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3 Low Cost Resources For Greening Your School

For schools and universities with already limited budgets, developing and implementing significant sustainability measures can seem daunting. While steps such as instituting campus-wide recycling programs, turning off classroom lights and unplugging computers and devices can have a positive impact, schools looking to make more substantial commitments to sustainability on a budget can easily tap into a wealth of free resources and grant- supported programs. From wind turbine funding to energy efficiency software, here are three cost-effective ways to improve school sustainability inside and out.

1. Integrate Wind Energy
Rural elementary and secondary schools in some states may want to consider participating in the U.S. Department of Energy’s Wind for Schools project. Wind for Schools provides project consultants to help establish small wind turbine installations at rural elementary and secondary schools, and then supports the installation with teacher training and hands-on curricula.

Wind for Schools also has the joint benefit of training higher education students to serve as its project consultants. Balancing education and sustainability, Wind for Schools’ specific goals are to equip college juniors and seniors with an education in wind energy applications; to engage communities in wind energy applications, benefits and challenges; and to introduce both teachers and students to wind energy.

Currently the program is only available to schools in Alaska, Arizona, Colorado, Idaho, Illinois, Kansas, Montana, North Carolina, Nebraska, Pennsylvania, South Dakota and Virginia. However, more than 145 wind turbines — primarily 2.4-kilowatt turbines on 70-foot guyed or 60-foot monopole towers — have already been installed throughout participating states. Participating schools can also monitor kilowatt-hours produced, utility dollars saved and average kilowatt-hours used per month and per year via the Wind for Schools online portal.
More information is available at The U.S. Department of Energy website, www.energy.gov.

2. Join the USGBC — For Free
In September 2015, the USGBC’s Center for Green Schools invited K-12 schools and school districts to take advantage of one free year of membership.

Understanding the unique financial and sustainability challenges and needs faced by K-12 schools and districts, the Center for Green Schools is committed to supporting green school efforts, according to the organization’s website. In addition to all the member benefits associated with a school or district’s USGBC organizational membership, the Center for Green Schools also offers additional support and resources for schools and school districts, including an invitation and scholarship eligibility to the organization’s annual School Sustainability Leaders Summit; complementary registrations and reduced membership rates for the Center for Green School’s Green Classroom Certificate program; access to resources such as the Paid from Savings Guide to Green Existing Buildings, the online Existing Schools Toolkit and regular webcasts for school staff and leadership; eligibility to submit content to be featured on the Center for Green Schools blog; and the Monthly Center for Green Schools digest.

Schools and school districts can sign up for a free year of USGBC membership at www.centerforgreenschools.org.

3. Pick the Right Site
While schools and universities may not have limitless options when it comes to site selection for a new project, renovation or expansion, selecting the right site can result in both long-term cost savings and environmental benefits.

The U.S. Environmental Protection Agency offers a comprehensive, free-to- use school siting guidelines document that helps schools and universities make the best use of often-scarce resources by deciding whether to renovate an existing school, build a new school on a current site, or build a new facility on a new site. It can also guide school and university leaders through decisions related to acquiring land for school facilities, using legacy properties or leasing space; and renovating or reusing existing properties and structures.

The guidelines are specifically intended to help officials make efficient use of energy, avoid costly and dangerous student exposure to pollution and hazardous substances, locate schools near public transportation and potentially design school facilities to double as emergency shelters.

The guidelines outline financial considerations for school siting, such as the cost for mitigating or reducing environmental risks and long-term stewardship of remediation measures. Further, they give specific information regarding high performance and green schools with energy efficiency, water efficiency, indoor air quality, safe materials and reduced environmental impact goals. They also lead officials carefully through the environmental review process, evaluating the impact of air pollution, and a variety of environmental threats such as mold, chemicals, pesticides, polluted soils and historic fill.

The School Siting Guidelines document is available on the EPA website, www.epa.gov.

Learn more in the July/August issue of School Construction News, available soon.

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Deferred School Maintenance: Pay Now or Pay More Later

School News — Wed, 03 Aug 2016 04:05:52 +0000

Deferred maintenance in K-12 schools has become a $271 billion problem, according to the 2016 State of our Schools: America’s K-12 Facilities report released by the Center for Green Schools at the U.S. Green Building Council, the 21st Century School Fund and the National Council on School Facilities. Adding lifecycle costs brings the estimate up to $542 billion. The report focuses on 20 years of school facility investments nationwide and the funding needed to make up for annual investment shortfalls in essential repairs and upgrades. Only three states’ average spending levels meet or exceed the standards for investment: Texas, Florida and Georgia.
New schools are exciting and beautiful, but the initial cost of construction accounts for only 10 percent of the facility’s lifetime cost. The remaining 90 percent must be funded so the building can serve students and educators as intended. Many districts struggle to fund ongoing facility maintenance. The State of our Schools report recommends adding at least $19 billion annually to the existing average of $42 billion appropriated to address deferred maintenance annually.
Most districts spend an average of 10 percent of their general operating funds for annual maintenance and operations each year. Most general operating funds are not budgeted to handle major repairs for components such as roofs and HVAC systems.
Typically, school buildings deteriorate at a rate of approximately 2 percent per year. If 2 percent of a facility’s total value is set aside each year, those funds can pay to replace facility components as they reach their end-of-life cycles. A building’s lifecycle might be 50 years, but individual components including roofs usually only last 20 years.
Inevitably, most school districts encounter monetary shortages at some point, and non-human assets usually bear the brunt of funding cuts. After all, roofs and boilers can’t petition their cases at board meetings when their budgetary needs aren’t met or make their voices heard during contract negotiations.
In the short term, moving a portion of maintenance funding to other operating funds may seem like an attractive option to get through hard times, but some districts make a habit of it. For example, some districts have moved upwards of 30 percent of their capital fund to operating funds, causing deferred maintenance needs to increase dramatically.
Many school systems dig out from large deferred-maintenance backlogs by combining one-time bond issues. Other districts implement permanent improvement levies where funds are used only for deferred maintenance and cannot be transferred to operating accounts. Permanent improvement levies enable districts to budget for big-ticket items when they are due for replacement, such as roofing and HVAC systems, and avoid compounded deferred maintenance costs. The biggest challenge is convincing taxpayers that a deferred cost is a compounded cost. If a district doesn’t set aside monies for roof repair and replacement beyond its useful life, the cost will compound due to water damage, mold permeation, etc.
Districts can save money if they include deferred maintenance costs in a facilities master plan. They decide what buildings should be kept “as is,” renovated, replaced, rebuilt or closed based on student demographic trends, total budget constraints, the district’s educational vision and the funds needed to support that vision.
When deferred maintenance issues are considered in isolation, the political will to address them wanes when compared to new construction and personnel investments. Packaging deferred maintenance within a broad facilities master plan provides an opportunity to closely link behind-the-scenes investments with high-profile matters of construction needs and educational vision. In the case of a broader capital campaign, districts have the opportunity make a compelling argument that funding for new construction must include funding to properly maintain facilities for the long haul.
Scott Leopold is a project director and GIS analyst for DeJONG-RICHTER. Since 2005 he has provided school districts with the technology tools they need for successful planning.

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Center for Green Schools Honors Sustainability Leaders

WASHINGTON — The United States Green Building Council (USGBC) Center for Green Schools, based in Washington, honored a number of projects, institutions and individuals in December with Best of Green Schools awards. The award program honors sustainability leaders and innovators working to create healthy, high-performing learning places across the educational spectrum.

“Selecting the Best of Green Schools honorees is an exciting and challenging process, as there are so many fantastic examples of efforts being made in communities large and small,” said Rachel Gutter, director of the Center for Green Schools, in a statement. “Some of the honorees go about their work quietly, while others are in public positions and have the attention of a national audience. Every one of the honorees is a leader, taking risks, setting an example for others, innovating and diligently pursuing a world in which every student attends a green school within this generation.”

The Monarch School, a Houston-based LEED Gold school, was honored in the K-12 category. The institution provides therapeutic education to students with neurological differences, such as autism spectrum disorder, hyperactivity, mood disorders and traumatic brain injuries, and integrates a number of green initiatives into its tailored curriculum.

Since 1997, The Monarch School’s environmental education program has offered students with special needs an opportunity to learn about the environment. The school’s Living Building Challenge (LBC) Studio Classroom was the first project in the state built to meet LBC requirements, and remains one of only five on the globe. The studio serves as an outdoor living classroom where students’ day-to-day interactive decision-making helps the building achieve net-zero energy and water performance, according to the Center for Green Schools. The school’s environmental programming also includes initiatives related to solar energy, wind power and geothermal energy, and incorporates active water harvesting.

Western Michigan University in Kalamazoo was honored in the higher education category for its recycling, energy conservation and waste reduction efforts, and for facilitating cooperative research into green manufacturing practices. Click here to read more about Western Michigan University’s green programming.

The University of Buffalo and the State University of New York, both located in Buffalo, also received an award for their collaborative efforts to educate the local community about green practices. The two universities planned and facilitated three region-wide environmental congress events to create Our Shared Agenda for Action, a blueprint for action on regional environmental issues. These events also inspired the creation of an environmental alliance that now includes more than 100 environmental organizations working in the areas of energy and climate change, transportation, food, habitat, environmental justice, parks and recreation, urban regeneration, and waste and pollution.

A complete list of winners in all categories can be found on the USGBC Center for Green Schools website.

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Western Michigan University Honored for Sustainability Efforts

KALAMAZOO, Mich. — Western Michigan University (WMU) was one of 10 institutions and individuals honored on Dec. 17 by the U.S. Green Building Council’s (USGBC) Center for Green Schools, which hosts an annual awards program to recognize the best environmental efforts in schools and universities across the country. The university was named the 2014 Best of Green Schools recipient in the higher education category.
WMU has a long history with sustainable design, with 20 buildings on campus that are either LEED certified or registered for certification. In 2010, WMU students became the first in the state to initiate and approve a fee that supports campus sustainability initiatives and provides funding for student research. School Construction News spoke with Doug Lloyd, project architect in the school’s projects/construction division, about the WMU’s commitment to green building and the next projects on the horizon.
Q: Why do you believe the school was honored as a 2014 Best of Green Schools recipient by the USGBC?
Lloyd: Western Michigan University’s sustainability journey began in the 1990s when the school eliminated the use of coal and implemented recycling. Over the past two decades, the school community has collectively served as a leader in sustainability through energy conservation and renewable energy implementation efforts, recycling and waste-reduction programs. WMU also facilitates cooperative research into green manufacturing practices. With 20 buildings on campus that are either LEED certified or registered, the university’s commitment to LEED is one of the highest in Michigan. In 2015, the school aims to establish a LEED Lab program on campus. The school has been recognized in Princeton Review’s Guide to 322 Green Colleges. Additionally, the Sustainable Endowments Institute recognizes WMU as one of 80 national campus sustainability leaders and the university was named a Michigan Green Leader by the Detroit Free Press.
Q: What is the latest sustainable building project the school is working on?
Lloyd: Western Michigan University is currently engaged with the design and construction of three large capital projects, having sustainability as a major component of the design and construction process.
East Hall Alumni Center is a complete renovation of the birthplace of WMU. Constructed in 1905, it was originally designed and served as a classroom and administration building; it is being repurposed to house the office of Development and Alumni Relations. It will serve as a touchstone experience for students, alumni, faculty, staff and the Kalamazoo community. East Hall is a three-story facility comprised of masonry and concrete construction. It has a total of 41,175 square feet. It is currently tracking LEED Platinum certification. East Hall is currently under construction, and project completion is scheduled for fall 2015.
Western Heights Residence Halls feature a new concept in student living on the Western Michigan University campus. The facility is designed to encourage social interaction among the freshman students through the design concept of living pods, creating a sense of identity and community within the living spaces with accessible adjacent public spaces, large and small. The Western Heights Residence Halls are comprised of two separate, four-story buildings of precast concrete construction, housing a total of 776 beds within 191,560 square feet. This project is currently tracking LEED Gold certification. The Western Heights project is currently under construction with occupancy scheduled for July 2015.
Western Michigan University is introducing a new dining experience for students, faculty and staff with Valley Dining Facility. This facility will have seating for a total of 1,000 patrons on the dining floor interspersed among seven distinct and separate restaurant areas: comfort foods, Italian, Southwest, Oriental, desserts, salads/deli and a grill area. The Valley Dining Facility will be of steel-framed construction, spread out across two levels with a total area of 61,593 square feet. This project is currently in the construction document phase, and scheduled completion is May 2016. It is currently tracking LEED Silver certification.
Q: What are some of the key green maintenance and operations procedures that the school participates in?
Lloyd: Western Michigan University’s sustainability efforts, which are part of its strategic plan, date back to 1971 when the university established Michigan’s first environmental studies program. In 1980, WMU launched a quasi-green revolving fund — the first in the nation — that is used to fund energy-saving projects. Energy savings from those efforts have been captured and reinvested in additional energy-saving initiatives over the years. Additional work at WMU has focused on solar power, electric vehicles, food and gardening stormwater management, and interdisciplinary efforts to build sustainability into curricula and research. In 2010, WMU students became the first in Michigan to initiate and approve a fee that supports campus sustainability initiatives and provides funding for student research.
Western Michigan University practices sustainable design, a planning approach that balances the relationships between buildings, people and their environment. When applied to design and construction of facilities and landscapes, this translates into the allocation and application of resources such that:

• Energy consumption is minimized.
• Construction and demolition wastes are recycled to the greatest extent possible.
• Landscaping uses native species, and stormwater runoff is captured and treated before entering the watershed.
• A healthy indoor environment is produced, by employing such strategies as natural daylighting, low off-gassing materials and fresh-air regulators.
• Materials, finishes and equipment, and mechanical, electrical and plumbing systems are chosen with total lifecycle costs taken into considerations, and not just the initial cost of purchase and installation.

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Survey Supports Green School Construction

PHILADELPHIA — Results from a new independent nationwide survey, announced during a press conference at the Greenbuild Conference & Expo in Philadelphia, revealed three out of four Americans are supportive of green schools. The survey, sponsored by Hartford, Conn.-headquartered United Technologies Corp. (UTC) and the U.S. Green Building Council’s (USGBC) Center for Green Schools, researched Americans’ attitudes toward the country’s public school buildings and investments to modernize school infrastructure.
The survey results showed that 90 percent of Americans think it is important to improve public school buildings. More than half of Americans surveyed (54 percent) rated K-12 school buildings and infrastructure in the U.S. as poor or fair at best. More than half of those surveyed also feel that the U.S. does not spend enough money on buildings and infrastructure in K-12 schools. Almost half of respondents (49 percent) said they would donate to a green schools cause and 43 percent would volunteer time to green their own schools.
“The results of this nationwide survey are a call to action for elected officials and school leaders across the country,” said Rachel Gutter, director of the Center for Green Schools at USGBC, in a statment. “Nine out of 10 Americans believe that it’s time for us to invest in transforming aging school facilities into 21st century learning environments. Regardless of political affiliation, Americans agree: where our children learn matters.”
The Center for Green Schools estimates that it will cost $271 billion to bring school buildings up to working order and comply with building codes. Additional steps taken to build schools that meet today’s education, safety and health standards would increase that estimated figure to $542 billion.
“Every day, 25 percent of Americans go to school as students, faculty, staff and administrators. Green schools improve learning, health and productivity, while lowering operating costs. There is measurable opportunity here to improve the day-to-day life for a quarter of Americans,” said John Mandyck, chief sustainability officer, UTC Building & Industrial Systems, in a statement. “These results show a tremendous level of public support for school infrastructure improvements and the investment they will require.”
The independent survey of 500 Americans was conducted via telephone from Oct. 31, 2013 to Nov. 4, 2013 by David Binder Research.

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Global Coalition for Green Schools Announced at Greenbuild

PHILADELPHIA — The Center for Green Schools at the U.S. Green Building Council (USGBC), in conjunction with the World Green Building Council (WGBC), announced the 29 founding members of the Global Coalition for Green Schools at the Greenbuild International Conference & Expo International Summit on Nov. 19 in Philadelphia.

All 29 founding members committed to establishing and leading a national coalition for green schools within their respective countries. The common goal is to promote a shared vision of green schools for all within this generation. The coalition facilitates information sharing that will help build these values into the education system. That includes sharing best practices, resources and case studies; providing tools and infrastructure to the network; and introducing programs, initiatives and campaigns that can be replicated worldwide.

Because the term “green school” can have several meanings in different cultures, the coalition identified three pillars that help define a green school: minimize environmental impact, optimize human health and performance and foster a generation of environmentally literate students. By highlighting how sustainability can be woven into infrastructure, culture and curriculum, the Global Coalition aims to foster these ideals in schools around the world.

“As members of the Global Coalition for Green Schools, we are united in our common pursuit of healthy, safe, resource-efficient schools that educate sustainability natives,” said Rachel Gutter, director of the Center for Green Schools at USGBC, in a statement. “But what inspires us and keeps us humble is seeing how much we have to learn from one another. Our approaches to greening schools may look very different, but what we all desire is to give our children every possible opportunity to succeed.”

In addition to the USGBC, the other 28 members are: Argentina GBC, GBC Australia, Botswana GBC, GBC Brasil, Canada GBC, Chile GBC, China GBC, Colombia GBC, Croatia GBC, Egypt GBC, Emirates GBC, Global Communities, GBC Ghana, Hong Kong GBC, Indian GBC, GBC Italia, Israel GBC, Jordan GBC, Kenya GBC, Mauritius GBC, Namibia GBC, Peru GBC, Qatar GBC, Romania GBC, Singapore GBC, GBC Slovenia, SUMe and Turkish GBC.

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Guide to Green Colleges Released by The Princeton Review

NEW YORK — The Princeton Review, an organization providing tutoring and admissions resources for college or college-bound students, released their fourth annual guidebook April 16, highlighting green colleges and their efforts to create a sustainable future.

In collaboration with the Center for Green Schools and the U.S Green Building Council, the free and comprehensive “The Princeton Review’s Guide to 322 Green Colleges: 2013 Edition” profiles colleges in the United States and Canada that have demonstrated a commitment to sustainability.

"Selecting a four-year college is a big choice. When we learned that the majority of prospective college students factor a school’s commitment to sustainability into their selection criteria, we wanted to ensure we were providing the best information," said Rachel Gutter, director of the Center for Green Schools at USGBC, in a statement. "We’re thrilled to team up with The Princeton Review for the fourth year to offer a guide to help make our future college students’ choices a little easier."

The study provided Green Rating scores for 806 colleges surveyed in July 2012 based upon 10 points of criteria. The more than 50 survey questions posed to school administrators included issues pertaining to local, organic or environmentally preferable food expenditures, offered transit options, available student sustainability committees, if new buildings are required LEED Silver certification, waste-diversion rates, environmental studies programs, environmental literacy requirements, greenhouse gas emissions and climate action plans, renewable energy resources and if the school employs a full-time sustainability officer.

Of the schools rated, 21 schools received a 99 rating on the Green Rating’s 60 to 99 point scale. There was no ranking system in this study.

According to Robert Franek, senior vice president and publisher for The Princeton Review, of the nearly 10,000 students who participated in the 2013 “College Hopes and Worries Survey”, 62 percent of college applicants said that a school’s commitment to the environment would affect their decision as to which schools to apply to.

"We recommend these schools to all students seeking colleges that practice and promote environmentally-responsible choices, and we commend USGBC and United Technologies Corp. for their continuing support to make this unique resource available for students," he said.

The guide, which began publishing annually in 2010, also provides a glossary of 40 green terms, school profiles, a list of schools with LEED certified buildings and advice on green campus living.

“Colleges train the next generation of leaders who will ultimately be responsible for putting green ideas into practice,” the study said. “By infusing sustainability principles into every aspect of higher education, there is a new priority for a whole generation of leaders, educated and trained, to make a greener world now.”

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Princeton Review and Center for Green Schools Release Annual Green College Guide

NEW YORK — The Princeton Review and the U.S. Green Building Council’s Center for Green Schools released the third annual edition of the nation’s most environmentally responsible “green colleges.”

Profiling 322 institutions of higher education in the U.S. and Canada that “demonstrate notable commitments to sustainability in their academic offerings, campus infrastructure, activities and career preparation,” the 232-page book is aimed at helping students select green schools that will both enhance their college experience and help them achieve a competitive edge in job-finding.

The 322 schools — not ranked in a hierarchy — were chosen for the book based on a survey conducted in 2011 of 768 schools across the U.S. and Canada. Schools were then given scores ranging from 60 to 99 based on sustainability-related policies, practices and programs.

The schools that earned a spot in the book received scores of 83 or above in the assessment.

Prospective students and parents have a combined buying power of at least $464 billion during the time of their college search, according to Rachel Gutter, director of the Center for Green Schools at USGBC.

“Colleges and universities need to demonstrate a deep commitment to sustainability to the 68 percent of students who say that a school’s commitment to sustainability is part of their decision making process,” Gutter said.

In addition to application, admission, financial aid and student enrollment information, the guide highlights each school’s most impressive environmental and sustainability initiatives.

“Green Facts” sidebars in the guide report statistics and facts on the school’s use of renewable energy sources, recycling and conservation programs to the availability of environmental studies programs, and green jobs career guidance.

The guidebook also includes an introductory section discussing sustainability issues and advice on how to live green on campus.

The Princeton Review, an education and test-prep service provider, first created the resource for college-bound students in 2010.

The Guide was developed with funding support from United Technologies Corp, founding sponsor of the Center for Green Schools — a Hartford, Conn.-based company providing energy-efficient products and services to the global aerospace and building industries.

“College-bound students are increasingly interested in sustainability issues,” said Robert Franek, Senior VP/Publisher at The Princeton Review. “Among 7,445 college applicants who participated in our 2012 ‘College Hopes & Worries Survey,’ nearly 7 out of 10 told us that having information about a school’s commitment to the environment would influence their decision to apply to or attend the school.”

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