy Building Technologies Program, Guide to Financing EnergySmart Schools (July 2008) <http://apps1.eere.energy.gov/buildings/publications/pdfs/energysmartschools/ess financeguide 0708.p df>. Other information and documents about the Energy Smart program are available at http://www1.eere.energy.gov/buildings/energysmartschools/about.html. xix US DOE, e-Center Business and Financial Assistance Opportunities With Energy <http://doeiips.pr.doe.gov>. This site is referenced in the Healthy Schools Campaign Illinois Resource Guide for Healthy, High Performing School Buildings. xx More information about these specifics of the Energy Star program is available at www. energystar. gov /index.cfm ?c=k 12 schoo Is. bus schoolsk 12, www.energystar.gov/index.cfm?c=kids.kids index, www. energy star. gov /ialbusiness/ government/Menu of Offerings. pdf and www.energystar.gov/index.cfm?c=evaluate performance.bus portfoliomanager. xxi SEDAC, Financing Energy Improvements in Public Buildings Post "Stimulus" <http:/ I smartenergy .arch. uiuc. edu/htmllfinancing publicsector .html>. xxii SEDAC, Calculator <www.ao.uiuc.edu/energy/Energy.cfm>. xxiii IL DCEO Bureau of Energy and Recycling Programs, Illinois Energy Efficiency Portfolio (November 2008) <www.commerce.state.il.us/NR/rdonlyres/19CB35A7-D28D-42EE-954D-89715DAD9978/0/BEARProgramListing1208.pdf>. SEDAC has been doing audits for schools for less than a year, so they do not have implementation data yet. xxiv Appendix A, SEDAC Level III Feasibility Report Energy Evaluation And Recommendations, Warren Township High School (October 10, 2008). xxv IEP A, Green Schools Checklist.


7

Smart Energy Design ssistance Center

·•·································•··•··••··•························•·······

Level Ill Feasibility Report Energy Evaluation

and Recommendations

Warren Township High School O'Piaine Campus

500 North O'Piaine Road Gurnee, IL 60031

10/10/2008 ......................................................•................•......

: l

l lJNIVERSITYOF dot"")o . t~J~I~.Q.~.§ ~, · :

l" •'''~'·' •• ,, -· ........ ,,

! I

This report was prepared as the result of work by a member of the staff of the Smart Energy Design Assistance Center (SEDAC). It does not necessarily represent the views of the University of Illinois, its employees, or the State of Illinois. SEDAC, the State of Illinois, its employees, contractors and subcontractors make no warrant, express or implied, and assume no legal liability for the information in this report; nor does any party represent that the uses of this information will not infringe upon privately owned rights. This report has not been approved or disapproved by the Illinois Department of Commerce and Economic Opportunity nor has the Department passed upon the accuracy or adequacy of the information in this report. Reference to brand names is for identification purposes only and does not constitute an endorsement.

2

Table of Contents Table of Contents ............................................................................................................ 3

Acknowledgements ......................................................................................................... 5

Executive Summary ........................................................................................................ 6

Introduction ..................................................................................................................... 7

1. Facility Description ...................................................................................................... 8

1 .1 Building Envelope .................................................................................................. 9

1.2 Heating, Ventilation, and Air Conditioning ............................................................. 9

1.3 Lighting, Plug Loads, and Occupancy Schedules ................................................ 1 0

1.4 Exterior Lighting ................................................................................................... 11

1.5 Locations for Renewable Energy ......................................................................... 11

2. Energy Consumption and Analysis ............................................................................ 12

2.1 Energy Consumption Profiles .............................................................................. 13

2.2 Benchmarking ...................................................................................................... 14

2.3 Utility Rates .......................................................................................................... 15

3. Energy Cost Reduction Measures ............................................................................. 16

3.1 ECRM 1 - Super T8 and Reflector Retrofit.. ........................................................ 16

3.2 ECRM 2 - Gym Metal Halide to T8 Retrofit ......................................................... 17

3.3 ECRM 3 - LED Exit Signs ................................................................................... 18

3.4 ECRM 4 - Pool Covers ........................................................................................ 18

3.5 ECRM 5 - Solar Thermal Pool Heating ............................................................... 18

3.6 ECRM 6 - Vending Machine Controls ................................................................. 19

3. 7 ECRM 7 - Boiler Stack Economizer .................................................................... 20

4. Additional Energy Cost Reduction Measures ............................................................ 21

4.1 Occupancy Sensors ............................................................................................. 21

4.2 Computer Power Management.. .......................................................................... 21

4.3 Kitchen Energy Management .............................................................................. 21

4.4 Variable Speed Ventilation Hoods ....................................................................... 22

4.5 Outdoor Light Retrofit .......................................................................................... 22

4.6 Solar PV Panels ................................................................................................... 22

4.7 Wind Turbine ....................................................................................................... 22

5. Funding Opportunities ............................................................................................... 23

5.1 Illinois Portfolio Standard ..................................................................................... 23

6. Summary of Energy Modeling Results and Analysis ................................................. 24

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7. Conclusions and Recommendations ......................................................................... 24

Appendices ................................................................................................................... 25

Appendix A- Abbreviations ....................................................................................... 25

Appendix B - Discussion of Renewable Energy Options ........................................... 26

Appendix C- US Average Annual Insolation ............................................................ 29

Appendix D - Illinois Average Annual Wind Speed ................................................... 30

Appendix E - Mechanical Systems ............................................................................ 31

Index of Tables Table 1: Summary of Energy Star Rating and Energy Intensities ................................ 14

Table 2: Annual Energy Totals and Rates ..................................................................... 15

Table 3: HID to T8 Options ............................................................................................ 17

Table 4: Solar Thermal Pool Heating Options ............................................................... 19

Table 5:Summary of Energy Modeling .......................................................................... 24

Table 6: Solar PV Rebate Comparisons ........................................................................ 27

Index of Figures Figure 1: O'Piaine Campus Building Plan and Surrounding Fields ................................. 8

Figure 2: Exterior of O'Piaine Building ............................................................................. 9

Figure 3: Hallway with Skylight.. .................................................................................... 10

Figure 4: Detailed Electricity Data for Ten Days During Warm Weather ....................... 12

Figure 5: Detailed Electricity Data for Ten Days During Cool Weather ......................... 12

Figure 6: Electricity Consumption Profile ....................................................................... 13

Figure 7: Natural Gas Consumption Profile ................................................................... 13

Figure 8: A 237 kW Solar PV System ........................................................................... 26

Figure 9: Curtainwall at the Tiger Woods Learning Center ........................................... 26

Figure 10: A Comparison of Wind Turbines ................................................................. 27

Figure 11: A Vertical Axis Turbine ................................................................................ 28

4

Acknowledgements The Smart Energy Design Assistance Center (SEDAC) would like to thank Carol Rogers and the staff at the Warren Township High School O'Piaine Campus for participating in the Smart Energy Program and for assistance in providing access to information necessary to develop this report. Andy Robinson of SEDAC was the engineer responsible for the analysis and is the primary author of this report. Additional assistance in report preparation by Adrian Gurga and the rest of SEDAC staff is gratefully acknowledged.

5

Executive Summary SEDAC has identified over $71 ,361 in annual energy cost savings. Implementing the recommended measures will improve building performance, increase the public value of the building, and reduce vulnerability to fuel price fluctuations. The energy cost reduction measures (ECRMs) evaluated and their calculated returns on investment are presented in Table E1.

Energy Cost Reduction Additional Annual Rebates Final Measures (ECRM) First Cost Savings Cost

ECRM1 SuperT8 and $190,000 $41,249 $95,000 $95,000 Reflector Retrofit

ECRM2 Gym Metal Halide $25,420 $5,667 $7,741 $17,679 to T8 Retrofrt

ECRM3 LED Exit Signs $12,000 $1,754 $2,200 $9,800

ECRM4 Pool Cover $0 $7,043 $0 $0

ECRM5 Solar Pool Heating $105,600 $8,054 $31,680 $73,920

ECRM6 Vending Machine $1,611 $1,282 $900 $711 Controls

ECRM7 Boiler Stack $35,000 $6,905 $0 $35,000 Economizer

PKG 1 Package of all $369,631 $71,361 $137,521 $232,110 ECRMs

Table E1: ECRM Financial Summary and Life Cycle Costs Notes to Table E1:

IRR NPV

42% $212,872

30% $24,836

12% $3,564

00 $51,796

9% $25,191

180% $8,750

19% $48,624

30% $484,378

(1) Discount Rate assumed to be 5% when calculating the NPV, ECRMs with IRR less than 5% will show a negative NPV.

(2) ResuHs are in today's dollars on a pre-tax basis and do not take into account energy price inflation. (3) The assumed lifetime for lighting and controls was 1 0 yrs, all other projects and packages used 20 yrs. (4) An entry of "oo" under the IRR column is used when there is no initial investment.

Energy Cost Reduction kWh kW Therm Measures (ECRM) Pecrease Decrease Decrease

ECRM 1 SuperT8 and

494,912 110 (5,066) Reflector Retrofit

ECRM2 Gym Metal Halide to

66,571 19 (681) T8 Retrofit

ECRM3 LED Exit Signs 20,093 2 (206)

ECRM4 Pool Cover 33,863 0 4,281

ECRM5 Solar Pool Heating 0 0 8,800

ECRM6 Vending Machine

14,508 0 (149) Controls

ECRM7 Boiler Stack

0 0 7,529 Economizer

PKG 1 Package of all ECRMs 629,947 132 14,508 Table E2: ECRM Energy Reduction Summary

6

Percent Percent Cost Energy

Savings Savings

9.7% 4.6%

1.3% 0.6%

0.4% 0.2%

1.7% 2.3%

1.9% 3.9%

0.3% 0.1%

1.6% 3.3%

16.8% 15.1%

Introduction Engaging in energy efficiency strategies is a proven method of controlling costs. Facilities that take a systematic and strategic approach to energy management enjoy a broad array of tangible and intangible benefits. We have entered an increasingly complex and volatile energy marketplace requiring a new emphasis on measuring and maximizing energy productivity.

Most public buildings use 1 0 to 30 percent more energy than necessary and have abundant opportunities to save. Cutting a building's energy use reduces vulnerability to fuel price fluctuations, and reduces environmental impact. This report details our findings and can be used as a tool for obtaining financing from a lender and for utility rebates.

The objective of the Smart Energy Design Assistance Center (SEDAC) is to encourage business owners and operators, design professionals, and building contractors to incorporate energy efficiency practices and renewable energy systems. SEDAC supports the Smart Energy program to increase the efficient and effective use of energy by for-profit businesses and public buildings throughout Illinois. SEDAC is sponsored by the Illinois Department of Commerce and Economic Opportunity and is managed by the School of Architecture at the University of Illinois at Urbana-Champaign.

As part of this program, SEDAC conducted a site inspection and analysis of Warren Township High School's O'Piaine campus in Gages Lake, IL on 8/6/08. Our goal was to identify energy cost reduction measures (ECRMs) for the district to employ as they manage the facility. This report may also serve as general guidelines for the Almond campus and other schools in Warren Township. Our work does not replace engineering design which will be necessary for project implementation. Our suggestions do not override local building code requirements which should be consulted and may dictate prioritization of investments.

The resurgence in focus on energy efficiency has been brought about by rising energy costs. Energy costs are expected to rise in real terms, increasing the annual savings noted in Table E1. Although energy price increases lead to inflation, they also typically surpass the inflation rate. Given this phenomenon. energy costs savings secured today will probably "grow'' over time. It is impossible to predict energy cost increases. however, since 2000, natural gas prices have increased 80% and commercial electric prices have increased 30%.1 It should also be noted that electricity cost had been fairlv stable in Illinois due to an electrical rate freeze which expired on January 1, 2007. According to the Illinois Commerce Commission. a rate increase of 12.6 percent was enacted by CornEd for small commercial service customers ( <400kW) as of January 20072

1 Energy lnfonnation Administration Monthly Energy Review, May 2008, http://www.eia.doe.gov/emeu/mer/contents.html. Tables 9.9 and 9.11 2 Illinois Commerce Commission Post-Auction Public Report of the Staff, December 6. 2006, p. 23

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1. Facility Description Warren Township High School consists of two campuses with the gth and 10th grades at the 365,000 sf O'Piaine campus, and 11th and 12th grades at the 345,000 sf Almond campus. There are approximately 2,100 students at the O'Piaine campus originally buiH in 1950 with major renovations in 1987 and 2005. The newer Almond campus was built in 1997. This report focuses on the older O'Piaine campus as the district is concerned with the age of some of the systems there.

The facility has undergone several rounds of renovation and maintenance throughout the years. It is clear that energy conservation and environmental aspects have been goals of the administration and maintenance staff. Bathrooms use automatic sensors on the lights and faucets, window films have been added to reduce heat gain, and lighting underwent an update over ten years ago.

Figure 1: O'Pialne Campus Building Plan and Surrounding Fields

As the campus includes extensive playing fields and boarders on a publicly owned small lake, Figure 1 , there are interesting opportunities for use of this land and water for renewable applications. Geothermal heat pumps can be used to attain extremely high efficiency heating and cooling. The heat exchanging water loops can be buried under playing fields, or submerged in the adjacent small pond for even better heat transfer.

8

1.1 Building Envelope O'Piaine is a three story brick building built with very few window openings to the outside. The classrooms on the outside walls generally have two small windows facing out, Figure 2. The interior hallways and stairwells have large double pane windows that open onto three courtyards. These act as light wells and served as ventilation for cross breezes before air conditioning was added in 2005. The windows have dark film applied to the inside that helps cut down on the solar heat gain in the summer.

Figure 2: Exterior of O'Pialne Building

The walls are insulated with 1-2" of blue board rigid insulation between the brick fat;ade and the concrete block structural wall. Much of the roof has undergone recent renovation with 2" and 4" of rigid insulation being applied to new sections. A silver coating was applied as a final heat reflecting layer.

1.2 Heating, Ventilation, and Air Conditioning Hot water for heat is supplied by four 5,500 kBtulhr natural gas Ajax boilers installed with the 1987 renovation. The water is then pumped continuously through the building's 2-pipe system to air handler units in each classroom and the hallways.

The cooling for the majority of the classrooms and hallways is supplied by three, 400-ton McQuay chillers that were installed in 2005. At the time of our visit, one of these chillers was not operational and the remaining two are only online together at times of peak demand.

There are several roof-top air conditioner and heater units of varying sizes and ages for cooling and ventilating different areas of the building, they are listed in Appendix C. The building's original (1987) split OX units that are nearing the end of their operable life should be replaced with modem high efficiency units that should employ strategies such as variable frequency drives, makeup air heat exchange, and outdoor air economizer cycles. Also, there may be applications for small geothermal heat pump systems that could replace one or more of the individual units that are used most frequently.

A 4-pipe system (hot and cold water loops) was installed through most of the new building areas at the same time as the chillers, however that system is still being commissioned and it currently functions on the 2 existing heating pipes. This means that there are some days in the spring and fall when the system needs to both heat and cool, but can't until the boilers are taken completely offline. This is not necessarily a bad thing from an energy perspective since it means that heating and cooling are never

9

happening simuHaneously. However it isn't always the most comfortable arrangement for the building occupants. The entire system is controlled by a modem central computerized Trane control unit. This gives the building managers access to control and schedule variable air volume (V AV) units and variable speed fans in each air handler.

The indoor pool has a Dry-o-Tron dehumidification unit that runs year-round to keep the humidity levels around 62% for occupant and building health. This unit has internal heating and cooling (dehumidification) coils, but it switches to heat rejection in the summertime with a Dectron condenser on the roof. The lines to this condenser have a small coolant leak and the system is recharged yearly. The option for heat rejection to pool water was not recommended by Dectron at the time of installation due to added cost. However, this could be an option to consider that would lessen the load on the pool heater.

There are three automatic pool covers that can be lowered at night to reduce evaporation (and therefore heat loss). These have not been used for the last 5-6 years due to concerns over the effects on the water chemistry which is now monitored more closely two times a day.

1.3 Lighting, Plug Loads, and Occupancy Schedules The main lighting for the building consists of approximately 5,500 recessed T8 fixtures. About 3,500 of these are 4-lamp fixtures and the remaining 2,000 are 2-lamp fixtures. A lighting retrofit in 1998 replaced the T12 lamps directly with T8 Sylvania Octron F032 4' bulbs and Sylvania Quicktronic Professional ballasts.

The staff expressed some concerns that these bulbs are experiencing premature failure ~ after 30 months compared to the older bulbs which

were lasting for 8 years. Failure after 2.5 years is a third of their rated 20,000 hour life. This means that

RESPECT OF SELF, OTHERS, the school is replacing up to 4,878 bulbs AN> TH£ ENmONMENT unnecessarily each year. At $3 per bulb including

labor and recycling, this is an extra $14,634 per year. Experiments are being made with different GE bulbs; however it is possible that a longer life bulb and ballast combination should be considered.

Lighting for the gym, field house, and pool are 400W HID probe start metal halide lamps. These are common for high-bay sporting applications and during our audit, these lights took several minutes to come to full illumination

The office area, hallway, and several of the stairways have translucent skylights. The lights directly beneath these were on all day regardless of the

Figure 3: Hallway with Skylight ambient light since they aren't controlled by photo sensors. The carpeted floors were a dark color that both masks dirt and absorbs light.

Many fixtures in the hallways are on 24 hours per day for emergency lighting with some hallways having as many as 5 out of 8 of the fixtures on permanently. This may be more than necessary and some could possibly be rewired to illuminate one bulb per

10

fixture. None of the main areas that we visited had lights controlled by occupancy sensors and the switches for the hallway lights consisted of breakers in locked closets.

Already underway at O'Piaine is a LED exit sign retrofit. This project is partially financed through rebates from DCEO's Public Sector Energy Efficiency (PSEE) program.

The building's lights together produce an average lighting power density (LPD) of 1.8 W/sf. This is higher than the recommended LPD of 1.1 W/sf set forth in the Advanced . Energy Design Guide for Schools. Light levels throughout the facility were considered to be more than necessary with areas in some hallways and classrooms reaching 70-90 fc.

Plug loads consist mainly of computers and general office equipment in labs and classrooms. There are also 9 beverage and snack vending machines in the cafeteria that are always illuminated and cooling, even though they are timed to only dispense during lunch periods.

Building occupancy varies during the school year (43 weeks). Areas such as the pool open as early as 5:30 am and some of the classrooms and gyms are used by night school and extra-curricular activities until as late as 10 pm. Most of the lights are estimated to be on 16 hours/day, 5 days/week, 43 weeks/year. During the 9 weeks of summer, some of the classrooms, hallways and offices are used for summer school.

1.4 Exterior Lighting Exterior lighting consists mainly of high efficiency 400W and 1 ,OOOW high pressure sodium lamps operated on photocells. There are also some assorted mercury vapor lamps on the exterior of the building and on the sports fields that have been the focus of some previous light pollution control strategies but were not monitored for this audit.

1.5 Locations for Renewable Energy The grounds and the school consist of approximately 43 acres of playing fields, grass, and parking bordered on the West by some low-lying woods and wetlands. There is a possibility that the adjacent pond and community water park may become part of the facility in the future as well.

There is plenty of flat roof area with no obstructions to the South allowing clear access to the sun for possible solar collection.

11

2. Energy Consumption and Analysis Energy consumption was determined from utility bills provided by the client. Access was also granted to CornEd's online electrical monitoring system which records kWh data in half-hour increments. Figure 4 shows a typical 10 day period in August when school is in session and the weather is warm. This illustrates air condition and lighting loads and the reduced consumption on nights and weekends. The outdoor lighting systems are also seen turning off each morning with sunrise.

~50 Fridav Aug 24, 2007 to Monday Sept 3, 2007

100 ~00

5 1.50 80 Metet

0 .r. ~55

... 1.00

.r. 60 -784

i 150 .r.

118 40

3: 100 ,. 50

0 tt:_'

7H

' I

v '' 1{\1\~ : 1.0 -11.1

.. .-.··,_y. .... ' y ·.,~.~ Temp

' 0

Fri8/l4 Sat 8/lS Sun 8/l6 Mon 8/l7 Tue 8/l8 Wed8/l9 Thur 8/'1() fri 8/U Sat 9/1 Sun 9/l Mon 9H

Figure 4: Detailed Electricity Data for Ten Days During Warm Weather

Figure 5 shows a 10 day period in the winter. The peaks of the red line (meter 784) nearly equal the peaks during the summer period. That implies that this meter is related to the lighting and plug loads of the building. The green line (meter 118) is inversely proportional to the temperature and therefore it is assumed that it is a measure of the heating (or AC) system and shows pump and fan consumption.

350

~00

5 1.50 0 .r. - 200 ...

.r.

i 150 .r. 3: 100 ,.

50

0

Friday Jan 4,2008 to Monday Jan 14, 2008

~ .. Fri 1/4 Sat 1/S Sun 1/6 Monl/7 Tue 1/8 Wed 1/9 Thur 1/10 Fri 1/11 Sat 1/ll Sun 1/B Mon 1/14

Figure 5: Detailed Electricity Data for Ten Days During Cool Weather

12

100

Meter 80

~55

60 -784

40

1.0

118

11.1

747

Temp

2.1 Energy Consumption Profiles

O'Piaine- Electricity Consumption and Cooling Degree Days

Figure 6: Electricity Consumption Profile

Figure 6 shows the monthly electricity consumption profile for a year and a half compared to cooling degree days. The cooling degree line has been shifted up to match an·estimated baseline electrical load to help approximate the amount of electricity used for air conditioning. The months of April and May are used as an example of average baseline load without AC of around 260,000 kWh. Without the effects of air conditioning, the base load of lighting, pool dehumidification, computers, and other general plug loads are shown in the energy profile.

The highest usage month is September when school goes back into full use after the summer break. Likewise, note the dip in usage during the months of July through August from the break. If the entire facility were used year-round, the peak summer electricity usage would likely follow the cooling degree day trend more closely. There is also a slight increase in the winter, which is likely due to the fans and mechanical pumps of the heating system.

O'Piaine- Natural Gas Consumption and Heating Degree Days

~-(.'

... ·.~ . ...,.._,.,. ,' ·.:. ')-,_ .• ~!-.•

_._,~·) ,. a

> ; ~ "' li

L·: "' -!! ..: ~· -, ~

.. : I .-.

Figure 7: Natural Gas Consumption Profile

Figure 7 shows a direct correlation between natural gas used and heating degree days. This suggests that nearly all the natural gas used is going toward heating the facility

13

during the cooler months. It is not directly obvious from this data how much gas is being used to heat water for the pool and showers since these activities are more intensive in the winter when school is in session. There is a small base load of around 800 therms per month during the summer that is likely due to pool heating and hot water for sinks and showers.

2.2 Benchmarking A good method for benchmarking a building's energy efficiency is to determine its energy use intensity (kBTU/sf-yr) and energy cost intensity ($/sf-yr) and compare those to other similar buildings. A useful tool to perform these calculations is the Energy Star Target Finder which can be found online through the DOE.3 A summary of energy use intensities and energy cast intensities for O'Piaine compared to the average performance of other schools nationally and an Energy Star Target school of similar criteria is given in Table 1.

Average K-12 O'Piaine Energy Star School Campus Target

Energy Performance 50 57 75 Rating (1-100)

Energy Use Intensity 70.2 64.9 55.1 (kBTU/ sf-yr)

Energy Cost Intensity ($/ffYr) $1.26 $1.16 $0.99

Table 1: Summary of Energy Star Rating and Energy Intensities

Note that the building currently uses about 7.5% less energy than an average school, however the Energy Star Target is even 15% lower. A summary of Energy Cost Reduction Measures to further reduce this energy use intensity is described in the following sections.

Table 2 shows the input for the Energy Star Target Finder and gives an idea of how large the annual energy budget is for this facility. The goal of reducing the annual energy usage by at least 15% is achievable with a medium to long term financial outlook and should be considered a prime goal when making fa~ility improvements.

3 http://www.energystar.gov/index.cfm?c=new bldg design.bus target finder 14

3,364,604 kWh 122,063 therms

Total

Floor Area 365,000 tr

Energy Use Intensity 65 kBtu/tr/yr

Annual Costs $313,812 74% $110,360 26% $0.90 $/therm $424,172

Energy Cost

Intensity $1.16 $/tr/yr

Table 2: Annual Energy Totals and Rates

2.3 Utility Rates Electricity is supplied by Peoples Energy and is delivered by CornEd under their R75 (400 kW to 1000 kW) and R76 (1000 kW to 10 MW) rates. Peoples Energy charges $0.06393 for both on and off-peak kWh with a one-year total average of $0.091 per kWh. Combined demand charges by Peoples and CornEd are $7.20 per kW. Natural Gas is supplied and delivered by Constellation Energy at an average of $0.90 per therm.

15

3. Energy Cost Reduction Measures

3.1 ECRM 1 - Super TB and Reflector Retrofit The campus underwent a major lighting retrofit ten years ago, replacing all of the T12 lighting with T8 bulbs and electronic ballasts. T8 lamps generally have 25% more light output than the older T12 and, based on our observations, it appears that many areas in the school are currently over illuminated. Over illumination is not only costly, but can actually be detrimental to students and cause undue glare and eye strain.

During our audit, many of the areas we visited experienced light levels from 70-90 footcandles (fc). Using a maintained illuminance calculation, it is estimated that there was an average of 66 fc before the retrofit, and the current fixtures provide as much as 84 fc at table height. Looking at the lighting power density LPD also suggests that the facility is illuminated with a density of 1.8 W/sf. The Advanced Energy Design Guide for Schools recommends a LPD of 1.1 W/sf for high efficiency lighting systems.

A common way to balance light levels when replacing T121ighting involves installing a reflector kit which allows the removal of two of the lamps in a standard recessed troffer. A delamp reflector kit includes a highly reflective parabolic tray that replaces the old ballast cover and includes two new lamp brackets.

We recommend consulting with a lighting designer who can accurately measure and model the light levels throughout the building. It is also possible to perform a delamp retrofit on a typical room to assure light levels are appropriate. Installing a delamp reflector kit and removing as many as two bulbs per fixture but kits also exist that use 3 lamps.

Depending on required light levels, this retrofit could either use high performance (32 watts, 3,1 00 lumen) Super T8 lamps or reduced wattage (28 watts, 2700 lumen) Super T8 lamps and high efficiency electronic ballasts with a specified ballast factor. Lamps in both of these wattages can be found that have an efficacy (lumens per watt) of over 90. Having an efficacy of over 90 makes them eligible for a $1 per bulb or $7 per bulb (when purchased with high efficiency ballast) rebate from the DCEO PSEE program.

Look for lamps that have a color rendering index (CRI) of at least 80 and a warm temperature conducive to reading, with an extended life of 24,000 hours. An example of this would be the 800 series of the Sylvania Extended Performance Super Saver lamps, F032/841/XP/SS/ECO and Quicktronic High Efficiency QHE or QTP ballasts.

These bulbs can cost more than the current 2,800 lumen, 20,000 hour Sylvania 700 series bulbs, but the increased lifespan should more than make up for the cost differential. Furthermore, five year warrantees are standard and give assurance that any manufacturing problems won't cause undue maintenance costs.

This ECRM recommends retrofitting half of the existing 4-lamp T8 fixtures in the school with reflector kits and high performance super T8 lamps and ballasts. This would remove two lamps per fixture and slightly reduce light levels in overly bright hallways, emergency lights, and cafeteria lights. Classrooms and the main office area should be considered as well.

16

These measures would result in a 110 kW decrease in electricity demand and a 494,912 kWh decrease in annual electricity consumption. Energy cost savings are $45,730 per year, at 2007 energy costs.

According to information from SEDAC lighting design assistants, Mike Stanch of Stanch Electric, and Peter Brown of Energy Planning Associates, material costs typically are around $46 for the reflector kit, depending on the exact type of high efficiency bulbs with ballast. Assuming that two fixtures can be replaced per hour, this brings the cost of each fixture to $76, or $190,000 for the 2,500 fixtures. Through the DCEO PSEE program, the fixture retrofit would be eligible for $12 per removed lamp when replaced with a reflector and $7 per high efficiency T8 bulb when also replacing the ballast. These rebates come to $38 per fixture, or $95,000 total. The resulting initial cost is reduced by half to $95,000.

The 10-year IRR is 42% and the NPV is $212,872 using a discount rate of 5%. This ECRM has excellent economics and it is recommended for implementation.

3.2 ECRM 2- Gym Metal Halide to TB Retrofit The gym and fieldhouse have 82-400W metal halide lamps. Typical 400W probe-start metal halide fixtures actually draw 460W. The gym lights are on 16 hours a day, 5 days a week. A common retrofit for 400W metal halides in gymnasiums is a one-for-one fixture replacement with 6-lamp 4 ft. T8 linear fluorescent fixtures. With an industrial reflector and 1.18 ballast factor, the light output of this fluorescent fixture will be the same as the metal halide fixture, while reducing fixture wattage by 51%, to 224W. Furthermore, HID lights typically have a 50% lumen depreciation compared to 10% depreciation for fluorescent.

The relatively long re-strike time for metal halides presently makes it undesirable to tum off gym lights when the gym is not in use. Fluorescent fixtures make manually switching possible for periods of no use or during assemblies with AV equipment. When the assembly is over, the lights can be turned on instantly. This retrofit would also make area based lighting possible where portions of the gym that are not in use don't have to be illuminated. If desired, occupancy sensors could be installed using a manual on, automatic off, time-delay sensor.

HID kW kWh % Annual Total Rebate

Final Bulbs Saved Saved Saved Savings Cost Cost

Gym 40 9.4 32,474 1.0% $ 3,017 $12,400 $3,776 $8,624

Field 42 9.9 34,079 1.0% $3,167 $ 13,020 $3,965 $9,055 House

Totals 82 19.4 66,571 2.0% $6,184 $25,420 $7,741 $17,679

Table 3: HID to TS Options

This measure would result in a 19.4 kW decrease in electricity demand and a 66,571 kWh decrease in annual electricity consumption. Energy cost savings are $6,184 per year, at 2007 energy costs.

17

According to the RSMeans Cost Guide, each new 6-lamp T8 fixture will cost $31 0 installed4

, with the project cost totaling $25,420. The fixture retrofit would be eligible for a $0.40 per reduced watt incentive through the DCEO PSEE program, or $7,741 total. The resulting initial cost is $17,679.

The 1 0-year IRR is 30% and the NPV is $24,386 with a discount rate of 5%. This ECRM has excellent economics and it is recommended for implementation.

3.3 ECRM 3- LED Exit Signs Exit signs are illuminated 24 hours a day and are good candidates for LED retrofit kits or new LED fixtures. Replacing a standard 28W exit sign with a 5W LED version leads to a savings of 23 watts per sign. Some of the signs throughout the campus have been replaced already.

If 100 exit signs are replaced with LED signs then this measure would result in a 2.3 kW decrease in electricity demand and a 20,093 kWh decrease in annual electricity consumption. Energy cost savings are $1,841 per year, at 2007 energy costs. The exit signs used by the school are estimated to cost $120 each but also qualify for a $22 DCEO PSEE rebate.

The 10-year IRR is 12% and the NPV is $3,564 with a discount rate of 5%. This ECRM has good economics and it is recommended for implementation.

3.4 ECRM 4- Pool Covers Pool covers are one of the most cost effective and low tech investments available to swimming pool operators. Up to 70% of the heat of a pool is lost to evaporation. Use of a pool cover reduces the amount of time in which evaporation can take place. This also lessens the need for additional dehumidification, ventilation, chemicals, and makeup water.

These estimates were determined using RETScreen lntemational's Solar Water Heating Model and Washington State University's Indoor Pool Calculator spreadsheef. By covering the pool for 5 hours each night (7.1 hrs on average including weekends), the pool heater will use 30% less natural gas. This corresponds to a savings of 4,281 therms and $3,853 per year which is 3.5% of the facility's yearly gas total.

There will also be a reduced need for dehumidification of the indoor pool during the times of cover. We estimate a reduction of 33,863 kWh and $3,048 per year, which is 1.0% of the yearly electricity.

Not including any chemical and makeup water savings, the use of the already existing pool cover will save $6,900 per year.

3.5 ECRM 5- Solar Thermal Pool Heating

This ECRM looks at the possibility of installing roof-mounted solar water-heating panels to heat water for the pool. These would be used in conjunction with the existing pool heater. A simple pre-feasibility study model was constructed in RETScreen International's Solar Water Heating Project Model. The model was run using glazed

4 RSMeans Building Construction Cost Data 2008, p. 518 5 www .energyideas.org/documents/soreadsheets/lndoorPooiCalc.xls

18

flat-plate collectors6, but evacuated tube collectors would also perfonn very well in cold

weather and may end up being less expensive due to material cost.

Installing 120 collectors would provide 51% of the pool's annual heating need. If solar pool heating is combined with other pool ECRMs, such as the pool cover, percentage heated by the sun would be larger. Table 4 below includes the estimated installation costs and energy savings for solar thennal systems with varying sizes.

Panel Number of Area Percent First State Final Annual Type Panels (sf) Solar Cost Rebate Cost Savings

Glazed 56 1,232 24% $49,280 $14,784 $34,496 $3,696

Glazed 75 1,650 32% $66,000 $19,800 $46,200 $4,950

Glazed 120 2,640 51% $105,600 $31,680 $73,920 $7,920 Table 4: Solar Thermal Pool Heating Opt1ons

The 56 panel system would cost $49,280 and be eligible for a 30% rebate (for projects up to $50,000) from the State of Illinois.

We recommend the larger 120 panel system that would offset more of the heating bill and would be eligible for a 30% solar incentive as long as it includes monitoring equipment. This would bring the final cost of the system to $73,920 with an annual savings of $8,054.

The 20-year IRR is 9% and the NPV is $25,191 using a discount rate of 5%. This ECRM has good economics and it is recommended for implementation.

3.6 ECRM 6- Vending Machine Controls There are nine cold beverage vending machines in the cafeteria. Vending machines run 24 hours per day and use considerable amounts of energy. A device called a VendingMiser (see Figure 7) senses occupancy of a room and turns off the machines when nobody is around. In order to maintain beverage temperature levels, the VendingMiser cycles the compressor once every one to three hours. This results in substantial energy and maintenance savings. Installation is relatively simple. The Miser is placed between the plug of the machine and the outlet. An occupancy sensor is also attached to the top of the machine. USA Technologies manufactures the Misers7

• VendingMisers retail for $179. The DCEO PSEE program gives an incentive of $100 per beverage machine controller.

For any non-refrigerated snack machines, a SnackMiser can be used to tum off the machines when no one is present. SnackMiser utilizes a Passive Infrared (PIR) Sensor to detennine occupancy in the area around the vending machine. A snack machine's lights and electronics typically draw 80 to 1 00 Watts 24 hours a day,

6 http://www.solarqenixchicago.com/index.cfm 7 http://www.usatech.com/energy management/energy vm.php

19

every day of the year. SnackMisers retail for $798. The DCEO PSEE program gives an

incentive of $30 per snack machine controller.

The USA Technologies economics calculator on their website was used to calculate savings resulting from installing nine VendingMisers9

: 1,612 kWhlyr, or $145/yr. With the DCEO incentive, the cost of this measure is $79 per unit, or $711 totaL

The IRR for a ten year life is 180% and the NPV is $8,750. This ECRM demonstrates very favorable economics and should be considered for implementation.

3. 7 ECRM 7- Boiler Stack Economizer The existing boilers are rated at 80% efficient (although they are likely tower due to age). When the units reach the end of their useful life, they should be replaced with high efficiency condensing units that can reach 94% efficiency. In the meantime, another option is to install a stack economizer.

A large amount of unused heat is exhausted through the stack. A stack economizer captures a portion of this heat and uses it to preheat incoming boiler feed water. The basic stack economizer consists of an air-to-water heat exchanger. This would be installed in line with the combined exhaust stacks from the boilers. The intent would be to lower the exhaust gasses from nearly 600°F to around 300 °F using internal temperature controls to avoid condensing temperatures. However, we assume that there would still be the need for the addition of a stainless steel stack liner to protect from corrosive condensate.

SEDAC estimates a stack economizer would roughly cost around $35,000, including the addition of a stainless steel liner. It is estimated to reduce the gas used for heating by about 7%. This leads to a savings of 7,529 therms and $6,905 per year.

The 20-year IRR is 19% and the NPV is $48,624 with a discount rate of 5%. This ECRM has excellent economics and it is recommended for implementation.

8 http://www. vendingmiserstore.com/c154/snack miser.php 9 http://www.usatech.com/energy management/energy calculator.php

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4. Additional Energy Cost Reduction Measures The following section describes additional ways to save energy. These energy cost reduction measures were not modeled or calculated, but are likely to reduce your annual utility costs and should be considered for implementation.

4.1 Occupancy Sensors The Advanced Energy Design Guide for Schools (AEDG) recommends using occupancy sensors in spaces that have occasional usage. For schools, SEDAC recommends using manual on, automatic off switches to prevent lighting an unoccupied space. Occupancrc sensors should also be installed in any remaining restrooms for additional savings 0

• Occupancy sensors are available using a variety of technologies including infrared, ultrasonic, and microphonic sensors. The sensing technology, positioning, and time delay can be selected to minimize unplanned shut-offs and false switch-ons. Be sure to choose the right sensor for the application.

DCEO offers a rebate for installing occupancy sensors the prescriptive rebate is $0.10 per watt controlled.

4.2 Computer Power Management It is assumed that the computers in all of the labs, classrooms, and offices are set to some type of power management. Information on this recommendation is given in case the computers at O'Piaine are left on for long periods.

The two types of energy saving settings are monitor power management and computer power management. Monitor power management places inactive monitors in a lowpower sleep mode. It does not affect the computer processor, and can be implemented without affecting the system. Screen savers are not energy saving and may actually increase energy consumption during sleep mode. Computer power management places inactive computers into low-power sleep mode, such as hibernate or stand-by. Sleeping computers may interfere with older applications and certain peripherals in network settings. Energy Star has excellent resources for power management and compatibility with older applications.

http://www.enerqystar.gov/index.cfm?c=power mqt.pr power management

Many offices leave their computers turned on all the time for security and antivirus updates. It is possible to schedule these updates at startup or during lunch and other available times, thus allowing the CPUs to be shut down at night.

4.3 Kitchen Energy Management Kitchen equipment can be heavy energy users. Even if they are Energy Star appliances, usage patterns can vary widely and it is very important to minimize unnecessary on time by turning off appliances when not in use or limiting excessive warm-up times.

10 www.wattstopper.com 21

It should also be considered to clean and unplug any refrigerators or freezers that are not in use for the three months of summer. More kitchen energy management guidelines and suggestions can be found at online 11

•

4.4 Variable Speed Ventilation Hoods As kitchen ventilation hoods operate they add ventilation load to the building heating and cooling system. At a minimum the hoods should be turned off during hours when the kitchen is not in use. Also, when the kitchen is being used the hood fan speed should be varied according to cooking load. A variable speed vent hood controller by Melink senses the level of cooking taking place and modulates the vent hood speed accordingly.

4.5 Outdoor Light Retrofit Outdoor lighting experiences infrequent use and is already mostly highly efficient high pressure sodium. However, if use will increase, or if light color is a concern, consider upgrading the existing HID lights to pulse start metal halides or ceramic metal halides with high efficiency electronic ballasts.

4.6 Solar PV Panels In addition to solar thermal panels, consider solar PV panels, which use solar energy to create electricity. Solar PV can supplement a building's electricity needs at the time of peak demand and excess power is fed back to the grid using net metering. Solar PV panels, mounted on the roof, are similar in appearance to solar thermal collectors, but require less continuing maintenance since there are no moving parts. However, they are more expensive than solar thermal panels in upfront costs. Similar incentives are available for solar PV panels. For more information see Appendix B and DSIRE.

4. 7 Wind Turbine Wind turbines typically have cheaper upfront costs than solar PV panels; however there can be added maintenance costs and site concerns. Factors to consider include ground height, local obstructions, available land, and local wind speeds.

Wind speed and sunlight are typically the strongest in different seasons. Therefore a hybrid renewable energy system can be a way to reduce year-round demand. See Appendix 8 for more information.

11 www.fishnick.com 22

5. Funding Opportunities The Illinois Treasury just initiated a one-year pilot program that encourages energy efficient development and improvements by offering low-interest loans to businesses, non-profit organizations and local governments in Illinois. The program is called Cultivate Illinois Green Energy Program: http://www.treasurer.il.gov/

Illinois Clean Energy Community Foundation provides grants for energy efficiency improvements and renewable energy projects, usually to public or nonprofit groups: http://www.illinoiscleanenergy.org/

For information on state and federal rebates and tax credits, see Database of State Incentives for Renewables and Efficiency: http://www.dsireusa.org/index.cfm?EE=O&RE=1

SEDAC has developed a website for posting links to various funding opportunities: http://smartenergy.arch.uiuc.edu/htmllinfo loan.html

5. 1 Illinois Portfolio Standard On August 28, 2007 Governor Blagojevich signed Senate Bill 1592 into law which includes an Energy Efficiency Portfolio Standard (EEPS) and a Renewable Portfolio Standard (RPS) that are among the most ambitious in the nation. The EEPS will require Illinois utilities to reduce overall electric usage by 0.2% of demand in 2008, escalating to 2.0% by 2015. The RPS will require utilities to supply 2% of their power from renewable energy sources by 2008 for certain "eligible customers," escalating to 25% by2025.

This law creates a substantial budget for programs and incentives to reduce electrical energy usage and demand for electric customers of CornEd and Ameren. During the first year, there will be approximately $50 million devoted to various sectors of utility customers. CornEd and Ameren will focus approximately $38 million on residential, commercial, and industrial customers and the Illinois Department of Commerce and Economic Opportunity (DCEO) will utilize about $12 million on the low income and public sectors. During the second year these budgets will double, and by year three will triple, by far the largest opportunity Illinois has had for funding energy efficiency and demand reduction efforts.

The implications of the EEPS and RPS for SEDAC clients is that clients in the Ameren and CornEd service territories may be able to take advantage of rebates for energy cost reduction measures (ECRMs) which reduce electric energy consumption.

SEDAC has created a Web page to post relevant documents and link to programs and services at www.lllinoisEEPS.org. Please bookmark this page and watch for further developments. Public and municipal buildings are eligible for rebates through DCEO's PSEE program. For more information see http://www.illinoisenergy.org

23

6. Summary of Energy Modeling Results and Analysis Electrici~ Natural Gas Total

Energy Cost Reduction Annual

Annual Electricity Annual Therm Annual Annual

Measure (ECRM) kWh

Peak Cost Therms Cost

Energy Savings kW Cost

Base Building 3,364,604 1,142 $313,812 122,063 $110,360 $424,172 -ECRM 1 - Super T8 and 2,869,692 1,032 $267,998 127,129 $114,924 $382,923 $41,249 Reflector Lighting Retrofit ECRM 2 - Gym Metal 3,298,033 1,123 $307,544 122,744 $110,961 $418,505 $5,667 Halide to T8 Retrofit

ECRM 3 - LED Exit Signs 3,344,511 1,140 $311,887 122,268 $110,531 $422,418 $1,754

ECRM 4 - Pool Cover 3,330,741 1,142 $310,654 117,782 $106,475 $417,129 $7,043

ECRM 5- Solar Pool 3,364,604 1,142 $313,728 113,263 $102,389 $416,118 $8,054 Heating ECRM 6 - Vending 3,350,096 1,142 $312,411 122,211 $110,479 $422,890 $1,282 Machine Controls ECRM 7 - Boiler Stack 3,364,604 1,142 $313,728 114,533 $103,538 $417,267 $6,905 Economizer PKG 1 - Package of all 2,734,657 1,010 $255,581 107,554 $97,229 $352,810 $71,361 ECRMs

Table 5:Summary of Energy Modehng

7. Conclusions and Recommendations , The results of this study indicate that several of the energy cost reduction measures either alone or in combination offer the potential for significant energy cost savings. Package 1 maximizes energy cost savings. This combines the Super T8 lighting with reflectors in over-illuminated areas and the gyms, continuation of the LED exit sign retrofits, utilization of the existing pool covers each night, solar thermal pool heating, vending machine controls, and a boiler stack economizer.

The energy cost reduction measures included in this package result in favorable economics and offer the potential for annual savings of $71,361; equivalent to about 17% of the total annual utility bill for the base case. The package would also result in approximately 15% energy consumption savings and avoid considerable emissions.

The total cost of all of these recommendations is $369,631. After $137,521 in potential rebates from the State of Illinois (including PSEE and solar rebates) these measures would cost $232,110. It should be noted that there is a PSEE rebate cap of $100,000 per year and projects may need to be staggered over multiple years to be within this limit.

These recommendations produce solid financial benefits, along with a number of qualitative improvements to building comfort, aesthetics, and environmental impact. The recommendations reduce the lifetime costs of building ownership, the monthly utility cost savings will save tax payers money, and students will be shown first-hand good stewardship in our built environment.

24

Appendices

Appendix A -Abbreviations

AC- Air conditioning

ACH - Air changes per hour

AFF - Above finished floor

AFUE -Annual fuel utilization efficiency

ASHRAE -American Society of Heating, Refrigeration and Air-Conditioning Engineers

BTU - British thermal unit

CFM - Cubic feet per minute

CLG- Cooling

COP - Coefficient of performance

CRI - Color rendering index

DSIRE - Database of State Incentives for Renewables and Efficiency

OX- Direct expansion

DWH - Domestic water heater

ECRMs - Energy cost reduction measures

EEPS - Energy Efficient Portfolio Standard

EER- Energy efficiency ratio

Effie - Efficiency

ERV - Energy recovery ventilator

F- Fahrenheit

ft - Foot or feet

fc - foot candle

GSHP - Ground source heat pump

HID- High intensity discharge

HP - Horsepower

HRV- Heat recovery ventilator

Htg - Heating

HVAC- Heating, ventilating, and air conditioning

HW- Hot water

HX - Heat exchanger

25

IM - Injection molding

IRR - Internal rate of return

kW - kilowatt, one thousand watts

kWh - kilowatt-hours, one thousand watthours

LCCA - Life cycle cost analysis

lm/W -lumens per watt

LPD - Lighting power density

MH - Metal halide

NPW - Net present worth

OA- Outside air

OSB - Oriented strand boards

PKG - Package

PSEE - Public Sector Energy Efficiency

PSIG - Pounds per square inch, gauge

RTU - Roof top unit

R-Value - A measure of the resistance of building materials to heat transfer

SC - Shading coefficient

SEER- Seasonal energy efficiency ratio

SF or sf- Square feet

SHGC - Solar heat gain coefficient

Svgs - Savings

T5 -A tubular fluorescent lamp 5/8 in. diameter

T8- A tubular fluorescent lamp one in. diameter

Therm - A unit of measure for natural gas equal to 100,000 BTUs or 100 Cubic Feet.

U-Value -A factor expressing the ability of a material to transfer heat.

V-volts

VFD - Variable frequency drive

Appendix B- Discussion of Renewable Energy Options SolarPV

Solar photovoltaic (PV) panels are a method of renewable energy generation. An example of a traditional solar PV panel is shown in Figure 8. They utilize the abundance of free energy from the sun to stimulate a semi-conductive material into full conduction and convert this free conduction into useable electricity. For a map of the average annual insolation in Illinois see Appendix C.

Solar PV panels typically require about 1 00 tf per kW installed. They typically cost about $9 per W, which is significantly Figure a: A 237 kW Solar PV System higher than wind turbines, though they posses other benefits such as less obstruction and silent operation. Roof located solar PV panels may not be suitable for all buildings. SEDAC recommends hiring a structural engineer to ensure the roof structure can support solar PV panels in its present condition or if structural modifications will be required.

As an alternative to rooftop solar PV panels, consider building integrated photovoltaics (BIPV). In BIPV, a thin translucent layer of semi-conductive material is sandwiched between two panes of glass. Different thicknesses are available which have different efficiencies and translucencies to satisfy different building requirements. Some buildings also use translucent BIPV in vision glass areas and traditional opaque PV panels for the spandrel glass. An example of a building using BIPV is the Tiger Woods Learning Center in Anaheim, CA, shown in Figure 9 The curtainwall shown here includes three types of glass: the top panels are the thickest and generate the most energy, the middle panels are more transparent and generate less energy, and the bottom panels are regular glass.14 BIPV panels Figure 9: Curtainwall at the Tiger Woods are considered more attractive than Learning Center11

traditional systems and have been increasing in popularity, despite that fact that they are less efficient. Traditional solar PV panels will be considered for this report, but consider a BIPV system if aesthetics are a concern.

12 In northern regions, solar panels would typically be angled to maximize direct sunlight. 13 http://www .us.schott.com/architecture/english/references us .html 14 http://www .usglass-diqital.com/usqlass/200807/?u 1 =texteritv

26

Both federal and state incentives may be available for solar PV panels. One such available incentive is a corporate tax credit offered at the federal level. The tax credit for solar PV panels is for 30% of the total project cost and expires on December 31, 2008 and may be reinstated. The state of Illinois also offered a rebate for the lesser of 30% of the total project cost or $10,000. For large installations up to $250,000 on buildings seeking LEED certification, or projects that are •Innovative" there is a $3.00 and $3.25 per watt incentives respectively. Table 6 shows several solar PV installations comparing size with rebate information for maximum savings. For current rebate information see DSIRE.

PVSize Initial IL Fed Tax Final Rebate (kW) Cost Rebate Credit Cost Savings

1.7 $15,000 $4,500 $3,150 $7,350 51%

3.7 $33,333 $10,000 $7000 $16,333 51%

5.6 $50 000 $10,000 $12 000 $28,000 44%

11.1 $100,000 $10 000 $27,000 $63.000 37%

Table 6: Solar PV Rebate Comparisons

Wind

Wind turbines are currently the most cost effective method of renewable energy generation. They are available in a variety of shapes and sizes in both horizontal and vertical configurations.

Figure 10 shows several sizes of turbines with output, size, and cost information included.15 Costs can range from $1 ,000 to $2,500 per installed kW for large turbines.

Wind turbines use the power the the wind to generate energy. Wind in northeastern Illinois is amoung the strongest in the state with average annual wind speeds around 15 mph. Western Illinois University offers a free progrm in which you can borrow an instrumment to measure a specific location's actual wind speed over the course of one year. 16 SEDAC would strongly recommend participating in this program if wind turbines are consiered. For a map of the average wind speeds in Illinois see Appendix D.

Output Yearly (kWh) Sa vi~

2,018 $172

4485 $381

6728 $572

13,456 $1,144

• AI:IRJAII Excel 10kW

112 n tall $35,000

Figure 10: A Comparison of Wind Turbines

15 Costs are bulk rates in 2007. Current costs for individual turbines will be higher. 16 For more information see the wind monitoring program at: http://www.illinoiswind.org

27

Small turbines, though less cost effective, can fit nearly anywhere. Large turbines, though extremely expensive, could proved several times the site's annual energy requirements. As shown in Figure 10, turbines are usually one or several hundred feet tall and therefore must be spaced appropriately to avoid interference. At bulk rate, large turbines are typically about $1 per kW installed whereas small or individual turbines can but $3 per kW installed or more.

As an aHemative to horizontal axis turbines, vertical axis turbines are an option, shown in Figure 11 Error! Reference source not found.. They are typically more expensive per kilowatt but are considered to be more aesthetically pleasing. Most models have about half the capacity factor of horizontal axis turbines, but recent advances in design have been shortening the gap. Their maximum capacity is also significantly lower than horizontal axis turbines (typically <10 kW), but because of their orientation, they take up less space and multiple turbines could easily install on a roof.

Wind turbines are subject to two main criticisms: that they are harmful to wildlife and bothersome to humans. The key concern regarding wildlife is that spinning turbine blades will injure or kill airborne wildlife. This issue has been extensively researched and dismissed by experts. Modem turbines do not move fast enough to pose any real threat to wildlife and are probably less dangerous to airborne species than buildings with glass windows. The second criticism does have some merit, but only if you are near the turbine. If one is adjacent to a large wind turbine, they may hear the slow repeatative sound of gusts of wind generated by the spinning blades, similar to how a small fan createds a low volume hum. At appropriate distances, this sound becomes masked by the sound of the wind itself. Therefore the size and placement of onsite turbines should be carefully considered.

Figura 11: A Vertical Axis Turblne15

Both federal and state incentives may be available for wind turbines. Federal tax credits of up to $200 per kW installed and state rebates up to $25,000 should be available. Wind turbines should also be easier to fund through private grants and agencies because of its more attractive cost effectiveness compared to solar PV panels. For more information see DSIRE.

17 http://re.emsd.qov.hk/english/wind/small/small ep.html 28

Appendix C- US Average Annual Insolation

Average Daily Solar Radiation Per Month

ANNUAL

• •

Flat Plate Tilted South at Latitude

This map shows the general trends in the amount of solar radiation received in the United States and its territories. It is a spatial interpolation of solar radiation values derived from the 1961-1990 National Solar Radiation Data Base (NSRDB). The dots on the map represent the 239 sites of the NSRDB.

Maps of average values are produced by averaging all 30 years of data for each site. Maps of maximum and minimum values are ~sites of specifiC months and years for v.tlich each site achieved its maximum or minimum amounts of solar radiation.

Though useful for identifying peneral trends. this map should be used with caution for site-specific rasoun:e evaluations because variations in solar radiation not reflected in the maps can exist. introducing uncertainty into resource estimates.

Maps are not drawn to scale.

* NREL National Renewable Energy Laboratory Resource Assessment Program

kWh/m~day

• 10 to 14 • 8 to 10 0 7 to 8 0 6 to 7 0 5 to 6 0 4 to 5 Iii 3 to 4 • 2 to 3 • 0 to 2 0 none

FLATA13-208

This map indicates the amount of solar energy incident on the United States.18 Note that Illinois is among the least favorable locations in the country for solar panels. However, this does not mean that solar panels should not be considered. For example, in recent years, about half of the total world solar PV installation has been in Germany, which receives an amount of sunlight comparable to Seattle, WA. 19

18 http://rredc.nrel.gov/solar/old data/nsrdb/redbook/atlas/ 19 http://spie.org/x17246.xml

29

Appendix D -Illinois Average Annual Wind Speed

Wind Resource of Illinois

.. \n:rag~ \\.inJ Sp~~J 50 r-..kh:rs ~007

_\ N

[~~~~I ••llltlh''

0 :llm":•\lo<!.l'''·•'''•'<fo"ln.of••l'

•. :, ,, D•· ., - , I lffi:tl . i.

-· <" -1<·· -. •·· ~·:o.··•-''' c:J: -:··· D·· '"-:·".I D•· -:·· D•·•- ''" -::·• D·· •... ,

I 'llif'I,I'T'aal'\l : ··-1 •.•., ::·::..· IWNOt1 : • .'-J l!o £'· • • .', ·., , "' -=-=----'-''"'

•

•

This map indicates the average wind speed throughout Illinois. Note that Southern Illinois has generally undesireable conditions, while areas in the north experience much greater average wind speeds. 20

20 http://www.illinoiswind.org/windData/maps.asp 30

Appendix E- Mechanical Systems

Warren Township High School

District 121 17962 W. Gages Lake Road Gages Lake, IL 60030

To: Andrew Ansel Robinson SEDAC

From: Carol Rogers Director of Business Services

Date: 8/14/08 Re: O'Plaine Building Mechanicals

During your recent walk through of the facility, you reviewed our lighting systems and partial mechanical systems. Hopefully, the following information will be of use during your assessment of the buildings systems.

Building Envelope: -Block/Brick with partial (insulated) steel panel construction (Field House) -Thermal pane windows with a minimum 'R-Va1ue' oftwo (2) -All entries (breezeways) have thermostatically controlled fan powered heat

Building Electrical: - Main 3000 amp Pringle Switch - 1200 amp Pringle Switch (460V, 277V, 208V, 110V)

- Three AJAX #WGFD-5500 Natural Gas Boilers; 5 500 000 BTU's (in) and 4 400 000 BTU's (out), Building Original1987 - Scheduled to maintain loop temperature

31

-Building Loop Pumps; 2@ 25 HP and 2@ 15 HP (non-VFD) - Building loop is 30% Glycol - Classrooms and hallways are heated/cooled by 2005 McQuay (loop) unit ventilators -Portions of the building remain on OX cooling, yet AIR's have hot water coils for heating - Building Original1987

Kitchen refrigeration, make up air (gas fired) and exhaust hood units (chiller plant @ top of picture) - Building Original1987 - Scheduled per building usage

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Weight Room Heat Only; gas fired Remor # RXE 300-621 - Building Original1987 - Scheduled per building usage

Main Office DX Condenser; TRANE # RAUBC404BEOIB1 -Cooling unit (approx. 40 ton) for air handler supplying administration area -Air handler has pneumatically controlled; 'Vortex' damper system for static pressure control - Air handler supplies VA V boxes in administration area - Air handler is non-VFD - Building Original 1987 - Scheduled per building useage

33

Lecture Hall Heat/Cooling; Carrier# 48DR012 - Natural gas fired - DXcooling - Non-VFD air handler - Building Original 1987 - Scheduled per building usage

Auditorium DX Condenser; TRANE # RAUBC604BFO lB 1 -Cooling unit (approx. 60 ton) for auditorium seating area - Air handler is non-VFD - Building Original1987 - Scheduled per building usage

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Auditorium Stage DX Condenser; TRANE # BTA180F400AA -Cooling unit (approx. 18 ton) for stage only - Air handler in non-VFD - Building Original 1987 - Scheduled per building usage

·, ,;.

Pool Dehumidification Condenser; Dectron # CLD030-9 - DS-1 00-282 Dry-0-Tron system - Constant volume operation -Installed July, 2000 - Scheduled 2417 per program to maintain water/air balance

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Chiller Plant; 3 Ea. McQuay #AGS320B27-ER10 - Air Cooled, dual compressor with 16 condenser fans - Approximately 300 ton capacity (each) -Installed2005 - Scheduled per cooling loop/building usage

Chiller Pump Room - Supply Pumps; 2 Ea. @ 60 HP, VFD Operated - Return Pumps; 3 Ea. @ 7.5 HP, non-VFD - Installed 2005 - Scheduled per chiller sequencing

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Chiller Pump Room; 60 HP, VFD, supply pumps - Installed 2005 - Scheduled per chiller sequencing

Chiller Supply Pump(s) VFD's -Installed 2005 - Scheduled per chiller sequencing

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Chiller Return Pump(s); 7.5 HP, non-VFD - 2005 installation - Scheduled per chiller sequencing

NOT PICTURED 2005 McQuay RoofTop Units (2 ea.); supplying Library and Cafeteria -Model #RAH077CLW - Dual coil, building loop heating and cooling - Internal VFD operation - Installed 2005 - Scheduled per building usage

NOT PICTURED TRANE Summit; Building Automation System - Operates boilers, chillers, loop pumps - Operates all roof top units and exhausters - Integrated programming and system scheduling - Full diagnostic, alarm and trend programming - Installed 2005

38

WASTE MANAGEMENT AND

RECYCLING

Section 3

WASTE MANAGEMENT and RECYCLING

What Does a Green School District Look Like with Respect to Waste Management and Recycling?

A low waste school district consistently enforces the concepts of "reduce, reuse, and recycle" in the classroom and across operations. Besides just reducing the waste they produce, teachers and administrators are educating students and each other on the environmental resources consumed to make the things we use everyday and the implications of the garbage we create when we dispose of those things we no longer want.

How is District 39 Currently Reducing Waste?

Reduce • Water Cooler: Teachers and staff at Romona personally invested in having easy access to hot

water for coffee or tea in lieu of a trip to Starbucks. Highcrest has installed a water cooler for student use during lunch periods. Students need to bring water bottles because cups are purposefully unavailable.

• Electronic Newsletter: Electronic lines of communication are already occurring at many levels from the superintendent to the teachers to the PTA to the CRC

• Online Homework: Some teachers at Highcrest and the WJHS make use of online websites for homework. This reduces the paper used.

• Waste Free Lunch: Many schools have at least one day a week designated as "Waste-Free" where children and parents are encouraged to pack lunch contents in reusable containers and to limit the amount of prepackaged items in non-recyclable packaging.

Reuse • Innovation: Potentially due to reduced budgets, many teachers have developed inventive ideas to

reuse materials that might otherwise get discarded. For example, donations of empty baby-food jars have been used for paintbrush holders.

• Re-useable paper stack: Some teachers have a spot for scratch paper for students or teacher use. • Used book sale: As an alternative to purchasing new books, used book drives and sales have

taken place in some of the schools. Parents should be encouraged to bring in old books that are no longer used. In the current economic downturn, a used book sale can either be in addition to or substitute for new book sale.

• Note-Pad: In lieu of slightly used paper being recycled, it has been put into notepads and sold or given away to parents as note-pads at home.

• Lost & Found: Items in Lost and Found end as charitable items instead of in the garbage. Recycle

• Purchasing: The district does buy some recycled paper products. • Non-food waste: Lunchroom staff tries to encourage students to put lunch room waste into

appropriate recycling bins but it takes more vigilance than the staff has time to provide. • Recycling bins are available throughout school buildings and MEC however they are not being

taken advantage of effectively.

Green Schools - Community Review Committee Waste Management and Recycling - Section 3

Recommendations for How District 39 Can Reduce its Waste

Reduce •

•

•

•

•

•

Reduce classroom paper waste: Use of paper is unavoidable but many times both sides can be used. Encourage and help facilitate teachers, students and administrators to use of both sides of paper. This will involve purchase of double-sided printers for schools. On-line work: Some teachers in the district are using on-line reading resources for their students . This reduces the amount of paper and pencil activities. Three examples include: 1. Web-assign 1 This site is designed for older students. This program is used in some science

classes at New Trier, and is increasing in popularity at college campuses. There is a $5-10 fee for each student who uses the program.

2. Raz-Kids2 Online, interactive leveled books and quizzes are currently in use by some District 39 teachers. Cost is $60/classroom or $40/classroom ..

3. Beestar3 Program designed by teachers in Sugarland Texas based upon state standards using the Addison Wesley Textbook. It is free of charge for 20 weekly standardized math questions and timed. Additional questions ($15-$20/student) in various fields (social studies; English as a second language math problems; gifted math; vocabulary)

Reduce lunch waste: Much of the trash we generate comes from the packaging on the food we buy, and lunch foods are no exception. In fact, it has been estimated that on average a school-age child using a disposable lunch generates 67 pounds of waste per school year. That equates to 18,760 pounds of lunch waste for just one average-size elementary school. We need to better educate parents and students about what they can be doing to create a waste-free lunch on a regular basis. Information regarding how to implement or participate in a waste-free lunch program can be found at www.wastefreelunches.org.4 This site includes sample letters to parents and teachers, information on conducting trash audits, examples of salvaged/recycled art projects, composting basics, where to purchase waste-free lunch kits, success stories from across North America, and links to other waste-free lunch sites. Lunch waste laws: State laws mandate portion sizes for food, and therefore it is not an option to reduce portion sizes to reduce food waste. Students need to be educated about the effort, time, and sacrifice that went into preparing food to discourage food waste. Students can be encouraged to repack uneaten food and to bring it home in their lunch bags to consume later. Lunch Scale: A scale is used for 4th grade outdoor education experience. Students weigh all lunch before and weigh amount of food afterward. Similar scales could be used on "Waste Free" lunch days. Cost for food scale is nominal, $30.00.5

Adopt official purchasing guidelines that reinforce the reduction of waste: In practice some of the points below are considered when purchasing decisions are made but if official guidelines were put in place greater consistency could be assured. Some examples include: 1. Promote purchase of products with minimal packaging: Packaging makes up 1/3 of the

average household's garbage and accounts for approximately 13% of the price a household pays for food.

2. Buy durable, long-wearing products. Long-wearing products are often better quality products, and they create less waste than disposables. Long-wearing products may cost a bit more at first, but they save you money in the long run. They will need fewer repairs and they will last longer.

Green Schools- Community Review Committee Waste Management and Recycling- Section 3

2

• Biodegradable cutlery and containers: Potato-starch cutlery is sturdy, reusable and suitable for hot foods up to 220·. Because it's made from renewable resources and because it's compostable (however not well in a vermin-composting program), this makes a great replacement for standard plastic cutlery. While more expensive, suppliers are willing to give discounts for bulk purchases and further discounts to schools. This should be considered as a substitute for plastic knives and as a substitute for plastic-ware if silverware is not feasible.

• Expand Composting: vermi-composting is being done successfully on a small scale at Romona School, and outdoor composting occurs at Highcrest; however this accounts for only one third of the schools. Similar programs can be easily established at all schools for educational and waste-reduction purposes.

• New composting laws: Pending passage in the IL House of Representatives, bill SB99 would allow for commercial com posting facilities to accept food waste. If the legislation passes, the school district should investigate how to have waste picked up and disposed.

• Stop or discourage the sale of disposable water bottles: The largest sale of disposable water bottles is at Highcrest and WJHS. It is estimated that 100,000 water bottles are sold each year. Some schools have chosen NOT to sell water bottles. Despite the inconvenience, we recommend allowing students to bring water bottles to the lunchroom and allowing plastic water bottles to be sold in the lunchroom at a higher price to discourage the use of the disposable plastic bottles. The proceeds would help to pay for Green Initiatives needing funding.

Reuse • Sell Wrap-N-Mat: 6 These re-useable sandwich wraps can be easily re-used and decrease the

amount of plastic thrown out. • Sell refillable water bottles: Some of the schools sell refillable water bottles, but they are still

not consistently used. Schools should encourage using water bottles (Nalgene-BPA free\ Students and staff could be refilled from 5 or 10 gallon coolers that can be set up in the lunchrooms. Staff and administrators express concern over the logistics of having water coolers available (kids lining up and potentially spilling water on the floor). However, the coolers could potentially be staffed by parent volunteers.

Recycle • Buy Recycled Products: Many reusable products are now made with recycled content.

Purchasing these items completes the recycling loop by creating a market for recyclable materials. We could close the recycling loop by purchasing recycled products for our school district's lunch program. The easiest and most widely available recycled products that schools use in cafeterias are recycled hand towels, napkins, lunch trays, lunch bags, stadium cups, etc. Fact: Lack of demand for recycled paper products is the single greatest factor limiting the recycling of paper. Producing one ton of paper from discarded waste paper uses half the energy, half the water and results in 74% less air pollution than paper made from virgin materials.

Green Schools - Community Review Committee Waste Management and Recycling- Section 3

3

• More extensive recycling can be done if teachers, students and staff were better educated about the recycling CURRENTL Yprovided by Waste Management- our current recycling waste hauler:

•

a. Waste Management provides recycling for aluminum cans, glass, paper, cardboard and plastic.

b. ALL of the above materials can be placed TOGETHER in the blue recycling bins throughout the schools. Waste Management will separate the materials at their facility.

c. Milk cartons do not have to be emptied or rinsed. Ensure that each school has multiple waste receptacles, both trash and recycling, outside of the building to eliminate pollution on school grounds.

Education From its extraction through sale, use and disposal, all the materials, possessions and objects in our lives affects communities at home and abroad, yet most of this is hidden from view. Everyone in the district needs to be educated on the connections between a huge number of environmental and social issues. We recommend encouraging staffto watch "The Story of Stuff', a 20-minute, fast-paced, fact-filled on-line video that looks at the underside of our production and consumption patterns. "The Story of Stuff' exposes the connections between a huge number of environmental and social issues, and calls us together to create a more sustainable and just world. 8 This video could also be incorporated into the classroom as a curricular tool.

References 1 Web-assign: http://www.webassign.net/ 2 Raz-Kids: http://www.raz-kids.com/ 3 Beestar: http://www.beestar.org 4 Waste free lunches: www.wastefreelunch.org 5 Nalgene: http://www.nalgene-outdoor.com/ 6 TopLine Digital Scales:

http://www. toplinedigitalscales.com/catalog.php?action= 11 O&cat id= 1 09 7 Wrap-N-Mat http://www.wrap-n-mat.com/fabrics.php 8 The Story of Stuff: http://www.storyofstuff.com/

Green Schools - Community Review Committee Waste Management and Recycling- Section 3

4

' '

PURCHASING AND

GREEN CLEANING

Section 4

PURCHASING AND GREEN CLEANING

What Does A Green School District Look Like With Respect To Purchasing and Green Cleaning?

A school district with green purchasing and green cleaning policies strives to purchase only items that are environmentally friendly for use in its schools, as well as environmentally friendly products to build its schools. Environmentally friendly products include those that are made from bio-based, recycled and sustainable materials; created locally; and grown organically. Products would use little or no packaging materials, would not emit harmful chemicals into the air or otherwise cause unhealthy air quality issues during use, would be made without the use of harmful chemicals, and would be created by environmentally responsible companies with zero waste practices. After the products finish their useful life, they would be compostable, biodegradable or recyclable. Products that use energy would run on alternative sources or would be as energy efficient as possible.

A green school would use environmentally friendly cleaning products, cleaning procedures, and cleaning equipment. The Green Cleaning Schools Act went into effect for Illinois schools on May 9, 2008. This Act, along with the Green Cleaning Guidelines and Specifications for Schools1 created pursuant to the Act, mandates the use of environmentally sensitive products from certified companies, recommends cleaning procedures, and suggests ways to dispose of old products.

How is District 39 Currently Addressing Purchasing and Green Cleaning?

Green Behaviors: • Silverware (forks and spoons) is used in the McKenzie, Harper, Highcrest and Central cafeterias.

Central's PTA puts a $200 line item in the budget each year to assist in replenishment of silverware. Other schools purchase silverware as needed, since students inadvertently throw away the silverware every day in the trash line. No silver knives are permitted anywhere in the district.

• Compartmented trays for food are used at all elementary schools; however, even schools with compartment trays use disposable paper boats or disposable plates for portion control and for serving specific types of meals. They also use paper soup cups for soup days.

• Reusable rags and scrubbers are used in each cafeteria. • T8 Lights and Compact Florescent Lights can be found in all schools. Stage lighting and outside

lighting are in the process of being replaced. LED lights are used in the exit signs. • Recycled paper towels and toilet paper are used in all schools (Bay West). • Green cleaning products (Bay West) are mostly used in all schools. We are currently depleting

the stock of former products in accordance with the Guidelines?i [The Guidelines state that "All schools may continue to use their current cleaning supplies until May 9, 2008, or until such time as the supplies on hand as of May 9, 2008 are exhausted."]

• Microfiber mops are used in all schools. • External building lights are on time clocks or photocells.

1 www.standingupforillinois.orgluploads/GreenCleanFinalGuidelines.pdf 2 The Guidelines state that "All schools may continue to use their current cleaning supplies until May 9, 2008, or until such time as the supplies on hand as of May 9, 2008 are exhausted."

Green Schools - Community Review Committee Purchasing and Green Cleaning - Section 4

• Diesel fueled busses will replace current busses starting in 201 0. Two busses will be replaced per year.

Non-Green Behaviors: • Plastic utensils are used at Central School only if they run out of silverware. Plastic knives are

made available at some schools depending on meal type. Romona and WJHS use plastic spoons and forks on a daily basis.

• Flat trays are used at Highcrest and WJHS, which promote the use of serving containers. • Styrofoam cups/plates and plastic cups are used at Highcrest. WJHS uses Styrofoam plates,

paper boats and clamshell plastic containers for fruit & salad. Teachers at elementary schools are typically served on Styrofoam plates and/or plastic clamshell containers, depending on the meal. Styrofoam is a particularly difficult product to recycle.

• Plastic water bottles are sold at all schools. • Motion detector lights are not present in any of the schools. • Recycled copy paper is not used in any of the schools. • Hand wipes used in the schools are not biodegradable. • Disposable and rechargeable batteries are used in the schools. • Printers that allow double-sided printing sent from a computer are lacking. • Buses that are owned by D39 currently run on regular gasoline.

Recent Initiatives

We should be proud that initiatives are being made to follow the Green Cleaning Schools Act. The district has purchased many new cleaning products, cafeteria products, light bulbs and paper goods. The district continues to deplete the supply of products that are not considered green, while replacing them wi:th environmentally friendly products. The district will begin replacing buses that run on regular gasoline with buses that run on diesel beginning in 2010. Biofuel and propane fueled buses are being investigated.

In the spirit of green, many teachers throughout the district are finding ways to reuse paper in their ~lassrooms. For example, some teachers have a bin of papers used only on one side that are then reused as scratch paper. In an effort to reduce the purchasing of water bottles, teachers and students alike are bringing reusable bottles to school. Central School has greatly reduced the purchasing of plastic water bottles by offering a water cooler with paper cups. Some teachers' lounges have water coolers to fill up reusable containers. Highcrest also installed a plumbed water cooler in the school cafeteria.

Our parent groups such as PTO/ As encourage the schools to continue on the path towards green cleaning and purchasing initiatives.


2

RECOMMENDATIONS

District 39 needs to continue in its efforts of green purchasing. Green options should be considered with every process and rejected only if not economically feasible.

• Set forth a green purchasing policy for the District, such as the one stated in the Illinois Green Cleaning Schools Act:

o 1. Include environmental factors as well as traditional considerations of price and performance as part of the normal purchasing process.

o 2. Emphasize pollution prevention early in the purchasing process. o 3. Examine multiple environmental attributes throughout a product or service's life cycle. o 4. Compare relative environmental impacts when selecting products and services. o 5. Collect and base purchasing decisions on accurate and meaningful information about

environmental performance. • The district's green team should coordinate efforts with purchasers in the district. • Consider Environmentally Preferable Purchasing with every district purchase. The United States

Environmental Protection Agency has a web site to guide EPP. The IEP A also has links for EPP at www.epa.state.il.us/p2/green-schools/additional-resources.html. Other sources such as www.epeat.net, http://yosemite.epa.gov/oppt/eppstand2.nsf, www.energystar.gov, and www.greenseal.org can be consulted to help make these decisions.

• Ensure that all staff are aware of the preferred environmentally friendly practices in using cleaning supplies. www.standingupforillinois.org/uploads/GreenCleanFinalGuidelines.pdf.

• When purchasing new appliances, buy those designated by EnergyStar. • Purchases of larger items can be particularly important; for instance, some carpet manufacturers

have zero waste plants and make carpet tiles that can be removed and replaced in small pieces. • Purchase metal spoons and forks for Romona and WJHS schools. • Purchase trays with compartments for Highcrest and WJHS, which currently use flat trays. • Purchase alternative products for schools so they no longer use Styrofoam and/or plastic plates,

cups, and bowls. Better alternatives are recycled paper products or biodegradable plastic products.

• Consider other alternatives to plastic water bottles (drinking fountain, water cooler). • Purchase motion detector lights in as many places as possible, e.g. copy rooms, lounges,

hallways after hours, and staff bathrooms. • Purchase recycled copy paper. It is $2.00 more a box from Hammermill. • Purchase biodegradable hand wipes that are also antibacterial. • Purchase rechargeable batteries and chargers for more widespread usage. • Purchase printers that allow double-sided printing sent from a computer. • Include in the district environmental policy recommendations for teacher supply lists to use

green materials. • Encourage PTOs/ As to follow green purchasing practices.

Additional ideas relevant to purchasing: • Ask secretaries to collect catalogs that they get multiple copies of or that are not useful. Ask

them to call the companies and be taken off the mailing list. • Encourage staff to use coffee mugs instead of Styrofoam cups. • Encourage parents to buy tissues made from recycled paper at the beginning of the year. • Encourage PTO/ As to sell reusable lunch containers and water bottles.


3

• Reconsider evening custodial practices. Currently, custodians leave the lights on in the rooms until they are done cleaning them.

• Consider using the profits of one green initiative (e.g. saving energy) to purchase another more expensive green initiative (e.g. recycled copy paper, biodegradable and antibacterial hand wipes, etc.).

Websites:

• Purchasing green products for the cafeteria, http://greenschools.live.radicaldesigns.org/display.php?modin=50&uid=3

• Purchasing guide for products with a Green Seal, http://www. greenseal. org/findaproduct/i&icleaners. cfm

• Healthy Schools Campaign, The Quick and Easy Guide to Green Cleaning in Schools: Five Simple Steps to a Healthy School Environment, 2nd ed., http:/ /healthyschoo lscampaign. erg/programs/ gcs/


4

PURCHASING AND

GREEN CLEANING APPENDIX

Illinois General Assembly - Full Text of Public Act 095-0084 http://www.ilga.gov/legislation/publicacts/fulltext.asp'!Name=u ...

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Public Act 095-0084

Bill Status Printer-Friendly Version PDF

Public Act 095-0084

HB0895 Enrolled LRB095 07718 NHT 27876 b

AN ACT concerning education.

Be it enacted by the People of the State of Illinois, represented in the General Assembly:

Section 1. Short title. This Act may be cited as the Green Cleaning Schools Act.

section 5. Legislative findings. Children are vulnerable to and may be severely affected by exposure to chemicals, hazardous waste, and other environmental hazards. The Federal Environmental Protection Agency estimates that human exposure to indoor air pollutants can be 2 to 5 times and up to 100 times higher than outdoor levels. Children, teachers, janitors, and other staff members spend a significant amount of time inside school buildings and are continuously exposed to chemicals from cleaners, waxes, deodorizers, and other maintenance products.

Section 10. Use of green cleaning supplies. By no later than 90 days after implementation of the guidelines and specifications established under Section 15 of this Act or thereafter when it is economically feasible, all elementary and secondary public schools and all elementary and secondary non-public schools with 50 or more students shall establish a green cleaning policy and exclusively purchase and use environmentally-sensitive cleaning products pursuant to the guidelines and specific•tions established under Section 15 of this Act. However, a schpol may deplete its existing cleaning and maintenance supply stocks and implement the new requirements in the procurement cycle for the following school year.

For the purposes of this Section, adopting a green cleaning policy is not economically feasible if such adoption would result in an increase in the cleaning costs of the school. If adopting a green cleaning policy is not economically feasible, the school must provide annual written notification to the

5/1109 2:58 PM

Illinois General Assembly - Full Text of Public Act 095-0084 http://www.ilga.gov/legislation/publicacts/fulltext.asp?Name=O ...

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Illinois Green Government Coordinating Council (IGGCC), on a form provided by the IGGCC, that the development and implementation of a green cleaning policy is not economically feasible until such time that it is economically feasible.

Section 15. Green cleaning supply guidelines and specifications. The Illinois Green Government Coordinating Council (IGGCC) shall, in consultation with the Department of Public Health, the State Board of Education, regional offices of education, the Illinois Environmental Protection Agency, and a panel of interested stakeholders, including cleaning product industry representatives, non-governmental organizations, and others, establish and amend on an annual basis guidelines and specifications for environmentally-sensitive cleaning and maintenance products for use in school facilities. The IGGCC shall provide multiple avenues by which cleaning products may be determined to be environmentally-sensitive under the guidelines. Guidelines and specifications must be established after a review and evaluation of existing research and must be completed no later than 180 days after the effective date of this Act. Guidelines and specifications may include implementation practices, including inspection. The completed guidelines and specifications must be posted on the IGGCC's Internet website.

Section 20. Dissemination to schools. (a) Upon the completion of the guidelines and

specifications under Section 15 of this Act, the IGGCC shall provide each regional office of education and each elementary or secondary non-public school with 50 or more students in this State with the guidelines and specifications. Each regional office of education shall immediately disseminate the guidelines and specifications to every public school in the educational service region. Regional offices of education and the IGGCC shall provide on-going assistance to schools to carry out the requirements of this Act.

(b) In the event that the guidelines and specifications under Section 15 of this Act are updated by the IGGCC, the IGGCC shall provide the updates to each regional office of education for immediate dissemination to each public school. Additionally, the IGGCC shall post all updated materials on its Internet website.

Section 90. The State Mandates Act is amended by adding Section 8.31 as follows:

(30 ILCS 805/8.31 new) Sec. 8.31. Exempt mandate. Notwithstanding sections 6 and 8

of this Act, no reimbursement by the State is required for the implementation of any mandate created by the Green Cleaning Schools Act.

Section 99. Effective date. This Act takes effect upon becoming law.

Effective Date: 8/13/2007

5/1/09 2:58 PM

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1!:~ Legislative Information System, 705 Stratton Building, Springfield, Illinois 62706 • ~=..svstom 217-782-3944 217-782-2050 (TTY)

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Green Seal: Find a Certified Product

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. About Green Seal

Green Seal Standards and Certification

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· The Mark of Environmental Responsibility

Green Seal Certified Products/Services

A revised edition of GS-37, Green Seal's Environmental Standard for Industrial and Institutional Cleaners, was issued on August 29, 2008. Products certified under the revised standard are identified as GS-37 Industrial and Institutional Cleaners (2008). Products certified under the previous editions of GS-37 have until November 29, 2009, to comply with the revised standard. For more information about re-certification requirements, please see Certification Forms apd Fees.

Products designated "CDCC" are Oosed Dilution-Control Concentrates that meet the definition and evaluation requirements in the GS-37 standard and are evaluated in the "as-used" concentration rather than the "undiluted" concentration for the skin and eye irritation (As-Used Skin/Eye) and/or acute toxicity (As-Used Acute Tox) (please reference the GS-37 standard for clarification about this designation). CDCC products are concentrated at high levels to provide environmental benefits from reduced packaging and water distribution, and also provide the user benefits by controlling the dilution rate and minimize exposure to the undiluted product Concentration of cleaning products to these higher levels, however, may increase their hazards (skin/eye corrosion or acute toxicity). When this is the case, the product discloses this information on the product label, MSDS, and on the product listing below.)

Cleaners- recently certified under GS-37, 2008

Manufacturer

Brulin & Company

Product Name

Terra.Green Degreaser SC -CDCC-As-Used Skin/Eye Terra.Green Degreaser Terra.Green Blue Glass Cleaner Terra.Green Neutral Oeaner SC Terra.Green Neutral Oeaner Terragreen Hyper Maxx 2x Strength Citrus Hydrogen

Standard

GS-37 Industrial and Institutional Oeaners (2008)

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Purchasing & Procurement: ENERGY STAR http://www.energystar.gov/index.cfm?c=bulk_purchasing.bus_p ...

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Purchasing & Procurement

ENERGY STAR The EPA resources below are designed to assist procurement officials in smart purchasing decisions. Take advantage of online trainin~ to understand the full range of purchasing opportunities. Review case studies and the key benefits of purchasing ENERGY STAR-qualified products.

Note: EPA periodically updates the savings calculators; check back to make sure you have the most updated version. Depending on the speed of your Internet connection, saving the calculators to your desktop may be quicker than opening them on the Web.

Product Categories

¥ Commercial Appliances ¥ Office Products

¥ Commercial Food Service ¥ Residential Appliances

¥ Commercial Heating & Cooling ¥ Residential Heating & Cooling

¥ Construction Products ¥ Residential Lighting

¥ Consumer Electronics

Commercial Appliances

Commercial Clothes Washers 1 ENERGY STAR-Qualified Model List

1 Sample Procurement Lan~uwe

1 Savings Calculator ~

Commercial Food Service

Commercial Dishwashers 1 ENERGY STAR-Qualified Model List~

1 K~y Product Criteria

1 Sample Procurement Language

1 Savings Calculator ~

Commercial Frvers 1 ENERGY STAR-Oyalified Model List!)

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Purchasing & Procurement : ENERGY STAR http:/ /www.energystar.gov/index.cfm?c=bulk_purchasing.bus_p ...

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Commercial Hot Food Holding Cabinets 1 ENERGY STAR-Qualified Model List!)


1 Savings Calculator~

Commercial Ice Machines 1 ENERGY STAR-Qualified Model List~

1 Key Product Criteria


1 Savings Calculator~

Commercial Refrigerators and Freezers 1 ENERGY STAR-Qualified Model List!)



1 Refrigerator Savings Calculator~

1 Freezer Savin~s Calculator!)

Commercial Steam Cookers 1 ENERGY STAR-Qualified Model List!)


Vending Machines 1 ENERGY STAR-Qualified Model List~



1 Savings Calculator :g)

Commercial Heating & Cooling Products

Light Commercial Unitary Air Conditioners and Air-Source Heat Pumps 1 ENERGY STAR-Qualified Model List :g) 1 Key Product Criteria


1 Savings Calculator :g)

Geothermai/GeoExchange Heat Pumps 1 ENERGY STAR-Qualified Model List!)


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Purchasing & Procurement : ENERGY STAR

1 Sample Procurement Lan~uage

Construction Products

Residential Windows 1 Key Product Criteria


1 Store Locator

Roof Products 1 ENERGY STAR-Qualified Model List~



Consumer Electronics

Cordless Phones & Answering Machines 1 ENERGY STAR-Qualified Model List


• Sample Procurement Language

• Savings Calculator@)

DVD Players & Audio Equipment 1 ENERGY STAR-Qualified Model List!)



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HOme > BuylnO Guide > Green Food Service, Healthy Lunch, and Farm to School

Product: Green Food Service, Healthy Lunch, and Farm to School • Why Buy Green' • tnto~f1a: Mow tiol Know It's u111en? • @sts: ten t Alford rn • Beybrid Buying: OtMt linvlronmo!ritally Frh!Miy Options

Why Buy Green?

School lunches and cafeterias offer enormous opportunities to Improve our children's health and the environment. Over the last thirty years, obeSity rates for children and adolescents have more than doubled. Dr. Joyce Lee states, •among school-aged children, obese children have a greater than two fold chance of having diabetes companed to children of normal weight." For children born In the United States in the year 2000, the risk of developing diabetes rose to 30% for boys and 40% for girls.

The federal government IsSued a mandate, through the Child Nutrition and WIC Reauthorization Act of 2004, to address obeSity and promote healthy eating and physical actiVIty. The requirement callS for local school districts to form wenness Committees and adopt a district Wellness Polley that addresses the quality of meals served at school, the regularity of physical education, and Instruction connected to diet and health. The Center for Ecollteracy, In collaboration with Slow Food USA and the Chez Panlsse Foundation, prepaned an excellent, sustalnablllty-based, downloadable Model Wellne.- I>OIIty GUide with language and Instructions for drafting a weuness Policy that places good health at the center of the academic curriculum and the food service program.

Obviously, the food we prepare and serve to students makes a difference In their personal health and there Is a growing body of evidence that the quality of food directly affects academic performance. Serving more fresh, unprocessed food Is critical, and locally-grown, organic food Is healthier than conventional food. The average piece of conventional fruit contains more than twenty pesticides, while organic fruit Is far richer In minerals, nutrients and fiber. Many schools have started programs that purchase produce from local farmers to Include In school lunches and some schools have even begun to grow their own food (see the Outdoors Section for Information about green schoolyards and school gardens). The farm-to-school (or farm-to-cafeteria) movement often brings organic food Into schools as a secondary benefit, so schools can serve both local *and* organic food.

There are more than 2,000 farm-to-school programs operating in the U.S., involving nearly 9,000 schools. With the passage of the federal 2008 Farm Bill, schools can now use a local preference In the bid language for procurement of fresh food. Specifically, the language says that '[nhe Secretary of Agriculture shall allow schools to use a geographic preference for the procurement of unprocessed agricultural pnoducts, both locally grown and locally raised." The 2008 Farm Bill also requires the Secretary 'to encourage schools to purchase unprocessed agricultural products to the maximum extent practicable and appropriate.• At least eighteen states have alSo passed legislation that supports farm-to-school programs, Including California's Fresh Start Program that provides some funding as well.

There Is also the environmental impact from the waste that is created from school lunches: packaging, utensils, and tons of wasted and uneaten food. When schools use disposable plates, boWls, and cutlery, they contribute to the enormous amount of garbage going Into landfills every year, as well as wasting energy and resources and contributing to global warming. There are now green alternatives to paper and plastic ldtchenware, conventionally pnoduced food, and food disposal, including biodegradable or recycledcontent cutlery and plate ware. Check out our Green School Lunch Directory for Information on how to find green food service items, and Information about healthy lunch and farm-to-school programs.

Criteria: How Do I Know It's Green?

Wherever possible, purchase freSh, local, organic produce to lndude In school meals that will help promote healthy food at school and sustainable agricultural practices. This may Include food pnoduced without synthetic pesticides and hormones or antibiotics or 'certified organic." as well as criteria like GMO-free, free-range or cage-free, or fair and humane treatment or animals. Develop a healthy lunch program, and promote farm-to-school Initiatives for purchasing locally-grown fresh pnoduce.

Look for recyded content in paper and plastic plates, cups, bowls, and cutlery, and/or biodegradability/compostablllty. Many companies now make kitchenware from biodegradable materials such as potato or com starch. Consider compostlng food scraps on school grounds and establishing a school garden. Composting Is an environmentally friendly way to dispose of food wastes, and produces a rich son additive that can be used In school gardens or given to community members. (See Green Schoolyards section for Information about school gandens.) You can examine food purchasing policies for additional Information about definitions and speclftcatlons for sustainable food purchasing, Including a guide developed by rt!Otl Alliance (See the Gneen School Lunch Directory for more resources).

Costs: can I Afford It?

School lunch programs are an Important source or nutrition for millions of children who participate In the free and neduced lunch programs supported through federal and state subsidies. The pressures to keep the luncheS very low-cost make it dlmcult for schools to purchase organic food, which often does cost more. However; some schools have found that when fresh food is offered, like salad bars, partldpatlon goes up, thereby increasing school lunch revenues. In addition, some schoolS are finding ways or providing at least some local, organic choiceS at competitive prices {such as Ber1<eley and Palo Alto school districts). Also, the 2008 Farm Bill wiU Increase the USDA's budget for commodity purchasing and shift more or that to fresh pnoduce, which will benefit schools. Cilllfomla's Fresh Start Program provides additional funding for school meals that Include fruits and vegetables and also provides grants to county omces of education. httP:/twww.cde.ca.gov{ls/nutsfl/dsp.asp

There are several programs that make grants available to support farm-to-school programs. M. publication time, congressmen in both the House of Representatives and Senate have sponsoned bills to provide one-time grant funds of up to $100,000 per school district to create farm-to-school programs. In addition, some federal government support exists for farm-to-school programs, especially through the USDA's Food

Choose Green Product Category

Select a product category ~

Green Products: How Do I Find Them?

The Green School Lunch Directory provides product Information for greener food servtceware that Is compostable, biodegradable, or has recycled content, as well as Information about healthy school lunch and farm-to-school programs.

To find these green products go here:

> Download Green School lunch Directory

Green Buying Tools

"Environmentally Preferable Purchasing" or "Green Purchasing• means Integrating environmental and health factors into all procurement polldes and decisions. Green purchasing can also save money, protect students and starr, and reduce liability -something schools everywhere should care about.

The following tools will help you get started:

• Adopt a green puttMslng policY • Write a ~ro!en bid or contract • lluy cooperatMUy or purchase lrt blllk • Program< to help you buy gro!en

Dl.:lalmer: Usting In this Directory should not be construed as a recommendation or endorsement by Green Schools Initiative or any or Its supporters or partners. GSIIs providing thts lntormatton as a public service to promote the use of greener pradlces and products. Usttngs In this Directory are based on Information obtained from the product manufacturer, supplier, or service provider In questiOn, and may not be~. The Information -ed from these sources has not been Independently verlfted by Green SChools Initiative and we received no tees for lnduskm. GSI provtdes no warranty or guarantee of product performance, safety, price, or avaUablllty.

4124109 1:26 PM

WJHS TEACHER INTERVIEW: LAURA HAWKINS

*Questions with an asterisk have been added to the original IEPA list.

MANAGEMENT STRATEGIES

Does your school seek employee and student suggestions, and find other ways to involve them in your environmental program (e.g., create a poster or slogan contest)? She has never heard of anything.

Do you know of any teachers who have curriculum tie-ins related to the environment? One homeroom (Longua) in particular is going to do something green for his annual service project (probably for the cafeteria). Gardening Club works in the garden.

Are there any incentives, rewards or recognition for employees and students who take a leadership role in you school's greening efforts? no

Does your school seek recognition for or celebrate your environmental efforts? Do you share your experience with other schools? No recognition

ENERGY USE

Do you or others take advantage of natural light or daylighting (particularly when a school undergoes significant remodeling or when new structures are added)? She does and thinks that a few more do. She can at least keep the lights on a dim setting, as opposed to all the way on.

*Are you able to control heat/cold in your classroom without using electricity? In winter, she needs to use the heat. In the summer, teachers use fans and open windows. She is one of few people who have an AC box. The school gets very hotl

*Do you or other teachers use lamps? Katie Unehan does.

*Does your school promote of biking/walking? They do on Bike to School Day. They also have a nice large bike rack, so it's "bike friendly". Skateboarding is popular, and they're allowed to leave their skateboards in the office b/c they don't fit in the lockers.

*Do you or others tum off lights in unoccupied rooms and machines during nonuse hours? As a school, this seems to be a problem.

SOUDWASTE

Does your school encourage practices that reduce waste paper (e.g., proofing documents on the computer screen before printing; storing final documents on disk rather than making final copies; making two sided copies; printing letters and reports on both sides of the page; and reusing paper that is clean on one side for in-house drafts and message pads)? Some things are printed for the staff, and some things aren't. They are getting better about emailing information. Some examples of things that were once printed but not anymore are: daily bulletin, Highlights, schedules, etc.

Does your school use electronic mail to send messages instead of written memos, whenever possible? Do employees save e-mail documents electronically? People don't appear to print emalls.

Does your school do research at libraries or on-line, rather than ordering written materials? Kids doing research are still required to use a certain amount of books. Some teams are using online note cardsl www.noodletools.com

*Do you see students and teachers using reusable water bottles? Are they permitted in class? A lot of teachers allow water bottles - some may not. Not a lot of kids bring reusable bottles to work. Kids are not allowed to bring one-use bottles out of the cafeteria.

Does your school recycle items, such as paper, aluminum cans, cardboard and plastic bottles? It appears to be a facade. Garbage and recycling get dumped together.

Does your school save used manila envelopes and file folders for in-house reuse? The school reuses the pony envelopes, but that's all that she's sure of.

Is there a supply of extra mugs and glasses In common areas? Some people have their own in the teachers' lounge, but there are no communal ones because no one would wash them. There is a new water filtration system, and the principal has been encouraging staff to fill up bottles there.

Do you or others share periodicals with associates instead of receiving multiple copies? She doesn't know. A few teachers are trying to cancel subscriptions to magazines that they don't need.

Does your school donate old or outdated equipment, books or furniture to local community organizations? They have a book drive. Once they saw desks in the dumpster that could have been donated. They do recycle old computers and equipment through the MEC. They usually have a company pick stuff up.

Would you or others consider worm bins for indoor composting as a class project? Properly-managed worm bins are odor free. It's an exciting idea - maybe we could even donate extra soil to the community!

Does your school post minutes or other handouts on an Intranet site, or circulate them electronically after the meeting? Department minutes are emailed, but they don't get staff minutes.

Do you or others save on paper by using chalkboards and overhead projectors for student worksheets, quizzes, etc.? Some math teachers and at least one Spanish teacher use online quizzes. For lessons, some teachers use led projectors and overheads to avoid using paper. Oftentimes, though, the kids have to take notes on their own paper.

Do you or others have students answer questions on scrap paper? Some teachers do - at least a couple of teachers have a bin for kids to grab from.

Do you or others distribute disk handouts to eliminate paper waste? Some stuff is posted online instead of printed - e.g. directions to look at when the students are in the lab.

Does your school encourage students to bring their lunch in reusable containers? There are posters posted around the cafeteria to urge kids to bring waste-free lunches, but other than that there's not a lot of encouragement. There are a good amount ok kids who bring reusable bags.

Are there "swap" areas in classrooms to share reusable materials? Not that she knows of.

WATER CONSUMPTION

Do you or others report water leaks to the maintenance staff?

She assumes that teachers who see leaky faucets will report them. She has not yet seen a problem to report.

BUILDING CONSTRUCTION I RENOVATION

Does your school avoid over-illumination? Ughting levels should be tailored to the type of task being performed and the function of the illuminated space. The lights are always on all over the school at all hours. Some custodians leave lights on in rooms to signify that they need to come back to dean more.

PURCHASING

Is post-consumer recyded paper available at your school? Do you or others print double-sided wherever possible? The paper is not recyded. Teachers do print double-sided when possible.

WJHS SCIENCE TEACHER INTERVIEW: AARON DUBNOW

HAZARDOUS MATERIALS

Do you or others inspect raw material upon receipt from suppliers? There are two inspectors here, Galligan for 7th grade and Martin for 8th grade. They make sure that everything looks proper.

Do you or others store chemicals properly to avoid unauthorized use or spills? There is a chemical storage closet (most chemicals are in there), which is locked and organized. They have never had a problem with spills.

Do you or others purchase only the needed amounts of chemical supplies to avoid disposing of extra, unused materials? They do an inventory check a couple times a year. Many things they can keep for awhile, so if something is over-ordered, it's usually not a problem.

Do you or others keep lids on containers of liquids to reduce evaporation? Yes

Do you or others use the least amount of product to complete the job? They try not to waste because they want to save money and time (makes for a faster lab).

Do you or others employ "first-in, first-out" policy for expendable materials to keep them from becoming outdated? Not sure

Do you or others check that all purchases have dated, legible labels? The two inspectors do that.

Do you or others stack containers in a way that minimizes the chance for tipping, puncturing or breaking? The containers are organized on shelves, and there is not a lot of stacking.

Do you or others avoid mixing chemical and hazardous wastes with everyday trash, pouring them down the drain, or dumping them on the ground? They throw the ones that they know are bad for the drain in the garbage, e.g. porcelain chips are not thrown in drain. They don't use too many dangerous chemicals.

Do you or others keep storage and work areas clean and well organized? Certain chemicals are organized on certain shelves. There is glass in there too, so they are extra careful.

Do you or others dispense and transfer materials using spigots, pumps and funnels? They use funnels to try not to spill on tables.

Do you or others store containers to allow for visual inspection of corrosion and leaks? A lot of the containers are metal, which you can't see through, but prevent corrosion and leaks.

Do you or others store oil cans, paint cans and other liquid materials with like substances in drip pans or trays to catch leaks and spills? They do not store chemicals by like substances. They do not use drip pans or trays, but they make sure that their hands and desks are cleaned,· especially after using things like sulfuric acid.

MERCURY USE - they have some mercury thermometers

Do you or others perform an inventory of mercury materials? They don't keep track of how many they have. Most are stored away, but some are in use. They are weaning them out slowly.

Do you or others label instruments containing mercury? Mercury thermometers have red on them, so they know without marking them.

Is your staff trained on how to properly clean up a mercury spill? No- maybe the custodians are.

Do you or others ensure that mercury and mercury containing products are not disposed of down the drain? He's never seen a spill, but if it happened, he would probably throw it in garbage (not in the drain).

Is there a protocol to properly manage and recycle mercury and mercury containing products? He doesn't know; he would ask a custodian if need be.

Is there a mercury-free purchasing policy that chooses non-mercury products over those that contain mercury? He doesn't order anything new with mercury.

LAB WASTE

Do you or others conduct a chemical inventory to help eliminate over-purchasing

and reduce disposal costs of unneeded, out-of-date chemicals? Yes.

Do you or others reduce the quantity of hazardous chemicals stored in your facility to the minimum necessary for quality instruction? He tries not to use real hazardous stuff, and he's careful when he does.

Do you or others purchase chemicals in smaller lots and quantities? Is there one person or a single point of contact that is responsible for purchases? (already talked about)

Do you or others substitute non- or less-hazardous chemicals for more hazardous ones in science experiments? If this is not possible, do you use micro-scale chemistry techniques to reduce scale of experiments (and associated quantities of chemicals)? He does not substitute much but tries to use lesser amounts (so as not to waste money and have a faster lab).

Do you or others substitute computer simulations, videos, etc. for actual experiments? Not really

Do you or others purchase lab specimens in non-formaldehyde preservatives, whenever possible? Here's what's in the containers: 93% Water, 4% Formalin, 2% Alcohol, and 1 o/o Acetic Acid. The formalin contains formaldehyde. But it only makes up 1.6% of the entire solution.

Do you or others link purchasing requests into a centralized inventory system to help control the volume of chemicals, eliminate duplicate orders and ensure that excess chemicals in stock can be used before buying more? Yes, the two inspectors do so.

Do you or others establish a safe management system for remaining required chemicals? yes

Do you or others adopt a standard labeling procedure for chemicals and waste? They label chemicals but not waste (thrown in garbage).

Do you or others designate a centralized place for chemical storage and another for waste storage, with spill containment? There is a centralized place for chemical storage but not for waste storage. They are only careful with stuff going down drain (to prevent clogs in plumbing).

Do you or others store chemicals according to their chemical family, not alphabetically? ,. A little of both - they organize based on space available or units taught in class.

Do you or others return expired material to supplier? No, most of the stuff doesn't expire. They end up using most everything.

Do you or others periodically inspect stored chemicals for signs of leakage, rusting, peeled labels, poor storage practices, or any other problems? When they organize for inventory, they notice things informally.

Do you or others install spill and leak protection in chemical storerooms? no

HIGHCREST TEACHER INTERVIEW: BRENDA DAY

*Questions with an asterisk have been added to the original IEPA Jist.


Does your school seek employee and student suggestions, and find other ways to involve them in your environmental program (e.g., create a poster or slogan contest)? The largest green initiative is the outdoor classroom. They are now thinking of growing food out there in the spring and summer, and they might write a Gripp Grant. They also celebrate Environmental Awareness Week. There is not a lot of day-to-day stuff going on.

Do you know of any teachers who have curriculum tie-ins related to the environment? A couple science teachers wrote a program that goes along with the outdoor classroom. During Environmental Awareness Week, homerooms have lessons related to the earth. For example, Beth Drucker helped her with a power point related to garbage. They have also tracked how much energy they spend.

/

Are there any incentives, rewards or recognition for employees and students who take a leadership role in you school's greening efforts? They receive prizes on Bike to School Day.

Does your school seek recognition for or celebrate your environmental efforts? Do you share your experience with other schools? No

ENERGY USE

Do you or others take advantage of natural light or daylighting (particularly when a school undergoes significant remodeling or when new structures are added)? They have a school-wide Lights Out Day. She never has lights on ·in her classroom, since there is a lot of light in her room. Some other teachers do the same.

*Are you able to control heat/cold in your classroom without using electricity? In her classroom, she has no control over heat. There have been recent incidents of pipes bursting - they've had to use space heaters. The new wing has control over heat. There is no AC in the building, so in the summer, they use lots of fans (especially upstairs).

*Do you or other teachers use lamps?

Not that she knows of

*Does your school promote of biking/walking? They promote biking on Bike to School Day. Also, there is not a lot of room for parent pick-up, so they do promote it a little.

*Do you or others tum off lights in unoccupied rooms and machines during nonuse hours? Not a lot of people are conscientious of lights.

SOUDWASfE

Does your school encourage practices that reduce waste paper (e.g., proofing documents on the computer screen before printing; storing final documents on disk rather than making final copies; making two sided copies; printing letters and reports on both sides of the page; and reusing paper that is clean on one side for in-house drafts and message pads)? They photocopy on both sides of paper, they get emalls from tech teachers and the librarian to not print too much, and lots of stuff is now emailed as opposed to being put in their in mailbox.

Does your school use electronic mail to send messages instead of written memos, whenever possible? Do employees save e-mail documents electronically? Most people do

Does your school do research at libraries or on-line, rather than ordering written materials? There is a lot of internet research, but they usually print what they find.

*Do you see students and teachers using reusable water bottles? Are they permitted in class? She is seeing more and more reusable bottles. She promotes it. She doesn't know of any teachers who won't let them bring them to class.

Does your school recycle items, such as paper, aluminum cans, cardboard and plastic bottles? She has the impression that stuff in the recycling bins doesn't actually get recycled.

Does your school save used manila envelopes and file folders for in-house reuse? The pony envelopes get reused - that might be it.

Is there a supply of extra mugs and glasses in common areas? no

Do you or others share periodicals with associates instead of receiving multiple copies? Not formally - informally probably a bit There is a spot in lounge for book swaps and used magazines to read.

Does your school donate old or outdated equipment, books or furniture to local community organizations? They have a used book drive for other schools, a used clothes drive, and an eyeglass drive. They also collect old cell phones and crocs. They collect tennis shoes to make playgrounds.

Would you or others consider worm bins for indoor composting as a class project? Properly-managed worm bins are odor free. She thinks that would be fun. She wants to start growing seedlings in her room for garden.

Does your school post minutes or other handouts on an Intranet site, or circulate them electronically after the meeting? They email minutes - they don't post them.

Do you or others save on paper by using chalkboards and overhead projectors for student worksheets, quizzes, etc.? Most quizzes and tests are on paper. She's and some others try to avoid some worksheet use.

Do you or others have students answer questions on scrap paper? Yes. There is a box in the copy room of used paper that they paint on with berries from the garden.

Do you or others distribute disk handouts to eliminate paper waste? no

Does your school encourage students to bring their lunch in reusable containers? Some kids have reusable bags and containers. During Environmental Awareness Week, they have a waste-free lunch day. They are also now using metal forks and spoons in the cafeteria (instead of plastic). They still use plastic knives.

Are there "swap" areas in classrooms to share reusable materials? There are no swap areas for kids.

WATER CONSUMPTION

Do you or others report water leaks to the maintenance staff? The kids are good about reporting to the teachers. The teachers send the kids to office to report the problem.


Does your school avoid over-illumination? Lighting levels should be tailored to the type of task being performed and the function of the illuminated space. The lights always appear to be on.

PURCHASING

Is post-consumer recycled paper available at your school? Do you or others print double-sided wherever possible? The paper is not recycled. They do print double-sided.

CENTRAL SCHOOL INTERVIEW: JIM TINGEY



Does your school seek employee and student suggestions, and find other ways to involve them in your environmental program (e.g., create a poster or slogan contest)? Not really an organized effort. Staff members sometimes will offer ideas at Faculty Meetings and the current Student Council will bring ideas from time to time. Example: Proposed drinking fountain outside.

Do you know of any teachers who have curriculum tie-ins related to the environment? I cannot identify an individual teacher, but know from general conversations that teachers are well aware of discussing the environment at every teachable opportunity. Our 3nt grade has an extensive program that involves the garden, and the 2nc1 grade does some work with butterflies and the connections to environment. The 4th grade does work on the Wilmette Beach, and connects environmental issues with a Field Trip. 4th grade also has oil spills in the Oceans Unit.

Are there any incentives, rewards or recognition for employees and students who take a leadership role in you school's greening efforts? No.

Does your school seek recognition for or celebrate your environmental efforts? If you mean me personally, no. Do you share your experience with other schools? No, there is no venue to do this, and I do not know who to contact at other schools.

ENERGY USE

Do you or others take advantage of natural light or daylighting (particularly when a school undergoes significant remodeling or when new structures are added)? Yes. I believe this was considered by the architects, and the new windows are energy efficient.

*Are you able to control heat/cold in your classroom without using electricity? NO. I can turn off electric lights in warmer times when the room is very hot but not actually sure that the heat drops.

*Do you or other teachers use lamps? I do not, but probably 6 will have a desk lamp.

*Does your school promote of biking/walking? Yes.

*Do you or others tum off lights in unoccupied rooms and machines during nonuse hours? Yes. The copiers have energy saving modes.

SOUDWASTE

Does your school encourage practices that reduce waste paper {e.g., proofing documents on the computer screen before printing; storing final documents on disk rather than making final copies; making two sided copies; printing letters and reports on both sides of the page; and reusing paper that is clean on one side for in-house drafts and message pads)? Yes, all of the above.

Does your school use electronic mail to send messages instead of written memos, whenever possible? Yes Do employees save e-mail documents electronically? Yes, but In some cases a print Is made when it needs to be in a folder, like an IEP.

Does your school do research at libraries or on-line, rather than ordering written materials? We do both.

*Do you see students and teachers using reusable water bottles? Are they permitted In class? Yes I see this, and believe most teachers permit reusable water bottles, but encourage students to keep them dean.

Does your school recycle items, such as paper, aluminum cans, cardboard and plastic bottles? Yes. We do all.

Does your school save used manila envelopes and file folders for in-house reuse? Yes.

Is there a supply of extra mugs and glasses in common areas? Yes, in Teachers Lounge.

Do you or others share periodicals with associates instead of receiving multiple copies? Yes, we do a routing.

Does your school donate old or outdated equipment, books or furniture to local community organizations? Yes, we send to schools, Bookworm Angels.

Would you or others consider worm bins for indoor composting as a class project? Properly-managed worm bins are odor free. I am not sure, but this might be a possibility.

Does your school post minutes or other handouts on an Intranet site, or circulate them electronically after the meeting? Yes, we also use our Web Page.

Do you or others save on paper by using chalkboards and overhead projectors for student worksheets, quizzes, etc.? Yes.

Do you or others have students answer questions on scrap paper? Yes.

Do you or others distribute disk handouts to eliminate paper waste? Yes, but this is not real common. We send more via email, attachment.

Do your school encourage students to bring their lunch in reusable containers? Yes, and we sell reusable containers at School Store.

Are there "swap" areas in classrooms to share reusable materials? No

WATER CONSUMPTION

Do you or others report water leaks to the maintenance staff? Yes, drinking fountains and plugged toilets are reported immediately.


Does your school avoid over-illumination? No clue, as to what the basis is. It seems normal for a school. Ughting levels should be tailored to the type of task being performed and the function of the illuminated space.

PURCHASING

Is post-consumer recycled paper available at your school? Yes, I believe so. Do you or others print double-sided wherever possible? Yes.

Green Schools Interview Questions for Teachers



Does your school seek employee and student suggestions, and find other ways to involve them in your environmental program (e.g., create a poster or slogan contest)? Har/Mck/Rom-yes, earth week, environ. week

Do you know of any teachers who have curriculum tie-ins related to the environment? Har-yes/3 but all teachers do some tie-ins; Rom-4th and 1st; McK-not specifically

Are there any incentives, rewards or recognition for employees and students who take a leadership role in you school's greening efforts? Har/Mck/Rom-no

Does your school seek recognition for or celebrate your environmental efforts? Har/Mck/Rom-no

Do you share your experience with other schools? Har/Rom-no; McK-technology teachers share

ENERGY USE

Do you or others take advantage of natural light or daylighting (particularly when a school undergoes significant remodeling or when new structures are added)? Har/Mck/Rom-teachers shut off lights when it is hot Har-a skylight was put in new addition

*Are you able to control heatjcold in your dassroom without using electricity? Har/Mck/Rom-no all done at MEC

*Do you or other teachers use lamps? Har/Mck/Rom-yes, many teachers have lamps

*Does your school promote of biking/walking? Har/Mck/Rom-yes, especially during environ. week; McK has Get Fit Fridays

*Do you or others tum off lights in unoccupied rooms and machines during nonuse hours? Har/Mck/Rom-no not really during hours, but after they leave

SOUDWASrE

Does your school encourage practices that reduce waste paper (e.g., proofing documents on the computer screen before printing; storing final documents on disk rather than making final copies; making two sided copies; printing letters and reports on both sides of the page; and reusing paper that is clean on one side for in-house drafts and message pads)? Har/Mck/Rom-yes especially proofing and storing docs on computer, also making double sided copies

Does your school use electronic mail to send messages instead of written memos, whenever possible? Do employees save e-mail documents electronically? Har/Mck/Rom-yes!

Does your school do research at libraries or on-line, rather than ordering written materials? Har/Mck/Rom-yes

*Do you see students and teachers using reusable water bottles? Har/Rom-yes, McK-no Are they permitted in class? Har/Mck/Rom-yes

Does your school recycle items, such as paper, aluminum cans, cardboard and plastic bottles? Har/Mck/Rom-yes, Har-some custodial issues with paper

Does your school save used manila envelopes and file folders for in-house reuse? Har/McK-yes Rom-no

Is there a supply of extra mugs and glasses in common areas? Har/Mck/Rom-yes

Do you or others share periodicals with associates instead of receiving multiple copies? Har/Mck/Rom-yes from district, but not enough shared between teachers

Does your school donate old or outdated equipment, books or furniture to local community organizations? Har/Mck/Rom-yes; McK has sister school

• Would you or others consider worm bins for indoor composting as a class project? Rom-yes has 2 and doing 6 more through garden club, Har/McK-no Properly-managed worm bins are odor free.

Does your school post minutes or other handouts on an Intranet site, or circulate them electronically after the meeting? Har/Mck/Rom-yes, McK/Har-staff agenda is paper

Do you or others save on paper by using chalkboards and overhead projectors for student worksheets, quizzes, etc.? Har/Mck/Rom-not really quizzes, but

worksheets-more technology is being used, at Har-document cameras/overhead projectors/LCDs

Do you or others have students answer questions on scrap paper? Har/Rom-a few McK-yes

Do you or others distribute disk handouts to eliminate paper waste? Har/Mck/Rom-no except EM On-line

Do your school encourage students to bring their lunch in reusable containers? Har/Mck/Rom-yes

Are there "swap" areas in classrooms to share reusable materials? Har/Rom-yes in lounge, especially at end of year; McK-no

WATER CONSUMPTION

Do you or others report water leaks to the maintenance staff? Har/Mck/Rom-yes!

BUILDING CONSTRUffiON / RENOVATION

Does your school avoid over-illumination? McK/Rom-no, Har-teachers manage by using lamps or only some lights Ughting levels should be tailored to the type of task being performed and the function of the illuminated space.

PURCHASING

Is post-consumer recycled paper available at your school? Har/Mck/Rom-not sure Do you or others print double-sided wherever possible? Har/McK/Rom-most when copying, but not all printers allow double sided printing

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t Fragrances used must be produced or handled following the code of practice of the International Fragrance Association. Fragrances must be declared on the product label and MSDS sheets.

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INDOOR AIR QUALITY

Section 5

INDOOR AIR QUALITY

What Does a Green School District Look Like With Respect to Indoor Air Quality?

Green schools evaluate and address IAQ because they recognize that indoor air pollution ranks among the top five environmental health risks to the public, according to the United States Environmental Protection Agency (US EPA) and its Science Advisory Board. Indoor levels ofpollutants may be two to five times- and occasionally more than 100 times- higher than outdoor levels.i

Green schools with excellent IAQ may have healthier and higher-performing students and employees. Schools are becoming more aware that the quality of the air inside a school is important to the health and performance of children, teachers and staff. School IAQ affects student achievement/i school attendance and productivity, staff performance, and health of all occupants of the building. iii Studies have linked asthma, allergic reactions, and other serious medical problems to poor indoor air quality.iv School-age children spend a significant portion of their lives in school. Furthermore, occupant density of school buildings is four times higher than office buildings, heightening the risk of poor indoor air quality.v

A green school district with excellent indoor air quality (IAQ) in all of its buildings would have a commitment at the district level and at each school to IAQ, and IAQ would be a component of districtwide environmental policy. IAQ would be evaluated and problems would be addressed in all buildings. IAQ would be considered for all future district policies, purchases, construction and repairs, and maintenance. The district would conduct regular IAQ inspections, and would involve and educate all the building occupants about IAQ.

Healthy, high performing schools achieve superior indoor air quality by "controlling sources of contamination, providing adequate ventilation, preventing unwant~d moisture accumulation, and implementing effective operations and maintenance procedures. ,v,

The US EPA reports that most American schools have some inadequacies of design, construction, operation and maintenance that may affect indoor air quality; consequently, green schools are taking action to address the issues. Significant IAQ problems often arise from a combination of common minor problems, such as inadequate or deferred maintenance of school buildings and HVAC systems.vii Poor indoor air quality may be associated with building deterioration. One study of an elementary school showed that if $8,140 had been spent over 22 years on preventive maintenance, $1.5 million in repairs could have been avoided. viii

Another section of this report recommends that the District improve energy efficiency in its buildings. Many energy efficiency upgrades also improve air quality. However, some energy efficient modifications could adversely affect IAQ. The District's goal should be to improve energy efficiency and IAQ concurrently. The EPA provides guidance on precautions to prevent or resolve IAQ problems when improving school energy efficiency.ix

Green Schools - Community Review Committee Indoor Air Quality - Section 5

How is District 39 Doing Currently Addressing Indoor Air Quality?

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Overall "walk-throughs" and inspections for IAQ have not been consistently done, so the district does not have a baseline for evaluating indoor air quality in all of the buildings. An infrastructure is not in place to ensure consistent district-wide handling of IAQ issues . No district policy is in place to address air quality, including purchasing decisions, which are discussed further in another section. Custodial and other staff members are not trained specifically regarding air quality issues . Radon testing is done during renovations that could affect building foundations but not at other times. Audits occur on an as-requested basis. Two specific tests in the past 18 months indicated good air quality, but no other recent tests have been done. The District has an IAQ consultant to do the tests. New windows that can be easily opened and closed were installed in two schools, potentially providing better airflow. HEPA filters have been installed in some cases, pursuant to staff health issues.x Small-scale problems, however, potentially indicate larger air quality problems. For example, contaminants may enter a school office from the large number of people going through the office, which may be the primary building entrance. Further, copy rooms may cause IAQ problems for connecting rooms. Ventilation air filters are inspected four times per year. Sensors are installed to monitor dirt accumulation. Formal IAQ considerations are not made when purchasing school supplies that are low-emitters of indoor air contaminants. Wood and furnishings purchases are based on the standards in place, but greener alternatives might not have been considered. No volatile liquids or thinners are purchased for the schools, just gasoline . Mechanical rooms are free of trash and chemicals . Cooking odors and smoke do not circulate beyond the cooking and food preparation areas . Outdoor air intakes are not in areas where vehicles idle, and nests and animal droppings are not near outdoor air intakes. Nearly all work on the buildings occurs during the summer without student occupancy . Most schools have walk-off mats. Other techniques to reduce dirt entering the building such as recessed grates are not considered to work well with school in session, and building work is usually performed during summers. xi The district is following the Illinois Green Cleaning Schools Aceii Issues with mercury are limited to CFL bulbs, and disposal of the bulbs is handled appropriately . Mold can grow if wet areas are not dried quickly, within 24-48 hours. However, water extractors are in place in all buildings, and high-powered water extraction takes place following any leak or flood. Basic cleaning products are used, but if materials are dried quickly, mold growth is not an issue. Insecticides are not used in vents and kitchen areas. Rodent management is accomplished through cleanliness and packaging control in kitchens, classrooms and lockers.

Green Schools - Community Review Committee Indoor Air Quality- Section 5

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RECOMMENDATIONS

• Incorporate an air quality policy into the district-wide environmental policy. Although IAQ is one of the US EPA's stated top five environmental health risks, it is not addressed with consistent policies in District 39.

• Establish an effective IAQ team and train district employees consistent with the US EPA's recommendations in the Indoor Air Quality: Tools for Schools Action Kit (IAQ TFS/iii and How to Implement a District-Wide IAQ Tools for Schools Program.xiv The IAQ TFS is recognized as the standard for IAQ school management plans.

The District 39 Green Team should include members responsible for addressing IAQ issues. An IAQ team member should be at the district level and at each school. Including IAQ within the Green Team's scope will help ensure that IAQ is considered in decisions about purchasing, construction, energy efficiency, and other issues addressed in this report.

Conducting training for the Green Team and all district employees will familiarize them with IAQ issues and who to contact for problems. Quality professional development will help ensure high quality indoor air.

o Training is particularly important for custodians and staff members who handle tasks such as changing air filters and ensuring that outdoor air .intakes are clean.xv

o Training should occur regularly for all District employees, and new employees should be trained in IAQ requirements and procedures, including cleaning products and methods pursuant to the Green Cleaning Schools Act.xvi

o Teaching staff how to communicate problems and address issues before they escalate into expensive and health-threatening problems is important for an effective IAQ program.

Evaluate all buildings for IAQ issues. The IAQ TFS document& advise schools as to how to evaluate, monitor, and address IAQ issues. The documents provide specific step-by-step instructions for implementing a coordinated IAQ effort throughout the school district in a lowcost and effective manner. The IAQ TFSkit has questionnaires for employees ofthe district, and has checklists to use during walk-throughs of school buildings.

The Illinois Department of Public Health (IDPH) also sets forth specific criteria for acceptable indoor air quality ,xvii which the District can use in its evaluations.

In general, air quality tests need not be done. The IDPH states that schools should inspect for IAQ issues, and question staff and students regarding any potential issues, before considering testing. xviii

• Prioritize IAQ problems into short-term and long-term IAQ improvement projects based on health-related and financial considerations. Implement the low- and no-cost solutions. Develop an implementation plan for long-term IAQ improvements and more expensive projects. Research financing options.

The US Department of Energy consolidates various energy efficiency, renewable energy and US EPA IAQ solicitations with a website and regular e-mail notifications of new opportunities to subscribers. xix

Green Schools - Community Review Committee Indoor Air Quality - Section - 5

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Develop IAQ policies and a management plan to distribute to staff .

A document setting forth IAQ policies and implementation will be important for ensuring continuing best practices for IAQ. The document can include a statement indicating the intent to identify, prevent and correct IAQ problems; identification of the individuals in the District on the IAQ team; guidance on steps to take to maintain good IAQ; guidance on appropriate actions to correct IAQ issues; and reporting requirements.xx Communicate with administrators, teachers, staff, the school board, parents and students the need for IAQ monitoring, the IAQ findings, the policies, and the implementation plans. Communicate with individuals responsible for monitoring existing IAQ programs.

IAQ District-wide communication can be included within the District's overall environmental communications plan. Good IAQ communication must continue in order to effectively evaluate, improve as needed, and maintain excellent IAQ in the District.

The IAQ team also should establish good lines of communication with individuals in the District responsible for implementing already-existing programs that affect indoor air quality:

o All asbestos management plan activities. xxi o The Illinois Green Cleaning Schools Act. o The Integrated Pest Management (IPM) program.xxii o Assessing possible lead contamination and upcoming work on surfaces with lead-based

paint. xxiii o Purchases of lab chemicals and other toxics, such as mercury, PCBs, hazardous

chemicals, and motor vehicles and equipment. • The IAQ team and District 39 should consider testing the schools regularly for radon, as well as

testing during construction and renovation. Radon is an odorless radioactive gas that can enter buildings through openings in foundations.

o The US EPA recommends radon testing in schools. Radon inhalation is the second leading cause of lung cancer in the United States.xxiv EPA provides information on how to test for radon and how to reduce radon within a school. xxv

o Of96 homes tested in the 60091 zip code, seven percent had radon levels elevated above the acceptable limiCxvi

o A bill recently passed both houses of the Illinois legislature with almost unanimous support. As proposed, the bill would have required annual testing in schools, but as amended, recommends that schools test every five years. xxvii

• District 39 should develop a policy for considering environmental criteria in purchases. Purchasing is addressed separately in another section of this report. However, the IAQ team should work with the individuals implementing a district purchasing policy, and schools should evaluate purchases carefully with respect to IAQ contaminants.


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In the purchasing process, specify materials and furnishings that are low emitters of indoor air contaminants:

o Consider paint with no volatile organic compounds (VOCs). o School supplies such as dry-erase markers should be evaluated for pollutants. o New furniture and office equipment should be purchased pursuant to a decision making

process that includes assessment ofiAQ contaminants.)O(vm Consider composite wood or agrifiber products containing no added ureaformaldehyde resins.)O(ix

o Copy machines are sources of potentially significant air quality problems, and can emit ozone and VOCs. Copiers also may be sources of potentially harmful particulates.xxx

o Choose the type of carpeting, mat, and the glue and binding used in installation to minimize the release of harmful chemicals in off-gassing. The Carpet and Rug Institute has a Green Label Indoor Air Quality Test Program.

o Some new purchases should be aired out when feasible, such as "dry" furnishings and materials including carpeting, tile, textiles and wood products, until there is no noticeable odor or irritation.

Resources:

o Evaluate "wet" materials for low VOCs, such as adhesives, glazes, caulks and sealants, and use them sparingly.xxxi

• Healthy Schools Campaign, Action and Resource Guide for IAQ, available at http://www.healthyschoolscampaign.org/publications/actionguide.

• National Clearinghouse for Educational Facilities resource list for indoor air quality in schools, available at http://www.edfacilities.org/rl/iaq.cfm.

• US EPA's Indoor Air Quality: Tools for Schools Action Kit, available at http://www.epa.gov/iaq/schools. (Ordering a kit, which includes a DVD, is recommended.)

• US EPA's How to Implement a District-Wide IAQ Tools for Schools Program, available at http://www.epa.gov/iaq/schools/pdfs/publications/district wide factsheet.pdf.

• Case studies of successful IAQ TFS programs are available at http:/ /www.epa. gov /iag/schools/casestudies.html.

• For a 2005 national assessment ofiAQ management programs in American schools, see http://www.ehponline.org/members/2005/7881/788l.pdf.

i US EPA, Indoor Air Quality Tools for Schools: Actions to Improve Indoor Air Quality (July 2005) http://www.epa.gov/iaq/schools/actions to improve iaq.html. ii A Chicago public school is used as an example in Healthy Schools Campaign, A Healthy School Environment Supports Learning (2008) http:/ /www.healthyschoolscampaign.org/programs/policy/national/lessons-l.php. 3 US EPA, Benefits of Good IAQ http://www.epagov/iaq/schools/benefits.html. See also Princeton Energy Resources International for the United States Department of Energy, School Operations and Maintenance: Best Practices for Controlling Energy Costs: A Guidebook/or K-12 School System Business Officers and Facilities Managers (August 2004) http://ase.org/uploaded files/greenschools/School%20Energy%20Guidebook 9-04.pdf.

Green Schools- Community Review Committee Indoor Air Quality - Section - 5

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iv Illinois Department of Public Health (IDPH), School Indoor Environmental Quality: Testing Should Not be the First Step www.idph.state.il.us/envhealth/factsheets/indoorairfs.htm. v Joint EPA Working Paper from Energy Star and Indoor Air Quality, Energy Efficiency and Indoor Air Quality in Schools (September 2003) www.energystar.gov/ia/business/kl2 schools/Ee&iaq.pdf. v• Healthy Schools Campaign, Illinois Capital Development Board, and Illinois State Board of Education, Illinois Resource Guide for Healthy, High Performing School Buildings (February 2006) http:/ lwww. cdb.state. il. us/schools/HealthySchoo lsGuide. pdf. 7 US EPA, IAQ Tools for Schools Action Kit (JAQ TFS) (re-released January 2009) http://www.epa.gov/iaq/schools. See the Coordinator's Guide: Section 1 at http://www.epa.gov/iaq/schools/tfs/coord section l.html. viii US EPA, !A Q TFS. ix Energy Star, Energy Efficiency and Indoor Air Quality in Schools. x The IDPH states that following its guidelines should preclude the use of localized air cleaning devices. Illinois Department of Public Health Guidelines for Indoor Air Quality http://www. idph. state. il. us/ envhealthlfactsheets/indoorairgualityguide fs.htm. xi The Illinois Environmental Protection Agency (IEP A) lists these items as possible methods to improve IAQ. Green Schools Checklist: Environmental Actions for Schools to Consider (January 2003) www.epa.state.il.us/p2/green-schools/green-schools-checklist.pdf xii The text of the Act is available at http://www.standingupforillinois.org/pdf/green/PA095-0084.pdf. xiii The kit is available at http://\vww.epa.gov/iag/schools/actionkit.html. xiv Available at http://www.epa.gov/iag/schools/pdfs/publications/district wide factsheet.pdf. xv National Education Association, Take a Deep Breath and Thank Your Custodian: Develop a Local Association IAQ Action Plan (2004) http://www. neahin.org/programs/ environmental/lAO .custodian. guide. pdf. xvi The State of Illinois Green Governments Coordinating Council issued guidelines for implementation of the new Act. Guidelines and Specifications for the Green Cleaning Schools Act [1 05 JLCS 140} (May 2008) http://www.standingupforillinois.org/uploads/GreenCleanFinalGuidelines.pdf. xvii IDPH, Illinois Department of Public Health Guidelines for Indoor Air Quality. The IAQ criteria include: suitable humidity levels and temperature ranges, carbon dioxide levels throughout the building, carbon monoxide levels, hydrogen sulfide, ozone, particulates, formaldehyde, nitrogen dioxide, and tobacco smoke. Because carbon dioxide is a normal product of exhaled breath, it is commonly measured as a screening tool to evaluate whether adequate volumes of fresh outdoor air are being introduced into various parts of the building. xviii IDPH, School Indoor Environmental Quality: Testing Should Not be the First Step www.idph.state.il.us/envhealthlfactsheets/indoorairfs.htm. xix US DOE, e-Center Business and Financial Assistance Opportunities With Energy http://doeiips.pr.doe.gov. This site is referenced in the Healthy Schools Campaign's Illinois Resource Guide for Healthy, High Performing School Buildings. xx IAQ TFS, Appendix B. xxi Asbestos inspection is required every three years under the federal Asbestos Hazard Emergency Response Act (AHERA). The Illinois Department of Public Health sets forth guidance in Responsibilities of Local Education Agencies for Asbestos in Schools www .idph.state.il. us/envhealth!lea asbestos.htm.


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xxii IPM is an environmentally sensitive approach to pest management. Illinois school districts are required to adopt and implement an IPM program to control indoor pests under the Illinois Structural Pest Control Act, 225 ILCS 235. A copy of the law and more details are available at http://spcpweb.org/schools/. Illinois has an integrated pest management report developed by the Illinois Pest Control Association, Illinois Department of Public Health, Structural Pest Control Advisory Council and University of Illinois Extension, A Practical Guide to Management of Common Pests in Schools (March 10, 1999) www.idph.state.il.us/envhealth/pdf/schoolpests.pdf. xxiii Contact with lead-containing dust particles can cause serious health problems, especially for children. Guidelines for proper removal of lead are available from the Occupational Safety and Health Administration (OSHA), as referenced in the IAQ TFS Action Kit Reference Guide Appendix L: Resources. http:/ /www.epa. gov/iaq/schools/tfs/ guidel.html#Lead. xxiv US EPA, A Citizen's Guide to Radon: The Guide to Protecting Yourself and Your Family From Radon (January 2009) http://www.epa.gov/radon/pdfs/citizensguide.pdf. xxv The IAQ TFS Action Kit Reference Guide has more resources listed at Appendix L. Appendix G has information on radon at http://www.epa.gov/iaq/schools/tfs/guideg.html. EPA also has a radon web site at www.epa.gov/iaq/radon. xxvi The Illinois Emergency Management Agency has a list of radon tests at http://www. radon.illinois. gov /MeasurementMaps/Cook. pdf. xxvu Text of the amended Illinois house bill4223, Testing Schools for Radon, is available at http:/ /www.ilga.gov/legislation/fulltext.asp?DocN ame=09600HB4223ham00 1 &GA =96&LegiD=4 7094 &Sessionld=76&SpecSess=O&DocTypeld=HB&DocNum=4223&GAID=10&Session=. xxviii The Illinois EPA suggests criteria for schools to consider in making environmentally preferable purchasing decisions at www.epa.state.il.us/p2/green-schools/green-schools-checklist.pdf. The US EPA's final guidance on making environmentally preferable purchasing decisions is set forth at www.epa.gov/opptintr/epp/pubs/guidance/finalguidance.htm. The US EPA also has created a web site with information about EPP for specific products at www.epa.gov/opptintr/epp. xxix Healthy Schools Campaign, Illinois Resource Guide for Healthy, High Performing School Buildings. xxx California evaluates environmental health issues for specific products in its Environmentally Preferable Purchasing Best Practices Manual. The manual makes recommendations for copiers at www.green.ca.gov/EPP/OfficeMach/copiers.htm#air. xxxi IDPH, Illinois Department of Public Health Guidelines for Indoor Air Quality.

Green Schools - Community Review Committee Indoor Air Quality - Section - 5

7

BUILDING CONSTRUCTION AND

DESIGN

Section 6

BUILDING CONSTRUCTION AND DESIGN

What Does a Green School District Look Like with Respect to Building Construction and Design?

Green school buildings facilitate a variety of new and innovative ways to reduce the use and reliance upon our natural resources and integrate awareness for our environment into the daily functioning and learning of the student body. Well-known hallmarks of green buildings include alternate energy sources such as solar panels or wind turbines, recycled materials or materials drawn locally, windows situated to maximize light input while minimizing heat loss or excess heat gain, careful site selection and building orientation that minimizes disruption of the natural habitat, green roofs, efficient appliances that use less energy than previous models or geothermal systems that require little or no energy to run, and frequent use of timers, dimmers and sensors. More recently, new schools have been built such that the science and engineering used in the building is incorporated into the classrooms and the buildings have become hands-on laboratories.

The Illinois Healthy Schools Guide, developed as a joint effort between the Healthy Schools Campaign, Illinois Capital Development Board and the Illinois State Board of Education, defines a healthy, high performing school building as "an educational facility designed to provide a productive learning environment for students and stafi, promote a healthy lifestyle, save operating costs and help sustain the environment. ,i Many of the high performing building design elements provide tools for teaching and learning about energy, resource and water conservation and indoor air quality.ii

Many green schools have declared themselves as such by following the LEED standard and obtaining LEED certification. The LEED standard for schools was developed by the the U.S. Green Building Council (USGBC). iii A green school does not have to be certified to LEED to be considered green but it is currently the most widely known standard for green buildings.iv LEED certification is not an ali-ornothing type of standard.v There is a balancing test; some components of a green school work against others. For example, daylighting is an important aspect of a green school. But too much daylighting (or windows) might lead to a drop in the energy efficiency of the building. LEED allows for the selection of priorities (sometimes forcing hard choices).

Making schools green is cost effective; studies have shown that on average green schools cut energy by 33%; and green school designs enhance student learning, reduce health costs, increase school quality and competitiveness, lower energy and water costs and improve teacher retention.vi U.S. Green Building Council's program Build Green Schools acknowledges that while green schools may cost a bit more to build, the investment is paid back within a few years. If all new school construction and renovations were to be built as green schools, the energy savings would total $20 billion over the next ten years. vii

Case histories and what others are doing There are many new schools or additions to older schools in the Chicago area that have been built as green schools: • Bolingbrook High School was the first LEED-certified high school in the United States. The

building is built into the side of a hill and the arts wing faces north to maximize natural light while minimizing glare to student art projects on display. There is a condensate recovery system that captures and reuses water from rooftop air conditioning units. As warm, humid air passes over the

Green Schools - Community Review Committee Building Construction and Design - Section 6

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chillers, water condenses on the cold coils and is collected and reused. This recovered greywater can be used in cooling towers and low-flow toilets.viii Niles West in Skokie has spent the last year building a six-classroom addition designed to earn LEED certification.'x Lake Bluff School District was awarded a $100,000 grant from the Illinois Clean Energy Community Foundation to pursue LEED certification of a new elementary school. The school is projected to be finished in summer 2009 and is designed to be certified LEED silver.x Albany Park Middle School, a Chicago Public School, is built partially with recycled building components, a motion-activated lighting control system to save energy, and vegetative roof surfaces that capture rainwater and lower roof temperature. Terrazzo, a recycled material, was selected for flooring.xi Tarkington Elementary School on Chicago's Southwest side has floors made of recycled glass, twostory high windows providing ample daylight, storm-water management systems with pipes feeding clean water into a lagoon. One-quarter of its materials came from a 500-mile radius ofthe school, and 82 percent of the construction work was recycled. xii Solar panels have become more common in the Chicago-area schools: o Chicago Public School Academy for Global Citizenship unveiled its new solar panels in

September 2008. The panels offset 75 percent of the school's energy usage. The solar panel installation was paid for with a $10,000 grant from the Illinois Clean Energy Community Foundation, a $1 0, 000 grant from the Illinois Department of Economic Commerce and Opportunity and private donations.xiii

o The Waldorf School in Chicago just installed solar panels as part of its science curriculum. There are only enough solar panels to "light 1 0 light bulbs" but the project is being used primarily as a teaching tool. The school was able to purchase the $12,000 solar panels in part with a $10,000 grant from the Illinois Clean Energy Community Foundation and Commonwealth Edison.xiv

How is District 39 Currently Addressing Building Construction and Design?

The schools at District 39 were built between 1931 and 196i. None of the schools or administrative buildings were built with sustainability as a goal. We are fortunate in that District 39 did not follow a trend from the 1970s, that of bricking up schools in an effort to conserve energy; consequently, District 39 schools do have quite a few windows.

At the September 2006 board meeting, the school board approved a contract with the engineering and architectural firm STR Partners for a mandated District-wide Ten-year life safety survey. Working with the Facilities Development Committee, STR Partners has been prioritizing and focusing on several projects, including a heating system upgrade at WJHS; roofing, paving and intercom systems throughout the District; and window replacements.

In spring 2008 the district installed new windows at Central School and McKenzie. The windows at all the district schools had been analyzed and priorities were set for the replacement of windows that were

1 Highcrest Middle School -1931; Harper Elementary School - 1941; Central School- 1949; McKenzie Elementary School- 1950; Romona Elementary School- 1958; and Wilmette Junior High School-1962.


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in great need of repair and maintenance. STR Partners conducted an evaluation of the energy savings that could be achieved with more energy efficient windows.xv The new windows were selected with the goal of keeping classrooms warmer in the winter and cooler in the summer.

While the much-needed windows were replaced with more energy-efficient windows with an eye toward energy savings, this was not due to a defined objective that all building renovations and improvements be sustainable. Priority has been on safety issues and those issues that cause more immediate health effects, such as toxins. This has not included a comprehensive assessment of facilities that takes into account energy efficiencies or sustainability. No sustainable building products are being used for renovations. Demolition waste from construction does not get recycled. Plans for an energy audit are being discussed.

The District has examined wind legislation off-sets for turbines and considered solar panels but no decisions have been made on the feasibility. An early assessment of building roofs concluded that the current roofs would not be able to support the weight of green roofs.

Wilmette Junior High School is in need of updated science laboratories and plans are underway for a new wing at the Junior High that will include science laboratories. Early discussions already include consideration for making the new wing sustainable and ways in which the sustainable features of the building can be integrated into the science curriculum.xvi For example, meters could be incorporated into the classroom design such that students can conduct experiments and take measurements of the building's energy consumption. Solar panels have been discussed (both to provide energy for lights and to heat hot water), as well as the possibility of installing a small wind turbine, but there is not currently a focus on sustainability or the integration of sustainability into the curriculum as a defined goal for the construction project.

RECOMMENDATIONS

To green District 39 schools, new construction or renovation should be implemented with sustainability as one of the goals. The replacement of fixtures such as lighting, mechanicals and plumbing could result in more energy savings and/or improved air quality. Efforts to comply with the LEED standards, or other similar sustainability standards that may emerge, should be stated as a primary objective in the early planning stages for new construction or significant renovations.

Before Beginning Project • Set an early goal of building green. • Realize that building green may require a more integrated approach. The amount of daylight will

affect the lighting systems. The windows and insulation materials, as well as the type of roof, building shape and orientation, will affect the heating and cooling systems but may also impact the indoor air quality.

• Require that the design team is familiar with the LEED documentation and consider whether to apply LEED principles whenever practical. They should also be aware of other current developments and consider whether LEED or other green certification makes sense.

• Consider whether an environmental consultant or day lighting expert would be beneficial to the project.

• Research and take advantage of grants and other incentive programs.xvii


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• When conducting a renovation or part replacement, consider whether this is a good time to also incorporate a green option.

Building Design Among many other considerations to take into account, the District should consider the following when making major renovations to existing facilities or building new facilities: • Renewable energy systems, such as solar thermal, geothermal, wind and photovoltaic technologies,

not only reduce operating expenses and help to preserve the environment, they can also be used to teach students about science, ecology and the environment. The Healthy Schools Guide recommends the following for Illinois schools:xviii

o Passive solar heating captures the sun's energy through south facing windows o Solar thermal converts solar energy into heat and can be used for hot water o Geothermal heat pump transfers heat to and from the earth for energy efficient heating

and cooling o Wind turbines generate on-site electricity o Photovoltaic panels generate on-site electricity by transforming sunlight into electricity

• Take advantage of natural light or day lighting, particularly when a school undergoes significant remodeling or when new structures are added.

• Ensure that air intakes of ventilating systems are not in an area where cars or buses idle. • Orient buildings to catch breezes, minimize heat gain and take advantage of natural shading and

light. • Preserve existing vegetative cover and trees to reduce storm water runoff. Design in bio-swales

instead of ditches to help treat runoff as it passes through vegetation. • Ensure that walls, floors, roofs and windows are as energy efficient as possible. • Design for good indoor air quality. Select building materials to limit the introduction of pollutants

into the building in the first place. • Specify durable, non-toxic building materials with recycled content, such as concrete aggregate,

carpeting, insulation, ceiling tiles, drywall, floor tile, playground surfacing and parking stops. • Give preference to locally manufactured materials or materials created from renewable resources. • Use wood products produced from sustainably managed forests. • Use durable materials such as linoleum sheet flooring made from natural sources. • Maximize the use of natural daylight in building interiors as a source of ambient light. • Set high lighting efficiency standards, such as high efficiency lamps, reflectors and ballasts.

Specify smart controls such as occupancy sensors and daylight dimming. • Use permeable paving for parking lots and sidewalks. • If building food areas, create available space for composting and recycling.


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Construction Phase • Develop and implement a management plan for sorting, recycling and reusing construction

materials and waste. Strive for low waste in the building process, and with an eye toward low waste during building use, to minimize the contribution to landfill space.

• Avoid tracking pollutants into work areas and seal off work areas from occupied portions of the building.

• Clean up dust generated from construction activities. • Clean historical mercury out of traps, sumps and pipes in sewer lines. Whenever plumbing parts are

removed or cleaned, caution should be taken to avoid spills. Follow proper mercury handling and disposal/recycling procedures.

• Keep building materials such as wood, porous insulation, paper and fabric dry. • Clean and dry any damp or wet building materials and furnishings within 28- 48 hours of

occurrence • Prevent rain and snow from entering air intakes. • Provide adequate ventilation to maintain indoor humidity levels between 30% - 50%. • Monitor radon in any major renovations.

Building Fixtures • Consider installing an Energy Management System. • Use high efficiency HVAC equipment that is "right sized" for the estimated demands of the facility. • Use economizers and other controls that optimize system performance. • Use water-efficient plumbing fixtures, such as aerators and self-closing or electronic faucets for

lavatories. • Equip locker room showers with push button or timed on/off operation and low flow heads. • Consider using air dryers in bathrooms. • Do not over-illuminate. Lighting levels should be tailored to the type of task being performed and

the function of the illuminated space. • Develop optimum design criteria for insulation and windows. Do not rely on code minimums. • Specify light-emitting diodes or LED exit lights. • Use high density discharge lights (e.g., high pressure sodium) instead of standard fluorescent lights

for outdoor areas. • Install double pane windows and/or windows with a low emission coating. • Consider time clocks, occupancy sensors and dimming controls to reduce lighting energy.

Investigate variable speed drives for fans and pumps. • Specify maintenance supplies (paints, finishes, caulks and sealants) that are no- or low-emitters of

potential indoor air contaminants. Use no-VOC paint. Ask vendors and manufacturers to help select the safest product available that can accomplish the job effectively.

• When remodeling or replacing old equipment, replace thermostats, switches, relays, sensors and gauges containing mercury with non-mercury alternatives.

• Install submeters to major building water users to monitor efficiency and identify leaks. Consider installing tile carpeting that can be removed and replaced in small pieces, and purchase carpet from a manufacturer that will recycle used carpeting and that has developed zero waste manufacturing facilities.

• Air out products such as carpeting before installing it in the buildings.

Green Schools- Community Review Committee Building Construction and Design - Section 6

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Design the science laboratories and storage areas to accomplish the following: • Create a space that recognizes that all green construction is a learning opportunity for students,

staff, and parents. Ideally the building and lab would be designed to make visible or to inform the users of the building about what is happening and how it is green.

• Organize to avoid unauthorized use or spills. • Organize to employ "first-in, first-out" policy for expendable materials to keep them from

becoming outdated. Stack containers in a way that minimizes the chance for tipping, puncturing or breaking.

• Keep storage and work areas clean and well organized. • Dispense and transfer materials using spigots, pumps and funnels. • Store containers to allow for visual inspection of corrosion and leaks. • Store oil cans, paint cans and other liquid materials with like substances in drip pans or trays to

catch leaks and spills. Follow proper recycling and disposal guidelines for these products.

Finally, ensure that all school district employees and contractors are and continue to be familiar with these requirements. A lack of compliance will negate any future positive impact of these policies.

i Illinois Resource Guide for Healthy, High Performing School Buildings, Healthy Schools Campaign, Illinois Capital Development Board and the Illinois State Board of Education (2006), www.cdb.state.il.us/schools/HealthySchoolsGuide.pdf ii Id. iii The USGBC is a consensus-based nonprofit organization whose members represent various sectors of the building industry. The USGBC's Leadership in Energy and Environmental Design (LEED) is a third party certification program for the design, construction and operation of green buildings. http://www.usgbc.org/DisplayPage.aspx?CategoryiD=l9. In February 2009 the LEED council published LEED 2009 Green Building Rating System for Schools- New Construction and Renovation, which serves as a guide to attaining LEED certification. http://www. usgbc.org/ShowFile.aspx?DocumentiD=554 7. At present, the Green Building Guidelines for State Construction, developed by the Illinois Green Building Advisory Committee, mandate that all new state-funded building construction and major renovations of existing state-owned facilities are required to meet current LEED standards that are practical for that project. http://www.cdb.state.il.us/green initiatives.shtml. Furthermore, designs for all new public schools in Chicago built by the Public Building Commission of Chicago include features that qualify the building for certifications under the LEED standards http://www. pbcchicago. corn/content/projects/public_ schools. asp iv In January 2009 the International Code Council (ICC) announced that its new National Green Building Standard had been approved as a American National Standard. In April2009 ICC announced its intention to initiate a code for commercial buildings. These codes appear to work in conjunction with LEED and may need to be consulted before commencing construction, particularly if there are elements particular to schools. v Under the LEED green building rating system, buildings are assigned points and evaluated under certain criteria and under each of several areas -- (1) sustainable sites; (2) water efficiency; (3) energy and atmosphere; (4) material and resources; (5) indoor environmental quality; (6) innovation in designing; and (7) regional priority. There are minimum requirements in each area (e.g., construction must comply with EPA laws) and prerequisites within each category. Then the categories present

Green Schools - Community Review Committee Building Construction and Design- Section 6

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various ways to obtain points. Buildings can meet the requirements for certification, or with additional points, be designated silver, gold or platinum. At the end of each set of alternatives there is a section marked "Potential Strategies and Technologies." http://www. usgbc.org/ShowFile.aspx?DocumentiD=5 54 7 vi The Collaborative for High Performance Schools report on Massachusetts. www.cape.com/ewebeditpro/items/)59F7707.pdf vii www.buildgreenschools.org ~iii http://www.greenbeanchicago.com/bolingbrook-high-schooV lx http://sharepoint.niles-hs.k12.i1. us/superintendent/archive/1182422,sk-219LEEDSbld-. pdf; http://sharepoint.niles-hs.k12.i1. us/west/sussch/Lecture%20Notes/ AP%20Environmental%20Science/ECOZONE%20GRANT I Niles%20West%20Addition%202008. pdf x Lake Bluff construction moves forward, Trib Local, May 1, 2009, ~ttp:/ /www.triblocal.com/Lake _Bluff/List_ View/view.html?type=stories&action=detail&sub _id=6421 0 xl Public Building Commission of Chicago, http://www.pbcchicago.com/content/projects/project detail.asp?piD=CPS-19 xii http://www.swnewsherald.com/news frontpage/2009/05/050109c tarkington.php; http://www.edutopia.org/going-green xiii http://www. cps.edu/N ews/ Announcements/Pages/Solarpanel.aspx xivhttp://www.chitowndailynews.org/Chicago news/At Waldorf school kids experiment with solar p anels,20583 xv Wilmette Public School District 39, Comprehensive Annual Financial Report, Year Ended June 30, 2008 xvi Interview with STR Partners. xvii One grant available in recent years is from the Illinois Department of Commerce and Economic Opportunity (DCEO) Bureau of Energy and Recycling. Available to public school districts, the grants are for new construction and major renovations that exceed 15,000 square feet and produce electrical savings through efficiency improvements in buildings, equipment and processes. The grants can be as high as $200,000, depending on the energy savings. xvm Illinois Healthy Schools Guide.


7

OUTDOOR AIR QUALITY

Section 7

OUTDOOR AIR QUALITY

What Does a Green School District Look Like with Respect to Outdoor Air Quality? A school with high outdoor air quality is a place with little to no pollution from idling buses and cars that negatively affect a child's healthy lung growth and development. School buses are retrofitted with cleaner technology and advanced pollution controls. New buses are taken under consideration and introduced if proven to be more environmentally and cost effective. Walking and/or biking to school is the norm with majority of students participating. All of the above will decrease traffic congestion and pollution around the school and increase physical activity and student safety.

How is District 39 Currently Addressing Outdoor Air Quality? • All schools promote biking or walking to school but the majority of it is mostly event based:

Earth Week and Environmental Awareness Week. • The Environmental Awareness representatives at most schools send reminders about unnecessary

idling in carpool lines. Messages are sent viae-mails, word-of-mouth at meetings and directly to drivers by committee members monitoring carpool lines.

• McKenzie School has "Get Fit Fridays" where students are encouraged to walk to school. During Earth Week, The Walking School Bus event returns, where kids walk with families to the school and there is party in the gym before school.

• Highcrest School promotes biking the entire year, as there is not a lot of room for parent pick-up. The biggest promotion of this concept is during Bike to School Day. Highcrest School is planning to expand its bike racks next year.

• WJHS promotes biking during Bike to School Day. The school has a large bike rack, so it's "bike friendly". Skateboarding is popular, and students are allowed to leave their skateboards in the office, as they don't fit in the lockers.

• There are some old policies and practices about idling policy for bus drivers. The district is currently reviewing the present ridership in relation to busing needs.

• The district coordinates every year with the organization Safe Routes to School and with the local law enforcement special program for bicycling safety. There is strong encouragement for students to bike to school, especially those transferring to middle school.

• WJHS and HMS performed recently some traffic evaluations. • Schools have no idling signs at the pickup and drop-off lanes.

What Improvements Can District 39 Make? District 39 needs to continue efforts at improving outdoor air quality. The District should create a District-level environmental team that works to generate a long-term vision of District 39 school transportation and reduction of emissions. A school transportation plan looks in detail at children's needs on their school route. District 39 works together with parents, teachers and children to find the right solutions for each school. By involving the local authority and other outside agencies it can be made safer and easier for children to walk, bike or use public transportion. Some changes can be made by District 39 and schools independently, while others rely on support and funding from the local authority or other agencies.

Green Schools - Community Review Committee Outdoor Air Quality - Section 7

Recommendations:

1. Reduce idling of buses • Update transportation policies with shorter idling times and better practices. Train bus

drivers to understand and follow the idling guidelines. Check application of policies and ensure continuous compliance from bus drivers.

• Include in the District 39, "Transportation Handbook" a specific section about idling responsibilities for drivers and director of transportation.

• Provide a comfortable space inside each school building and/or bus depot where bus drivers can wait. Considering technology options to help with cabin comfort, extreme weather, and equipment operation.

• Upgrade or retrofit buses that will remain in the fleet with better emission-control technologies and/or fueling them with cleaner fuels'. Apply for the EPA's grant program to retrofit existing buses. www.epa.state.il.us/air/cleanbus/about.html.

• Replace the oldest buses in the fleet with new, less-polluting buses if proven to be more environmentally and cost effective.

• Encourage less idling by parents, using the community-based idling outreach program. Perform assessment of current frequency and duration of idling vehicles prior to the event and on as needed basis. Kids from older classes could be involved in monitoring sites and testing air quality at different locations around school as part of their science curriculum.

• Consider placing very visible "No Idling Zone" signs in prominent places so parents will be more aware of efforts to reduce vehicle idling.

• Review and possibly introduce with Village help a motor vehicle idle-reduction laws, similar to those in Hawaii or Massachusetts, where running a vehicle's engine for more than five minutes can cost $100 for a first offense and $500 after that. In New York, the idle time was shortened to one minute around the schools this year.

2. Biking/walking to and from schools for majority of the students is a main long-term goal. Promote busing over private vehicle transport for students who live too far away to safely walk or bike, thus significantly reducing the number of children taken to school in private vehicles.

• Expand research about the traffic situation in all school areas by conducting teacher, student and parent surveys, mapping the school site and immediate area, and identifying critical areas for improvement.

• Consider creating exclusive walking/biking routes to every school in the district from the surrounding, feeding neighborhoods. These roads could have special traffic rules during morning and afternoon school rush hours to promote walking or biking. Review possibility of using slow moving shuttles to pick up students on the way. Review advantages and disadvantages of "bike- separated lanes" or "shared space" concepts, together with the village planning committee.

• Continue and expand Walking Bus and Walking Train programs. Having the adult supervision addresses the barrier related to the fear of crime and allows for the teaching of pedestrian skills to children.

• Launch long-term walk to school program. This offers regular awards and incentives for kids walking to school, sponsored by local businesses, organizations or grants. _All kids have a card enabling them to track each time they walk to and from school. Schools can mark

Green Schools - Community Review Committee Outdoor Air Quality - Section 7

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''walking route" around playgrounds so kids traveling to school by bus can also take part in this program.

• Promote bus transportation. School buses pick up students after school first and leave school premises before parents in private cars can pick their kids. Areas closer to school are designated for school buses only during rush hours.

• Review with Pace, the regional commuter bus service, creation of special morning and afternoon school routes, especially for older students.

• Make parents driving to school to drop-off or pick-up their children further away from schools, possibly 2-4 blocks, so they can walk to school and reduce traffic in front of the school. This is called Stop plus Walk program. This would not apply to all students, particularly elementary school students who are dropped off early for before school care

• Consider creation of an on-line ride-matching application that could be made available to the interested parents. Encourage carpooling by creating closer drop-off lanes.

Websites:

Programs and Campaigns:

http://www.epa.gov/cleanschoolbus/index.htm- Clean School Bus program from EPA http://www.portlandonline.com/TRANSPORTATION/index.cfm?a=226865&c=48999 -Walking Bus and Train information from the City of Portland http://www.earthday.net/noidling -No idling campaign with free downloads and resources http://www.portlandonline.com/TRANSPORTATION/index.cfm?c=48999&a=226864- Stop plus Walk program with campaign materials http://www.cdc.gov/nccdphp/dnpalkidswalk/index.htm- Kids Walk to School program http://www.iwalktoschool.org/resources.htm- International I walk to school website http://www.waytogo.icbc.bc.ca/ -School Program is an active and safe routes to school initiative for communities in British Columbia, Canada http://www.dot.il.gov/saferoutes/saferouteshome.aspx- The Illinois Safe Routes to School (SRTS) Program supports projects and programs that enable and encourage walking and bicycling to and from school http://www.popcenter.org/problems/school traffic/references -Traffic congestion around schools, many references. http://www.dft.gov.uk/pgr/sustainable/schooltravell- British Department of Transportation, School travel guidelines, research, and projects.

Research and Case Studies: http://www.popcenter.org/problems/school traffic/3 -Traffic congestion around schools -specific responses. http://www.iwalktoschool.org/award app template.cfm?ID=325&ayear=2005 -Morton Way Elementary School case study for I Walk to School Program http://www.transweb.sjsu.edu/MTiportal/researchlprojects/rpd/rpd2602.html -Walking and Biking to School: An Assessment of Modal Choice and Urban Form, University of Oregon, November 2008. http://www.iwalktoschool.org/downloads/Report IWALK Promotions.pdf- Research in Walk to School promotions, June 2005 by Shannon Ussher

Green Schools - Community Review Committee Outdoor Air Quality- Section 7

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Biking and Walking Grants: http://www.peoplepoweredmovement.org/site/index.php/site/memberservices/advocacy advance grants lL -Alliance for Biking & Walking www.saferoutesinfo.org -National Center for Safe Routes to School programs. (SRTS)

Green Schools - Community Review Committee 4 Outdoor Air Quality - Section 7

SUSTAINABLE LANDSCAPING AND

GARDENING

Section 7

SUSTAINABLE LANDSCAPING AND GARDENS

What Does a Green School District Look Like with Respect to Sustainable Landscaping and Gardens?

A school with sustainable landscaping is, at a minimum, maintained using low-impact, lowmaintenance, and low-resource-use strategies. The plants used should fit the particular site and climate in which they are planted to minimize watering and fertilizer needs. Plants would be maintained to avoid or minimize the spread of diseases to local natural areas and neighborhoods.

Sustainable landscaping can also involve using native plant species to create areas of native habitat. Doing so provides food and habitat resources for local birds, insects, or other small animals, and helps to reduce runoff and erosion. Creating native plant gardens or habitat areas provides numerous educational opportunities while also satisfying the low-maintenance needs. Several studies show significant economic savings when using native plants instead of traditional turf-grass. Cost savings range from 30-40% in the early years to over 60% savings in the long-term, depending on previous maintenance techniques and how much ofthe land area is converted to native plants. The U.S. EPA highlights successful sustainable landscaping in the Chicago area in the Greenacres video at the following website: http://www.epa.gov/greenacres/nativelandscaping.html

Well maintained garden and landscaping provides other benefits that are sometimes overlooked. Within District 39, garden PTO/PTA volunteers regularly receive very positive feedback from neighbors and community members. Community members that don't have children at the school can still feel connected to the neighborhood by enjoying garden spaces and by feeling their local school is supporting values they understand. For many, the perceived value of the school increases with well-maintained school gardens. Such positive feelings can lead to greater support for school referendums and property tax increases. School gardens and their associated programs can also attract parents that are considering moving to the area. They can also provide outdoor space for teachers and staff to enjoy lunches.

How is District 39 Currently Addressing Sustainable Landscaping and Gardens?

There is a policy of no chemical use, including no pesticides, herbicides, or fertilizers. Native plant gardens exist at some schools and these require minimum maintenance and little to no watering. The district works with landscapers to remove diseased trees. Care and maintenance of trees is completed so as to maintain tree health and vigor (pruning and mulching). Garden areas are regularly mulched by landscape contractors to reduce moisture loss and maintain plant health. All school gardens are maintained through the spring, summer and fall by PTO/PT A volunteer parents, families on clean-up days, school garden clubs, and students led by lunch volunteers or teachers. This includes planting, weeding, watering, collecting vegetables, and clearing beds.

" RECOMMENDATIONS

Prune trees according to individual species' needs with timing to avoid pest infection. Create a plan to replace trees that have been lost due to weather or pest damage.

Green Schools - Community Review Committee Sustainable Landscaping and Gardens - Section 8

Use new tree or shrub plantings to provide shade and wind protection. Alternatively, create frameworks on selected exterior walls to allow growth of vines for similar protection. This is demonstrated at the Lincoln Park Zoo, Pritzker Family Children's area. Consider planting a no-mow grass in lawn spaces that are not used by children for ball games. Alternatively, enhance growth of grass in lawn areas with organic fertilizer and core aeration. Continue helping to maintain garden spaces with mulching, spring and fall clean-up, mowing and trimming as needed. Work with PTO/PTA garden representatives to tailor maintenance needs for each school. Initially the PTO/PTA garden committee should meet with the grounds manager(s) to discuss each school's particular needs and the maintenance agreement. Subsequently, an annual report from the PTO/PT A can request any changes. Partner with landscaping companies to strive to use sustainable practices and lower-emissions equipment. Also encourage grounds-manager(s) and landscape contractors to obtain professional certification in the area of sustainable landscape management (see Appendix.) Create a district-level team that works to generate a long-term vision of District 39 school grounds. Work toward the goal that the schoolyard can satisfY playground and recess needs, as well as being an outdoor learning area for students and a habitat resource for birds, butterflies and other small animals (See Appendix for examples of schools with significant garden or native habitat areas.) Goals should also include reduction of storm water runoff through landscape planning. The team should include district administrators, facilities managers, grounds managers, teacher representatives, and representatives from relevant community organizations. Long-term goals for more sustainable school grounds should include:

o Using native plants, educational signs about types of trees and their wildlife value, creating habitat spaces with shrubs, evergreens, hardwoods, etc. that meet diverse needs of local native animals.

o Encouraging all teachers to use and care for the garden through the year. This might involve teachers committing their class to one week each year of working in the garden, or it might involve working one day a week for a short period of time. The more teachers and students use and support the garden, the greater likelihood that it will be properly maintained and will flourish. A healthy garden provides many more ecological benefits than a poorly maintained landscape.

o With any changes to the school grounds (with new construction, replacing blacktop, new play equipment, etc.) consider incorporating or replacing with native plants.

o Creating rain gardens or having rain barrels to catch roof-top runoff and runoff from impermeable surfaces, thereby reducing peak-flows and flooding during storm events, as well as reducing chemical contaminants in stormwater.

o Considering rooftop gardens where reasonable on old or new construction. This also contributes to reductions in storm water runoff and contamination.

o Considering sustainable options and "green" alternatives for replacing blacktop: • Low Emission Asphalt (LEA) -

http://www.rnews.com/Story 2004.cfm?ID=63239&rnews story type=8l&categ ory=l 0

• Permeable Pavement (the Village is piloting this on the east side of town) • Native plants or rain gardens as mentioned above

Green Schools - Community Review Committee Sustainable Landscaping and Gardens- Section 8

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SUSTAINABLE LANDSCAPING

AND GARDENS APPENDIX

Appendices for Landscape and Garden:

Federal or State Initiatives for Green Schools

• http://www.sustainableschoolyard.org/sustainable-schoolyard-exhibit.html Sustainable Schoolyards create a smart, healthier and more livable community. This website illustrates some of the outdoor classroom concepts, ecological teaching tools, and creative play ideas that can be added to almost any schoolyard in America. http://www.buildgreenschools.org/ U.S. Green Building Council, Green schools cost less to operate, freeing up resources to truly improve students' education. Their carefully planned acoustics and abundant daylight make it easier and more comfortable for students to learn. Their clean indoor air cuts down sick days and gives our children a head start for a healthy, prosperous future. And their innovative design provides a wealth of hands-on learning opportunities. http://www.energystar.gov/index.cfm?c=k12 schools.bus schoolsk12 energy star fork-12 schools As a school official, you probably know that the annual energy bill to run America's primary and secondary schools is a staggering $6 billion - more than is spent on textbooks and computers combined. What you may not know is that: The least efficient schools use three times more energy than the best energy performers; and Top performing ENERGY STAR labeled schools cost forty cents per square foot less to operate than the average performers. http://www.thegrowingcompany.net/green initiative.pdf The Growing Company can help you earn LEED® (Leadership in Energy and Environmental Design) certification for existing buildings. Programs include integrated pest management, erosion control, water-efficient landscaping, sustainable landscape maintenance plan. http://www.ase.org/section/program/greenschl Alliance to Save Energy, Green Schools Project. The Green Schools program is specifically geared toward school districts looking to make their existing buildings more efficient. The website offers helpful guidelines for starting a program. Also available through the website are free materials that include key learning concepts for green schools, an annotated bibliography of green schools instructional resources, curriculum materials, and information about ways to save energy in schools. The Alliance to Save Energy produces a green schools newsletter and organizes the "Earth Apple Awards" -prizes for schogls that use energy efficiently. http://wwwl.eere.energy.gov/buildings/energysmartschools/ U.S. department of energy, energysmart schools; how to plan, design, build, operate and maintain school buildings more energy efficiently http://www.sbicouncil.org/ SBIC has developed a High Performance School Buildings campaign to generate interest among school building owners and designers in building high performance, sustainable school facilities. The campaign includes workshops, a High Performance School Buildings Resource and Strategy Guide, and policy analysis. The guide is an excellent resource for school decision-makers who control a school building process. The SBIC website also offers useful introductory information on high performance schools. http://www.usgbc.org/ U.S. Green Building Council The U.S. Green Building Council is the nation's foremost coalition ofleaders from across the building industry working to promote buildings that are environmentally responsible, profitable, and healthy places to live and work. LEED is a program of the U.S. Green Building Council.

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http://www.nesea.org/buildings/greenschoolsresources.html Northeast Sustainability Association listing of excellent resources for designing and building a green school or green education program

http://www.gardenabcs.com/ Locally based author and children's garden guide has website that helps other schools establish school gardens and incorporate outdoor learning into the curriculum.

Sustainable Landscaping Professional Resources:

http://www.epa.gov/glnpo/greenacres/nativeplants/il-resor.pdf Includes a list of nurseries, seed sources, landscape architects, ecologists, consultants, and contractors in the region. This is not a complete list of resources. It is intended only to be an aid to those seeking initial guidance on native landscaping. http://www.umassgreeninfo.org/programs/green school.html Green School is a comprehensive certificate short course for Green Industry professionals taught by UMass Extension Specialists and University of Massachusetts faculty. This course is designed for landscapers, lawn care specialists, arborists and other horticultural practitioners wishing to gain an understanding of horticultural fundamentals and strategies and their relation to environmental quality. Green School attendees learn about sustainable approaches to turf and landscape management and tree care, making environmentally appropriate decisions related to turf and plant selection, arboriculture, plant maintenance, and pest and nutrient management. http://web.extension.uiuc.edu/cook/downloads/11825.pdf Booklet with information on organic garden and lawn care. http://www.bouldercolorado.gov/www/pace/landscaper/documents/PACE%20Brochure2.pdf Partners for A Clean Environment (PACE) is an environmental education and recognition program for Boulder County businesses. PACE certification for landscapers is a training program covering sustainable landscaping practices. Sustainable landscapes are designed to be attractive and in balance with the local climate and environmental conditions. They require minimal resource inputs such as fertilizers, pesticides, and water.

Schoolyard Greening Organizations

In the United States: • Center for Environmental Education of Antioch New England Institute CEE's mission is to

create greener K-12 schools and communities through its online resource center and programs with individual schools in New England (north eastern USA).

• http://www.kidsgardening.com/ Kidsgardening, National Gardening Association Promotes green schoolyards while concentrating mainly on school gardens and composting

• http://edfacilities.org/rVoutdoor.cfm National Clearinghouse for Educational Facilities. NCEF's website lists resource "links, books, and journal articles on the design, construction, and maintenance of school grounds."

• http://www.naturalearning.org/ Natural Learning Initiative, North Carolina State University, College of Design Organization helps communities to create exciting places for children to play

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and learn. Emphasis on environmental education and outdoor learning environments. Program director: Prof. Robin Moore.

• http://www.nwf.org/schoolyard/ Schoolyard Wildlife Habitats, National Wildlife Federation, Promotes green schoolyards while concentrating mainly on schoolyard wildlife habitats

• http://www.schoolyards.org/ Boston Schoolyard Initiative Promotes green schoolyards in Boston, Massachusetts, using a participatory planning process

• http://sfgreenschools.org/ San Francisco Green Schoolyard Alliance Coalition of organizations in San Francisco, California working to make the city's schoolyards greener.

• http://www.dcschoolyardgreening.org/ D.C. Schoolyard Greening Consortium "The D.C. Schoolyard Greening Consortium (SOC) is a group of nonprofit organizations, government agencies, teachers, and concerned individuals interested in green spaces at schools and expanding the outdoor educational opportunities for Washington, D.C. students. The mission of the D.C. Schoolyard Greening Consortium is to increase and improve schoolyard green spaces to promote ecological literacy and environmental stewardship among students, teachers, parents and the surrounding community."

International Organizations • The School Learnscapes Trust "A non-profit organization dedicated to helping schools develop

their grounds for learning."

• Evergreen Canadian national non-profit organization with "a mandate to bring nature to our cities through naturalization projects." Evergreen's Learning Grounds program applies this idea to school grounds. They have written a number of excellent publications that are available through this website.

• Green Teacher Magazine "Green Teacher is a magazine by and for educators to enhance environmental and global education across the curriculum at all grade levels." The magazine is produced four times per year and some back issues are archived on their website. Many articles focus on school grounds.

• Greening Canada's School Grounds, Tree Canada Foundation. This program that seeks to improve school grounds by planting trees and other greening methods.

• Greening Schoolgrounds, Wild Bird Trust of British Columbia. A program of the Wild Bird Trust of British Columbia, working to make BC's school grounds greener.

• Nova Scotia Model Schools Project, Ecology Action Centre. "The Model Schools Project aims to restore habitats; to develop local communities; and to enhance the health of school children within the province ofNova Scotia by naturalizing school grounds through a collaborative and multi-sectoral approach."

• School Grounds Transformation, Canadian Biodiversity Institute. "The Canadian Biodiversity Institute helps schools transform their grounds into stimulating, biologically-diverse outdoor classrooms and healthy enjoyable play and social spaces ... by developing demonstration school

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sites, providing comprehensive how-to materials, offering expert advice and training, and facilitating networking."

• Eco-Schools. Eco-Schools is a green school grounds program run by the Foundation for Environmental Education, a European organization with branches in 21 countries.

• Children's Landscape. Website with excellent content, links and photographs from projects around the world.

• Living School. A green school demonstration project sponsored by the Agricultural Univ. of Norway and the National Gardening Society.

• The Association of Nature Schools in Sweden. An organization that coordinates the work of the 70 nature schools in Sweden, focused on outdoor education

• Naturskolan in Lund. "Naturskolan encourages schools in and around Lund, Sweden to study the natural world in the classroom, the school grounds, the local community and on the county and international levels."

• Eco-Schools, UK. Branch of the larger European Eco-School organization

• Learning through Landscapes. L TL is a large, nonprofit membership organization that is working to improve school grounds in the UK. They encourage schools to develop multifaceted outdoor teaching resources, and have written many excellent publications that are available through the website.

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CURRICULUM

Section 9

CURRICULUM

What Does a Green School District Look Like with Respect to Curriculum?

"Education for sustainability is a lifelong learning process that leads to an informed and involved citizenry having the creative problem-solving skills, scientific and social literacy, and commitment to engage in responsible individual and cooperative actions. These actions will help ensure an environmentally sound ... economically prosperous [and socially equitable] future."

Teaching and Learning for a Sustainable Future, UNESCO 2002

Providing learning opportunities to achieve the goals stated above requires teaching that integrates environmental awareness and education for sustainability throughout the curriculum. Such teaching will find meaningful connections between core subjects (e.g., math, science, reading) and environmental, economic, and social issues (President's Council on Sustainable Development, 1996.)

The approach that schools take to "green" their curriculum varies widely and may focus on either short-term or ongoing projects. A few examples include: ecological restoration of school property; gardening and nutrition programs in which students grow food for use in the school cafeteria; using topics of sustainability within debate, science, and art classes; and researching broad topics such as energy or water use (see Appendices for more detailed examples.) According to the International Eco-schools Program, developing a "Green" Curriculum should be guided by the following recommendations:

• Integrate "green" activities or lessons into existing curricula for all subject areas: science, art, humanities, math, language arts, and electives.

• Use the school as a hands-on laboratory, thereby providing opportunities for real-world problem-solving. Topics that enable hands-on data collection, data analysis, decisionmaking, and student leadership include: energy use, water use, schoolyard habitat and ecosystem surveys, waste production and reduction, design of spaces to foster conservation or environmental awareness, etc.

• Outdoor education and time spent in local natural areas provides hands-on, experiential learning opportunities that are critical for fostering a connection to the environment and a real understanding of the significance of in-class learning.

• Recognize, communicate, reflect on, and celebrate achievements. Greening programs can often unify the whole school and strengthen community relations. Use classroom displays, school assemblies, newsletters, or press coverage to communicate and publicize events to the school community and the community at-large.

• Partner with local organizations to supplement learning opportunities. This might include local government agencies, universities, nature centers or gardens, environmental consultants, waste and recycling companies, etc.

• Participate as a school or as a class in community-wide events such as bird surveys, restoration efforts, seed collection days, or trash pick-up days. Serve as a drop-off site for a community supported collection event that helps reduce waste.

• Showcase actions taken by the school during annual Earth Day celebrations. This offers an opportunity to bring together the school community as well as the wider community.

Green Schools - Community Review Committee Curriculum- Section 9

How is District 39 Currently Addressing Curriculum with Respect to Sustainability and Environmental Education?

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Basic science themes relating to environmental education and sustainability are already part of the curriculum. These include topics such as basic ecology, oceanography, prairie ecology, watershed studies, habitats, climate, energy, and several more. Developing a solid scientific understanding of our world provides our students with critical thinking skills and a substantial foundation which they can use to evaluate human impacts to environmental systems and their functioning. Integrating additional environmental education components into the basic science units that are already in place is a relatively simple way to enrich the curriculum with environmental awareness and sustainability themes. Environmental Awareness is part of the curriculum as outlined by the Illinois Learning Standards for Science. Over the course of a District 39 child's education, they will be directly exposed to environmental awareness and sustainability through discussions of waste and recycling, analyses of the way technology affects ecosystems (mining, roads, communication networks), analyses of how personal decisions and local policies affect environmental resources such as water quality, soil erosion, air quality, etc. Students are also learning from the daily environmental decisions and conversations that occur at school, at home, and in the community. Outdoor Education for all fourth graders provides a unique opportunity for students to learn about natural ecosystems, science and conservation in a natural setting. This experience reinforces what they have learned in the classroom, promotes working as a team to solve larger problems, and builds positive, lasting memories based in nature. All schools have a school garden. District 39 school gardens are used by school staff to supplement teaching of art, geography, biology, Native American and pioneer history, ecology, animal habitats, plant and animal life-cycles, math, poetry and creative writing. Each ofthe schools also uses their gardens for different PTO/PTA-led school activities including: garden club, lunch-time exploration, special fairs such as Earth Week, garden open houses, art lessons, habitat studies, and cooking classes with foods grown in the garden. The gardens are important outdoor learning classrooms and provide hands-on, inquiry-based learning opportunities as well as chances for children to connect to the natural world in a manner that more often leaves a lasting impression. The gardens are maintained through the year and expanded upon by a group of extremely dedicated parent volunteers who supplement PTOIPTA resources with funding that they procure independently. Many of these volunteers bring to their respective schools skills in horticulture, teaching, and curriculum development. Inquiry-based programs are in place at a few schools. Individual teachers at different schools have taken the initiative to develop or participate in inquiry-based programs that enable students to explore environmental science in a very hands-on manner. The first example includes teachers at Romona that are using worm-bins in the classroom to explore soil development, nutrient cycles, and waste reduction strategies. The second is a Central school study of trout fisheries. Students breed the fish and release them into Lake Michigan with Fish and Wildlife permission, after studying their life-cycle and ecology. Most schools have strong Environmental Awareness PTO/PTA committees. Parents on the Environmental Awareness committees are particularly committed to the themes of sustainability, developing a love of the environment, and environmental education. They . organize events for Earth Week, Environmental Awareness Week, and other information-

Green Schools - Community Review Committee Curriculum -Section 9

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sharing programs relating to recycling, energy consumption, learning about nature, air pollution, composting or vermicomposting (worm-bins), gardening, art, and more. They make themselves available to teachers that are interested in additional classroom activities relating to Environmental Education and Environmental Awareness. Additionally, parents from other committees support environmental efforts both by participating in these events and by complying with "green" guidelines for PTO/PT A events.

RECOMMENDATIONS

• Based on teacher feedback, the current curriculum should be modified to include more environmental teaching criteria throughout all subject areas. The curriculum should include service learning so that students feel empowered and experience that they can make a difference. They also suggest that the curriculum focus on local ecosystems and local resources where possible. For example, teachers would like to be able to teach about lake ecosystems, using Lake Michigan and Skokie lagoons as possible fieldtrip sites, rather than focusing on oceans. They also expect that adding garden-based curriculum requirements would increase the likelihood of their using the garden. Soil studies, mini-ecosystem projects, nutrient cycling/composting, food nutrition, fertilizer use on crops and the connections to carbon footprint were some of the topics they feel could be incorporated into the curriculum and would take advantage of the school garden areas. Teachers have noticed increased enthusiasm and improved performance on writing and research assignments with an environmental theme. See result of teacher interviews in Appendix.

• Any new curricula added to the schools should be required to have an environmental education component. There are many curricula and lesson books currently available for teaching environmental education that satisfy State Standards for nearly every subject area. See the appendices for a small sample of those curriculum resources.

• Each school should have a team of "green" teachers, with representatives from each grade level, that serve as the leaders for the school in the area of environmental sustainability and environmental education/science. This recommendation is made with an understanding that it requires significant additional work on the part of these teachers that will likely require some or all of the following: approval from the WEA, stipends or grants to support the work, new hiring expectations. However, this extra effort does not minimize the importance of pursuing the goal. The "green" teachers would serve as liaisons, working closely with the PTO/PT A parents of the Environmental Awareness committee, custodians, the cafeteria staff, administrators, district maintenance staff, and the superintendent to propose and develop relevant programming or directives for teachers, staff, and students. These teachers should be encouraged/enabled to become environmental experts by participating in professional development opportunities that are related to this topic. They should also share what they learn with other teachers in a formalized manner.

• Establish a district-wide "green" committee with the purpose of evaluating the current curriculum, the recommendations for change, and potential environmentally-themed programs. This committee will also make suggestions on how to modify or implement any changes. This team can include District 39 administrators, principals, the "green" teacher teams, PTO/PT A representatives, representatives from the custodial and kitchen staff, and facilities managers.


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Institute an annual in-house professional development day(s) for topics relating to environmental education and sustainability. This will provide an opportunity for teachers to share ideas and generate new ideas for curriculum. For some staff, it will increase their comfort with- and understanding of how to integrate environmental education and sustainability into their current curricular requirements. An alternative is to require teachers to meet a minimal number of their professional development hours in these areas through coursework or off-site professional development programs. There are numerous organizations that provide these opportunities in the Chicago area and through organizations across the U.S. (See Appendices.) Enable all staff to become more comfortable with using the school gardens (including technology, music, and subject areas including math, reading, writing, etc.) Staff can attend workshops at the Chicago Botanic Garden and other local organizations, professional development days can be partially devoted to guest speakers/demonstrations that guide teachers through garden use, and they can interact with the PTOIPTA garden committees. This is a strongly committed group of parents that are very happy to help teachers as needed and take directions from teachers to accommodate their needs for teaching (e.g., things to plant, things to leave in the garden for students to explore, allowing students to weed or water, helping create habitats, etc.) Each school should strive to become a specialist or a model program in some area relating to environmental science or sustainability. These special projects might be single grade programs that all students pass through, or they might be entire school projects with each grade level taking on different responsibilities. Possible areas include: Monarch migration, water quality/watershed monitoring, weather monitoring and reporting (e.g., Earth Force or GLOBE [Global Learning and Observations to Benefit the Environment,] programs); Great Lakes Fisheries programs (e.g., Trout ecology and breeding program at Central School); solar energy use, growing own food, composting program, wind power, trash reduction, etc.) Environmental clubs and service projects: each school should provide opportunities for students to be involved in age appropriate service or environmental science/education projects. This opportunity might be offered as an after school program alternative or an environmental sustainability club (either of which could be led by a PTO/PT A parent or teacher), as part ofthe student council programming each year, or as collaborations with community organizations such as Go Green Wilmette, Chicago Audubon, or Chicago Wilderness. This provides the students with opportunities to take personal responsibility in areas that interest them and to develop scientific or leadership skills in projects that are either school- or community-based. Provide an opportunity for students, teachers, and staff to celebrate and share their environmental accomplishments throughout the year by using school communications, recognition ceremonies, bulletin boards, as well as at an annual events such as Earth Week and Environmental Awareness Week. Students and staff should share the results of their class and environmental club work. They can develop posters or computer presentations that highlight their efforts/findings in the area of environmental science, environmental education or sustainability. To build a stronger sense of community and momentum, students from multiple schools could gather together in a single day event. These efforts should be organized by PTO/PT A committee members from the garden, environmental awareness, and service learning committees, and "green" teacher teams.


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• Utilize skills of District 39 parents to their maximum. District 39 is fortunate to have a strong force of parent with diverse educational backgrounds that can directly benefit an environmental education program. These parents are able to volunteer at varying levels and can supplement in-class teaching in meaningful ways. Parents with professional experience in science, energy, environment, land development, engineering, education, industry, community planning, politics, and more can bring depth to different aspects of environmental education. Challenge parents to find the connections between the environment and their own work.


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CURRICULUM APPENDIX

Appendices for Curriculum Include:

• Federal Initiative for Green Schools • State Initiatives for Green Schools • Grants Relating to Green School Curriculum • Examples of "Green" schools • Organizations offering environmental education professional development opportunities • Helpful internet links • Bibliography of Environmental Education Resources • Interviews with teachers • Interviews with environmental awareness PTO/PT A representatives

Federal Initiatives for Green Schools http://www.greenschools.net/7StepstoaGreenSchool.html http://www.eco-schools.org/ The Eco-Schools International Coordination is working on several projects aimed at bringing together schools from around the world, and assessing the environmental effect of young peoples' and teachers efforts in and around the school area. http://www.buildgreenschools.org/ U.S. Green Building Coucil Green schools cost less to operate, freeing up resources to truly improve students' education. Their carefully planned acoustics and abundant daylight make it easier and more comfortable for students to learn. Their clean indoor air cuts down sick days and gives our children a head start for a healthy, prosperous future. And their innovative design provides a wealth of hands-on learning opportunities.

• http://www.energystar.gov/index.cfm?c=k12 schools.bus schoolsk12 energy star fork-12 schools As a school official, you probably know that the annual energy bill to run America's primary and secondary schools is a staggering $6 billion - more than is spent on textbooks and computers combined. What you may not know is that: The least efficient schools use three times more energy than the best energy performers; and Top performing ENERGY STAR labeled schools cost forty cents per square foot less to operate than the average performers. http://www.ase.org/section/program/greenschl Alliance to Save Ener!!V Green Schools Project The Green Schools program is specifically geared toward school districts looking to make their existing buildings more efficient. The website offers helpful guidelines for starting a program. Also available through the website are free materials that include key learning concepts for green schools, an annotated bibliography of green schools instructional resources, curriculum materials, and information about ways to save energy in schools. The Alliance to Save Energy produces a green schools newsletter and organizes the "Earth Apple Awards" - prizes for schools that use energy efficiently. http://wwwl.eere.energy.gov/buildings/energysmartschools/ U.S. department of energy, energysmart schools; how to plan, design, build, operate and maintain school buildings more energy efficiently http://www.sbicouncil.org/ SBIC has developed a High Performance School Buildings campaign to generate interest among school building owners and designers in building high performance, sustainable school facilities. The campaign includes workshops, a High Performance School Buildings Resource and Strategy Guide, and policy analysis. The guide

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is an excellent resource for school decision-makers who control a school building process. The SBIC website also offers useful introductory information on high performance schools. http://www.usgbc.org/ U.S. Green Building Council The U.S. Green Building Council is the nation's foremost coalition of leaders from across the building industry working to promote buildings that are environmentally responsible, profitable, and healthy places to live and work. LEED is a program of the U.S. Green Building Council. http://www.nesea.org/buildings/greenschoolsresources.html Northeast Sustainability Association listing of excellent resources for designing and building a green school or green education program http://healthyschoolscampaign.org/campaign/green clean schools/about.php Green Clean Schools an initiative to promote green cleaning products in schools as a way of maintaining clean and healthy environments

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State Initiatives for Green Schools

http://www.irecusa.org/index.php?id=34 Interstate Renewable Energy Council: listing of agencies and non-profits with renewable energy theme The Schools Going Solar program aims to build a network of people who can share experiences using solar or wind energy in schools. The website offers a useful means to stay informed of solar school programs and opportunities, and provides an electronic newsletter and a database of schools using solar. http://www.chps.net/ Although the Collaborative for High Performance Schools (CHPS) was developed as a standard for California's public schools, this website contains excellent information. Its Best Practices Manual is a good standard reference for high performance school design and has information directed to school districts and guidelines for designers. It contains information on each building system and provides a variety of detailed design recommendations centered on resource efficiency, daylighting, and indoor air quality. The CHPS program is being adapted by other states, like Massachusetts. http://www.commerce.state.il.us/dceo/Bureaus/Energy Recycling/Education/ISTEP program .html The Illinois Sustainable Education Project (ISTEP) . ISTEP offers educational resources, including hands-on inquiry kits, bookmarks, and posters. ISTEP materials incorporate energy efficiency and recycling into a variety of subjects including literacy, math, social science, and fine art. http://www.epa.state.il.us/p2/green-schools/index.html Recognizing that a school's physical environment may have a significant impact on children's health and safety, the Illinois EPA has several programs that are designed to improve the ability of schools to provide a safe and healthy environment for all those who use their facilities. In addition, we are working to help schools educate the next generation on the value of caring for the environment. Clean School Bus Program Greening Illinois Schools Growing Green Schools Video Factsheet: Mercury-free Alternatives for Schools CPDF) Factsheet: Green Schools Checklist (PDF) Student Internships Lake Education Assistance Program Green Youth Awards Environmental Pathways: 5th and 6th Grade Guide to the Environment Poster. Poetry and Prose Contest Envirofun http://www.epa.state.il.us/p2/green-schools/green-schools-checklist.pdf green schools checklist Additional Resources

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Grants Relatine; to Green School Curriculum

Illinois Sustainable Education Project, Grant Submission Guidelines. http://www.commerce. state.il. us/NR/rdonlyres/5E2F5946-8BC0-42E7-A591-DB 1 ECE212CEE/O/ISTEPGrantGuidelinesApril2009 .pdf

http://www.epa.gov/enviroed/grants.html Portal to U.S. EPA's environmental education information. Includes links to funding opportunities, training, publications, and other resources.

http://www.conservationgrants.com/education.htm Cyber-Sierra's Conservation Grants Center Funding for Environmental, Watershed and Natural Resource Projects. Provides large list of granting agencies for environmental education programs or projects.

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Schools with Broad "Green" Initiatives: This is a small sample of the types of"green" programs that are being developing around the U.S. inK-12 instititutions.

http://www.headroyce.org/page.cfm?p=51; Head-Royce School Model Green School, Oakland CA. The Green Mission focuses on four broad areas: Sustainable Resources, Nutritional Food, an Ecological Curriculum, and a Healthy Environment

http:/1209.174.82.130/tg/intro.html The Coyne Center Elementary School: Theme Gardens. The school has 12 themed garden areas that are used to learn about science, history, math, fine arts, social studies, and language arts. Working with the garden, they have a chance to measure, graph, estimate, test, observe, compare, identify, research, analyze, explain, predict, experiment, evaluate, and more. It is also a perfect springboard for creative writing, poetry, and art.

http://www.dcschoolyardgreening.org/ Mission is to increase and improve schoolyard green spaces to promote ecological literacy and environmental stewardship among students, teachers, parents and the surrounding community.

http://www.nhps.net/barnardl Barnard Environmental Studies Magnet Program At Barnard Environmental Studies Magnet School, environmental studies is the connecting web that weaves throughout the curriculum. Overarching environmental units connect the core curriculum to school-wide studies oflocal rivers, the Atlantic salmon, and Long Island Sound, to name a few. Our many partnerships encourage outdoor educational experiences to learn and explore these themes.

http:/ /www.epa. state.il. us/kids/teachers/environmental-pathways/index.html Youth Investigating Pollution Issues in Illinois.

http:/ /www.aramark.com/PressReleaseDetailT emplate.aspx?PostingiD= 1149&ChanneliD=41 1 Council rock school district Newtown Pennsylvania; one example of a district that collaborated with and received the EPA Energy Star Certification; recognized for Innovation in Energy Management

http://www.yesworld.org/info/GreenSchoolsManual.pdf Youth for Environmental Sanity Designed for high school students, this 30-page manual is an excellent way of engaging students in a process of research about energy use within their own schools. In addition to outlining the environmental effects of non-renewable electricity, this manual offers step-bystep guides for implementing energy saving projects in schools. The authors base the manual on their own experiences as students working to make their schools greener.

http://www.pccs.lake.k12.il.us/index.asp Prairie Crossing School, Grayslake, IL Prairie Crossing Charter School (PCCS) is an innovative public charter school offering students an academic curriculum centered on the environment.

http://www.greenschool.org/sample-curriculum-units Green School in Bali, Indonesia. Our goal is to prepare students to become responsible global citizens in a world offering challenges and opportunities that cannot be imagined at this moment. It is a world that changes rapidly, is characterized by instability, and has the potential for extraordinary

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advances in thinking, knowledge, inventions, and communication that can have a positive impact on our world. An education that prepares students to live in the 21st century must pay attention to a child's intellect as well as his or her emotional, spiritual, and social development. The following are elements that we believe are important to the holistic education of our children for the future.

http://www.standrews-de.org/schoollife/envstewards.cfml St. Andrews boarding school in Delaware: St. Andrew's is dedicated to engaging students in the fight for environmental sustainability and preservation, arguably the most pressing and significant issue of our time. We honor and express our commitment to sustainability by teaching, living and working in ways that reflect our ideal of a better, greener world.

http://www. dist 113. orglhphs/redesignpages/techno logy/ green schoo II green school.html Highland Park Green School Initiative The Green School Initiative (GSI) at Highland Park High School is a group of students and staff members who are committed to working collaboratively on projects designed to transform Highland Park High School into a more environmentally efficient and responsible institution.

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Organizations Offering Professional Development for Sustainability and Environmental Education

Chicago Botanic Garden Offers classes in plant-based teaching, restoration ecology, and garden-based teaching. A varietY of weekend classes are offered each year as well as summer camps for teachers. http://www.chicagobotanic.org/explorations/summer_programs

Shedd Aquarium: Classroom Habitats; Great Lakes; Worm Composting; Teacher Field Experiences; The Shedd Aquarium offers many classes throughout the year either on site or at your school. Topics range from habitat studies to recycling and nutrient cycles with worm composting to teacher expeditions .. Telephone: (312)692-3165 More information: http://www. sheddaquarium.org/teacherprogram _listings.html

Fermilab K-8 Teacher Workshops Are you looking for new and creative ways to spice up your classroom science teachings? Fermilab offers a variety of workshops to enhance your K-8lesson plans and get your students excited about science class. Each workshop will focus on specific topics such as insects, electricity and magnetism, schoolyard habitats and more.

Science Olympiad Urban Schools Initiative The Science Olympiad Urban Schools Initiative brings hands-on, inquiry-based science to underserved populations by providing team membership, materials, coach training, team mentoring and support to eligible schools with minority enrollment. In 2009, 16 CPS schools will form Science Olympiad teams and practice, much like an athletic team, for a regional competition held in the spring. This program has been made possible by a partnership between Chicago Public Schools, Science Olympiad, The University of Illinois at Urbana-Champaign, Wright College, the Chicago land Chamber of Commerce and Science Chicago.

Peggy Notebaert Museum Saturday Drop-In; Insect Adaptations; Schoolyard Science; Journaling; Worms and Wings Professional Development using schoolyard and local resources. More information: http://www.naturemuseum.org/education

MSI Summer Camp for Teachers Get energized at the Museum of Science and Industry's science camp for teachers! This three-day workshop on types of energy will give you creative teaching strategies that help students learn science by doing science. Telephone: 773-753-1393 More information: http://www.msichicago.org/educationleducator-resources/teacher-workshops ... " target="_ blank"> http://www .msichicago. org/educationl educator-resources/teacher-workshops .. .

MSI Teacher Professional Development Series 4th-8th grade teachers use inquiry-based exploration and share strategies for enhancing classroom practice and discover how to incorporate academic standards and curricular requirements into field trips. Telephone: 773-753-6820; : 773-753-6821 More information: http://www.msichicago.org/educationleducator-resources/teacher-workshops ...

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Spring Valley Nature Center Botany for the Elementary Classroom Get excited about plants! Learn ways to bring the fun of science inquiry to your students through handson investigation, writing, literature, and field trips. Take-home activities and resources will help you enrich your classroom. Fieldwork will focus on the use of dichotomous (identification) keys and other aids to identify Chicago area spring wildflowers. This course will cover the basic principles of botany with emphasis on the classification and identification of spring wildflowers and recognition of plant family characteristics. Graduate credit is available from National-Louis University. It is also available from Aurora University for an additional charge to be paid at the first class. To register, call Mary at (847) 985-2100 or email: [email protected] Location: 1111 E. Schamburg Road, Schamburg, IL 60148 Telephone: 847-985-9692

http://www.globallearningnj.org/SSNprograms.html Programs for training teachers and staff

Science Endorsement Courses Effective at the start of the 2009-10 school year, principals and unit administrators at schools and units serving students in the Middle Grades shall ensure that Middle Grade students receive instruction in Language Arts, Mathematics, Science and Social Studies from a Middle Grade Area Specialist in the appropriate content area. Illinois Institute of Technology has created a series of six science content courses to assist teachers with obtaining their science endorsement. Location: On-Line Course (24 hour access 7 days a week delivered through Blackboard) Contact liT Math and Science Education Department for information and application at 312-567-3660 or email [email protected]

2009 Earth Partnership for Schools (EPS) Summer Institute The Chicago Botanic Garden, the Forest Preserve District ofDupage, and the Lake County Forest Preserves would like to invite you to apply for the 2009 Earth Partnership for Schools (EPS) Summer Institute. Please click on the link below to receive information about this summer teaching training workshop and download an application. More information: http://www. chi cagobotanic. org/ explorations/restore Contact: Eva Dubey, edubey@chicagobotanic. org

Creative Change http://www.creativechange.net/who/kl2/index.html Creative Change's pedagogical approach is known as sustainability education. This international movement emphasizes how economic, environmental, and social well-being are linked, and how to apply this knowledge to better our lives and communities.

The Cloud Institute http://www.sustainabilityed.org/what/services for educators/professional development.html The Cloud Institute offers professional development to our primary audience- K-12 educators and administrators. We also offer professional development for government officials, faith-based communities, and other organizations and networks interested in moving toward sustainability. We offer both standard and customized professional development, as well as professional development to accompany our full courses of study. Our professional development ranges from one day workshops to five year initiatives. Sessions can be delivered on-site in schools, in teacher centers, in conference/workshop sites, or in our "green office/workshop space" in New York City.

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Helpful Internet Links

• http://www.istc.illinois.edu/info/library reference environment education for teachers.cfml Illinois Sustainable Technology Center, Environmental Education Resources for Teachers: compilation of environmental education resources, guidebooks, research to help teachers integrate environmental education into their curriculum. Developed by the University of Illinois. This guide focuses on resources for teaching K-12 students about the environmental effects of pollution and waste and strategies for improving the environment. It also includes some industrial chemistry resources.

• http://www.gardenabcs.com/ Locally based author and children's garden guide has website that helps other schools establish school gardens and incorporate outdoor learning into the curriculum.

• http://www.epa.gov/enviroed/ Portal to U.S. EPA's environmental education information. Includes links to funding opportunities, training, publications, and other resources.

• Using Environment-Based Education to Advance Learning Skills and Character Development: A Report, Annotated Bibliography, and Resource Guide (Washington, DC : The North American Association for Environmental Education; The National Environmental Education and Training Foundation, 2001. Online at http://www.neetf.org/pubs/EnviroEdReport.pdf)

• Environmental Education Materials: Guidelines for Excellence (Troy, OH: North American Association for Environmental Education, c1996. Online at http://naaee.org/npeee/materials.php) [372. 357 E61g.]

• Essential Learnings in Environmental Education: A Database for Building Activities and Programs (Troy, OH: North American Association for Environmental Education, 1990.

• Excellence in EE - Guidelines for Learning (K-12) Guidelines: http://naaee.org/npeee/learner guidelines.php Executive summary & self-assessment tool: http://naaee.org/npeee/execsum-intro.php

• Guidelines for the Initial Preparation of Environmental Educators http:/ /naaee. org/npeee/new _ ee. php

• http://www.kidsgardening.com/ Kidsgardening, National Gardening Association Promotes green schoolyards while concentrating mainly on school gardens and composting

• http://edfacilities.org/rl/outdoor.cfm National Clearinghouse for Educational Facilities. NCEF's website lists resource "links, books, and journal articles on the design, construction, and maintenance of school grounds."

• http://www.naturalearning.org/ Natural Learning Initiative, North Carolina State University, College of Design Organization helps communities to create exciting places for children to play and learn. Emphasis on environmental education and outdoor learning environments. Program director: Prof. Robin Moore.

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• http://www.nwf.org/schoolyard/ Schoolyard Wildlife Habitats, National Wildlife Federation, Promotes green schoolyards while concentrating mainly on schoolyard wildlife habitats

• http://www.schoolyards.org/ Boston Schoolyard Initiative Promotes green schoolyards in Boston, Massachusetts, using a participatory planning process

• http://sfgreenschools.org/ San Francisco Green Schoolyard Alliance Coalition of organizations in San Francisco, California working to make the city's schoolyards greener.

• http://www.dcschoolyardgreening.org/ D.C. Schoolyard Greening Consortium "The D.C. Schoolyard Greening Consortium (SGC) is a group of nonprofit organizations, government agencies, teachers, and concerned individuals interested in green spaces at schools and expanding the outdoor educational opportunities for Washington, D.C. students. The mission of the D.C. Schoolyard Greening Consortium is to increase and improve schoolyard green spaces to promote ecological literacy and environmental stewardship among students, teachers, parents and the surrounding community."

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Bibliography of Environmental Education Resources

General Reading on Environmental Education Adapting Environmental Education Materials (Washington, DC : Peace Corps, 1999. Online at http://www.peacecorps.gov/multimedialpdf/library/M0059 adaptenviron.pd!)

Conservation Education and Outreach Techniques, Techniques in Ecology and Conservation. Susan K. Jacobson, Mallory D. McDuff, Martha C. Monroe. 2006. Oxford University Press.

Education for a Sustainable Future: A Resource for Curriculum Developers, Teachers, and Administrators (Winnipeg, Manitoba, Canada: Manitoba Education and Youth, 2000. Online at http://www.edu.gov.mb.ca/ks4/docs/support/future/sustaineducation.pdf)

Education for Environmental Sustainability by David L. Haury (Columbus, OH: ERIC Clearinghouse for Science Mathematics and Environmental Education, 1998. ERIC Digest 433194. Online at http://www. ericdigests.org/2000-2/ environmental.htm)

Education for Sustainable Development Toolkit version 2.0 http://www.esdtoolkit.org/

Environmental Education: A Resource Handbook by Joe E. Heimlich (Bloomington, IN : Phi Delta Kappa Educational Foundation, 2002. ISBN: 0873678346)

Environmental Education Teacher Resource Handbook: A Practical Guide for K-12 Environmental Education by Richard J. Wilke (Thousand Oaks, CA: Corwin Press, 1997. ISBN: 080396370X)

Environmental Education in the Schools: Creating a Program that Works! by Judy A. Braus and David Wood (Washington, DC: Peace Corps, 1993. Online at http://www. peacecorps.gov/library /pdf/M0044 _ enveduc. pdf)

Environment-Based Education: Creating High Performance Schools and Students (Washington, DC: The North American Association for Environmental Education; The National Environmental Education and Training Foundation, 2000. Online at http://www.neefusa.org/pdf/NEETF8400.pdf)

Essential Readings in Environmental Education edited by Harold R. Hungerford, William J. Bluhm, Trudi L. Yolk, and John M. Ramsey (Champaign, IL :Stipes Publishing, 2001. ISBN: 1588740706)

From Classroom to Community and Beyond : Educating for a Sustainable Future : Report by the President's Council on Sustainable Development. Public Linkage, Dialogue, and Education Task Force ( Washington, DC: President's Council on Sustainable Development, 1997.) [352. 357 F931.]

A Guide to Curriculum Planning in Environmental Education (Madison, WI :Wisconsin Department of Public Instruction, 1994. Available for a charge at http://www.dpi.state.wi.us/dpi/dltcl/eis/pubsales/scienc_1.html)

The Handbook ofEnvironmental Education by Joy Palmer and Philip Neal (Routledge, 1994. ISBN: 0415093147)

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Investigating and Evaluating Environmental Issues and Actions: Skill Development Program by Harold Hungerford, Ralph Litherland, R. Ben Peyton, John Ramsey, and Trudi Volk (Champaign, IL: Stipes Publishing, 1996).

Sustainable America, A New Consensus for the Prosperty, Opportunity and a Healthy Environmentfor the Future. President's Council on Sustainable Development. Feb. 1996.

Teaching about Societal Issues in Science Classrooms by Wendy Sherman McCann (Columbus, OH: ERIC Clearinghouse for Science Mathematics and Environmental Education, 1997. ERIC Digest 432443. Online at http:/ /www.ericdigests.org/2000-1/societal.html)

Teaching Critical Thinking through Environmental Education by Robert W. Howe and Charles R. Warren (Columbus, OH: ERIC Clearinghouse for Science Mathematics and Environmental Education, 1989. ERIC Digest 324193. Online at http://ericae.net/edo/ed324193.htm)

K-8 Environmental Education Themes Air, Land & Water: Activity Book and Teachers' Manual (Springfield, IL: Illinois Environmental Protection Agency, Office of Public Information, 1997.) [372. 357 A298.]

All "Trashed" Out: An Activity Guide to Solid Waste Management for Grades K-6 (Springfield, IL: Illinois Dept. ofEnergy and Natural Resources, Office of Recycling and Waste Reduction, [1992]) [ILENR RR 92/02.]

Awesome Aquifer Education Kit (Groundwater Foundation, no year given. Available for a charge from the Groundwater Foundation)

Case ofthe Broken Loop (Washington, DC: U.S. Environmental Protection Agency, Office of Solid Waste and Emergency Response, 1998. Online at http://www.epa.gov/epaoswer/osw/kids/pdfs/4-6.pdf) [EPA 530 K-98 002.] Lesson plans 4-6.

Closing the Loop Sampler: Five Lessons from the Curriculum on Exploring Integrated Waste Management and Resource Conservation (Sacramento, CA: California Integrated Waste Management Board Office of Integrated Environmental Education, 2000. Online at http://www.ciwmb.ca.gov/schools/Curriculurn/CTL/) [372.357 C645.]

Consider the Earth: Environmental Activities for Grades 4-8 by Julie M. Gates (Teacher Ideas Press, 1999. ISBN: 1563087251)

Counting on People: Elementary Population and Environmental Activities by Pamela Wasserman and Anne Scullard (Washington, DC: Zero Population Growth Inc., 1994. ISBN: 0945219040)

Designing an Ecologically Sound City by Dianne S. Vance (Lansing, MI: Great Lakes Collaborative, [199?]. Online at http://www.dlese.org/library/catalog_DLESE-000-000-002-843.htm) [577. 071 V222d.] Lesson plan for grades 4-6.

Dig In!: Hands-on Soil Investigations by NSTA Press and the USDA Natural Resources Conservation Service (NSTA Press, 2001. ISBN: 0873551893)

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Drop Swap and Roll: The Game of Reuse and Recycling (Washington, DC: U.S. Environmental Protection Agency, [1998]) [EPA 530 E-98 003.] Board game for grades 4-6.

Earth Child 2000 with Teacher's Guide: Early Science for Young Children by Kathryn Sheehan & Mary Waidner (San Francisco, CA: Council Oak Books, 1997. ISBN: 1571780548)

Eco-Fun: Great Projects, Experiments, and Games for a Greener Earth by David Suzuki and Kathy Vanderlinden (Douglas & Mcintyre, 2001. ISBN: 1550548239) Projects for ages 8-11.

Eco-Inquiry: A Guide to Ecological Learning Experiences for the Upper Elementary/Middle Grades by Kathleen Hogan (Dubuque, lA: Kendall/Hunt, 1994. ISBN: 0840395841) [577. 071 H714e.] Offers 3 modules, each with 7 to 10 lessons.

Environmental Awareness Activities for Librarians and Teachers: 20 Interdisciplinary Units for Use in Grades 2-8 by Martha SeifSimpson (McFarland & Co., 1995. ISBN: 0786400641)

Environmental Detectives by Kevin Beals with Carolyn Willard (Berkeley, CA: University of California, Berkeley Lawrence Hall of Science, 2001. ISBN: 0924886234.) For grades 5-8.

Environmental Science Activities Kit: Ready-to-Use Lessons, Labs, and Worksheets for Grades 7-12. Michael L. Roa. 2009. John Wiley and Sons.

Exploring the Environment through Children's Literature: An Integrated Approach by Carol M. Butzow (Teacher's Idea Press, 1999. ISBN: 1563086506)

Follow That Trail! (Washington, DC: U.S. Environmental Protection Agency, Office of Solid Waste and Emergency Response, 1998. Online at http://www.epa.gov/epaoswer/osw!kids/pdfs/k-3.pdt) [EPA 530 K-98 001.] For grades K-3. Part ofEPA's Planet Protectors Club.

The Great Lakes in my World: An Activities Workbook for Grades K-8 (Chicago, IL: Lake Michigan Federation, 1989. Available from the Lake Michigan Federation for $25.00.) [372. 8977 G786.]

Ideas for Environmental Education: In the Elementary Classroom by Kath Murdoch (Heinemann, 1994. ISBN: 0435083473)

Junior Environmental Activities on File (New York, NY: Facts on File, 1997. ISBN: 081603208) Reference book of activities that illustrates ecological knowledge and environmental studies. More than 90 exercises for grades 4-6.

Language Arts and Environmental Awareness: 1 00+ Integrated Books and Activities for Children by Patricia L. Roberts (Shoe String Press, 1998. ISBN: 0208024271) Annotated bibliography complete with activities. Divided by age level (5-8 and 9-14).

Let's Talk Trash: Introduction to Solid Waste Management by Therese Lloyd (Lansing, MI: Great Lakes Collaborative, [199?]. Online at http://www.col-ed.org/cur/sci/sci126.txt) [577. 071 L 7931.] Grades 4-6.

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Looking at the Earth's Environment through the "Eyes" of a Satellite (Canada Centre for Remote Sensing, 2002?. Online at http://www.ccrs.nrcan.gc.ca/resource/earthkit/index e.php) Includes teacher's guide and student pages. For ages 10-14.

Municipal Solid Waste and the 3Rs Reduce, Reuse, Recycle: An Illinois Elementary School Teacher's Guide (Springfield, IL : Illinois Department of Commerce and Community Mfairs, Bureau of Energy and Recycling, 2002.) [363. 7282 M9665e] Correlates to Illinois Learning Standards.

Our Environment by Michelle Pawson (Lansing, MI: Great Lakes Collaborative, [199?]. Online at http://www.col-ed.org/cur/sci/sci86.txt) [577. 071 F278o.] For grades 2-4.

Paint, Paint Everywhere (Champaign, IL: [Illinois Hazardous Waste Research and Information Center], 1994. Available from the ISTC Clearinghouse at no charge (publication SCH-Oll).) [667.6 Pl481.] Grades 4-6, which incorporates language arts, history, mathematics, art, science, and environmental lesson plans.

Planet Protectors Club: Mission Papers from Resource Control (Washington, DC: United States Environmental Protection Agency, [2000]. Online at http://www.epa.gov/epaoswer/osw/kids/) [EPA 530 E-00 002.] Grades K -6.

Planet Protectors Create Less Waste in the First Place: A Story about Reuse on Earth (Washington, DC: U.S. Environmental Protection Agency, Office of Solid Waste and Emergency Response, 1999. Available online at http://www.epa.gov/epaoswer/osw/kids/pdfs/jellyjar.pdf) [EPA 530 K-99 006.] Part of U.S. EPA's Planet Protectors Club. Activity aimed at grades K-3.

The Quest for Less--Activities and Resources for Teaching K-6 http://www.epa.gov/epaoswer/education/quest/index.html.

Schoolyard-Enhanced Learning: Using the Outdoors as an Instructional Tool, K-8. Herbert W. Broda. 2007. Stenhouse Publishers.

Small Wonders: Nature Education for Young Children. Linda Garrett and Hannah Thomas. 2005. Vermont Institute ofNatural Science

Toxics in my Home? You Bet! : Learning Activities on Household Toxics for Grades K-3 and 4-6 ( Sacramento, CA: Golden Empire Health Planning Center, 1984.) [371.3 078 T755.] One-week school curriculum on chemical hazards in the home for grades 7-8.

Trash and Climate Change: Planet Protectors Discover the Hidden Reasons to Reduce, Reuse, and Recycle (Washington, DC: U.S. Environmental Protection Agency, Office of Solid Waste and Emergency Response, 2000. Online at http://www.epa.gov/epaoswer/osw/kOO-OOl.pdf) [EPA 530 K-00 001.]

Understanding Garbage and our Environment by Andrea J. Nolan (New York, NY: McGraw-Hill, cl999. ISBN: 0070647607) [628.44 N787u.] Eight lessons and 20 hands-on investigations.

Worms Eat Our Garbage: Classroom Activities for a Better Environment by Mary Appelhof, Mary Frances Fenton, and Barbara Loss Harris (Paperback- Aprill, 1993)

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Teacher Interviews

W JHS TEACHER INTERVIEW



Does your school seek employee and student suggestions, and find other ways to involve them in your environmental program (e.g., create a poster or slogan contest)? She has never heard of anything.

Do you know of any teachers who have curriculum tie-ins related to the environment? One homeroom (Longua) in particular is going to do something green for his annual service project (probably for the cafeteria). Gardening Club works in the garden.

Are there any incentives, rewards or recognition for employees and students who take a leadership role in you school's greening efforts? no

Does your school seek recognition for or celebrate your environmental efforts? Do you share your experience with other schools? No recognition

ENERGY USE

Do you or others take advantage of natural light or daylighting (particularly when a school undergoes significant remodeling or when new structures are added)? She does and thinks that a few more do. She can at least keep the lights on a dim setting, as opposed to all the way on.

*Are you able to control heat/cold in your classroom without using electricity? In winter, she needs to use the heat. In the summer, teachers use fans and open windows. She is one of few people who have an AC box. The school gets very hot!

*Do you or other teachers use lamps? Katie Linehan does.

*Does your school promote of biking/walking? They do on Bike to School Day. They also have a nice large bike rack, so it's "bike friendly". Skateboarding is popular, and they're allowed to leave their skateboards in the office b/c they don't fit in the lockers.

*Do you or others turn off lights in unoccupied rooms and machines during non-use hours? As a school, this seems to be a problem.

SOLID WASTE

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Does your school encourage practices that reduce waste paper (e.g., proofing documents on the computer screen before printing; storing final documents on disk rather than making final copies; making two sided copies; printing letters and reports on both sides of the page; and reusing paper that is clean on one side for in-house drafts and message pads)? Some things are printed for the staff, and some things aren't. They are getting better about emailing information. Some examples of things that were once printed but not anymore are: daily bulletin, Highlights, schedules, etc.

Does your school use electronic mail to send messages instead of written memos, whenever possible? Do employees save e-mail documents electronically? People don't appear to print emails.

Does your school do research at libraries or on-line, rather than ordering written materials? Kids doing research are still required to use a certain amount of books. Some teams are using online note cards! www.noodletools.com

*Do you see students and teachers using reusable water bottles? Are they permitted in class? A lot of teachers allow water bottles- some may not. Not a lot ofkids bring reusable bottles to work. Kids are not allowed to bring one-use bottles out of the cafeteria.

Does your school recycle items, such as paper, aluminum cans, cardboard and plastic bottles? It appears to be a facade. Garbage and recycling get dumped together.

Does your school save used manila envelopes and file folders for in-house reuse? The school reuses the pony envelopes, but that's all that she's sure of.

Is there a supply of extra mugs and glasses in common areas? Some people have their own in the teachers' lounge, but there are no communal ones because no one would wash them. There is a new water filtration system, and the principal has been encouraging staff to fill up bottles there.

Do you or others share periodicals with associates instead of receiving multiple copies? She doesn't know. A few teachers are trying to cancel subscriptions to magazines that they don't need.

Does your school donate old or outdated equipment, books or furniture to local community organizations? They have a book drive. Once they saw desks in the dumpster that could have been donated. They do recycle old computers and equipment through the MEC. They usually have a company pick stuff up.

Would you or others consider worm bins for indoor composting as a class project? Properly-managed worm bins are odor free. It's an exciting idea- maybe we could even donate extra soil to the community!

• Does your school post minutes or other handouts on an Intranet site, or circulate them electronically after the meeting? Department minutes are emailed, but they don't get staff minutes.

Do you or others save on paper by using chalkboards and overhead projectors for student worksheets, quizzes, etc.?

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Some math teachers and at least one Spanish teacher use online quizzes. For lessons, some teachers use led projectors and overheads to avoid using paper. Oftentimes, though, the kids have to take notes on their own paper.

Do you or others have students answer questions on scrap paper? Some teachers do - at least a couple of teachers have a bin for kids to grab from.

Do you or others distribute disk handouts to eliminate paper waste? Some stuff is posted online instead of printed - e.g. directions to look at when the students are in the lab.

Does your school encourage students to bring their lunch in reusable containers? There are posters posted around the cafeteria to urge kids to bring waste-free lunches, but other than that there's not a lot of encouragement. There are a good amount ok kids who bring reusable bags.

Are there "swap" areas in classrooms to share reusable materials? Not that she knows of.

WATER CONSUMPTION

Do you or others report water leaks to the maintenance staff? She assumes that teachers who see leaky faucets will report them. She has not yet seen a problem to report.


Does your school avoid over-illumination? Lighting levels should be tailored to the type of task being performed and the function of the illuminated space. The lights are always on all over the school at all hours. Some custodians leave lights on in rooms to signify that they need to come back to clean more.

PURCHASING

Is post-consumer recycled paper available at your school? Do you or others print double-sided wherever possible? The paper is not recycled. Teachers do print double-sided when possible.

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HIGHCREST TEACHER INTERVIEW *Questions with an asterisk have been added to the original IEP A list.


Does your school seek employee and student suggestions, and find other ways to involve them in your environmental program (e.g., create a poster or slogan contest)? The largest green initiative is the outdoor classroom. They are now thinking of growing food out there in the spring and summer, and they might write a Gripp Grant. They also celebrate Environmental Awareness Week. There is not a lot of day-to-day stuff going on.

Do you know of any teachers who have curriculum tie-ins related to the environment? A couple science teachers wrote a program that goes along with the outdoor classroom. During Environmental Awareness Week, homerooms have lessons related to the earth. For example, Beth Drucker helped her with a power point related to garbage. They have also tracked how much energy they spend.

Are there any incentives, rewards or recognition for employees and students who take a leadership role in you school's greening efforts? They receive prizes on Bike to School Day.

Does your school seek recognition for or celebrate your environmental efforts? Do you share your experience with other schools? No

ENERGY USE

Do you or others take advantage of natural light or day lighting (particularly when a school undergoes significant remodeling or when new structures are added)? They have a school-wide Lights Out Day. She never has lights on in her classroom, since there is a lot of light in her room. Some other teachers do the same.

*Are you able to control heat/cold in your classroom without using electricity? In her classroom, she has no control over heat. There have been recent incidents of pipes bursting -they've had to use space heaters. The new wing has control over heat. There is no AC in the building, so in the summer, they use lots of fans (especially upstairs).

*Do you or other teachers use lamps? Not that she knows of

*Does your school promote of biking/walking? They promote biking on Bike to School Day. Also, there is not a lot of room for parent pick-up, so they do promote it a little.

*Do you or others turn off lights in unoccupied rooms and machines during non-use hours? Not a lot of people are conscientious of lights.

SOLID WASTE

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Does your school encourage practices that reduce waste paper (e.g., proofing docwnents on the computer screen before printing; storing final documents on disk rather than making final copies; making two sided copies; printing letters and reports on both sides of the page; and reusing paper that is clean on one side for in-house drafts and message pads)? They photocopy on both sides of paper, they get emails from tech teachers and the librarian to not print too much, and lots of stuff is now emailed as opposed to being put in their in mailbox.

Does your school use electronic mail to send messages instead of written memos, whenever possible? Do employees save e-mail docwnents electronically? Most people do

Does your school do research at libraries or on-line, rather than ordering written materials? There is a lot of internet research, but they usually print what they find.

*Do you see students and teachers using reusable water bottles? Are they permitted in class? She is seeing more and more reusable bottles. She promotes it. She doesn't know of any teachers who won't let them bring them to class.

Does your school recycle items, such as paper, aluminwn cans, cardboard and plastic bottles? She has the impression that stuff in the recycling bins doesn't actually get recycled.

Does your school save used manila envelopes and file folders for in-house reuse? The pony envelopes get reused - that might be it.

Is there a supply of extra mugs and glasses in common areas? no

Do you or others share periodicals with associates instead of receiving multiple copies? Not formally - informally probably a bit There is a spot in lounge for book swaps and used magazines to read.

Does your school donate old or outdated equipment, books or furniture to local community organizations? They have a used book drive for other schools, a used clothes drive, and an eyeglass drive. They also collect old cell phones and crocs. They collect tennis shoes to make playgrounds.

Would you or others consider worm bins for indoor composting as a class project? Properly-managed worm bins are odor free. She thinks that would be fun. She wants to start growing seedlings in her room for garden.

Does your school post minutes or other handouts on an Intranet site, or circulate them electronically after the meeting? They email minutes - they don't post them.

Do you or others save on paper by using chalkboards and overhead projectors for student worksheets, quizzes, etc.? Most quizzes and tests are on paper. She's and some others try to avoid some worksheet use.

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Do you or others have students answer questions on scrap paper? Yes. There is a box in the copy room of used paper that they paint on with berries from the garden.

Do you or others distribute disk handouts to eliminate paper waste? no

Does your school encourage students to bring their lunch in reusable containers? Some kids have reusable bags and containers. During Environmental Awareness Week, they have a waste-free lunch day. They are also now using metal forks and spoons in the cafeteria (instead of plastic). They still use plastic knives.

Are there "swap" areas in classrooms to share reusable materials? There are no swap areas for kids.

WATER CONSUMPTION

Do you or others report water leaks to the maintenance staff? The kids are good about reporting to the teachers. The teachers send the kids to office to report the problem.


Does your school avoid over-illumination? Lighting levels should be tailored to the type of task being performed and the function of the illuminated space. The lights always appear to be on.

PURCHASING

Is post-consumer recycled paper available at yo]ll' school? Do you or others print double-sided wherever possible? The paper is not recycled. They do print double-sided.

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Summary of Interviews with- and Written Responses from PT AIPTO Environmental Awareness Committee (EAC) Chairs

As part of the interview process of the EAC chairs, we first sent an email to each of the EAC chairs then attended the regularly scheduled meeting of the EAC Chairs in January 2009, as coordinated by the Village-Wide PTO Environmental Liaison. What follows is a summary of the discussion we held at the meeting and the written responses of the EAC Chairs. Some of the responses have been transmitted almost verbatim; what follows are the views of the EAC Chairs.

Role ofEAC

The defined responsibilities of the EACs are the organization of Environmental Awareness Day in October and Earth Week in April, to educate about environmental issues, and to advertise and engage students, parents and teachers in relevant activities. The EAC chairs also attend village-wide meetings, as coordinated by the Village-Wide PTO Environmental Liaison, and share information among schools via e-mail. This year the group has met three times to discuss questions, goals, successes, needs, etc. and the liaison passes these along as appropriate to the village-wide board. The meetings provide a time to exchange ideas and to realize the similar obstacles and successes we share.

In general the members of this group have realistic expectations, along with bigger goals that they would like to see achieved. Each has experienced the challenges of getting additional parental, teacher, and student involvement, and even student involvement at some of the schools. The EAC chairs have a lot of ideas, but initiating extensive or large programs would require more adults to be involved on a continuing basis.

At Harper the week long Environmental Awareness Day and Earth Week have multiple activities and the EAC tries to do things that involve the children outside of school time, allowing the teachers to decide the extent to which the environmental issues are taught during the school day. The major role of the EAC has been to emich the school's curriculum with an appreciation for the environment and encourage environmental themes such as "Reduce, Reuse, Recycle." Harper was supportive of bringing in Ricky Recycle and an after school Earth Fair, which were well received. Walk to School days and Waste Free Lunch days have also been continuing activities. For Environmental Awareness day and Earth Day the EAC has hosted small "fairs" where students learn about the environment, native plants and animals, water, etc. The garden committee has collaborated on this project. A new activity at Harper was a Recycled Art Fair. McKenzie brought in a school-wide global warming assembly by Kidworks Touring Theatre Company.

Up until the 2007/08 school year the EAC chair at Ramona had no committee and was fairly inactive. Currently, the EAC chair recruits volunteers to identify needs then develop and implement plans and activities for the school year. The EAC chair coordinates meetings and contact staff as necessary. The current EAC chair has written and received two SW ANCC grants. The EA chair attempts to identify one "green" issue a month and to "blitz" the school and families with information and resources to change habits. The EAC chair is also responsible for managing the "red dot" system.

At McKenzie the EAC chair's role is to determine, with the other committee members, which projects to focus on during that school year, and then make them happen. The EAC generally works on activities that occur outside of school teaching time, or that are offered as optional for teacher use. McKenzie is fortunate to have a teachers environmental committee with three members. The EAC could take a more

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active role in assisting teachers in developing grade-appropriate studies but would need district or school approval and support for more complete classroom integration of environmental education. McKenzie saw a large growth this year in the number of parents interested in getting involved in environmental issues and volunteering their talents and time.

At Highcrest there are no written guidelines for the EAC chairs. There is also no faculty sponsor for the EAC who can assist with determining the needs of the school and the feasibility of the EAC plans. Each week the EAC includes an environmental tip in the "Highcrest Headlines."

Paper Reduction

Harper has greatly reduced the amount of paper sent home through backpacks - one short Backpack Express a week. Most communications from the principal arrive electronically. Some teachers send email. Overall most notices to parents arrive via email. After school programs are also handled electronically.

Romona tried to send the Romona Reporter electronically but due to complaints had to return to paper. Now Romona uses the "red dot system" to limit the number of copies going home to families. The principal sends out a weekly "news you can use" but still quite a bit of paper comes home through the backpacks.

' The McKenzie PTA has made a major effort this year to limit flyers in backpack express and is transitioning to electronic communication.

Recycling

In the past, Romona has collected ink cartridges, used toys, tennis shoes, books and plastic bags for recycling. While there are bins for collecting paper, cans and plastic, they are not used consistently and the EAC is unsure if they are actually placed in the recycle dumpster outside due to the fact that the custodial staff might not always be aware of recycling requirements. The ink cartridge collection is cumbersome and the pay-off is minimal.

Harper has active recycling programs for paper, plastic and cartridges. The librarian collects cartridges and cell phones for recycling that yields cash for the school. Crayons are also collected in the lobby. During the 2 EA weeks student council representatives educate the children on "Blue Bins" found in each classroom for paper and plastic. During the EA weeks there is education on battery recycling and Harper collects old sneakers for the Nike Reuse-A-Shoe program. At Harper there is an effort to use less paper for bulletins and other communications. Recycling at special events is also encouraged.

At McKenzie one teacher started collecting printer cart!idges and cell phones this year, and submits them to an organization that provides money to the school. There are recycling bins, and the EAC helped obtain recycling bins for all classrooms. Recycling materials frequently appear in school trash cans, however, and the EAC has worked to educate people and to make recycling more available. Top voices in the school district could help create a recycling standard.

McKenzie held a recycling relay during gym classes to teach the kids the recycling requirements in Wilmette.

Highcrest has recycling bins for cell phones, batteries, and Crocs.

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In the cafeteria:

Recycling At Harper a custodian monitors what goes into the recycling bins at lunchtime but a lot of garbage gets put in, and there is uncertainty as to of whether it can all be recycled.

At McKenzie fruit is served in plastic containers, and some of these are also recycled, but if they are not clean, they are thrown into the garbage. Milk is served in single-serving containers, which are also recycled.

Water bottles Central School has eliminated the sale of water bottles. There is a water cooler and paper cups available in the cafeteria.

The Harper cafeteria has single-use disposable water bottles but the EAC would like to see them eliminated.

At Romona the EAC has tried to educate families about reusable containers/water bottles but has made little progress. Most Romona students eat hot lunch (and what is not eaten ends up in the garbage). There are not currently attempts in the cafeteria to systemize a more environmentally friendly way to address the waste in the cafeteria. The EAC chair has observed quite a bit of waste from disposable cups, plates and utensils and food.

At McKenzie, the cafeteria serves single-use bottled water and milk containers, and the bottles and containers are recycled.

Silverware Highcrest, Central, Harper and McKenzie use silverware. (Central School used its SWANCC grant to replace silverware one year.) Romona uses plastic ware.

Waste free days Central has waste free Wednesdays. Harper has waste free Fridays.

Com posting The Romona EAC chair applied for and received a grant from SW ANCC that is being used for composting. In addition to the composting in the outdoor classroom, Romona was able to purchase the supplies for indoor vermicomposting. Five teachers have volunteered to host vermicomposting bins in their classrooms. The kids in those classrooms occasionally bring items left over from their lunches to add to the bins. Additional staff has since volunteered for vermicomposting bins and the garden club will build them this winter.

Highcrest has started composting.

Harper has an outside com posting bin that some of the teachers use as part of the curriculum. The composting bin is used in conjunction with the native prairie garden.

Gardens/Outdoor Classrooms

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Romona created an outdoor classroom, called the World Environments Learning Laboratory (WELL), as part of a landscaping initiative. There are beds shaped like the continents and each is planted with plants in that continent's ecosystems. The classrooms use the outdoor classroom. Teachers bring students to study the plants, worms and insects. On "WELL Fridays" kids can go into the outdoor classroom to read or garden. Parent volunteers have cooking demonstrations using vegetables and herbs from the garden (the tomatillo salsa was reportedly a big hit). The Landscape Chair coordinates the garden.

The Landscape Chair looked into rain barrels for rainwater collection that would be used to water the gardens but found that without funds or authority to make necessary structural changes it would not be possible. Such a project would require District support.

Harper has a native prairie garden funded by a grant from the Illinois DNR, with formal raised beds that is monitored by the Garden Committee Chair. The classrooms do plant vegetables. Parent volunteers water and maintain the gardens, allowing the gardens to be open every day. Resource kits are available for class use. The gardens are utilized mostly by the younger kids but more teachers are beginning to use it. The garden/compost areas have been used to study prairies of Illinois, Native American and pioneers uses of native plants, butterfly life cycle, weather (rain gauges and thermometers in the garden), art, habitats, and plant life cycles. These are not part of the EAC oversight, but they are clearly related. The Harper garden is also the site for many EAC activities.

Central School has a native prairie garden that also has vegetables. The Gardening Committee runs the garden. The kids have access to the garden at recess and there are two major events per year. It is used for an outdoor classroom and parent volunteers assist in integrating the gardens into the curriculum.

McKenzie has two small gardens with some native plants. The Landscaping Chair is planning to expanding the garden.

Highcrest has a native prairie garden that is open every day in the fall and spring. One teacher monitors it so that the kids can garden.

WJHS has a garden that is not used very much. It is in an inner courtyard that is difficult to access during the day.

Clubs Harper has a garden club that meets after school. There are no environmental clubs.

McKenzie would be interested in developing an environmental or gardening club.

Highcrest does not have afterschool environmental activities.

Assemblies/Field Trips Harper used a SWANCC grant to fund a visit from Ricky Recycle, a high energy assembly.

Another assembly, Lights for Learning, has no cost.

The schools send classes on enrichment field trips to the Botanic Gardens, Ryerson Woods and the Emily Oaks Nature Center.

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McKenzie held an all-school interactive assembly entitled "Global Warming: What's A Kid To Do?" by Kidworks Touring Theatre Company. The actors brought kids up on stage to play various animal roles, as they learned about global warming in different parts of the world. The kids left the assembly with proactive ideas about what they can do to help solve these problems.

McKenzie EAC developed a 20-minute environmental presentation called "Cow Power" and organized about 15 parents to give the presentations during earth week to all the classes. It included a TV clip about a farm that has harnessed methane gas from cow manure to power its electricity. This led to a discussion about greenhouse gasses, sustainable methods of meeting energy needs, and creative solutions to these problems.

Other initiatives At Harper the EAC is considering some type of coin collection for tree replacement on the grounds.

At McKenzie the EAC: - has kids read daily loudspeaker environmental tips during environmental awareness week and earth week. - obtained donations of CFL bulbs and gave them away to families during the first week of school and as gifts to teachers and staff during earth week. -is working on identifying and obtaining age-appropriate environmentally educational videos that can be played during indoor recess. - purchased some educational materials for teacher use. -received a $500 grant from the Chicagoland Bicycle Federation for an International Walk to School Day event in October. The EAC organized two ''walking school buses" with hundreds of students and parents arriving together at school, followed by a before-school assembly with music. The event was very successful in October, and was repeated during earth week. - collected tennis shoes to recycle in April. - held a Halloween costume exchange. - held a used book exchange. - held a sports equipment exchange. - purchased environmentally educational books for the student library.

Wish List from the EAC chairs:

The collective EACs discussed a few projects where district level funding was desired-- for example videos about environmental topics and "No Idling" signs. After presenting them to the village-wide PTO and to the Presidents council these were both rejected, for different reasons.

Romona -The Romona EAC chair would like to be able to make sweeping changes in creating "green" habits in all schools with the full support of the District. The EAC chair would like to be able to reach students, staff and families in a variety of ways during and outside the school day but would need more volunteers to implement plans. -The District needs a dedicated individual to work with all the schools on environmental issues to make change uniform, expected and supported. Many basic changes can occur that can make a huge impact, such as reducing waste and recycling materials. -The EAC wants to be able to reach students in classroom settings as well large groups. -It wants staff and students to make simple "green" habits like recycling and reducing foods waste a priority. -The EAC would also like to see lunch and paper waste drastically reduced with District support.

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-We would like to find a way to enforce "no idling". -There is a natural partnership between Landscape and EAC that can be used to create a variety of projects in the gardens as long as there is manpower and time to accomplish-food gardens, rain collection, composting and planting. -Reducing energy use/costs through the use of CFLs, efficient heat controls and reduced power use during off hours would be a great project for EA and the District to work together on.

Harper -The EAC from Harper expressed a desire for the district to make a big statement about environmental focus by installing something major such as solar panels. -Harper has lost several trees (storm and disease). It would be nice to replace them. -Reduction of idling is a concern. -EAC from Harper wanted to distribute free CFLs to each Harper family (only to an adult due to mercury level) but CornEd has discontinued this program. -Website development is another goal to reach out to the parent community with environmental advice. -Currently, on rainy days the children watch animated movies. EA expressed a desire to supplement these with high-quality films such as the Planet Earth series. -EA suggests different efforts occurring at each Wilmette school so that each could benefit from the other's efforts, e.g. a solar panel at Harper, rain collection at Wilmette Jr. High, etc. Solar panels and windmills would be fun because children can see them easily. A green roof would be another great idea for schools with flat but strong roofs. A visit to the Smart House at the Museum of Science and Industry can quickly illustrate some of the options.

McKenzie -We need to develop a culture of environmental awareness in our community. The school board can have a significant role in that, to help ensure awareness and compliance. - Would like to see curriculum-based recommendations and teacher in-service training specifically on environmental issues. - The <;listrict should consider organic food in the cafeteria. - The district should evaluate its purchases with an eye toward environmental issues, and ensure that we are not re-purchasing products each year when we could be reusing instead (such as pencils), that we are not buying over-packaged products, that we are buying products made from recycled materials and products made in the most environmentally friendly manner (such as pencils made from sustainable wood). A point person can be responsible for making these inquiries into all purchased products. - In addition, some very basic changes can happen at the schools that can save the district a lot of money, and a mandate from the district would clarify the seriousness of the issue. Emphasizing turning off the lights and unplugging cords, just by itself, can have a large cumulative impact. - Fulfill elements of Illinois Sustainable Schools Compact. -Teacher training. "It is important to emphasize that, if we can get funding and approval for such projects, as well as people to work on them, we would still need to ensure teacher training to make the projects most useful to our schools. For instance, a school can set up an amazing green roof, but it will not be useful to the teachers unless they know how it can be incorporated into their lessons." - Would like to be able to implement a lot of ideas and resources to assist teachers to utilize environmentally educational concepts into math, science, reading, and research projects at all grade levels. Illinois has some teacher training sessions that could be incorporated into continuing education in the district. In addition to training and the development of ideas for the classroom, teachers could be provided with funding or specific items in their classrooms to aid with education.

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-See a stronger directive from the school board for environmental projects that would ease the difficulties in transferring projects from outgoing environmental reps to incoming reps and assist in prioritizing the projects and continuing with them as needed. · - Incorporate more ideas that are being discussed in the community of "green schools." Some books with great ideas about projects, big and small, include Teaching Green: The Elementary Years, Teaching About Climate Change: Cool Schools Tackle Global Warming, and Greening School Grounds: Creating Habitats for Learning.

Highcrest - Take advantage of the extensive outdoor education program and coordinate the EAC and science teachers. - Compost, grow vegetables for lunch and learn about the growth cycle of seeds.

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' .

COMMUNICATIONS

Section 10

COMMUNICATIONS

What Does a Green School District Look Like with Respect to Communications?

The ideal green district is one that is dedicated to being or becoming environmentally responsible utilizing all of its venues. One of the easiest ways to promote the habits of a green district is through effective communication. Communication about environmental awareness appeals to all types of audiences: teachers, parents, students and the community at large and presents itself in multi-varied mediums. Local districts such as Lake Bluff utilize websites that highlight the embedding of green within the curriculum, suggest ways viewers can "go green" and provide usefullinksi. Highland Park High School also makes use of the Internet by asking people to join the Green School Initiative and then gives the public a look into all of the environmental projects being undertaken by the high schoolii. These are two small examples of how the mastering of communication can begin to change the footprint of a district to a darker green.

How is District 39 Currently Addressing Communication?

• Whether it is sent by electronic email, web page, daily loudspeaker, or printed matter, the value of creating and sharing awareness is clearly very important to District 39.

• While many important facets of environmental awareness in the district are taking place, the efforts often originate from separate groups that are unaware of one another's work. The result is a lack of coordination and information sharing.

• Communications between the Village Board, District 39 facilities managers, school administrators, custodial staff, teachers, PT NO committees (EAC), parents and students is a lofty goal, but needs to be considered if we are to establish a solid Green Program. Each school or PT NO has its own website, but there is not a centralized manner of communication for the district on green issues.

• School newsletters like the SCOOP at Central School, and Highcrest Headlines at Highcrest are good examples of electronic tools that communicate school programs, give good advice and suggestions to the parent community and provide evidence of the awareness at individual schools.

• Some schools have made a dramatic shift away from paper communications (e.g., Harper) while others have made a few attempts that were criticized and then abandoned. Some ofthe schools have converted the school directory to on-line format (with just a few printed copies for those who do not have computer access).

• Ultimately, improved communications will increase involvement among school officials and administrators, parents, teachers, the community, and most importantly, students. The use of a web site at each school is one method that can be built upon. Central School has a site currently called Central's Going Green, and if this were duplicated at all schools and linked to a District site, then anyone in our total school community could view, learn, share, participate and communicate.

Green Schools - Community Review Committee Communications - Section 1 0

RECOMMENDATIONS

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Communicate the adoption of a district-wide commitment to making District 39 "green" and reducing the carbon footprint by reducing energy, food waste and paper waste, while fostering "green" initiatives for the school and community and announcing its findings and successes as it tracks its progress. Develop goals relating to The Illinois Sustainable Schools Compact and communicate these goals through appropriate channels. Include environmental awareness and sustainability as a Professional Development theme, develop programs and communicate this to interested school individuals. Communicate to the District 39 Community the findings of the CRC report via new and existing venues (newsletters, print, building meetings, district web page specific to green.) Schedule green events/activities on the district calendar . Transition to a heavily electronic communication system with parents . Consider developing a "green team" link, on the District website. Link it to the green webpages pages of the individual schools. Publicize special projects relating to sustainability throughout the community. For example, Romona' s WELL garden and the Trout in the Classroom Program at Central. Announce new developments in the green movement as they appear, e.g., decrease in idling, decrease in energy bills, decrease in number of single-use water bottles sold. Announce environmental grants that the district, individual schools, individual PT A/Os or individual teachers receive. Provide links to environmental resources, e.g., SWANCC, Go Green Wilmette . Provide links to grant opportunities for interested teachers and PT A/Os . Continue reminders regarding idling, waste-free lunches, and recycling, Identify individuals in the district and each school to help develop strategies and plans for making and communicating this program successfully at each grade level.

ihttp://www.lbelem.lfc.edu/education/components/scrapbook/default.php?sectiondetailid=8188&PHPSE SSID=f1390db9caa0ff02b38b4057123cc82d ii http://www.distll3.org/hphs/RedesignPages/technology/green_school/green_school.htm

Green School - Community Review Committee Communications - Section 10

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CONCLUSION

CONCLUSION

The Green Schools Committee found that there is an interest and willingness to convert toward becoming a greener district, but the organization, behaviors and unified front are lacking. Through our research and interviews, we found first and foremost that no real change can occur without commitment from the entire District 39 community of administrators, faculty, staff, students and parents. Through the committee's research we also determined that the most effective and the most economical way to become an environmentally responsible district is simply by committing to and then changing habits. With this concept as our guiding force, District 39 can continue and strengthen its efforts to become a nationally recognized green district.

RECOMMENDATIONS

• Sign the Illinois Sustainable Schools Compact • Hire or appoint a "Green Czar" for the district • Change habits as the most economical way to achieve "green" • Explore LEED recommendations • Work together utilizing all members of the school and village community • Conduct formal energy audits of both schools and administrative buildings • Adopt official purchasing guidelines that reinforce the reduction of waste • Commit to work together utilizing all members of the school and village community • Create formal Environmentally Preferable Purchasing (EPP) requirements to use when making

purchasing decisions, with oversight at the district level and clear recommendations • Encourage less dependence on private vehicles • Create a long-term District-wide sustainable landscaping plan • Modify curriculum to include more environmental teaching criteria throughout all subject areas • Develop a new curriculum with particular environmental themes as the focus for all learning

areas, in essence making each school an environmental academy • Institute annual Professional Development hours with a focus on gardening, environmental

awareness and sustainability • Streamline communication

Green Schools - Community Review Committee Conclusion

Wilmette Public Schools District 39

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