This document summarizes a presentation given at a green schools conference. It discusses how California schools are pioneering green initiatives and profiles four schools that have implemented successful sustainability programs. The presentation focuses on how The Nueva School has integrated environmental stewardship into its curriculum, facilities, and community partnerships. It highlights programs in gardening, design thinking, and service learning. The presentation also provides an overview of Urban High School's sustainability vision and accomplishments in obtaining LEED certification, establishing a green team, and incorporating related topics into its curriculum and outdoor education program.
6. How to Green Your School
• Environmental Vision,
•
•
•
•
Mission, Goals, & Action Plan
Strong Leadership: Top
Down, Bottom Up
Teamwork: Green Council
and Green Teams
Five Disciplines
- Efficient Resources
- Healthy Environment
- Nutritious Food
- Ecological Curriculum
- Community Practice
Measure, Manage & Report
Progress
Inverness Associates
10. The Nueva School:
Environmental Stewardship and
Sustainable Development
Presented by Diane Rosenberg
Head of School, The Nueva School
The Nueva School | PreK–12 | Hillsborough • San Mateo
11. Overview
• Nueva has a longstanding commitment to
environmental sustainability and regeneration
that enhances its curriculum as well as its
campus
• Environmental stewardship and sustainable
development are responsibilities stemming
from its commitment to both the community
and its vision of serving as a “learning
laboratory”
12. Curriculum Integration: Garden
•
Kindergarteners nurtured and studied their own fava bean plants
•
1st grade harvested vegetables for their science unit on balance and
weight
•
2nd graders studied soil ecology, closely observing worm habitats and
plant roots.
•
3rd graders investigated how gardening and farming relate to the
question: how does geography affect the way that people live?
•
5th graders read Paul Fleishman’s Seedfolks, and as they read about
his community garden they grew their own
14. Curriculum Integration:
Service Learning Projects
•
3rd grade service learning fair: In small groups students chose different people
or groups they could help and used design thinking to come up with solutions
•
Middle School and Upper School students volunteer with groups like Acterra
and do habitat and watershed restoration
•
SPEW, Society for the Promotion of Environmental Welfare, was a student run
Middle School organization. One of 16 winning teams in 2010 Lexus Eco
Challenge
•
Members interested in communicating to other students the state of our
environment and doing hands-on projects that will help restore the earth
15. Alumni Participation
• Michael Mastrandrea1992: spoke to middle
school students about his global warming
research
• Jon Kaye 1985:
oceanographer, marine
microbiologist
• Kiran Sridhar 2011: Started
non-profit Waste No Food
16. Facilities and Infrastructure:
Hillside Learning Complex
• Award-winning gold-level
LEED
• Houses the central library,
cafeteria, a 3,700 squarefoot design lab, classroom
space, and an outdoor
plaza
• Estimated to use 70% less
energy than a comparable
school building of its size
• Provides instructional
platform
17. Facilities and Infrastructure:
Hillside Learning Complex
• It integrates green design principles
throughout:
– natural ventilation and cooling systems
– sun control and filtered natural light
– efficient irrigation and low flow plumbing
fixtures
– photovoltaic solar panels
– drought-tolerant landscape design and living
roof
– selection of non-toxic and recycled building
materials
18. Facilities and Infrastructure:
Lower and Middle School
• Reduced amount of water dedicated
to landscape irrigation
• Mansion water closets upgraded
• Community garden
19. Facilities and Infrastructure:
Upper School
• Located in a transportation hub
• Landscape design promotes re-introduction of
local ecosystems
• Natural ventilation and day-lighting strategies
• Efficient mechanical systems
• Energy-efficient construction and design
33. Lasting Impact
• Pizza Parlor Owner Buys New EnergySaving Refrigerator
• Composting Training Program Begins at
Public Market, Employing Urban Youth
• New Composting Program Diverts 1 Ton
of Garbage Away From Landfill Per Week
= 52 Tons of Garbage NOT Going to
Landfills Per Year!
38. In the Dominican spirit of Veritas (truth):
We celebrate diversity, recognizing God's presence
in ourselves and in all of creation.
We recognize what it means to be human in a global
community and respond with integrity to the needs
and challenges of our time.
46. "What if humans designed products
and systems that celebrate an
abundance of human creativity,
culture and productivity? That are so
intelligent and safe, our species
leaves an ecological footprint to
delight in, not lament?”
-William McDonough
47. Resources
Campus Facilities
• Get students involved! Survey trash cans & recycling bins or graph energy
and water use: http://www.greenschoolsalliance.org/
• Community Resources
–Local waste hauler, water district, energy provider, Green MBA Colleges
(provide free audits & recommendations): http://marinwater.org/
–Green Schools Initiative, Alliance to Save Energy, Marin Organic, Safe
Routes to School:
http://www.dot.ca.gov/hq/LocalPrograms/saferoutes/saferoutes.htm
-Track & monitor your usage (Energy Star Portfolio):
http://www.energystar.gov/
48. Resources
Curriculum
• Center for Ecoliteracy: http://www.ecoliteracy.org/
• Cloud Institute: http://cloudinstitute.org/
• Sustainable Schools Project: http://www.sustainableschoolsproject.org/
• Teens Turning Green: http://www.teensturninggreen.org/
• Edible Schoolyard Project: http://edibleschoolyard.org/
• National Gardening Association: http://www.garden.org/
• LifeLab: http://www.lifelab.org/
• Facing the Future: http://www.facingthefuture.org/
49.
50. Overview of Urban
Founded in 1966
Independent, coeducational high school
375 students
30% of students receive financial aid totaling $2.6
million
32% students of color
“Learning extends beyond the classroom to instill in
students a sense of mission and purpose as citizens of the
larger community and world.”
51. Sustainability at Urban
Vision 2013: Creating a Sustainable Future adopted by
Board in 2008
Overarching theme: School Sustainability with six areas
of focus
SUSTAINABILITY
Plan goals: achieve sustainable school operations and
graduate eco-literate students
53. Vision 2013 Implementation
Initiatives
Environmental Council comprising teachers,
administrators and students created Fall 2008
Purpose: promote awareness, leadership and action
around issues of environmental stewardship
Collected data and began using a sophisticated carbon
calculator to measure the school’s carbon footprint
In Spring 2010, Council established a goal of achieving
LEED EBOM rating
54. LEED EBOM
LEED Existing Building Operations and Maintenance aims
to maximize efficiency while minimizing environmental
impacts
Certifies that your building is actually operated,
maintained and performing more sustainably than its
peers
Students, teachers, staff and trustees worked
collaboratively on certification making the school’s
operations greener and more efficient
55. LEED EBOM (cont.)
Based on actual building operations and maintenance practices
in:
Exterior building site maintenance
Water and energy use
Sustainable purchasing policies
Waste stream management
Ongoing indoor environmental quality
Environmentally preferred cleaning
products and practices
Awarded LEED Platinum Certification for
Existing Buildings Operation and
Maintenance October 2012; first school
building in US to receive designation
56. Green Team: Student Leadership
Student leadership group established in 2008-09; works with a
faculty advisor
Focuses on making school operations more sustainable and
more efficient; educates student body (videos, bulletin board
posts, etc.)
Green Team accomplishments include:
Rechargeable battery program
Low-flow plumbing fixtures
Replaced all halogen lights with LED bulbs
Compostable cups and utensils
Increased sourcing of local and/or organic
ingredients in cafeteria
Urban as a CSA drop box point
Assessment of cleaning supplies and other toxins on campus
Refillable whiteboard markers
Turning off unnecessary classroom lights
58. Environmental Sustainability
in the Curriculum
Key initiative in Vision 2013
Goal: develop student understanding of basic concepts in
ecology, sustainability and conservation; awareness of
human impacts on environment; skills needed to play a
leadership role in solving complex
environmental problems
Prepare students to be knowledgeable,
proactive and literate in sustainable and environmentally
sound practices
59. Sustainability in the Curriculum
2008-10, school undertook a curricular review process
focused on environmental sustainability
Developed new courses, including:
United States Environmental History, The Naturalist as
Writer, UAS Environmental Science:
Ecology, UAS Environmental Science:
Physical Resources, Economics
New content added to existing
courses specifically related to
sustainability: Marin Biology,
Geology, and Science 1 and 2
60. Outdoor Education Program
Self-selected trips include: Climbing Trip, Survival Skills,
Pie Ranch, Cross Country Ski Trip, Sea Kayaking, Rafting
Mandatory grade level trips offer students and teachers
opportunity to build class unity and foster responsibility
through trail work
and other outdoor activities
Nationally recognized service
learning program; many
environmentally focused
Overview: Inspiration for Change (slide 1)
Dominican Sisters’: In the 1990’s, the Dominican sisters embarked upon the Sustainability Project. They realized that their centuries long mission to care for people needed to have a broader scope. In other words, that they needed to care for the environment, as well, in order to insure the well being of all.
Our school: (slide 2)
Our school: (slide 2)
As a Dominican School, this became an integral part of our mission: “We celebrate diversity, recognizing God’s presence in ourselves an in all creation. We recognize what it means to be human in a global community and respond with integrity to the needs and challenges of our time.”
As educators, we recognize that our ultimate goal is to educate students to have knowledge and skills to help create a future where we can all THRIVE
Physical Context: Effective Use of Resources
Facility: 500+ acres w/almost 700 people
Early on there was awareness on need for change. If we want to teach about sustainability, we must model it through our practices. The game changer was really hiring a Director of Sustainability to advance campus-wide initiatives. Changes to improve our daily operations then included: (slide 3)
Audits and assessments of how we use resources, such as water, energy, waste, etc.
Creating an understanding for the need to more efficiently manage resources – partnerships were created with the administration, maintenance, and service food services to help coordinate these changes.
This resulted in several fundamental environmental “retrofits”
Managing our waste: Reducing where possible (ex. Junk mail, printed materials), green purchasing (non-toxic cleaning supplies, products with recycled content), recycling and composting food and landscape waste. We also have an onsite large scale horse manure system that provides compost for school garden & campus. We currently have a %64 recycling rate. Recycling & Composting saves up to $15,000 annually.
Energy & Water Conservation
Energy – We perform annual audits and track our usage through the Energy Star Portfolio Manager. We have retrofitted almost of our lighting, installed LED exit signs, upgraded to more efficient boiler with weather sensor controls, installed programmable thermostats and light sensors in some bathrooms, solar thermal system for pool, 412kW Photovoltaic system that generates up to 85% of schools energy needs. Since the installation, we have reduced carbon emissions by an estimated 11,625 metric tons .In efficient lighting alone, we have saved an estimated $19,792/year and 83,272 annual kWh. Additional lights are being installed this year for savings of $4,800 and 25,278 kWh.
Water - Annual audits and monitoring through utility bills. We have all low flow toilets, installed aerators to faucets, efficient showerheads, capped off unnecessary irrigation and swtiched to drip, native and drought tolerant plantings, compost & mulch to protect soil, three 10,000 gallon tanks collect water from artesian spring to water garden, students paint 100 gallon rainbarrels installed on campus to water student planting pots.
Result: All of this has led not just to more efficient daily operations, but as we have created a healthier environment, we choose green ways to school, we teach nutrition through the garden, serve local and organic food, consistently use green seal certified cleaning products and have developed wellness programs. We have created a HEALTHIER environment for work and a dynamic context for learning.
We have an extensive bus transportation system with 75% of student ridership. In partnership with Safe Routes to School, we hold “Green Ways to School Days” and provide bike safety workshops.
Students learn where food comes from by growing in the garden. They harvest and cook in the garden kitchen where they learn about nutrition, cultural traditions and basic food preparation. Garden produce and foods from local farms are served in the cafeteria (30% organic). Students visit local farms to learn about sustainable farming and glean food that is donated to other schools or food banks. All food scraps are composted and the cycle starts again!
The campus becomes a model for sustainability and a living classroom: students can analyze data generated by solar panels, or understand the seed to table cycle as they work in our school garden and prepare food in the garden kitchen.
Garden Program
Prek-5th Grade classes visit the garden weekly during 6-week garden units. Lessons follow a Seed to Table model, but are adapted to each classes curriculum.
For example: 3rd grade studies local environment so in the garden we focus on local agriculture in Marin. Students learn about the different types of farming in Marin. They experience each type of farming experientially: vegetable farming – they plant and prepare a seasonal veggie dish, dairy farming – they make homemade cheese; Underwater farming – they study anatomy of oysters & clams donated by local oyster farm, bbq and eat.
Foster student leadership at each division level: Green Team in the HS & Eco-club in the MS
Invite the community onto campus to educate and celebrate through: Garden potlucks, annual garden day and Earth Day
Student Green teams provide a forum for students to make change. (examples: awareness campaigns, solar presentation to board, Auspens, recycling improvements and planning annual Earthday activities.,
Ultimately, students learn how to apply principles of sustainability to the wider community through participation in: gleaning, homeward bound and beach clean-ups
To truly educate and prepare our students for a sustainable future, our most important step is to develop an innovative curriculum that places sustainability at it’s core by integrating key concepts, such as systems thinking, and giving many opportunities to apply them across all disciplines and all grade levels (next slide)
Challenges
Very large campus to manage
Financial constraints – not always the resources to dedicate
International student body – creates cultural differences to overcome
Director of Sustainability for a Pre-K to 12 school cannot always be everywhere at all levels to the advance program
Benefits
Real cost savings for school: In efficient lighting alone, we save up to $25,000 annually, recycling/composting saves up to $12,000 annually and our solar array offsets 65% of our electricity bills.
Overall success of program: Crittendon example – Students making change in their communities.
Conclusion: Recently, environmental author, William McDonough, spoke at our school about his book, The Upcycle, and he advocated for a mindset that moves us beyond sustainability to one where we design for abundance. He said:
What if humans designed products and systems that celebrate an abundance of human creativity, culture and productivity? That are so intelligent and safe, our species leaves an ecological footprint to delight in, not lament?
This truly is what we hope to achieve through all that we do and we encourage you in your efforts to do likewise.