K-12 School and School District Sustainability Topics

Dawn Tarzian/Committee Members

May 17, 2010

Category

/ Topic Area / Potential Data to Collect / ‘09-‘10 / ‘10-‘11 / Beyond ‘11
eDUCATION and
career awareness / Education for Sustainability
K-12 /
  • Identify and adopt sustainability learning power standards
  • Designate where each standard will be taught (grade level, subject area)
  • Determine which standards are addressed with current curriculum
  • Develop and adopt additional curricular materials to fully cover standards
  • Train teachers around standards and where they are to be taught (grade, subject)
  • Train teachers in use of new curricular materials
  • Make teachers aware of additional resources for sustainability education, particularly community partners (Dream Team)
/ X
X
X
Pilot
X / Pilot / X
X
X
Career Preparation
K-12 /
  • Provide information in the “High School Counts!” course catalogs identifying sustainability opportunities within career pathways
  • Facilitate community connections with business, non-profits, and other organizations to provide students opportunities to explore careers with a sustainability focus- CIS Connections
  • Involve sustainability-focused businesses in Career Day.
  • Integrate sustainability into career counseling. Provided information to HS counselors to support career counseling in sustainability options for career or higher ed. opportunities.
/ X
X
X / Implement
X
X
Sustainability Education for Staff /
  • Develop a list of skills, knowledge, and activities that the district wants each Corvallis School District staff member to know and do.
  • Identify a pilot group of staff members from across grade levels and buildings to begin sustainability conversation for students and for staff
  • Summer Sustainability Workshop/Training (Aug 9-13) – STEPS (formally SEPS)
  • Identify an annual District Sustainability focus to manage time needed to support teacher training and implementation.
  • Include Sustainability Curriculum training in new teacher orientation.
  • Develop an assessment or proficiency indicator for student mastery of skills and knowledge adapted for grade level/course. Develop an assessment tool to measure evidence of skills, knowledge and activities in staff behavior and performance.
/ X
X
Energy / Waste Man-ment
Service-Learning
K-12 /
  • Provide students opportunities to participate in service learning projects that include a sustainability connection
  • Develop district and graduation requirements for service-learning projects that include a sustainability component
/ X / X
FACILITIES AND
OPERATION / Buildings
Buildings
(cont.) /
  • Develop a District Energy Plan/Procedure – SPARKS Program (set point, operations)
  • Develop a staff/students communication/implementation plan.
  • Monitor annual district energy costs, track monthly consumption of all school buildings, including building energy leaders in the process.
  • Compare energy cost per sq. ft. to other districts.
  • Develop a building profile including size, occupancy, heating/cooling system, fuel type, age, overall condition, etc.
  • Assess Physical Plants, including age/upkeep of systems, ability to track/schedule maintenance, etc.
  • Review the results and recommendations of recent energy audits, and identify any changes that have been made.- Initially made 2003-2004
  • Identify training opportunities specific to the district energy plan for facilities and maintenance staff.
  • Identify the role of outside vendors/agencies in facilities and maintenance staff.
  • Identify what maintenance records are kept, and make sure they are consistent across the district.
  • Energy Star ratings for each building
/ X
X
Complete
Complete
X
X
X
X
? / X
X
X
X
X / X
X
Grounds and Landscaping /
  • Research and identify if there are invasive species (terrestrial and/or aquatic) at a school or district site.
  • Determine the overall health of any creek on district property. Examples of creek health components:
Water quality (temperature is the most common parameter to monitor, but
also dissolved oxygen, turbidity, bacteria, pH, nutrients, etc.);
Riparian vegetation (species composition and cover);
In-stream habitat (channel complexity - pools, riffles, large wood, undercut
banks, etc.);
Presence of invasive vegetation;
Erosion;
Impervious surface (parking lots and/or structures near the creek);
Storm drain run-off effects;
Floodplain connectivity;
Fish and invertebrate presence (traps, snorkel surveys, etc.).
  • Develop a plan to monitor creek health.
  • Identify which buildings have a garden, greenhouse, and/or compost area and the condition and use of them.
  • Identify the energy costs & emissions for mowing.
  • Identify the water usage for irrigation (ex: athletic fields).
  • Identify any planting and/or fertilizing costs in order to ascertain ways to minimize cost.
  • Determine whether there is a pest management plan based on Integrated Pest Management (IPM) principles.
/ X / X
Indoor Environment/
Toxics /
  • Identify the cleaning supplies and floor finishers that are used.
  • Develop a plan and timeline to move the District to using only environmentally friendly and health friendly supplies.
  • Monitor and evaluate indoor air quality.
  • Develop and implement an indoor air quality concern response plan.
  • Develop and implement a chemical management plan.
  • Develop and implement a training plan regarding indoor environments and toxic materials for administrators and teachers.
  • Develop and implement a maintenance record of building ventilation system, ductwork and replacement of filters.
  • Conduct an assessment of carpet age.
  • Conduct an assessment of paint types
  • Implement the use of only low/no VOC paints.
/ X
X
X
X
X
X
X
X
/ X
X / X
SYSTEMS AND SERVICES / Managing Sustainability /
  • Develop and adopt a district sustainability Board policy and Administrative Rules.
  • Convene a sustainability steering committee.
  • Develop a sustainability matrix and implement an action plan.
  • Institute a sustainability coordinator position to support and guide district sustainability work.
  • Develop a sustainability management system.
/ X
X
Complete
X / X / X
X
Food and Wellness
Food and Wellness
(cont.) / Part I: District
  • Sustain a district/community Wellness Council. Initially convened 2004-2005
  • Develop active & measurable wellness program
  • Food:
Identify the vegan and vegetarian options offered in cafeterias.
Identify the low-fat and cholesterol-free food options that are offered on the school campus, including cafeteria à la carte items, vending machines, etc.
Identify the fresh fruits and vegetables options available.
Identify the nondairy beverage offerings.
Calculate where the food comes from and how many miles the food travels.
Identify the local food options.
Identify the organic food options.
Identify any food offerings grown on site.
Display the nutrition facts and other food facts information in a readily available way.
Identify the Fair Trade food/beverages served.
Identify any social justice/environmental issues with any of the food served on campus, and implement a plan to stop carrying the items (e.g., bottled water)
Identify and evaluate food costs – supplies and preparation
  • Parents driving to school: reduce fuel dependency/ get exercise
  • Consider a mandated monthly walk/bike to school day.
  • Mandate health teams (like safety teams or site council) for all schools
  • Develop and implement admin/teacher training around wellness.
  • Focus the district as a whole around wellness—e.g., policy around fundraising—no junk food, etc.
  • Include bus drivers in wellness initiatives.
  • Develop a plan to fill in the funding gap for when the Safe Routes to School grant goes away.
  • Develop and implement curriculum to address sustainable food and wellness
Part II: Site-Based
  • Designate a site representative to the Wellness Council
  • Solicit principal support, request mandated teacher participation but done by 3:30 pm
  • Dedicate staff meeting time for discussion/training
  • If there is a garden or greenhouse, identify whether food is grown for the school’s use and/or for the local community, and if so, how much.
  • Determine whether food waste is composted, and if so, how much.
  • Determine if there is enough PE.
  • PE as physical activity—walking, cycling, getting to school
  • School rewards policy—no junk. Only recycled, useful, US made items or high fives
  • At schools:
Greenhouses
Plots
Gardens
Food waste is composted
Farm to school focus
Use contracts with local farmers / X
X / X
X / X
X
Transportation /
  • Gather data regarding student and staff transportation
Determine how far the average student travels to get to school.
Determine how far the average staff member travels to get to work.
Determine how students and staff travel to and from school.
Determine how much is spent each month on diesel for the bus routes.
Determine the total fuel consumption by buses and total miles driven.
  • Investigate use of walking school buses.
  • Determine safe routes to school.
  • Encourage and celebrate students and staff to walk, ride a bike, take the school bus, take public transportation, or carpool (e.g., enforced preferential parking with danglers for carpool participants).
  • Develop a plan to provide for covered bike parking which is close to each school.
  • Develop a partnership with the City of Corvallis to allow for free city bus transport for students.
  • Explore the option of using biodiesel in school buses.
  • Evaluate the bus routes for maximum efficiency and monitor on an annual basis.
  • Implement a communication plan to develop understanding regarding environmental and physical health issues related to idling. Implement a “No Idling” policy at every building for school buses and private vehicles.
  • Develop an awareness/education plan to improve the mileage of existing district, bus contractor and staff vehicles (e.g., students check the tire pressure of cars).
  • Evaluate alternative fuels for district vehicles.
  • Monitor annual fuel and maintenance costs.
  • Identify age of equipment.
  • Retrofit buses to be less polluting.
  • Develop a plan to encourage and implement District shop uses sustainable practices
  • Use a shop that has been certified by the Oregon Eco-Biz program for recognizing businesses with high environmental standards.
  • Work with local transit district to partner for increased efficiencies.
/ X
X
X
X
X
X
X
X
X
X
X
X / X
X
X
X
X
X / X
Procurement and Resource Management
Procurement and Resource Management
(cont.)
Procurement and Resource Management
(cont.) / Part I: Materials
  • Update and expand the District purchasing policy to include required and recommended guidelines to decrease impact of material use both at the central and building level.
  • Determine the % of purchases that are sustainable and/or green products
Determine recycling % of total waste.
Discontinue use of plastic bottled water
Identify the major purchases at the sites each year.
Identify the carbon footprint, life cycle effects and other environmental impacts of each purchase made at each site.
Identify the items bought in bulk, and explore expanding this option.
Identify the items bought in bulk with other schools or other school districts.
Identify the items that are made locally.
Evaluate the factors that are considered when making a purchase (e.g., is the true cost considered, or is it strictly what is cheapest?).
Purchase sustainable/reusable/biodegradable utensils & napkins for the cafeteria
Evaluate packaging of food, e.g., milk containers
Calculate the number of disposable utensils and napkins used each year, and explore purchasing these types of items in bulk with other districts.
Stop selling items on campus that are either not reusable or not recyclable.
  • Evaluate all recycling programs.
  • Recycle at extracurricular events.
  • Recycle cans, plastic, cardboard
  • Reuse cardboard boxes, folders and file folders
  • Recycle in the halls, cafeteria, library and other common areas.
  • Determine the ratio of trashcans to recycling bins at your building, and develop a plan to reduce this ratio.
  • Calculate the ratio of total trash collected each week to total recycling collected, and develop a plan to reduce this ratio.
  • If appropriate, recycle newspapers for the garden/composting.
  • Purchase recycled-content printer paper.
  • Purchase recycled-content toilet paper and paper towels.
  • Purchase printer paper with a low chlorine content and/or low brightness rating.
  • Make one-sided paper available at copy machines, and provide clear instructions for loading one-sided paper.
  • Encourage staff to reduce paper use.
  • Encourage teachers to use websites for their classes and to collect assignments electronically.
  • Encourage teachers to reduce the margins on assignments, accept single-spacing, accept work on previously used paper, and encourage double-sided printing.
  • Evaluate the school-logo clothing for your athletes, school store and staff based on a) where it is manufactured, the working conditions for the people making the school-logo clothing, and the material for the school-logo clothing made.
  • Conduct annual audits to evaluate recycling/re-use program
  • Guidelines for technology purchases
Part II: Energy
  • Convene a District-wide building energy team (SPARKS – School Personnel Advocating A Reduction in KilowattS)
  • Conduct a baseline energy use audit.
  • Record and monitor how much electricity each building uses each month.
Identify devices that use energy/electricity in classrooms.
Identify devices that use energy/electricity in the common areas (halls, offices, cafeteria. library, etc.)
Identify where andwhen the most energy is used.
  • Develop strategies for reducing energy.
  • Evaluate currentalternative energy use.
  • Evaluate solar panels output, and determine the feasibility of expanding the number of solar panels.
  • Calculate the carbon footprint for eachsite.
  • Identify strategies to achieve the Governor’s announced greenhouse gas reduction goals (arrest increases by 2010; reduce to 10% below 1990 levels by 2020; reduce to 75% below 1990 levels by 2050).
  • Determine energy use per square foot.
  • Determine if daylight is being used effectively.
  • Determine how much energy is from renewable energy sources.

Part III: Water
  • Conduct a water use audit.
  • Determine how much water each site uses each month.
Identify (if possible) where the majority of water is used at each site.
Identify and replace any damaged or leaking drinking fountains, faucets, toilets, showers in halls, classrooms, bathrooms, kitchens and cafeterias.
Identify and replace older, high flow toilets
Identify and replace any damaged or leaking exterior watering or sprinkler systems.
  • Develop a water monitoring system, including use and quality.
  • In places where there aren’t automatic watering devices, place signs reminding users to conserve water.
  • Develop effective methods for watering the grounds at each site, including the fields.
  • Explore the option of using rain and/or runoff storage as a source of water for watering the grounds.
  • Explore other gray water solutions.
  • Track of utility bills, waste removal costs per bldg.
Part VI: Buildings
  • New construction needs to be addressed and contained in building standards.
  • Recycle building materials
  • Use salvaged, refurbished and reused products when possible
/ X
COMMUNITY
and
culture / Community
Involvement
Community
Involvement
(cont.) /
  • Identify community partners that are working on sustainability issues or could provide education support, including community colleges and universities.
  • Organize community partners and resources so that they are easy for teachers and staff to use (organized by levels, key contacts).
  • Identify opportunities for students (e.g. SPROG, Focus the Nation).
  • Identify post secondary and ESD partners and the support/resources they can provide.
  • Create community wide opportunities for input to be given, direction set and vision established.
  • Support the interest and leadership of secondary school students in their commitment to sustainability.

Multi-Cultural Proficiency /
  • Translate district program into Spanish and other major first languages as possible.
  • Seek guidance from minority communities through cultural advisory groups to tailor programs and communications to ethnic or culturally unique groups.
  • Involve high school diversity or cultural clubs in sustainability communication, seeking guidance on multi-cultural involvement.

Communications /
  • Implement a sustainability awareness and communication plan
  • Develop plan for communicating energy saving measures.
Highlight sustainability work/projects success on the district and school websites
  • Maintain District web page information on sustainability initiatives/savings.
  • Develop a logo to communicate energy savings as purpose for conserving and using.
  • Communicate regularly the success of energy efficiencies.
  • Publish a monthly sustainability article that includes logo to school newsletters, local media and district web page through the sustainability committee.
Offer sustainability suggestions for home in parent newsletters.
Post sustainability efforts and opportunities in school offices and classrooms.
  • Use bulletin board at schools and Board room to highlight sustainability efforts and opportunities
/ X

School sustainability is also impacted by other areas including: funding, budgeting, land use planning, readiness for kindergarten, human resource practices and much more.

S:\DO\Super\Julie\Sustainability Committee\Sustainability Data List- 5-17-10.doc