Highlights from the 2018

Honorees

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Table of Contents

Table of Contents....................................................................................................... 2

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

Honorees at a Glance.............................................................................................. 13

2018 Director’s Award.............................................................................................. 14

2018 U.S. Department of Education Green Ribbon Schools ................................... 15

Alabama..................................................................................................................... 15

Legacy Elementary School, Madison, Ala............................................................... 15

Woodland Forrest Elementary School, Tuscaloosa, Ala. ........................................ 17

Jacksonville State University, Jacksonville, Ala. ..................................................... 19

California .................................................................................................................... 23

Monterey Road Elementary School, Atascadero, Calif............................................ 23

Top of the World Elementary School, Laguna Beach, Calif..................................... 26

Maple Village Waldorf School, Long Beach, Calif. .................................................. 28

Jack London Community Day School, Valley Glen, Calif. ....................................... 31

Tahoe Truckee Unified School District, California ................................................... 34

Colorado..................................................................................................................... 37

Central High School, Grand Junction, Colo............................................................. 37

Mackintosh Academy, Littleton, Colo. ..................................................................... 39

Connecticut ................................................................................................................ 42

Western Connecticut Academy for International Studies Elementary Magnet School, 

Danbury, Conn. ....................................................................................................... 42
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Delaware .................................................................................................................... 46

Emalea P. Warner Elementary School, Wilmington, Del......................................... 46

Department of Defense Education Activity ................................................................. 47

Spangdahlem Middle School, Spangdahlem, Germany.......................................... 47

Florida ........................................................................................................................ 50

Gove Elementary School, Belle Glade, Fla. ............................................................ 50

Georgia ...................................................................................................................... 53

Charles R. Drew Charter School, Atlanta, Ga. ........................................................ 53

Godley Station K-8 School, Savannah, Ga. ............................................................ 57

Saddle Ridge Elementary Middle School, Rock Spring, Ga.................................... 60

Lanier High School, Sugar Highway, Ga................................................................. 62

Georgia Southern University, Statesboro, Ga. ........................................................ 64

Hawaii ........................................................................................................................ 68

Honowai Elementary School, Waipahu, Hawaii ...................................................... 68

Illinois ......................................................................................................................... 71

Monroe Elementary School, Hinsdale, Ill................................................................. 71

Southside Occupational Academy High School, Chicago, Ill................................... 73

Wolcott School, Chicago, Ill..................................................................................... 75

University of Illinois at Chicago, Chicago, Ill............................................................ 78

Iowa............................................................................................................................ 81

St. Columbkille Elementary School, Dubuque, Iowa ............................................... 81

Kansas ....................................................................................................................... 84
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Manhattan-Ogden Unified School District, Kansas.................................................. 84

Kentucky .................................................................................................................... 87

Meadowthorpe Elementary School, Lexington, Ky.................................................. 87

Maryland .................................................................................................................... 89

Newport Mill Middle School, Kensington, Md. ......................................................... 89

Manchester Valley High School, Manchester, Md................................................... 92

Massachusetts ........................................................................................................... 94

Arlington Public Schools District, Massachusetts.................................................... 94

Mendon-Upton Regional School District, Massachusetts........................................ 96

Minnesota................................................................................................................... 98

North Park Elementary School, Fridley, Minn.......................................................... 98

Moreland Arts and Health Sciences Magnet School, West St. Paul, Minn............ 100

River’s Edge Academy School, St. Paul, Minn...................................................... 103

Gustavus Adolphus College, St. Peter, Minn. ....................................................... 105

Missouri.................................................................................................................... 109

Bellerive Elementary School, Creve Coeur, Mo. ................................................... 109

Green Trails Elementary School, Chesterfield, Mo................................................ 111

W.W. Keysor Elementary School, Kirkwood, Mo................................................... 114

St. Louis University High School, St. Louis, Mo. ................................................... 116

Montana ................................................................................................................... 118

Superior School District, Superior, Mont. .............................................................. 118

New Jersey .............................................................................................................. 120
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Highland Regional High School, Blackwood, N.J. ................................................. 120

North Brunswick Township High School, North Brunswick, N.J. ........................... 122

New York.................................................................................................................. 125

Park Avenue Elementary School, Warwick, N.Y. .................................................. 125

Warwick Valley High School, Warwick, N.Y. ......................................................... 128

Ohio.......................................................................................................................... 131

Magnificat High School, Rocky River, Ohio........................................................... 131

Pennsylvania............................................................................................................ 134

Wexford Elementary School, Wexford, Pa. ........................................................... 134

Mt. Lebanon High School, Mt. Lebanon, Pa.......................................................... 136

Rhode Island ............................................................................................................ 137

Potter-Burns Elementary School, Pawtucket, R.I. ................................................. 137

The University of Rhode Island, Kingston, R.I....................................................... 140

Virginia ..................................................................................................................... 144

Lanier Middle School, Fairfax, Va.......................................................................... 144

Henry County Public Schools, Virginia.................................................................. 147

Washington .............................................................................................................. 150

Broad View Elementary School, Oak Harbor, Wash. ............................................ 150

Carnation Elementary School, Carnation, Wash. .................................................. 152

Eatonville Elementary School, Eatonville, Wash. .................................................. 155

Weyerhaeuser Elementary School, Eatonville, Wash. .......................................... 157

Wisconsin................................................................................................................. 158
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Brooklyn Elementary School, Oregon, Wisc.......................................................... 158

Oregon Middle School, Oregon, Wisc. .................................................................. 161

Gateway Technical College, Kenosha, Wisc......................................................... 164

Acknowledgements................................................................................................ 168
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Introduction

The Origins of ED-GRS

In 2011, key advocates from the Campaign for Environmental Literacy, the Center 

for Green Schools at the U.S. Green Building Council (USGBC), the National Wildlife 

Federation (NWF), and the Earth Day Network steered some 80 national and statebased nonprofit organizations to request that the U.S. Department of Education (ED) 

honor schools for their sustainable facilities, health practices, and effective 

environmental education. The award that evolved from this petition, U.S. 

Department of Education Green Ribbon Schools (ED-GRS), has had a significant 

effect on the green schools movement and allowed ED an unprecedented platform 

to address school facilities, health, and environment.

These advocates and the federal family ultimately assisted ED in developing a 

consensus definition of a green school, featuring what came to be known as the 

three Pillars of the award: 

Pillar One: reducing environmental impact, such as waste, water, energy, 

greenhouse gases, and transportation, encompassing the areas of school 

facilities, grounds, and operations; 

Pillar Two: improving health and wellness by promoting a healthy physical 

environment (including aspects such as air quality, contaminant control, moisture 

control, acoustics, daylighting, pest management, and thermal comfort) and 

student and staff wellness practices (such as healthy school food and outdoors 

physical activity); and 

Pillar Three: offering effective environmental and sustainability education, 

including civic learning, green careers, and STEM (science, technology, 

engineering, and math) connections. 

How the ED-Green Ribbon Schools Recognition Award Operates

Going beyond the award requested by stakeholders, ED-GRS has become the 

federal communications and outreach tool around specific areas that ED had, until 

its advent, addressed infrequently. The award has allowed the agency to use its 

reach and audience to address matters of school facilities, health, and environment 

by highlighting innovative practices and sharing useful free resources in these areas, 

despite limited authority to run grant programs in these realms.

Annually, state education officials voluntarily participate by nominating their top 

schools, districts, and postsecondary institutions based on their achievement in ED’s 
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three Pillars. Although ED provides some suggestions as to how state education 

agencies might document nominees’ work in the three Pillars, ultimately, states have 

flexibility in their selection and nomination, provided that they document progress for 

each nominee in all of the three Pillars. ED then uses the award to communicate 

honorees’ promising practices and the helpful resources they successfully employ to 

all of the nation’s schools. 

Growth of the Initiative’s Communications and Engagement Functions

Over time, ED has added several components to the initial school award, including 

recognition of school districts and postsecondary institutions, as well as a state 

education agency official’s award. The program’s outreach also has grown, along 

with its engagement functions, with a resource web site, www.greenstrides.org, and 

a Green Strides tour spotlighting clusters of honorees around an annual theme. 

Green Strides, the outreach and engagement arm of the award, uses its web site, a 

newsletter, and social media to get the word out about free resources, programs, 

grants, and webinars available to schools in the three Pillars, to the extent that ED’s 

limited federal resource commitment allows. 

ED-GRS by the Numbers

With the 2018 cohort, the award has now honored some 386 schools, 62 districts, 

and 40 postsecondary institutions. In this case, larger numbers are not necessarily 

indicative of broader influence. ED-GRS was never intended to certify thousands of 

schools. Each year, state education agencies are invited to nominate up to five 

prekindergarten through 12th grade school or district candidates and just one 

postsecondary institution. This is because ED requires only a few examples to 

highlight innovative practices. For the same reason, institutions – whether school, 

district, or postsecondary – are eligible only once for this award, and always must 

state their designation with the year in which they were honored. Once ED has 

highlighted an institution’s practices, it is useful to move on to highlighting other, 

diverse examples. In fact, schools nominated from districts that already have won 

the award should demonstrate achievements above and beyond those previously 

honored in the district application. 

ED-GRS Honorees by Year and Type

Year Schools Districts* Post-secondary* Total

2012 78 N/A N/A 78

2013 64 14 N/A 78

2014 48 9 N/A 57

2015 58 9 14 81
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2016 47 15 11 73

2017 45 9 9 63

2018 46 6 6 58

Total 386 62 40 488

*The District Sustainability Award was added in 2013, and the Postsecondary Award in 2015.

Number of Participating States

Despite the exciting efforts ED has highlighted with this recognition award, there is 

still work to be done to improve school facilities, health, and environment 

engagement. Roughly 30 states voluntarily nominate annually for this award. That 

means ED does not have a mechanism for highlighting the practices of green 

schools in the remaining 20 states, where state education agencies choose not to 

nominate. 

Side bar: Number of Nominating Authorities by Year

Year Number of Participating Nominating Authorities

2012 30

2013 32

2014 30

2015 30

2016 27

2017 29

2018 26

• All states, territories, the District of Columbia, the Department of Defense 

Education Activity, and the Bureau of Indian Education are invited to nominate. 

Contributing to the Development of a More Coherent Definition of a Green School

A key contribution of the award is believed to be that -- to some degree and for at 

least a time – it brought various agencies and organizations together around a 

common definition of a green school. Rather than one organization using the term 

“green school” to denote an energy-efficient school, another using it to refer to 

institutions offering environmental and sustainability learning, and a third employing 

it to indicate environment health or wellness practices, there has been a 

convergence such that a green or sustainable school must encompass all three 

Pillars. There continue to be initiatives that focus squarely on one segment of this 

work; however, it usually is with the stated understanding that they form part of a 

broader three-Pillar effort.
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A Bully Pulpit for School Facilities, Health, and Environment

In 2011, the term “green school” was a relatively unknown concept at ED, as well as 

across much of the country. Today, there is a growing understanding of what this 

work entails, at least in small part because of ED’s efforts annually to illustrate this 

work with the concrete practices of its honorees. ED’s oversight of this award has 

offered the agency an opportunity to address and engage on school infrastructure 

and operational costs; environmental health and school wellness practices; 

nutritious, local, and student-grown school food; and hands-on, outdoors, projectand place-based, authentic, environmental, civic, and sustainability learning, among 

other related topics. The award also has allowed ED to highlight unique local, state, 

and national partnerships and where sustainability efforts intersect with equity.

A Significant Effect with a Limited Budget and Innovative Collaboration

Despite the limited availability of funds, the award has facilitated collaborations and 

connections that have saved resources. For example, both ED-GRS and Green 

Strides have enabled ED to share the many programs for schools offered by 

counterparts at the National Oceanic and Atmospheric Administration (NOAA); U.S. 

Environmental Protection Agency (EPA); U.S. Departments of Agriculture, Interior, 

and Energy; and collaborators across the for- and nonprofit private sectors.

In the same way that ED works more effectively across a broader range of federal 

agencies as a result of the award, many state education agencies also are 

collaborating in exceptional ways with state health, environment, and energy 

agencies to select their nominees to ED. The private sector, both for- and nonprofit, 

also has gotten involved at federal, state, local, and school levels, working with 

schools and governments. Through this collaboration, ED’s recognition award has 

become a tool to get various parties working better together for the benefit of 

students across the nation. 

Green Schools Are Successfully Serving Disadvantaged Populations 

Nearly fifty percent of ED-GRS honorees have served majority disadvantaged 

student populations, as measured by free and reduced-price lunch. While this is in 

part due to award criteria design, which asks states to ensure at least one of their 

nominees is disadvantaged, state nominations have exceeded this minimum 

requirement. With ED-GRS designated schools, districts, and post-secondary 

institutions providing better education to traditionally underserved students, green 

schools practices may be another tool to advance equal access to a quality 

education for all students.

A Green School Need Not Be Newly Constructed
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To ensure that the award highlights diverse examples of sustainability, it assesses

candidates based on resources available to them, rather than in comparison to each 

other. In fact, the award has, over the years, highlighted many older school 

constructions that are engaging in low-cost, but highly effective retrofits and 

behavioral change. All of these are steps that any school community can undertake, 

without a new construction that is designed specifically to be resource efficient and 

environmentally healthy. In this way, the award has helped to educate the public 

about the broad applicability of green school practices, in old buildings and new.

Creating Incentives for Multiple Pipelines for Sustainability Improvements by All 

Schools 

Another important consequence of the award has been the refinement of various 

national and state-specific green schools programs that it has spurred. Many states 

have realigned pre-existing state green schools programs, built new ones, and now 

recognize runners-up beyond those they nominate to ED, in order to create 

pathways to the national award, broaden recognition within individual states, and 

incentivize more change. 

The 2018 Cohort

This year’s selectees were confirmed from a pool of candidates voluntarily 

nominated and exhaustively reviewed by 26 state education authority 

implementation teams, including 25 states and the Department of Defense 

Education Activity, which manages all schools for military children in the United 

States and overseas at American military bases. While selection processes vary 

from state to state, members of several state agencies as well as outside experts 

often comprise selection committees. At the federal level, we have selected 46 

schools, six districts, and six postsecondary institutions that demonstrate promising 

practices to cut costs, improve health, and ensure that students learn through the 

most hands-on, engaging means possible.

The diversity of U.S. Department of Education Green Ribbon Schools, District 

Sustainability Awardees, and Postsecondary Sustainability Awardees and range of 

their work proves that any school, district, or postsecondary institution can take 

steps to improve the sustainability, health, and safety of school facilities; ensure 

nutrition and fitness practices for a lifetime of wellness and productivity; and engage 

students in real-world learning. 

Schools use sustainability in context to teach important civic values and skills that 

encourage students to grow into responsible, compassionate, and contributing 

citizens. Furthermore, working with dynamic environmental, social, and economic 

systems from an early age nurtures precisely the type of thinking, collaboration, and 
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problem-solving skills that careers of the future require, whether these students 

graduate from green career and technical programs, green college preparatory 

schools, community colleges, or liberal arts colleges. 

It is with tremendous pleasure that we present the 2018 U.S. Department of 

Education Green Ribbon Schools, District Sustainability Awardees, and 

Postsecondary Sustainability Awardees. These honorees are ensuring that their 

students learn to live, work, and play with sustainability and health in mind, not as an 

afterthought, but as an integral part of everything they undertake.

The 2018 Green Ribbons are here. Prepare to be amazed! When you recover, go 

to our http://www.greenstrides.org page and get started using some of the same 

tools these awardees employ.

Andrea Suarez Falken

Director, U.S. Department of Education Green Ribbon Schools and

Facilities, Health, and Environment Liaison
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Honorees at a Glance

Total honorees 58

Prekindergarten through 12th grade 

schools

46

Non-public schools 6

Charter schools 2

Magnet schools 2

Public schools 40

Districts 6

Institutions of higher education 6

Total disadvantaged 26 (45 percent)
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2018 Director’s Award

The Director’s Award recognizes a state education 

official’s exemplary efforts to administer the U.S. 

Department of Education Green Ribbon Schools (EDGRS) recognition award. The ED-GRS Director’s 

Award is given annually to the state education agency 

official who does the most to advance green schools in 

his or her state, by running a robust competition and 

nomination process; connecting schools to resources 

in all three Pillars; amplifying the stories of honorees; 

helping schools learn from one another; partnering 

with a variety of entities to bring more resources and 

expertise into schools; and exhibiting a dedication to exceptional school facilities, 

health, and environmental education through activities outside of the administration 

of the award. 

ED is delighted to have selected Penny Taylor, director of the Florida Department of 

Education’s Office of Healthy Schools. For seven years, Taylor’s leadership and 

dedication have been integral to the award’s success in Florida, and to the continued 

momentum of the green schools movement in Florida, and across the nation. 

Taylor gave the award a permanent home in her office in 2012, and hosted a leg of 

the Green Strides Tour in 2014. She has supported schools and districts in the 

process of applying for the award, including providing feedback and mentoring so 

that they can improve for re-application. She has participated in the Florida Summer 

Health Academy, Learn Green Conference, Sustainable Florida Summit, and the 

Green Schools Conference and Expo, among other professional gatherings related 

to school health, environment, and sustainability. She also has built successful 

partnerships with the Florida Department of Environmental Protection, the Florida 

Department of Health, the Florida Department of Agriculture and Consumer 

Services, non-profit Sustainable Florida, as well as curriculum and facilities offices in 

the Florida Department of Education. The Memorandum of Understanding she

devised with several of these partners established the Florida Green School 

Network, helping to create a pipeline of nominees for ED-GRS recognition and to 

support the green schools movement in the state of Florida

She has modeled excellence in U.S. Department of Education Green Ribbon 

Schools implementation for other state education authorities to follow. We 

commend Taylor for her work to promote environmental stewardship, health, and 

sustainability, and for inspiring even more schools to aim high. 
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2018 U.S. Department of Education Green Ribbon Schools

Alabama

Legacy Elementary School, Madison, Ala.

A learning pond inspires an entire school of fish

The mission of Legacy Elementary School is to create students who lead by 

example, explore with passion, and succeed in all their endeavors. The faculty 

provides students with an active, student-centered instructional setting that extends 

learning beyond the classroom and into the world around them using real-life 

connections, with the understanding that children should be given multiple 

opportunities to develop leadership skills and take ownership of their learning before 

entering middle school. By 

incorporating environmental and 

sustainability education, students 

become leaders of their future. 

Legacy’s Project Pond is one of the 

largest outdoor classrooms in the 

state of Alabama. Project Pond is 

an integral part of everyday life at 

Legacy and used by students every 

day. Through Project Pond, 

students learn about and explore the 

habitats of the many animals that 

make their home at the pond, while 

also learning how to maintain the 

pond’s natural environment. Pond 

workdays are set aside as an extension of the school day to build student ownership 

and environmental responsibility.

In addition to providing direct interaction with their outdoor environment in an 

educational setting, Project Pond offers students opportunities for leadership. 

Students who serve on the student pond committee are active in making decisions 

about the outdoor classroom, and those involved with the Lion Postal Service are 

tasked with spreading the news. “Big Fish in a Little Pond” is a program created by 

students, for students. This cooperative project involves fifth-grade students, the Big 

Fish, in planning, preparing, and delivering standards-based science lesson to 

younger students, the Minnows, in kindergarten through fourth grade. In both roles, 

students eagerly become leaders of their own learning. 

Legacy Elementary's outdoor classroom
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Legacy students are proud of Project Pond, and take an active interest in 

showcasing it to the school community through events like Family Reading Night, 

Math and Science Night, the Special Needs Rodeo, and the Watch D.O.G.S. dads 

kickoff event. A wheelchair-accessible pathway around the pond is illuminated for 

Family Reading Night, adding a beautiful touch. Every year, Legacy welcomes 

wildlife biologists from Alabama Wildlife Federation, where they provide casting and 

fishing lessons. Each student has the opportunity to earn his or her own youth 

fishing license by participating, and all Legacy students have the opportunity to go 

fishing at Project Pond. These extracurricular activities help foster a lifelong love 

and appreciation for the beauty and joy of the outdoors and wildlife, and instill a 

sense of pride in students of their campus.

The Legacy community demonstrates a dedication to sustainability in its 

management of the school building and grounds as well. The school has switched 

to low-wattage light bulbs, placed aerators on water faucets, installed water bottle 

filling stations in the cafeteria, and begun the installation of solar panels. Playground 

equipment is chromate copper sulfate-free, and school facilities personnel take leaks 

seriously, responding immediately to prevent mold issues. 

School counselors and cafeteria workers collaborate with teachers in educational 

programs to teach students healthy habits ranging from dietary choices to character 

education. Every month, Legacy students participate in “Healthy Conversations,” a 

program in coordination with physical education teachers and cafeteria workers, 

which uses Legacy’s Student Broadcasting Service to teach students the importance 

of a variety of food groups in a healthy diet. 

Legacy works with several outside agencies to provide students a glimpse of 

environmental issues and careers in action off campus. Legacy’s fifth graders visit 

the McDowell Environmental Center, where they experience a farm to table 

relationship firsthand. Annually, students participate in a drinking water festival at 

the University of Alabama―Huntsville, where they learn about the importance of 

water and our relationship to precious wetlands, ponds, rivers, and other water 

resources. 

Like many schools, Legacy has an active recycling program. The school takes 

students a step further by visiting the solid waste disposal and recycling center 

where school waste is incinerated, recycled, and used to power Redstone Arsenal, a 

nearby Army garrison. On this trip, Legacy students see and experience the effects 

of renewable energy firsthand. 

Legacy was chosen to participate in GreenpowerUSA’s engineering challenge. A 

Legacy team is designing, building, testing, and racing an electric car. Legacy 

partners with the Alabama Science, Math, and Technology Initiative, Project Lead 
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the Way, Project WET, and Project WILD to bring environmentally and sustainabilityfocused STEM into the classroom.

Woodland Forrest Elementary School, Tuscaloosa, Ala.

Discovering Alabama, while protecting one watershed at a time

Woodland Forrest Elementary School is a place where all students embrace the 

motto: “Discovery Starts Here.” Located on 15 acres of land in the Hurricane Creek 

watershed, Woodland Forrest serves 527 prekindergarten through fifth grade 

students within the Tuscaloosa City School 

system. Woodland Forrest makes a great 

effort to ensure that all students experience 

the excitement of science and, in so doing, 

discover that the natural environment is 

worth preserving. A Discovering Alabama 

model school, a Leader in Me school, and a 

Title I school, Woodland Forrest educates 

with the belief that all students can be 

leaders, taking responsibility for both 

themselves and their environmental impact. 

Abundant and purposeful nature areas are 

available around the school for students to 

experience learning outside the classroom. 

Woodland Forrest is proud to be the home of 

an Alabama Certified Outdoor Classroom, 

which includes vegetable and butterfly 

gardens, a pond with recirculating water-flow 

waterfalls, sensory gardens, a bird 

sanctuary, and a nature trail. Students 

experience science in this real-life setting, 

gaining valuable opportunities to learn about their place in the natural ecosystem. 

Students learn the importance of crop rotation, integrated pest management, and 

composting through their garden. Not only do they participate in planting and 

tending to their gardens, but they eat what they reap. This brings their learning to 

life. 

Students use the Woodland Forrest nature trail, which runs through approximately 

two acres of undeveloped forest land, to learn about native plants and natural wildlife 

habitats. In the school’s Discovery Lab, classroom teachers collaborate with the 

Woodland Forrest students mapping the 

school garden
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science instructor to teach lessons that help students understand their role in 

protecting the environment. Reading and social studies materials purposefully 

integrate readings to support learning about sustainability. Teachers participate in 

professional development opportunities including Project WET, Project WILD, 

Project Learning Tree, Alabama Math, Science, and Technology Initiative, Growing 

Up Wild, and Alabama Wildlife Federation. Woodland Forrest also partners with 

organizations such as Johnson Gardens & Café, Resource Conservation and 

Development, Alabama Museum of Natural History, and Geological Survey for 

funding opportunities. 

Articles featuring the school’s approach to environmental education have appeared 

in print in The Tuscaloosa News, the University of Alabama’s Museum Chronicle, 

and the University of Alabama’s Capstone Educator. Woodland Forrest has written 

and received grants totaling over $17,000, funds which have been used to improve 

the outdoor classroom, control drainage and runoff on campus, and build a covered 

amphitheater, which can hold an entire grade level for outdoor classes. The school 

also was featured on the Emmy Award winning television show Discovering 

Alabama as a model school. In the documentary, which aired on Alabama Public 

Television and other local stations, Woodland Forrest students were showcased as 

they discovered that Woodland Forrest is part of the Hurricane Creek watershed, 

and then took a canoe trip down the creek to explore the diversity of the region, 

learning how development affects our environment and the water flow along the 

way.

The Woodland Forrest community also takes health and wellness seriously. Mental 

and physical health are being essential for student well-being, and the Woodland 

Forrest community ascribes to the American Psychological Association’s assertion 

that being in nature provides psychological and physical benefits for children and 

adults. For this reason, the school aims to have students outdoors at least 30 

percent of their day. They participate in Jump Rope and Hoops for Heart annually.

Woodland Forrest participates in the U.S. Department of Agriculture (USDA) and 

U.S. Department of Defense Fresh Fruit and Vegetable program. The school

encourages staff members to maintain optimal health through participation in 

programs such as Scale Down Alabama and by partnering with Tuscaloosa Parks 

and Recreation for discounted memberships to their fitness services. Students 

recognize and report bullying with the help of a Harassment Awareness Learning 

Together (HALT) program and as Leader in Me students. The school has a full-time 

nurse, and students receive vision and dental screenings. Stephen Covey’s Seven 

Habits of Happy Children is used during age-appropriate counseling lessons, taught 

monthly by a guidance counselor.
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Woodland Forrest students participate directly in pest management by hand-picking 

bugs off plants in the garden, while adults control larger pest outbreaks with organic 

material alternatives to chemicals. The school uses cleaning products from 

companies such as Spartan Chemical, Solution and Consume that are committed to 

safe, sustainable practices. Radon and mold levels are tested regularly, and the 

school implements a no-idle zone for buses. 

Woodland Forrest has taken measures to reduce energy consumption by building 

four prototype classrooms that use natural light and sustainable materials, with plans 

to add further upgrades in the near future. The use of energy-efficient lightbulbs and 

centrally controlled heating and air has helped the school to attain an ENERGY 

STAR Portfolio Manager score of 90. Woodland Forrest conserves water with rain 

barrels in the garden and timed irrigation systems. Students participate in the local 

phone book recycling contest, work to recycle on campus, compost their uneaten 

fruits and vegetables, and recycle bicycles. 

Woodland Forrest cultivates multiple partnerships that provide content-deepening 

opportunities for teachers and students, as well as exposure to real-life careers in 

environmental, sustainability, and STEM careers. The school hosts a Family 

Science Night to showcase a culmination of months’ worth of classwork on STEM 

projects. Two of the most recent Family Science Nights each were attended by over 

500 people. Woodland Forrest’s DiscoverFest, an Earth Day celebration, invites 

community partners to visit and share expertise. Students participate in STEM 

lessons such as wiring cardboard rooms for efficient lighting, building model dams to 

harness the power of water, and designing a robot to test for nuclear radiation in a 

model failing nuclear facility.

Jacksonville State University, Jacksonville, Ala.

Using environmental education resources and programs to serve and educate the 

public

Jacksonville State University (JSU)’s first official commitment to environmental and 

sustainability education began in 1995 with the creation of the Environmental Policy 

and Information Center (EPIC). Biologist Pete Conroy, EPIC director, since has led 

efforts to create a National Wildlife Refuge, two national parks, and a national 

wilderness. The University participates in a statewide campus sustainability 

coalition, and hosted a key meeting of higher education sustainability professionals.

The Little River Canyon Center, opened in 2009, was one of the state’s first LEEDcertified public buildings, attaining Silver certification. On a daily basis, the facility 
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educates the public on ways to conserve energy and reduce environmental impact. 

Use by the public is rapidly increasing: In 2015, the National Park Service counted 

250,000 visitors at Little River Canyon, and in 2016, 460,000 visitors. A pilot 

program began in 2016 in partnership with the Fort Payne school system. This 

program, within two years of its inception, will see all 3200 students from 

prekindergarten to 12th grade at Fort Payne attending a field trip every year to the 

Little River Canyon Center. The goal is that by allowing yearly, continuous exposure 

of the students to the natural wonders of the Little River Canyon Preserve and its 

sustainability efforts, JSU will build future naturalists, scientists, and children with a 

general love for the outdoor world. 

At the Little River Canyon Center, visitors learn about sustainable features such as 

geothermal heating and cooling, recycled building materials, and a rooftop water silo 

that collects 2,500 gallons of rainwater to irrigate areas around the property. Each 

room, storage space, office, restroom, kitchen, and hallway is equipped with 

lighting/occupancy motion 

sensors. Restrooms feature 

automatic timed water faucets, 

waterless urinals, high-powered 

hand dryers, and high/low flush 

option commodes.

For 26 years, JSU Field 

Schools have provided diverse, 

in-depth programs, including 

environmental education 

programs, outdoor recreation 

programs, field trips, outreach, 

summer camps, general public 

programs, and festivals, which 

are designed to nurture an 

appreciation of Alabama’s natural and cultural significance, celebrate diversity, and 

foster stewardship of the natural world. JSU Field Schools promote natural history 

and history education through the Little River Canyon Center, DeSoto State Park, 

the Talladega Mountains Natural Forest, and other outdoor classroom locations. 

One initiative begun in 2016 within the Field Schools was intended to make the 

National Preserve more accessible to all people. The area around the JSU Field 

Schools has a large Hispanic population. A group of 65 English as a Second 

Language local high school students attended a pilot bilingual field trip. Most of 

these students had been in the United States for under a year, and few spoke 

English. As a result of their visit, many of the students have returned to the Little 

River Canyon National Preserve with their families. To continue this outreach, the 

Middle school students study Terrapin Creek, near Piedmont,

Ala. through Jacksonville State University.
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Field Schools have begun monthly Latino roundtable meetings to assess how to 

better serve this community. 

The Frog Pond Wildlife Preserve and Observation Area is located on a two-acre 

seasonal wetland in the hills of Northeast Alabama, just a short drive from the cities 

of Jacksonville and Anniston in White Plains. It was developed by the staff of JSU 

EPIC in 1990, and since has attracted countless individuals, schools, scouts, bird 

watchers and others seeking outdoor activity. Designed as a place to learn, it 

demonstrates wetlands as living laboratories filled with biodiversity. 

Sustainable building features are hardly isolated to one facility. Throughout campus, 

Niagara Energy Management systems in JSU buildings monitor and control 

temperature and identify operational issues. Occupancy sensors are in restrooms 

and hallways in newer facilities and recently updated dormitories. Heating, 

ventilation, and air conditioning (HVAC) upgrades improve indoor air quality and 

respiratory health through better ventilation, as well as contaminant and moisture 

control. Two dormitories received Mitsubishi HVAC units recently, and others will 

follow soon. Replacement of these units will save $45,000 annually per building, a 

potential reduction of $2,000,000 annually. Solar energy powers five emergency call 

boxes located in key areas on the main campus. Students also may use these 

stations to request a police escort to their dormitories after dark. The change from 

fluorescent lights to light-emitting diode (LED) will save $116,000 annually with the 

replacement of 2,500 bulbs in the twelve-story Houston Cole Library. 

In addition to energy conservation features, JSU aims to improve water conservation 

and quality. The installation of campus hydration stations three years ago has saved 

83,300 bottles. Filters are in place for lines supplying water to campus food service, 

ice machines, and hydration stations. The JSU food service has saved 5,800 

gallons of water since 2010 by going trayless. The Physical Plant staff constantly 

monitors all water usage on the main campus and reacts immediately to repair any 

problems. JSU is a tree-friendly campus with drought-tolerant and runoff-resistant 

landscaping. The Office of Continuing Education and Outreach offers a non-credit 

Water Treatment Professional certificate program for individuals interested in the 

water and wastewater treatment field.

The Earth club inspired recycling efforts in 2016 through a $38,425 Alabama 

Department of Environmental Management grant. The project reduced 653 tons of 

trash usually produced by JSU to 98 tons. This recycling effort reduced landfill 

tipping fees by $2,500. In 2016, 800 gallons of fryer oil was recycled into biodiesel. 

External vendors provide removal and recycling of waste and properly dispose of all 

hazardous waste and chemicals. The “When You Move Out, Don’t Throw It Out” 

program began in 2017, in partnership with the Salvation Army. Bins are located 
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near each dorm on campus, and students are encouraged to share any discarded 

items by placing them in the bins. 

The Gamecock Express, JSU’s diesel transit system since 2009, provides 

alternative transportation, and features bike racks for those combining two 

alternative modes of transit. Student parking decal purchases decreased by 33 

percent and bicycle decals by 77 percent, as more students began taking the transit 

system and walking. Passenger count for the transit system in fall 2017 was 47,290. 

Several departments use electric golf carts during normal daily activities. Electric 

vehicles transport parents and guests on preview days, on graduation day, and from 

various locations on campus to sporting events.

Food service provider Sodexo uses 92 percent Green Seal-certified cleaning 

products. Sodexo works closely with local produce distributors to maximize the 

fruits, vegetables, and dairy products purchased from local farms. A 100,000 square 

foot Wellness and Fitness Recreation Center will be opening in January 2019. JSU 

offers a Bachelor of Science degree in exercise science and wellness, and a Master 

of Science in education with a major in physical education and a concentration in 

nutrition. JSU’s Student Health Center averages 25 students daily. The Counseling 

Center provides access to licensed mental health professionals for 500 students, 

faculty, and staff per semester. Peer educators coordinate events on alcohol 

awareness, sexual responsibility, and other trending topics and educational events. 

The University Recreation Outdoor Adventure Program provides resources that 

allow students to access the local outdoor areas more effectively, from kayaking to 

rock climbing to fishing to mountain biking to hiking. The 24th annual Cheaha 

Challenge Gran Fondo Century and ULTRA bike ride took place on Sunday, May 15, 

2017. The start and finish of the event were at JSU’s Pete Mathews Coliseum, the 

third year for the city of Jacksonville to host the Gran Fondo. Proceeds from both 

rides go to benefit the Chief Ladiga Trail, Coldwater Mountain Trails and local high 

school mountain bike teams. 

The university offers a Bachelor of Science in biology with a concentration in ecology 

and environmental science for graduates pursuing careers in those disciplines. 

There are on average 58 students seeking a Bachelor of Science in biology with a 

concentration in ecology and environmental science. In light of the massive, 

780,000 cubic meters of crude oil that spilled into the Gulf of Mexico in 2010, biology 

students and professors have been exploring the long-term consequences of that 

spill on the Gulf ecosystem and what the spill will mean for humans and the 

environment over the coming years. The JSU Biology department also is the home 

of the Center for Tick-Borne Disease Ecology. The Center provides an avenue for 

research and education in multidisciplinary areas of tick behavior, ecology, host 
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range effects, microbiology and molecular technique development and facilitates 

partnerships across the Southeastern region. 

The Alabama Math and Science Teaching Initiative (AMSTI) distributes 2,700 

science kits to teachers in 15 school systems in seven counties and 70 schools, 

educating 67,500 students. JSU AMSTI also distributes $7,100,000 in equipment 

and materials to teachers. University STEM faculty have trained and mentored 

teacher trainers, sought team mentors from industry, and involved JSU STEM 

student interns as role models to encourage kindergarten through 12th grade 

students toward STEM careers. In addition, the JSU planetarium provides a 

fascinating experience through which kindergarten through 12th grade classroom 

students, youth organizations, and university students can learn about astronomy.

California

Monterey Road Elementary School, Atascadero, Calif.

Using environmental and outdoor education to meet the Next Generation Science 

Standards

Monterey Road school programs promote exercise, positive school climate, 

sustainability, and garden time, all integrated across the curriculum on a newly 

renovated campus. Modernization in 2012 resulted in the installation of highefficiency technologies and, in 2014, a rooftop 16 kilowatt-hour photovoltaic array 

was installed, which meets 70 percent of the school’s energy demand. The school’s 

facilities exceed state energy standards by at least 20 percent. Energy use was 

reduced by 70 percent from October 2012 to November 2017. 

Monterey Road has reduced the use of chemical cleaners by using microfiber cloths 

for 90 percent of all cleaning. Health and wellness is supported in many ways. 

Sports are taught three times a week by local high school students, intramural sports 

tournaments happen once a month, the parent-teacher association (PTA) hosts a 

Long-Jump-A-Thon, music plays for “Dance Days” during recess three times a week, 

and teachers have access to a weekly exercise class. Birthdays on campus are 

celebrated with healthy snacks or nonfood items.

The Caring Schools Community program at Monterey Road is a program that builds 

classroom and schoolwide community while developing students’ social and 

emotional skills and competencies. In addition, students have daily access to the 

school psychologist and biweekly campus visits from Paso Robles Community 

Centers counselors. Students participate in cooking lessons using food grown in the 
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garden, and the third grade holds salad parties to eat what they harvest. Family 

cooking nights throughout the year give families the opportunity to cook healthy 

meals using produce from local farms and campus gardens.

Monterey Road’s garden, outdoor classroom area, food forest, and native plant 

habitat uses over 19,000 square feet, which is about 5.5 percent of the school 

grounds. All planters and a grassy slope have been converted to native plant habitat 

by students. One planter is a devoted butterfly garden used for educational 

purposes. Lawn areas are used as an extension of classrooms. Students were 

involved with all steps of the process to design, construct, and now maintain the food 

forest, which is intended to function like a forest ecosystem with five fruit trees, 

vegetable plants, California natives, herbs, and berries that provide food and an 

additional educational space for students. The food forest is used as another 

outdoor learning space where lessons are taught in connection with the California 

Next Generation Science Standards 

(NGSS).

The main garden site at the school 

includes 23 raised beds, a 

wheelchair-accessible bed, three 

student-designed brick beds, and 

various planters. Produce from the 

garden is served in the cafeteria, sold 

on Mondays at a mini-farmers 

market, and donated to a Wellness 

Kitchen for use in meals prepared for 

cancer patients. Students learn 

general garden maintenance that 

supports life science lessons through 

planting seeds, harvesting, collecting 

seeds, and composting. Students 

develop problem-solving skills when deterring gopher activity and designing weather 

protection.

Monterey Road began an annual student-led waste audit in 2015. Waste audits are 

supported by One Cool Earth and performed by students. All students separate 

lunchtime waste into compost, liquid, recyclable, and landfill bins. In January 2016, 

Monterey Road added a composting program that includes vermicomposting and 

lunchtime waste sorting led by green team students in grades three through five. A 

new classroom waste protocol was implemented last year: classrooms no longer 

have landfill trash bins, only recycling bins that are emptied into the school’s main 

recycle bin at the end of each day. Monterey Road documents a 56 percent 

Monterey Road students take a garden lesson with 

partner organization One Cool Earth
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diversion rate, and has reduced the amount of waste being sent to the landfill by 26 

percent over the last two years.

At Monterey Road, all teachers integrate Mystery Science curriculum and National 

Energy Education Development Project (NEED) energy science kits that are 

provided for free by the Cuesta Sustainability Resource Center. NEED focuses on 

the science of energy, renewable and nonrenewable energy sources, and electricity, 

with many hands-on experiments. NEED also offers students opportunities to 

explore topics in the garden, math, graphing, geography, art, and career pathways. 

Outdoor education also includes field trips to farms, aquariums, a landfill and 

recycling center, an outdoor school, and water treatment plants. Teachers from 

each grade attended a professional development workshop on implementing the 

California NGSS using outdoor education and NEED kits. Partners in the workshop 

were from the San Luis Obispo County Office of Education, One Cool Earth, and 

Cuesta Sustainability Resource Center. The Student Council of 20 fifth graders is 

committed to greening the school by working to replace more turf on campus with 

drought-tolerant landscaping. 

Monterey Road develops short-term and long-term sustainability goals through the 

Gateway to Green Schools program offered by the Central Coast Chapter of the 

USGBC. The school received California Green Ribbon Schools Silver Level Awards 

from the California Department of Education in 2016 and 2017, using the program 

application as a benchmarking tool and roadmap for further school greening efforts. 

The company EcoVox Energy Analytics, is used to benchmark Monterey Road’s 

energy efficiency by tracking electric consumption and monitors all HVAC activity. 

Monterey Road ranks four out of four for high performance by EcoVox.

Monterey Road has several representative stakeholders that participate in ongoing 

green efforts including the PTA, student council, garden committee, One Cool Earth, 

garden club, school site council, and English language advisory council. These 

stakeholders collectively inform the daily operations of the school. The garden 

committee maintains and teaches lessons in the garden. The student council is 

made up of fifth graders who meet twice a month to share sustainability ideas and 

goals. The PTA meets once a month and sends out a monthly digital newsletter. All 

parent updates are sent biweekly via email to reduce paper waste. The PTA 

purchases materials for the garden, encourages volunteering in the garden, and 

keeps the school community up to date on garden activities. The school site council

is an advisory committee whose goal is to help identify needs of the school, set 

goals, and allocate funds. The committee is composed of parents, teachers, the 

principal, and other school personnel. The school site council meets once a month, 

and meetings are open to the public.
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Top of the World Elementary School, Laguna Beach, Calif.

Place-based education begins with school buildings and grounds

Top of the World Elementary School, called TOW by the local community, is nestled 

in the hills of Laguna Beach and has been providing a robust and innovative 

education for students since its inception 50 years ago. TOW has always placed an 

emphasis on developing environmentally and socially conscious students by 

providing opportunities for them to have positive influence on the local and global 

community.

TOW has one of the oldest school garden programs in all of Orange County, which 

is situated south of Los Angeles on California’s coast. There are three on-site 

gardens totaling half an acre, which are used as outdoor classroom spaces. The 

first site serves grades three through five with 30 vegetable plots, 25 fruit trees, an 

outdoor amphitheater, a fire-safe garden, fruit tree guild plantings, a composting 

corner, an 18-foot geodesic dome greenhouse, and an outdoor cooking station. The 

second site serves grades one and two with eight plots, a five senses garden, a 

certified Monarch waystation pollinator garden, a waste sorting station, and a 

cooking station. The space also features a window to the canyon learning area. 

Kindergartners have a raised vegetable bed, worm bin, and apple tree in the play 

area for continuous access during recess. TOW works with 75 parent and 

community volunteers who contribute 2,800 hours maintaining the gardens annually. 

Students visit the gardens on a weekly basis, participating in lessons aligned to the 

California State Standards. During the 2016-17 school year, students spent a 

combined 10,000 hours learning outdoors.

TOW’s garden features an 18-foot geodesic dome greenhouse, funded by a Seeds 

of Change grant, which functions as a model of sustainability. The growing dome is 

designed as a self-sufficient, net-zero energy structure where students can interact 

with sustainable design in a hands-on manner. Its passive solar use allows it to heat 

up during the day and stay warm overnight. It features an above ground pond, vents 

controlled by the expansion and contraction of beeswax, and solar ventilation fans. 

Students learn about weather, aquaponics, seed propagation, green design, and 

engineering principals in the growing dome.

The Laguna Beach Unified School District has partnered with Schneider Electric to 

help implement energy conservation districtwide. Schneider Electric implemented 

several conservation measures at TOW. The first phase of the energy efficiency 

project included interior LED lighting upgrades to all existing interior lamps. This 

LED installation was 34 percent better than state lighting power density 

requirements. The interior lighting project also included the addition of occupancy 

sensors installed in shared spaces. Next, all the exterior lighting fixtures were 
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upgraded to LED fixtures around campus. A 35-kilowatt solar photovoltaic system 

installed in 2002 was updated in 2015 to restore production capacity.

Several classes partnered with Waste Management to create a better recycling 

program on campus, learning about the importance of reducing the amount of trash 

sent to landfills. TOW participates in Waste Management’s yellow bag program, in 

which the hauler provides the school with 46-gallon yellow bags for food waste that 

are stationed around the perimeter of the student eating area and in the food service 

kitchen. The food waste from the yellow bags is eventually liquefied to create 

engineered bioslurry, which is useful in creating various products.

Every classroom has recycling bins, 

ensuring all paper waste is being 

recycled as well. TOW uses 1:1 

devices and Google Documents;

students do many assignments online 

to save paper; and teachers share 

documents online in professional 

learning communities. PTA, principal, 

and district announcements are all 

sent digitally, reducing paper waste. 

Students spearheaded a campaign to 

divert uneaten prepackaged food 

items from the trash cans into a 

collection bin that gets donated to the 

Laguna Beach Friendship Shelter. 

These multi-pronged efforts have 

greatly reduced the amount of trash TOW is sending to the landfill. Students are 

paying it forward by helping the less fortunate and positively affecting the 

environment.

TOW partners with local agencies and initiatives to continuously promote improved 

sustainability efforts. For example, the school works with the Laguna Beach County 

water district to implement measures aligned with water-wise landscaping and 

garden applications. In 2017, TOW replaced three portable classrooms with new, 

permanent, modular buildings. The buildings consist of five classrooms in the 

company’s Gen7 series, which is designed to meet Collaborative for High 

Performance Schools (CHPS) and LEED standards for green schools.

TOW uses place-based environmental education through buildings, grounds, and 

the neighborhood. Students observe erosion on campus slopes and design 

solutions, study natural landforms of the adjacent canyon, sample soil types around 

campus, use the solar power generated from a demonstration solar array on the 

Environmental education through art at Top of the 

World Elementary
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shed roof to power a blender and make smoothies and run the irrigation system, 

take phenology observations of California poppies in the gardens and report to 

Project BudBurst, and collect weather data for analysis through a schoolwide 

WeatherBug system on building roofs.

TOW’s Student Nutrition Advisory Committee (SNAC) is a PTA committee focused 

on promoting health and wellness at schools and in the community, with a particular 

focus on promoting healthy eating and body image. The committee meets quarterly 

with administration, parents, and nutrition services. SNAC actions include attending 

the 2017 Good Food Showcase, the 2017 California Farm to School Conference, 

and the 2016 Edible Schoolyard Academy. SNAC programs include Harvest of the 

Month and a range of parent education efforts. TOW was recognized by the Orange 

County Register for the “Freshest Meal” in the elementary school category in 

September 2016.

TOW has numerous opportunities for stakeholders to meet to discuss, plan, and 

implement ongoing green efforts. These initiatives are discussed in monthly PTA 

meetings, weekly staff meetings, school site council meetings, and on a nutrition 

committee that meets quarterly. TOW’s current recycling program came out of ideas 

suggested by staff and parents. Interested stakeholders met and brainstormed how 

to implement the program. Staff and parents reached out to community partners 

including Waste Management and the Laguna Beach Friendship Shelter to help 

work through the logistics. TOW’s green efforts are advertised to all stakeholders 

through garden tours at Back to School Night, in the principal’s weekly newsletter, 

and whole-school assemblies.

Maple Village Waldorf School, Long Beach, Calif.

Teaching children to live in harmony with the Earth

Maple Village Waldorf School (MVWS) opened in 2007 with these aims: little to zero 

waste; low energy and water usage; whole foods; farm to table education; copious 

outdoor time; physical activity, rain or shine; students and teachers with a balance of 

heart, mind, body, and spirit; and a reverence for others and the environment. 

MVWS opened on its rented site using only two rooms and a courtyard. Today, the 

school uses 16 rooms and has undergone three play yard expansions, removing turf 

to build a natural playground of mulch, wood poles and stumps, tires, climbing ropes, 

sand, and multiple gardens. Enrollment has exploded from an initial eight students 

to 161 from toddler through eighth grade.
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The school is proud of its energy use per square foot and per occupant as well as its 

environmental policies and performance. Although it is hard to show improvement 

over time with such a low baseline, the accomplishment lies in being able to sustain 

such a low rate even as square footage increases each year. MVWS benefits from 

education and partnerships with Long Beach Environmental Services; Long Beach 

Office of Sustainability; California Department of Public Health, Healthy Cleaning for 

Asthma-Safer Schools; Rain Barrels International; Algalita Marine; Tree People; 

Grades of Green; local farms; as well as nutrition, yoga, meditation, movement, and 

counseling professionals.

Maple Village hired a gardening teacher who runs a local farm and built a dedicated 

outdoor garden classroom. Each family is instructed in packing zero waste lunches, 

and there is 100 percent 

compliance. Cooked meals in all 

early childhood classes are 

served in reusable ware that is 

washed by the children and set 

out to dry. All serving ware for 

daily use on campus is reusable, 

and is compostable at larger 

events. Leftover vegetables and 

fruits are placed in a 

vermicomposting bin. Paper and 

cardboard is repurposed into 

crafts or recycled. As a result, 

MVWS is nearly a zero waste 

school, diverting 95 percent of 

waste. The amount of landfill 

trash produced per person per 

month is less than 1.5 milk jugs.

As a technology-free school, 

there is very little electrical use in 

classrooms. Hand sweepers are 

used more than vacuums and hand cranks are used for grinding grains. Toys are 

battery-free and made of natural materials, and art supplies are plant- and beeswaxbased. Cleaning supplies are green-certified or homemade from natural ingredients, 

and MVWS has switched to microfiber cloths for dry cleaning. Chalk, cinnamon, and 

essential oil are used instead of pesticides. Parents come from all over the city, yet 

nearly 70 percent of transportation to and from school is alternative (without even 

including electric/hybrid cars). The city of Long Beach just completed improvements 

to nearby streets, creating a “Bike Boulevard” including roundabouts, traffic circles, 

Maple Village students walk to Colorado Lagoon
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landscape planting, and access ramps, making it even easier for families to walk and 

bike to MVWS.

Maple Village entered the Cool California Energy Challenge for two years and won 

first place for the City of Long Beach both times. There is lots of natural lighting, so 

overhead lights are rarely turned on. Watering is done by hand, rain is caught in 

barrels, and gray water is used. Notices are electronic rather than paper. Families 

are educated in packing healthy lunches, early childhood cooks daily with organic 

grains and produce, and children participate in all preparation. Parents provide 

healthy food at faculty meetings and all school and community events. Teachers 

read, sing, move, meditate, and craft together, as do the children! MVWS has 

faculty yoga every Friday after school.

There are four parks within walking distance. In addition to daily walks for 

kindergarten, all grades walk to the park every Thursday to spend half of their day 

outdoors, and average 9.5 hours a week of physical education. During these 

experiences, teachers engage students in the observation of nature, model 

environmentally conscious practices, and share their view of the world as an 

interconnected place. The children come to understand their interconnectedness 

and the need for sustainable practice—like reusing, recycling, and classroom 

chores—that follows from that understanding. This aperture of experience is 

widened as students study local surroundings, then their state and its history, and 

then the nation's geography and weather patterns, and later, world history and 

climate patterns. As this understanding widens, so does their sense of responsibility 

to care for the environment, and they take on more cleaning and care responsibilities 

in school shared spaces and the neighborhood, then eventually beyond school 

grounds.

Teachers employ a place-based curriculum integrated across all subjects rather than 

taught in isolation, infusing students’ lives and learning in science, geography, 

history, math, and language arts. This addresses the whole child, attends to the 

students’ cognitive, emotional, and aesthetic needs, consistently connects them with 

the natural world, and allows them to experience hands-on environmental projects. 

Whole process curriculum (e.g., grinding wheat berries to make flour to then bake 

bread) allows students to gain understanding of food origins and an appreciation for 

whole foods. MVWS participates in a farm to school program to provide local, fresh 

food. Field trips to local Farm Lot 59 highlight biodynamic and other innovative 

farming techniques; and Lazy Acres Farm donates local organic produce. The 

school maintains a “picking garden,” from which children can eat produce and herbs 

at will. All purchased food is organic and in bulk to reduce packaging waste.

The MVWS STEM by Nature initiative trains and supports teachers in the use of the 

natural world, school grounds, and field trip experiences to teach STEM content and 
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skills. Teachers use environmental phenomena to engage the students in inquirybased lessons. Through activities such as composting, rainwater capture, and 

gardening, students use the school grounds and surrounding community to deepen 

their understanding of the natural world. Some examples of this approach include 

root system identification through flower observation, the study of different cultures 

throughout time, and the environmental resource availability that made these 

settlements possible. Students are in regular contact with experts in green 

technology and careers. Guest speakers invite students into their worlds and share 

their work and projects with them.

Students knit for the homeless, adopt families during the holidays, sing at hospitals, 

make thank you cards for volunteers, collect cans and toys for food banks and help 

to unload and stock the shelves monthly. Students learn to be stewards for the 

environment by planting, watering, harvesting, composting, vermicomposting, and 

only picking from the picking garden. Eighty-five percent of plants grown at school 

are edible and 15 percent are California native, including those in an NWF certified 

wildlife habitat. MVWS received California Green Ribbon Schools Gold Level 

recognition in 2016 and 2017 and was selected by California State University, Long 

Beach to be the subject of a project in the Master of Business Administration 

program with a focus on sustainability. This year, MVWS became a “Recognized 

Green Business” with the City of Long Beach.

Jack London Community Day School, Valley Glen, Calif.

Building a more peaceful, just, and sustainable world

Jack London Community Day School (JLCDS) is a small high school in the Los 

Angeles Unified School District, the largest school district in California and second 

largest in the nation. In this context, community day schools serve mandatory and 

other expelled students, students referred by a school attendance review board, and 

other high-risk youths. The JLCDS campus is co-located in the back parking lot of 

Grant High School, a larger comprehensive school. At JLCDS, sustainability is not 

only about the environment, it’s also about empowering students to redirect their 

lives and learn to become positive agents of change through an ethic of 

environmental citizenship. In 2013, JLCDS put sustainability principles into action by 

greening the school, converting an 18,000-square-foot asphalt parking lot campus 

into a garden. When the project began, there was not one square inch of soil. From 

the start, the garden has been student-built and maintained.

The heart of JLCDS is its Peace Garden, where the essential question is, “How can 

we build a more peaceful, just, and sustainable world?” Implicit in sustainability are 
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the concepts of food justice, wellness, and meeting the needs of the poor, issues 

many JLCDS families face. The Peace Garden serves as a small demonstration of 

an urban, edible garden for the community. Spaces in front of classrooms are used

to show what individuals can do even if all they have is a small balcony on which to 

grow food in recycled containers. The garden is an advanced certified wildlife 

habitat, a pollinator habitat, and a Monarch waystation.

Jack London practices sustainable, urban horticulture as a way to meet the needs of 

the 21st century and manage an increasingly urban environment. Much of the effort 

involves container gardening on asphalt, the quintessential urban environment. The 

garden consists of 30 raised beds, two asphalt cuts, 47 fruit trees, and numerous 

pots. JLCDS designed and built their own raised beds. Vegetables, herbs, berries 

and fruits are grown organically and the garden literally bursts through the fences.

To maintain a safe habitat for students and wildlife, JLCDS uses a variety of 

innovative, nontoxic pest management strategies. JLCDS practices WIND, the 

school’s own 

sustainable gardening 

principles: W is for 

Water and Soil—mulch 

away to save water and 

feed the soil; I is for 

Insects—plant a 

butterfly garden; N is 

for No Chemicals—

resist the urge to spray; 

and D is for Diversity—

go native and grow 

heirloom crops. 

JLCDS uses a blend of 

native plants and 

heirloom crops to 

create a diverse floristic tapestry that nurtures the life above ground, in mulch, and 

the soil food web below. Composting completes the nutrient cycle.

JLCDS has an active industry advisory committee, with members from Armstrong 

Garden Centers, Cottonwood Urban Farm, Theodore Payne Foundation, 

TreePeople, Two Dog Organic Nursery, and University of California Cooperative 

Extension Master Gardeners. Students have the opportunity to hold paid internships 

in the garden with the support of Jewish Vocational Services, through the County 

Probation Department. The industry advisory committee serves as the JLCDS 

green team, and is the formal forum where everyone can meet to discuss, plan, and 

implement ongoing green efforts. 

JLCDS students plant spring color bowls
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Jack London partners with California State University, Northridge via the MOSAIC 

program; all students participate in health walks, hiking trips, and university field 

trips, as well as healthy mindset and decision-making workshops. Each week, 

mentors provide students with a 60-minute workshop on making healthy choices. 

The school also participates in California Thursdays, a collaboration between the 

Center for Ecoliteracy and a network of public school districts to serve healthy, 

freshly prepared school meals made from California-grown food. More than 70 

percent of food served in the district comes from growers in California.

California’s Environmental Principles and Concepts are integrated schoolwide 

through the sustainability theme. Each teacher augments his or her curriculum with 

sustainability concepts in ways germane to their discipline. In English, students read 

and write about sustainability, gardening, and the environment. In math, students 

analyze germination rates, green waste production, and pollinator counts. In 

science, students study botany, cultivation, propagation, adaptation, and 

environmental science. Across the curriculum, teachers use articles relating to 

sustainability from the California History-Social Science Project’s Current Context, 

which put current environmental events in their historical context.

The required course of study at JLCDS includes two years of science plus two years 

of horticulture, and Junior Master Gardener certification. Science and horticulture 

curriculum are integrated into a single four-year career and technical education 

pathway combining environmental science and sustainable landscaping. 

Sustainable, urban horticulture is studied as a way to meet the needs of the 21st 

century and manage an increasingly urban environment without compromising the 

ability of future generations to meet their needs.

The Ornamental Horticulture pathway at JLCDS provides extensive opportunities for 

students to engage in physical activity in the garden. At JLCDS, the garden is 

entirely student-built, planted, maintained, and sustained. Students are required to 

spend at least 50 percent of their horticulture course work in supervised, outdoor, 

horticultural practice. The garden is the outdoor classroom for the horticulture 

program. As an edible instructional garden, it helps to articulate nutrition education, 

healthy eating, and food security. In February 2018, a greenhouse and outdoor 

learning center was added for additional outdoor learning opportunities.

Jack London is adjacent to the Tujunga Wash Greenway, so students study the 

native trees that grow there and learn about the Los Angeles River watershed. 

Adjacent to the Greenway, JLCDS has a USA National Phenology Network (USANPN) Phenology Walk and Garden, a phenology monitoring site. Its purpose is to 

engage the community in citizen science, reconnect the public with nature and its 

cycles, encourage interest in local species, and educate people about climate 

change. In it, JLCDS grows five of the USA-NPN target plants native to the area, for 
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phenophase observation and reporting to the USA-NPN database. The plants are 

also part of the insectary garden and include a native narrow-leaf milkweed and 

California buckwheat, a keystone species in the area and an important insect food 

and nectar source.

A student leadership eco-club sponsored by TreePeople meets bimonthly and is the 

student forum for the program. Every student is part of the eco-club, and every 

student has input into the decisionmaking process. The eco-club capitalizes on the 

“natural leaders” at JLCDS, which is an apt description of many at-risk students. 

Annual environmental service learning projects are part of the eco-club program. 

The eco-club also is the Eco-Schools Eco-Action team and Roots & Shoots group.

The experience of working together in the garden plays an important role in keeping 

high-risk youth from drifting further into trouble. As one student wrote, “The garden 

brings everyone together. It helps us learn gardening skills and teaches us how to 

grow healthy food. Peace means coming together as one. Working together in the 

garden helps us to learn how to solve conflicts.”

Tahoe Truckee Unified School District, California

Integrating a precious natural element into educational goals

The Tahoe Truckee Unified School District (TTUSD) serves approximately 4,000 

students at five elementary schools, two middle schools, three high schools, and one 

alternative school. The district encompasses more than 720 square miles in the 

Sierra Nevada Mountains, including the north and west shores of Lake Tahoe.

Among the district’s vision and beliefs is a foundational commitment to reducing 

environmental impact, improving health and wellness, and building environmental 

literacy. TTUSD Belief #7 states, “The Lake Tahoe region is precious, and we value 

our physical environment and integrate this element into our educational goals.” A 

unique partnership exists between TTUSD and Sierra Watershed Education 

Partnerships (SWEP), a community-supported 501(c)(3) nonprofit. SWEP promotes 

environmental stewardship by connecting students to their community and local 

environment through comprehensive watershed education and service learning. 

SWEP, school administrators, and teachers work to promote environmental 

education and lead sustainability clubs districtwide.

The first sustainability club in TTUSD was started in 2010; by 2013, clubs were 

introduced across all sites. TTUSD has a certified energy manager to oversee

energy and water conservation programs. The district has a long history of 
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conservation efforts, dating back to 2002 when the district adopted cool roof 

standards. The district’s first green building project was built in 2005; Alder Creek 

Middle School received Collaborative for High Performance Schools (CHPS) 

verification, exceeding state energy requirements by 25 percent. All current projects 

are designed to LEED Silver standards. TTUSD subsequently implemented a

conservation committee, began benchmarking resource use, and adopted energy 

conservation guidelines. Lighting retrofits, occupancy sensors, boiler replacements, 

and an energy management system are examples of projects undertaken. In 2012, 

TTUSD began retro-commissioning projects. The district has used Lucid BuildingOS 

since 2014, and an online dashboard is available to the public.

Tahoe Truckee demonstrated a 25 

percent reduction of water 

consumption between the 2012–13 

and 2016– 17 fiscal years. Efforts to 

reduce water use include using 

reclaimed water for the transportation 

facility’s bus wash, outfitting irrigation 

with smart controllers, upgrading 

restrooms with low-flow fixtures, 

making auto-off nozzles standard 

attachments on all hoses, replacing 

spray irrigation with drip, and 

implementing a leak detection 

program. In 2015, the district

adopted water conservation 

guidelines and implemented a strict schedule of watering days. In 2017, the district 

adopted low impact development standards and implemented these at two 

construction projects.

As a farm to school district, salad bars using locally grown produce are at all sites 

and preference is given to purchasing produce grown within 150 miles of district 

boundaries. Since 2006, TTUSD has implemented a harvest of the month program,

which features California-grown produce for the purpose of engaging students in the 

world of agriculture and nutrition. Food Services works in partnership with two 

dietitians from Tahoe Forest Hospital to coordinate a robust nutrition education 

program. At every kindergarten through eighth grade school campus, every month, 

students receive fresh produce in the classroom and taste test a recipe using the

harvest of the month featured fruit or vegetable. As part of the nutrition program, 

over 100 parent volunteers are organized each school year, and provided training, 

curriculum, and a school schedule to provide lessons in the classroom. Parents 

work closely with teachers to integrate nutrition into daily core academic curriculum 

in addition to a standard nutrition education lesson.

Tahoe Truckee students monitoring water quality
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A project‐based learning program called PEAK (Precision, Endurance, Action, and 

Kindness) is offered as a two‐year project‐based learning program for ninth and 10th

graders. This program includes PEAK versions of both river ecology and marine 

biology courses offered in the district. Through an integrative learning approach, 

students are involved in community sustainability efforts.

In the Winter Discovery Program led by SWEP, third through fifth grade students 

visit an official “Snow School” site up to three times within three months for three 

different winter ecology lessons. The Snow School is located next to a community 

cross country center. Students cross country ski for an hour and then do a winter 

ecology lesson with a SWEP instructor in a heated yurt supplied with tables, chairs, 

monitors, and microscopes. These annual winter ecology field trips combine 

ecology lessons, science explorations, and lessons on climate change, snow, and 

water issues with cross country skiing and basic winter skills. An annual science, 

technology, engineering, arts, and math (STEAM) fair, now in its sixth year, is open 

to all students, parents, and community members. The event celebrates civic and 

community engagement projects integrating environmental and sustainability 

concepts such as eco-recycling and solar-charged cars and devices, and averages 

close to 700 attendees. Local businesses and organizations set up interactive 

booths for attendees to engage and learn about STEAM application to the real 

world.

CTE Pathways students have the opportunity to publicly exhibit the culmination of 

their work at the STEAM Fair as well. At the community’s annual Earth Day event in 

Squaw Valley, over 200 hundred local TTUSD students participate with fellow 

students and teachers to share sustainability efforts that schools and students are 

making in the areas of energy, waste, and water conservation. Students run

educational outreach booths with hands‐on activities and lead musical 

performances. Sustainability club members from at least eight clubs in the district

put on a popular Trashion Show in front of an audience of hundreds of local adults 

and children. TTUSD is committed to an educational environment that not only 

sustains the existing natural beauty, but models and provides sustainability enriched 

learning opportunities for students so they can productively contribute to and make 

informed decisions as citizens of the 21st century.

TTUSD received recognition as a California Green Ribbon Schools Gold Level 

district in 2017.
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Colorado

Central High School, Grand Junction, Colo.

Solar powerhouse on the Western Slope

Central High School was built in the 1960s, and after remodels and expansions, the 

current building has been modernized and retrofitted to increase efficiency and 

decrease energy usage. Opening skylights, retrofitting faucets, and changing 

student and staff behavior are just a few examples of how Central High School has 

evolved. Over the past 10 years, Central has undergone profound and 

transformative changes, including changes in structure, policy, curriculum, and 

student involvement, which reflect a team approach as well as a sincere desire to be 

innovative, environmentally responsible, and high achieving. The incredible support 

of the school district in Central High School’s efforts has guided the school on its 

journey, and each year provides new opportunities to expand. The school 

community truly believes in continuous growth, and Central hopes to continue this 

work to continuously improve and positively influence more students, staff, and 

community members along the way. 

Central’s biggest accomplishments in terms of reducing environmental impact and 

costs have been its significant reduction in energy use of 39 percent, greenhouse 

gas emissions reduction of 42 percent, water use reduction of 36 percent, and a 

decrease from 1489 individual fluorescent lights to 154. Furthermore, 58 percent of 

Central High School’s electricity is renewable, due largely to roof-mounted solar 

panels. These accomplishments are monumental because the school building 

originally was constructed more than 50 years ago. Greenhouse gas emissions, 

water quality and conservation, waste management, and alternative transportation 

have all been aggressively addressed at Central, and significant strides made 

through team efforts, data tracking, clear protocols, and communication. One of the 

best examples is when the school administration, athletic/scheduling secretary, 

science department chair, and lead custodian met with district partners to plan a 

two-month period in which the building committed to not turning on the second air 

conditioning compressor, saving some $3,500. 

Furthermore, an exciting blossoming partnership between the special education and 

science departments is representative of the team feeling at Central. The plan 

involves not only relocating the school’s current greenhouse to the planned outdoor 

classroom, but also team teaching efforts so that students in environmental science 

classes can mentor and work alongside students in special education classes who 

are learning about growing plants. The plan includes the building of a compost pile, 

intended to be the precursor to cafeteria composting. This initiative will be the basis 

of several interdisciplinary and service-oriented projects in the building. The 
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improvement to student and staff health has been thorough and purposeful 

throughout the school building. There are specific protocols in place in the building 

for all exposure to potentially dangerous or hazardous materials, and those protocols 

are meticulously followed and enforced by all trained teachers, custodial staff, and 

the district’s environmental safety director. Routine inspections and tracking have 

helped to make the building safe, clean, and a healthy place to be. In addition to 

these processes, school staffers have worked to promote healthy living, both 

physically and mentally. Central High School is very proud of its physical fitness 

commitment of 225 minutes per week; its staff’s monthly participation in Wellness 

Challenges; and the requirement that all students take advisory classes for 90 

minutes a week in which the curriculum is based on the National Association of 

Counseling Standards. The school is committed to a strong awareness of social and 

emotional issues, including suicide prevention and depression signs. The Central 

culture places a high regard for healthy living from a variety of perspectives, and the 

staff and students support each other in reaching goals and healthy living. 

Another exciting component of 

Central High School’s 

commitment to student and staff 

health is the plethora of outdoor 

education, exercise, and 

recreation activities. In addition 

to physical education programs, 

Junior Reserve Officer’s Training 

Corps, and athletic programs, 

Central offers a recreation club 

that plans monthly activities, 

including kayaking, paddle 

boarding, skiing, snow shoeing, 

river rafting, hiking, and biking. 

Approximately 30-50 students 

participate in the outdoor 

recreation club, in which students learn about healthy opportunities in an outdoor 

setting. A component of each outing is teaching stewardship and ecology of each 

area visited. Another opportunity at Central is the Outdoor Wilderness Leadership in 

Science – OWLS – program. This STEM discovery class, designed for juniors and 

seniors, teaches participants science concepts and leadership skills that prepare

them for an opportunity to become camp counselors for a weeklong wilderness 

camp for sixth grade students. Students learn the curriculum that is taught at the 

camp, and they work with wildlife biologists and other natural resource professionals 

as they help teach and mentor camp attendees. 

Robotics class at Central High School
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A tremendous amount of work has been done by staff in an attempt to provide 

effective environmental and sustainability education. All students at Central are 

required to take an environmental science course or AP Environmental Science, 

typically during their freshman year. This exposure to units such as natural 

resources, weather and climate, ecosystems, populations, and interactions has 

stimulated tremendous growth in student understanding of the need to be 

environmentally responsible and civic-minded as they approach efforts to minimize 

environmental costs and impact. This approach extends beyond the classroom. 

The green team at Central is a student-run organization and a direct result of this 

dedication to environmental science curriculum. The “Year of the Green Warrior” 

has become a catchphrase at Central, and all student leadership organizations have 

been invited to participate. This movement has included staff, district personnel, 

students, and local businesses. 

One of the most visible and serious academic changes made at Central is a 

partnership with the National Institute for STEM Education. Central is in the process 

of becoming the first STEM-certified high school in Colorado. The process for this 

certification includes significant commitment by the staff to embrace and foster 

STEM thinking skills through all classroom structures, course design, teaching 

strategies, and cross-disciplinary units. At this time, environmental topics of study 

such as sustainability and the environment are providing contexts for team teaching 

between teachers of science and other content areas such as math and English 

teachers. 

In conclusion, Central High School community has worked diligently, and will 

continue to work diligently to make all of Central’s environmental plans a reality, and 

to continue to provide avenues and opportunities for students to thrive in a safe and 

positive school culture that is committed to academic excellence and environmental 

understanding.

Mackintosh Academy, Littleton, Colo.

Small school with a big heart and deeply held conviction

On a snowy day in May 2015, six seventh grade students at Mackintosh Academy in 

Littleton, Colorado, flipped the switch to turn on solar panels on all three campus 

buildings. The year before, as part of their International Baccalaureate (IB) 

Exhibition project, these same students won a $96,000 grant from the State Farm 

Youth Advisory Board to bring solar power to Mackintosh. Installing solar panels 

brought monetary savings and a reduction in carbon footprint to Mackintosh 

Academy Littleton, but, more importantly, it lit the way to a living vision of the school 
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as a smart village that strives every day to be a wise, compassionate, collaborative, 

innovative, diverse, and sustainable center for teaching and learning. Solar panels 

are an exciting and useful technology, but their influence at Mackintosh extends far 

beyond the clean energy they generate. Those original six students established the 

basis for a Solar Scholar tuition assistance fund, seeded with the savings from the 

solar panels. As a result, the funds now support four Solar Scholars at Mackintosh.

For the solar power project and ensuing environmental initiatives, Mackintosh 

Academy Littleton was awarded the President's Environmental Youth Award by the 

EPA in April of 2016. In addition, the school has been awarded two grants from the 

Colorado Garden Foundation, for researching and planting native plants as a sight 

barrier, and for installing a hydroponic system in the greenhouse. Students were 

involved actively in planning and implementing both of these projects. In the fall of 

2016, Mackintosh was invited to participate at the bronze level in the Colorado 

Department of Public Health & Environment’s Environmental Leadership Program 

(ELP). In 2017, Mackintosh 

applied for and received 

acceptance in the ELP at the 

Silver level, and the school is 

already taking steps to go for 

Gold. 

Students have spearheaded 

efforts to make the switch to 

reusable plates. A Parent 

Council initiative has resulted in 

a water bottle filling station in 

the gym, and the avoidance of 

some 500 plastic bottles. The 

school also has robust single 

stream and glass recycling 

programs. Well-used blue recycling bins sit in every classroom and, on Wednesday 

mornings, parents and children drop offbags of bottles and jars for the glass 

recycling program. Students recycle school supplies, including used notebook 

pages. The school introduced energy-efficient windows, insulation, solar tubes, 

venting skylights, and motion-activated LED lighting in the most recent capital 

improvement, and makes use of sustainable cleaners. Students can be found 

casting shadows along the water of the school’s popular solar-powered outdoor 

fountain.

Other student-driven initiatives include a terracing erosion control project, gardening 

tasks, and a greenhouse with an elaborate hydroponic system and student-built 

supports. Eighth-grade gardeners pick tomatoes and basil and then sell them in the 

A Mackintosh family on Bike or Walk to School Day
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car line to support additional greenhouse projects. The use of organic fertilizers and 

community garden potlucks to suppress weed growth is critical, as parents and 

students pull weeds and trim bushes year-round.

In addition to a vigorous physical education curriculum, students enjoy outside lunch 

and recess every day. Middle school students do Mack Movement before classes, 

and all students walk the student-designed meditation path.

As an IB school, Mackintosh supports environmental education with a series of 

speakers on environmental topics, as well as courses such as the popular How We 

Share the Planet class. Students use repurposed materials to create designs for 

energy-saving devices, and perform an annual solar inquiry to analyze data from the 

solar panel monitoring system and figure out how much energy the school generates 

from the panels. Mackintosh’s middle school grades participate each year in the 

World Affairs Challenge, recently winning an award for presenting an idea for using 

aquaponics to address food insecurity in Puerto Rico. Students also take personal 

responsibility for saving power with all-school Conserve Energy days, during which 

the school community disables “energy vampires” in classrooms.

The faculty green team promotes environmental undertakings and focus, and plans 

activities for the annual Earth Day festivities and community service activities, which 

take place on and off campus. The school has adopted the nearby Ridgeview Park, 

and students take responsibility for keeping it clean, picking up trash, and 

overseeing cleanliness.

The Mackintosh community is living the values of sustainability and environmental 

awareness. Students continue to be the driving force behind what the school 

community is doing and why. Starting with the hard work and clear vision of those 

six students, Mackintosh students are intricately involved with, and initiate many of 

the examples of the school’s sustainability. These students will forge the path in 

future endeavors, expand Mackintosh’s green team, and continue to incorporate 

sustainable components, like a green roof, into the school’s proposed capital 

expansion. Mackintosh is a small school with a big heart and a deeply held 

conviction that will lead the way to a brighter future. Mackintosh’s students have 

sounded a clear call to action that the adults in the Mackintosh Academy community 

are excited, and, in fact, compelled to follow.
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Connecticut

Western Connecticut Academy for International Studies Elementary

Magnet School, Danbury, Conn.

Growing green thumbs, very early

Western Connecticut Academy for International Studies Elementary Magnet School 

(AIS) is a publicly funded kindergarten through fifth grade magnet school that serves 

391 students from 11 towns. Danbury is an urban city, but AIS is located on 

Western Connecticut State University’s Westside campus, adjacent to a large nature 

preserve. AIS engages students in a curriculum and a structure that encourages 

them to develop and use a global perspective early in their educational career. The 

international theme, woven through all subjects, is supported with units of study 

based on countries, continents, and cultures, engaging young students’ innate 

curiosity and openness to learning. Spanish is the world language taught daily at 

AIS, beginning in kindergarten. Environmental literacy is carried out through all 

curricular disciplines at AIS, including art, music, and physical education. 

An early participant in the Connecticut Green LEAF Schools program, AIS had 

seven teachers enrolled in a two-year sustainability professional development 

opportunity. Educators have learned how to incorporate school gardens, 

schoolyards, and other school building and grounds features into their curriculum. 

The school participates in both Jane Goodall’s Roots and Shoots club, as well as 

John Farrell’s Bridges of Peace and Hope. 

The green team visual arts teacher skillfully incorporates math, science, and 

international studies, linking artistic expression to the larger ideas of how education 

affects student learning and student interests, which guide their choices. While all 

AIS students create works and learn about light and color (light refraction, formulas), 

shapes, patterns, sense of space and depth, and texture, each grade level has its 

own unique lessons based both on skill and on knowledge that increases over time 

from year to year. For example, kindergarten students compare and contrast 

fairytale toy bears and the real-life animals. In addition to learning about the 

hibernation cycles of bears and other animals, kindergarteners research the natural 

environment of animals, and study the varied weather patterns of New England in 

the month of March. Building upon their past experience, first grade students study 

and use geometric, organic, and abstract shapes to create their own version of the 

African Savannah. Second grade students study Van Gogh and his Sunflower 

paintings, then paint from observation of still-life bouquets. Afterward, students 

dissect the flowers to learn about the different parts of a flower and to understand 

their function. 
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Each grade level has a specific garden to prepare, plant, tend, and close. Students 

in kindergarten and first grade learn about the parts and purpose of plants; they 

learn basic tending techniques; and they begin to look for patterns and to notice the 

natural world around them. They begin to understand that bright colors attract 

pollinators and that annual plants need to be planted yearly, while perennials come 

back every year. They begin to see the mutual benefits among wildflowers and bees 

and butterflies. Second and third grade students take the process full circle, from 

learning how to cultivate healthy soil to planting vegetables and fruits for 

sustainability. After harvesting, students may taste their fruits, vegetables, and 

herbs, which instills a lifelong interest in gardening and healthy eating habits. 

Students also learn different techniques to gardening, such as three sisters, four by 

four, raised beds, and companion planting. Fourth grade students focus on the 

purpose of maintaining healthy soil, 

and herbs that support insects and 

pollinators. Fifth graders lengthen 

the growing season through 

hydroponic farming indoors. They 

learn how to work with limited 

planting space, using water and 

nutrients to sustain plant life. They 

grow their own flowers for school 

graduation, and then continue take

them home and transition them into 

soil. During the summer, AIS 

student and parent volunteers 

maintain the gardening program 

under the direction of the school’s 

green team leader. While the 

students and their families consume some of the produce they have grown, the 

school also donates a significant portion to area food banks, shelters, and other 

community services locations. Then, when the students return in the fall, they close 

the garden. In 2016, AIS received a grant through the Whole Foods Kids 

Foundation School Garden Grant Program. AIS maintains a noteworthy partnership 

with the local Whole Foods Market that affords students with the opportunity to visit 

the market, learn about nutrition, how far foods travel, and the reasons to buy locally. 

AIS follows the National School Lunch Program and salads are offered every day. 

A spring and fall walking program offers AIS students and families an opportunity to 

start the day off in a healthy way. A student club was featured in local newspapers 

as members sought to raise money for recess equipment in an effort to promote the 

health and wellness of students. AIS students are encouraged to participate in 

many outdoor activities throughout the school year. Students are encouraged to 

wear sunscreen to school and are allowed to bring additional sunscreen or wear 

AIS students flying their peace dove with famed 

primatologist and anthropologist Jane Goodall
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hats or long sleeves to protect themselves from overexposure to the sun. Once 

students reach the fourth grade, they are given the results of their physical fitness 

assessment. Using the rubric provided, they determine their current level of fitness 

and then set individual goals for improvement in each of the areas of fitness on 

which they are tested. Students also receive a handout of the FITT (frequency, 

intensity, time, and type) method to design their fitness plans. 

The school celebrates Earth Day with an annual schoolwide field trip, to view the 

latest DisneyNature Earth Day movie release. Since 2011, AIS students have seen: 

Earth, Oceans, African Cats, Chimpanzees, Bears, Monkey Kingdom, Born In China, 

and Dolphins. While all AIS students separate out recyclable plastic from food and 

paper products that are appropriate to compost, a specific group of students collects 

and checks the materials to ensure that they are indeed compostable. Fifth grade 

students work with custodial staff to deposit compost into bins, balance the compost 

with browns, and turn the bins to promote decomposition. AIS students and staff 

also maintain compost through the school’s vermiculture program. Students learn 

that worms not only increase the amount of air and water in soil, but also produce 

castings that are full of nutrients for the soil. They also enjoy reading about the daily 

adventures of a worm in Doreen Cronin’s Diary of a Worm, which is written from the 

worm’s perspective. 

Second grade students connect their classroom learning about erosion to the real 

world during a field trip to Sherwood Isle. While there, students participate in handson activities that show how the earth’s surface changes because of the effects of 

weather. AIS third grade students visit the Old Quarry Nature Center where they 

learn about how rock was mined in the quarry and used in local construction, the 

effects of erosion, as well as how the removal of the rock changed the natural 

landscape of the Quarry. A representative from the Housatonic Resource Recovery 

Authority visits AIS third graders every year and students learn about reducing and 

reusing and how trash is burned and turned into energy, creating problems in the 

form of toxic ash and air pollution. 

AIS fourth graders have the unique opportunity to participate in the Trout in the 

Classroom program, through which they learn about raising and releasing trout into 

local waterways. They monitor the temperature and pH levels of the water; keep the 

tank dark, which, in the wild, keeps the trout safe from predators, like birds and 

humans; and share the responsibility of feeding the fish and cleaning the tank each 

week. Several years ago, AIS students released their trout into the Still River in 

Danbury where they saw firsthand all of the garbage that had been dumped along 

and into the riverAIS students subsequently organized a cleanup team with the help 

of a local business.. 
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In 2017, AIS fifth grade students led the school to install refillable water bottle 

stations to reduce the plastic water bottles used at the school. Students composed 

speeches and letters, then presented their arguments to the PTA, and personally 

spoke with the PTA board members to advocate for reducing plastic water bottles at 

the school. 

Having a variety of wireless devices offers children the opportunity to enhance and 

enrich their education through independent and guided learning explorations, while 

reducing trash and paper waste. To reduce paper being sent home to families, AIS 

has incorporated school messenger, automated calls, Facebook, email, and Remind

application communications. In addition, AIS students can work on individual and 

group projects through Google Classroom from anywhere and share information 

virtually. 

In addition to teaching resource management, the school and district facilities team 

works tirelessly to save resources and save money. To accomplish this, AIS has a 

building management system which controls both the HVAC and outdoor lighting. 

Timers on outdoor and setbacks when the building is unoccupied conserve energy. 

The school also has carbon dioxide sensors built into the air handlers, so that 

outside fresh air is added based on both need and room occupancy. AIS and the 

Danbury Public Schools have committed to use only green products for cleaning. 

From the general all-purpose cleaner, neutral cleaner, glass cleaner, floor finish, 

floor stripper, and restroom cleaner used, only approved certified products are in the 

buildings. There is also a water filtration system which is serviced on a regular basis 

by Danbury Public Works. 

To encourage recycling, bins are placed in each classroom, the main office, and in 

teachers’ lounges. Recently, all AIS students participated in a recycling contest after 

students from a local high school conducted an informative training session. 

Families are encouraged to carpool during school events, such as family picnic day, 

meet the teachers night, and school concerts. The school district buses transitioned 

to propane fuel last year and buses are prohibited from idling their engines in an 

effort to reduce fuel usage and reduce air pollution.
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Delaware

Emalea P. Warner Elementary School, Wilmington, Del.

Exploring, discovering, and sharing in school and throughout the community

Warner has gone from a school that did not recycle at all, to a school that has placed 

recycling as a top priority amongst its students and staff. Every classroom now has 

a recycling bin for paper, plastics, and aluminum, and the school recycles 

approximately 130 pounds of classroom material on a weekly basis.

A green team of students (who are chosen through grade level writing prompts) 

educates their peers, and staff, on the importance of recycling. The team teaches 

everyone the importance of saving energy as well. Simple things, like turning off a 

light when you exit a room, or unplugging an electronic device when not in use, are 

helping to save hundreds of dollars per year on electric bills. Warner currently has 

an ENERGY STAR rating of 99.

In making a conscious effort to 

reduce water usage, Warner 

recently upgraded the toilets and 

sinks to automatic, low-flow

selections. They have also 

upgraded water fountains to have 

refillable water bottle stations. The 

school has enjoyed a sharp drop in 

water usage, having used 318,000 

gallons in May 2011 and only 

146,000 gallons in May 2016. One 

goal for the upcoming year is to 

use grant money to purchase a 

reusable water bottle for each 

student in the building.

The school garden produces hundreds of pounds of vegetables a year. These 

vegetables are used in the school’s kitchen and served to students. Warner also 

encourages neighbors to partake in the harvesting of food from the garden as well.

Warner partners with the American Lung Association of Delaware in providing Open 

Airways for Schools, a program that educates and empowers children through a fun 

and interactive approach to asthma self-management. The program teaches 

children with asthma ages eight to 11 how to detect the warning signs of asthma, 

avoid their triggers, and make decisions about their health.”

Warner Elementary students oversee lunchroom 

recycling collection
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The NGSS is the curriculum that is used to integrate science across the grades. 

Students also are engaged in outdoor learning via a school garden based project, 

The recycling club and ecosystems field work, through which students study and 

discover the interactions between living and non-living things in their environment. 

Warner’s STEM program teaches students to be explorers and discoverers who ask 

and answer questions at the analytical and evaluative levels, students are also able 

to create models, plan and carry out investigations, use computational thinking skills 

and construct explanations that includes a deep understanding of real life scientific 

applications. For example, in creating a model of an ecosystem, the students were 

able to identify how living and non-living things interrelate. They also carried out an 

investigation into understanding how water pollution affects aquatic animals by 

pouring oil into one model of their ecosystem and recording the damage that was 

evident. Students were then able to explain that the result of their experiments 

proved how life, physical and earth science are affected by the choices and actions 

of humans.

The majority of students -- 89 percent -- ride a yellow bus to school. Warner has a 

no-idling policy, and the vehicle loading and unloading area is much more than 25 

feet away from any building air intakes, doors, or windows.

Air quality is monitored every six months and as needed during times of construction 

or upon request. Air filters are replaced a minimum of every 30 days. Neutral 

cleaning products are used in the building, and bleaches and other hard chemicals 

are not used in proximity of the students or staff. 

All of Warner’s achievements would not be possible without the Delaware Pathways 

to Green Schools and the National Wildlife Federation Eco-Schools USA programs. 

These programs help schools to plan and implement programs and actions to 

achieve goals toward making your school a greener building. Through these 

programs, the entire student body and staff are aware of the school’s achievements 

and plans for future efforts.

Department of Defense Education Activity

Spangdahlem Middle School, Spangdahlem, Germany

A community of role models and cheerleaders for health and wellness

Spangdahlem Middle School (SMS) is geographically located in the Rheinland-Pfalz 

region of Germany, which is known for its sustainability efforts and serves as an 
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ideal model for teachers in promoting sustainability goals and education. Students 

and teachers alike are keenly aware of methods used in this area to reduce the 

human footprint on Earth. As students gaze out from the school windows, they 

observe solar panels and windmills on the horizon. In surrounding local villages, 

SMS community members participate in the successful and dedicated recycling 

practices of the German neighborhoods. 

Partnering with and learning from host nation Germany allows students and faculty 

opportunities to be influencers and change agents in the community, the United 

States, and the world at large. 

In partnership with the 52nd Fighter Wing, SMS has implemented and sustained 

processes that reduce environmental impact and costs. Collaboration with the Civil 

Engineering office has allowed SMS to 

collect and analyze utilities data, 

including water, electricity, oil, and

refuse, which reflect notable changes as 

cost and usage are reduced over time. 

The school implemented a “Flip the 

Switch” lights-out plan in the 2016-2017 

school year and continued this 

educational campaign to reduce the use 

of electricity, as well as closely 

monitoring the use of water. Recycling 

plans have been implemented with paper 

products, and SMS has worked with the

52 Sustainment Services flight to replace 

plastic ware in the cafeteria with reusable 

utensils. The school also allocated 

funding to support the purchase of utensils, with a goal of eliminating the use of 

disposable utensils by the end of the 2017-2018 school year. 

Unique rules require Department of Defense Education Activity schools to comply 

with federal government purchasing policies. Drivers shut off their bus engines while 

waiting for students to board the bus. Whenever possible, teachers provide 

assignments via technology such as Google Apps for Education and Schoology. 

School personnel are working closely with the local Civil Engineering squadron and 

the U.S. Army Corps of Engineers in designing and building a new facility, which is 

32 percent complete. The Corps of Engineers has a long-standing reputation for 

serving the nation and other customers in a collaborative manner that is 

environmentally and socially sustainable. 

Spangdahlem students and staff have actively 

implemented the school recycling program
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Staff and faculty serve as role models and cheerleaders for the health and wellness 

of each other and the student body. School dances, marathons, fun runs, after 

school fitness clubs, and a comprehensive physical education program are just a 

few ways SMS has set a culture of health. Staff and faculty members participate in 

a weekly bountiful baskets program to support local farmers and provide healthy 

farm to table meals. Health education classes develop students’ health literacy 

through an array of topics such as disease prevention, food and diet, and healthrelated careers. Student clubs and parent organizations contribute to all social and 

physical health goals by sponsoring schoolwide initiatives. One recent partnership 

between the school, the Army and Air Force Exchange Service, community 

resources like the health promotions team, and the PTA promoted packing, or 

purchasing, the fruits and vegetables in the color of the day. The specialist 

department, the PTA, the school nurse, and the health promotions team also 

organized an event in September to kick off the 2017-2018 school year with a “More 

Matters” run to promote more fruits and veggies, more environmental awareness, 

and more physical activity. 

Clubs often promote physical activity and healthy habits with the academic challenge 

at hand. For example, students attending Fraction Boot Camp were tasked with 

solving math problems, then jumping up to complete sets of burpees, jumping jacks, 

and sprints. Healthy snacks make the process less painful. The support staff is an 

integral part of providing emotional and social support through the coordinated 

programs offered by the school counselor and psychologist. The school nurse 

coordinates and provides medical screenings in collaboration with the medical group 

and for appropriate referrals to meet the medical needs of the SMS student body. 

Research, evaluation, and responsible action are themes woven into math, science, 

health, art, host nation, geography, and language arts lessons to raise a problem 

solving generation with the necessary skills to control and effect change for a 

sustainable future. SMS hosts regular visits from environmentally focused 

professionals and technology-focused career members of the Air Force. 

The school was proud to sponsor a districtwide STEMPosium in the spring of 2016, 

providing STEM projects and learning opportunities while students were “Marooned 

on Mars.” The Mars lander was built by reusing materials such as cereal boxes and 

cardboard. Staff members have served on the planning committee for the Europe 

West district STEMPosium for the following two school years which will focus heavily 

on renewable resources this year. 

Not only are students engaged with learning 21st century skills, but they are 

challenged to study how humans interact with their environments through various 

civic responsibilities. Two recent contests encouraged sustainable behaviors: A 

switch plate reminder design contest challenged students to artfully encourage 
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others to turn off the lights when not in use, and an upcycling contest encouraged 

students to develop new uses for old items. During the 2017-2018 school year, 

SMS held a Conservation Convention, during which students presented fresh new 

ideas about reusing, recycling, reducing waste, and even upcycling. 

The after school environmental club researches environmental issues. Students 

create junk assemblages and self-watering flower pots. Eighth grade health 

students developed a tool to bring awareness to simple habits that can help reduce 

impact on the environment. A Green Tips Google Form is being completed by each 

student through their health class. This is a collection of data to indicate what 

sustainable habits students and their families already practice, and to encourage 

them to include more in their lives. This data will be used to collect a baseline of 

community practice as it pertains to current trends, and will guide future decisions 

about content integration into the curriculum.

Florida

Gove Elementary School, Belle Glade, Fla.

Better people and a better planet ... one school, community, and child at a time

Gove Elementary is a Title I school with over 700 students located in a rural migrant 

community in Palm Beach County that has been identified as a food desert. Ninety 

eight percent of students are eligible for free or reduced price lunch.

Raising awareness and implementing strategies for conservation and wellness at the 

school level and serving as a positive example to the community has been a natural 

progression in the Whole School, Whole Community, Whole Child approach. Fiftyplus business partners have played an active role in engaging students to be a 

better person for the planet through wellness and conservation initiatives, while 

preparing them for future job opportunities. Mentorship by Florida Atlantic University 

Pine Jog Environmental Education Center (PJEEC) and the district’s sustainability 

and recycling coordinator enables Gove to expand on their goal to grow as a, 

environmentally aware school.

Gove is a LEED Silver-certified facility that is striving to reduce water and energy 

usage. The building features ice storage air conditioning, light-colored roofing 

materials, and low-emissivity windows. Campus landscaping consists of native 

species, which require less water, and retention ponds minimize the effect of runoff 

water. Water also is captured in cisterns for garden irrigation. Gove has reduced 

energy use by 74 percent and water needs by 57 percent in just two years.
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The most recent achievement in Gove Elementary School’s green journey was being 

designated a Green School of Quality by PJEEC. This was accomplished through 

school grounds enhancement, integrating hands-on conservation in the curriculum,

and reducing waste. One example of solid waste reduction is a partnership with the 

local hospital to collect old CDs and plastic bottles to upcycle them for the STEAM

hovercraft project. 

Students and 

Gove’s green 

partners collected 

700 CDs and plastic 

bottles in 60 days.

The student-driven 

recycle club is 

committed to 

educating peers and 

staff on recycling 

properly. They 

shared their 

knowledge with the 

administration, 

resulting in staff training that included a recycling demonstration. The club entered a 

Martin Luther King Day parade using the theme of “Recycle to Beautify our 

Community,” through which students educated spectators on the importance of 

proper waste management. One hundred percent of cleaning products used at 

Gove Elementary are green certified, and 30 percent of the paper used is fiber from 

sustainably harvested forests. Batteries from appliances and computers are shipped 

off to proper facilities for disposal. 

Gove offers designated carpool parking stalls, safe sidewalk routes from 

neighborhoods at least one-half mile on both the east and west sides of the school, 

and racks to secure bikes. The school has instituted several ecosystem-based 

strategies to reduce pesticide use, including the purchase and use of ladybugs and 

marigolds, which are a safe and inexpensive solution to keeping garden pests away. 

Despite the challenge of being nestled in sugar cane fields that are seasonally 

burned, Gove Elementary School also has been recognized as an Asthma-Friendly 

School through the American Lung Association. Daily precautions are taken by the 

staff, administration, custodians, and the school nurse to keep the environment safe 

for students.

Gove Elementary is fortunate to have a wellness team that consists of the wellness 

champion, several teachers, student council members, the school nurse, and 

members of leadership. The team facilitates multiple health-related services, such 

Outdoor learning labs at Gove Elementary School include the information 

station and butterfly houses
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as morning yoga once a week, healthy eating forums, and wellness breakfasts,

which also serve as fundraisers for different causes important to the faculty. The 

school’s Positive Behavioral Intervention Support team promotes the connection 

between the environment, safety, wellness, and the influence these areas have on 

behavior. They provide materials, motivation, and incentives to encourage staff and 

students to develop empathy for their community by recycling, conserving water, and 

reducing energy use.

In 2004, Gove developed its first Walk to School program, involving students, 

parents, and community partnerships. In addition to meeting the state physical 

education mandate of providing at least 150 minutes of physical education, Gove 

provides grant-funded cross-curriculum activity bags and GoNoodle physical 

activities for classroom teachers to use during their daily physical education block. 

To increase nutrition education and boost fruit and vegetable consumption, Gove 

was the first school in the Glades to implement a fruit and vegetable daily snack 

program. There also is a vegetable and herb garden on campus, which actively 

involves and inspires students to make healthy eating choices. Gove has received 

accolades from USDA HealthierUS School Challenge, Fuel Up to Play 60, Let’s 

Move Active Schools, Commit 2B Fit, and the Alliance for a Healthier Generation.

Gove teachers use sustainability issues to teach critical thinking and problem-solving 

skills. For example, the collection of the school’s trash is used in math and science 

lessons for predicting, collecting, measuring, and reporting data. STEAM teachers 

collaborate with the science resource teacher to increase student achievement 

through lessons in a weeklong instruction of scaffolding math, science, language 

arts, and character benchmarks.

A sustainable schoolyard program is integrated into the curriculum. Through Gove’s 

STEAM classes, the school butterfly garden serves as the ideal setting to learn 

about a variety of topics and concepts across the curriculum. The garden has also 

proven an excellent setting for teaching teamwork, empathy, respect, responsibility 

and building confidence and pride and is used by classroom teachers to reinforce 

multiple concepts across curriculum including literacy, science and math. 

All Gove students participate in STEAM classes in kindergarten through sixth grade, 

engaging them in projects such as building historical and current relief maps of the 

Florida Everglades; role playing with turtle models; growing microgreens; creating 

Everglade model habitats using upcycled materials; dissecting flowers; and 

participating in eco-dramas to reenact how alligators are keystone species. 

Students are learning about the relationship between environmental, energy, and 

human systems, and studying the effect of human activity on our world. 
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Gove Field trips and special events include visits to Lion Country Safari, SeaWorld, 

Miami Aquarium, a South Florida Science Center and Aquarium STEM night, 

Agriculture Safety Day, and a Career Day. To involve the entire school in 

maintaining a sustainable culture, a student council representative attends all green 

team meetings and incorporates student input for green initiatives. The goal is for 

every grade level to integrate environmental education into classroom instruction, 

teaching students how to make a difference in the world, while creating a healthier 

learning environment. 

Georgia

Charles R. Drew Charter School, Atlanta, Ga.

Real-world project-based learning questions link a school to community

Charles R. Drew Charter School (Drew) opened in 2000 as Atlanta’s first charter 

school, and is an integral part of holistic neighborhood revitalization, developed in 

order to break the intergenerational cycle of poverty for students and families. Drew 

first opened with grades kindergarten through five, and has grown over the years; 

Drew now serves over 1,750 children in prekindergarten through 12th grade, and 

effectively has closed both the achievement gaps and the opportunity gaps for 

children from diverse backgrounds. Drew had its first graduating class in May 2017, 

with 100 percent of the seniors graduating on time and with at least one college 

acceptance. Forty-six percent of students are eligible for free and reduced price 

lunch.

Drew’s campus has more than doubled in size since the initial opening; the 

Elementary Academy (prekindergarten through fifth grade) serves approximately 

1,000 students in a building that was constructed in 1999. The Junior and Senior 

Academy (sixth through 12th grade) serves about 750 students in a building that 

was constructed in 2014 and acquired LEED Gold certification. The Elementary 

Academy has an ENERGY STAR Portfolio Manager score of 93, and the Junior and 

Senior Academy scores 88. In new light fixtures, Drew only uses LED light bulbs,

and when old bulbs burn out, they are replaced with LED bulbs

The Junior and Senior Academy building is home to an environmental dashboard 

that gives real-time data on the amount of water and electricity used, along with the 

amount of solar power captured by the panels on the building’s roof (roughly 15 

percent of the school’s energy needs). This data informs instruction and gives 

students access to quantitative data for projects and presentations. 
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Drew installed Astroturf on the Elementary Academy playground in order to reduce 

the need to water, mitigate the amount of runoff and landscaping needed for general 

upkeep, and to increase the usability of the playground for students to get physical 

activity. The Elementary Academy uses city water and has no irrigation for most of 

the campus. There is a cistern in the courtyard to collect and use that water. At the 

Junior and Senior Academy, the water in sprinkler system is from reclaimed lake 

water on the neighboring golf course. At both campuses, backflow filtration protects 

students and faculty from potential contaminants in water. At the Junior and Senior 

Academy, all water fountains have water filters and water bottle filling stations.

Drew hosts quarterly Walk to School Days that will soon become monthly events. 

Drew’s long school day (8 a.m. to 4 p.m.) and extensive after-school program 

offerings mean parents are only making one commute in the morning and one 

commute in the evening. Also, Drew’s charter gives preference to families living in 

the surrounding community, making it more feasible for them to walk or bike to 

school.

Eighty percent of cleaning products are Green Seal certified. For pest management, 

Drew is serviced by contractor Waterhouse Exterminating, which uses monitoring 

boards to isolate problem areas, precision bait, and electrical flying insect devices 

instead of broad pesticide application. Waterhouse largely uses Mother Earth 

pesticides and organic pesticides whenever possible. Any liquid-based pesticides 

generally are applied to the exterior foundation, and always at times when students 

are not present, as required by state law. Drew’s preventive maintenance practices 

help to mitigate mold and other air quality issues and mandate carbon dioxide

monitors in both facilities. 

Drew students have access to programs and classes throughout the year focused 

on health and wellness: the physical education offerings include tennis, golf, physical 

education, health, dance, and swimming. In addition, Drew uses Playworks to lead 

physical activities that build social and emotional skills during the daily recess for 

prekindergarteners through fifth graders. An affordable and well-attended afterschool program offers its own set of physical activity opportunities, including martial 

arts, yoga, dance, capoeira, flag football, soccer, sports conditioning, and golf. 

The Healthy You, Healthy Drew (HYHD) committee is comprised of faculty and staff 

from across the prekindergarten through 12th grade pipeline, the Drew PTA, and 

representatives from some of the East Lake partners, such as the East Lake Healthy 

Connections program and the East Lake Family YMCA. The HYHD committee is 

dedicated to bringing programs and opportunities to the entire Drew community, 

including students, faculty, staff, and parents. Events have included fresh fruit and 

veggie tastings, cooking demos, on-site farmers markets, meditation days, and staff 

wellness events. 
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Drew offers a full-time school 

nurse on each campus, at least 

two guidance counselors on 

each campus, and a full-time 

social worker for the student 

body. Other health-related 

offerings include visits from a 

mobile dental clinic, vision 

screenings, scoliosis 

screenings, community blood 

drives, asthma groups, and 

diabetes awareness.

Drew has implemented socialemotional learning programs on 

both campuses. At the lower 

campus, Second Step is used to create a positive, supportive environment, even 

with discipline issues, so that students are aware of choices they can make and 

goals they can set. Every Monday, the elementary students participate in a 10-

minute meditation, the teachers lead periodic brain breaks, and the hallways are 

lined with “street names” like Leadership Lane and Respect Road. At the middle 

and high school, one of the school counselors is leading a peer counseling group as 

a course, the guidance counselors are trained in Choice Theory, and there are 

several clubs and advisory groups that focus on peer-to-peer support, such as No 

Place for Hate. 

Drew works closely with community partners that support sustainable facility 

practices, wellness, and environmental education throughout the school community. 

The East Lake Family YMCA, East Lake Healthy Connections, United Healthcare, 

Publix, The Common Market, UNICEF, Captain Planet Foundation, Trees Atlanta, 

and the USGBC, help to make the education students receive at Drew relevant and 

meaningful. 

Drew’s instructional model seamlessly integrates STEAM topics into a project-based 

learning model. By teaching all subjects and standards through the lens of a realworld project, Drew incorporates community involvement, the facility and grounds, 

lessons on the use of finite resources, and local experts into instruction. Each of the 

two campuses offers unique and effective learning spaces that reflect the school’s 

values around environmental responsibility and the health and wellness of students, 

staff, and school community. 

At the Elementary Academy, every student at some point in their career will take an 

environmental education enrichment course. Additionally, the environmental 

Drew’s Junior and Senior Academy was constructed in 2014 

and acquired LEED Gold certification
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education teacher frequently partners with core classroom teachers to connect the 

concepts of sustainability and environmental awareness into the project-based 

learning projects the students complete each quarter. At the Junior and Senior 

Academy, students have the opportunity to take environmental science as a course 

for credit. Current or recurring topics across grade levels include: food scarcity, 

climate change, pollution, blood diamonds, animal conservation, food webs, 

changes in habitats, profit versus the environment, and water filtration. 

Faculty members plan collaborative projects to teach state learning standards to 

Drew students using driving questions focused on health, wellness, and/or the 

environment. Some examples of such inquiry-based projects used are: How to Feed 

a Community in Need (incorporating gardening, farming, and resource allocation); Is 

Bling Worth It? (incorporating soil layers, mining, and persuasive writing); and What 

Does Plastic Make Possible? (incorporating wildlife conservation, cost analysis, and 

sculpture.) 

Drew places an emphasis on connecting curriculum and projects to the real world 

and frequently brings in professionals to talk about career paths. As a project-based 

learning school, all projects include a community aspect, which involves students 

sharing their work and progress with community members and professionals in 

related fields. Examples of projects centered on sustainability in which students 

engage with community members are: a study in climate change and readiness, 

culminating in students collecting clothing items later donated to people sleeping 

outside in cold weather; a study in food scarcity, in which students cultivated and 

harvested crops later offered to community members at a steeply discounted price, 

making fresh whole foods available to school/community members; and fourth 

graders submitting their suggestions for animal habitat rehabilitation to Zoo Atlanta 

after studying best practices and humane options for enclosing large animals. 

Both campuses house learning gardens that are used for instruction, tastings, and 

curricular support. The school is home to an NWF certified wildlife habitat. The 

Elementary Academy environmental education teacher hosts quarterly garden 

workdays for volunteer groups. They harvest, till, dig, build, and plant alongside 

students and families to prepare the gardens for the next growing season. The firstgrade classes set up a farm stand to sell the produce they have grown, including 

fruits, veggies, herbs, and spices. 
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Godley Station K-8 School, Savannah, Ga.

Creating sustainable cultivators, producers, and engineers

Godley Station School (GSS) opened in 2010 in one of the fastest growing 

communities in the state. GSS is the largest school in the district, and serves 1,650 

students from kindergarten to the eighth grade. The rapidly growing enrollment at 

the school has increased .055 percent, or between 90-100 students, every year over 

the past five years. GSS received the Savannah Chatham County Public School 

System (SCCPSS) sustainable schools award for the 2017 school year. GSS 

strives to reduce environmental impact and costs, improve health and wellness, and 

facilitate effective environmental and sustainability education for students and the 

community. Specifically, Godley Station has made a commitment to sustainability in 

five areas: resource conservation, greenhouse gas emissions, transportation, health 

and wellness, and education for sustainability. 

The school has worked to improve its use of renewable energy while reducing its 

energy costs. In 2018, GSS earned the ENERGY STAR award with a Portfolio 

Manager score of 89, and earned the ENERGY STAR certification, reducing 

greenhouse gas emissions by 38 percent. When GSS opened in 2010, the 167,142-

square foot building was designed to educate 1,100 students. In the eight years 

since the GSS’s opening day, the school has had to expand to 182,757 square feet 

to accommodate the student body. 

Godley Station currently recycles 33 tons of waste each month. During the 2016-17 

school year, it piloted a composting program with sixth grade students. The school 

cafeteria switched from Styrofoam trays and bowls to paper trays, which are made of 

80 percent paperboard and 20 percent recycled pulp. In 2015, two drinking 

fountains were replaced with water bottle filling stations to supply purified drinking 

water and reduce the use of disposable plastic water bottles. 
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Godley Station has instituted a variety of energy saving practices, such that the 

utility cost per square foot of the school is one of the lowest in the district, at $.74. 

The district has incorporated energy management performance guidelines during 

occupied hours for temperature and mechanical equipment operation that have 

reduced energy consumption. The building’s automation control system schedules 

equipment to operate from 7 a.m. to 4 p.m., Monday through Friday. The interior 

space temperature settings are programmed to 74 degrees during cooling season, 

and 68 degrees during the heating season. In addition, GSS has replaced exit signs 

and emergency lighting 

with energy-efficient

LED signs, and added 

lighting and occupancy 

sensors throughout the 

building for long-term 

energy savings. 

The SCCPSS district 

also strives to reduce 

environmental impact

by incorporating bus 

idling guidelines. Bus 

engines are off and 

parking brakes engaged 

while loading and 

unloading students. 

Bus routes also are designed to be most economical while providing safe and timely 

service for the students. Transportation uses the TransFinder software program to 

develop efficient, direct and timely routes for all eligible students. All buses are 

equipped with GPS receivers, enabling each route to be timed and immediately 

located when there is a need to investigate or verify. Rider censuses are performed 

periodically, and routes are combined/shortened or rerouted where possible to 

improve efficiency. Transportation directors audit the routes by doing ride-alongs 

that have proven to be very beneficial. This program, implemented in 2016, reduced 

school bus routes from 18 to 15 during the first year. 

Godley Station’s nutrition department participates in a farm to school program in 

order to offer local, fresh food. Students tend to the school garden and use the 

harvest to make food in health and nutrition classes and in the cafeteria. The GSS 

garden club has grown from five participants in 2012 to over 60 in the 2017-18 

school year, meeting after school and on occasional Saturdays. The garden club 

has collaborated with the engineering and robotics club to build a greenhouse, 

incorporate a solar panel, and to design an in-ground watering system. 

The Godley Station nutrition department participates in a farm to school 

program in order to offer local, fresh food
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The school also has active athletic and nursing departments. Students are able to 

participate in softball, baseball, soccer, volleyball, basketball, and football. The 

school also hosts Sweet Feet Soccer, Girls on the Run, Girls on Track, the Good 

News club, chartered a Boy Scout Troup, and sponsored a Girl Scout Troop. The 

school nursing program offers daily care to the over 1800 students and staff. In 

addition to this care, the nursing staff has advocated for and was awarded grants for 

automated external defibrillator (AED) devices and training, yearly cardiopulmonary 

resuscitation (CPR) training, and stop-the-bleed training for staff. 

Godley Station has adopted an IPM program to reduce pesticide use. When 

pesticides are applied around campus, treatments are scheduled on weekends and 

staff and students are prohibited from entering the area for at least eight hours. The 

pest control contractor uses glue boards and trap boards whenever possible in order 

to protect students and staff from harmful chemicals. The SCCPSS prohibits 

smoking in schools and around school campuses. Seventy-five percent of the 

district’s custodial staff uses 75 percent cleaning products that are certified through 

Green Seal. In addition, five rooftop energy recovery units take in outside air, which 

is filtered, dehumidified, heated, and delivered to each classroom space and 

common area through the interior HVAC system. This system helps control building 

humidity and deters mold growth. Air filters are replaced quarterly, cooling coils are 

cleaned on all HVAC equipment, facilities are inspected for moisture and mold, and 

building occupants experience a dry, comfortable environment. Every classroom 

has windows to allow natural light to improve the overall atmosphere and increase 

students’ productivity. 

Godley Station facilitates environmental and sustainability education for students 

and the community. Students not only meet the environmental standards for each 

grade level, but participate in after school clubs that promote a deeper 

understanding of sustainability concepts. The garden club created and taught “inhouse” field trips to the kindergarten through second grade population. As students 

progress in their knowledge, they are able to learn and experiment with hydroponics 

and aquaponics. Older students are involved in composting and recycling groups to 

promote the education of effective stewardship of their natural resources. This 

includes field trips to the Oatland Island Wildlife Center to study animal habitats and 

the marsh ecology system. All of these programs, combined, prepare GSS students 

to be sustainable cultivators, producers, and engineers.
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Saddle Ridge Elementary Middle School, Rock Spring, Ga.

A new school growing out of its doors in agricultural education

Saddle Ridge Elementary Middle School (SREM) is a LEED Silver certified 

prekindergarten through eighth grade public school serving 588 students, 62 percent 

of whom are eligible for free and reduced price lunch. SREM has reduced 

greenhouse gas emissions and maintained energy consumption below its baseline 

every year. The district purchases 50 percent of its energy through renewable 

sources through North Georgia Electric. Each classroom is equipped with energy 

saving motion-sensor light switches; HVAC systems are on an automated 

centralized control system; and water heaters are controlled digitally to conserve 

energy. The new facility is also equipped with a drainage system and cool roof.

Saddle Ridge opened in the fall of 2013 as the 

first paperless school participant in the iSchools

Initiative. Food waste from the cafeteria fuels 

worms and compost. Students are encouraged 

to take home fresh fruit that other students do not 

eat during lunch. SREM was designed for 

project-based learning, which includes large 

common areas for collaborative learning. $1.4 

million was spent to build SREM's wireless 

infrastructure, though the district paid only a 

fraction of that because of a federal program 

funding infrastructure in schools and libraries 

known as the “E-Rate.”

The campus is 93 acres, and features an NWF 

certified wildlife habitat; gardens including 

pollinator, food, sensory, sundial, aquaponic, 

hydroponic, and greenhouse; wetlands; a trail 

system; pond; and woods. A grant for an 

outdoor agricultural learning facility requested 

through state appropriations committee is 

currently in the budget for the 2018-2019 school year. The areas of study the new 

facility, available to the public as well, is expected to be well equipped to address 

include: wetlands, water quality, trails, pond, stormwater areas, forestry, wildlife, 

habitats, and natural resources. 

The school implements a green cleaning program using Safer Choice, Ecologo, and 

Bright Solutions products. SREM controls pests in the garden with organic methods, 

such as companion planting. Teachers and staff are trained to use positive 

Saddle Ridge students unload mulch, 

donated by North Georgia Electric, for 

the garden
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language and interactions with students. All discipline is focused on a 

counseling/coaching approach rather than a punitive approach. 

Active since the school’s inception, SREM’s faculty wellness committee sponsors 

activities ranging from Crossfit classes to FitBit challenges. Staff members are also 

engaged in a State Health BeWell coaching incentive program through Blue Cross 

Blue Shield. Health and wellness transcend every classroom and every grade level 

with a Power Up for 30 state program, through which students are engaged in 

movement at least every thirty minutes. Students at all grade levels are involved in 

education about health, and participate in Jump Rope for Heart, FITNESSGRAM, 

Five for Life Program, First Down for Fitness, and Fuel Up to Play 60. Many 

students receive weekend food backpacks.

Saddle Ridge has been named a model for agricultural education at the primary 

level, with state education personnel drawing on advice from the county as they 

implement statewide legislation for elementary agricultural education. SREM is 

engaged in educating students and the community about the importance of 

agriculture, farm to fork, and stewardship. Walker County Farm Bureau partners 

with SREM agricultural educators to bring weekly activities to elementary students. 

Students gain workplace readiness by producing sustainable crops, running an 

agribusiness in the greenhouse, and marketing their products to consumers. 

The school garden grows larger every year, reducing the area needing to be mowed 

and increasing areas for students to learn about horticulture, nutrition, and 

agriculture. Every grade level has their hands in the garden. By germinating, 

sprouting, transplanting, watering, caring, and tending to their garden, students 

provide produce for the SREM kitchen and plants to sell for fundraisers. Students 

cultivate produce, sell it to a local pizza shop, and donate the proceeds to the local 

Care Mission. 

Saddle Ridge is the second public school in Georgia to offer outdoor kindergarten. 

Second grade students hatch baby chicks. Sixth grade participates in a year-long 

study on erosion, water systems, and trail development in the campus’ woods. 

Seventh grade participates in habitat construction, biology, and year-long dissection 

labs. Eighth grade students study physics, chemistry, and run the school wide 

recycling program. A 4-H agent works with grades six through eight during class 

time. Students study soil conservation, habitats, water quality, and wildlife 

management, among other topics. They dissect frogs, whole pigs, cows’ eyes, 

crawdads, and cats in seventh grade biology.

Saddle Ridge participated in a yearlong professional development program that has 

increased teachers’ ability to plan, incorporate, and implement project-based 
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learning activities which focus on student engagement as aligned to curriculum and 

instruction.

Lanier High School, Sugar Highway, Ga.

Environmental and health pathways pave the way for sustainable careers

Lanier High School believes it is important to have students become leaders within 

the school and in the broader community. As a Gwinnett County Public Schools 

academy school, Lanier students are immersed in project-based learning by 

engaging in real-world STEM activities. Community experts in various STEM fields 

speak to Lanier students and offer real-world connections to what they are learning, 

as well as provide inspiration for pursuing environmental career pathways. 

Lanier is ENERGY STAR certified with a score of 99, and upgrades include 

occupancy sensors and lighting retrofits in all classrooms. The environmental club 

places light and projector “turn off” reminders in all classrooms and office spaces. 

Computers and copiers are set to ENERGY STAR sleep mode. The media 

specialist designates specific days and times that the laminator can be used, and all 

staff follow the district’s “unplug and put away” protocol prior to leaving for extended 

breaks. Personal lamps, refrigerators, and microwaves are not permitted in 

individual classrooms. 

Lanier irrigates its athletic fields with reclaimed stormwater and well water. All 

landscaping is regionally appropriate and does not require irrigation. A group of 

students visits Johns Creek Environmental Campus Wastewater Treatment Plant 

annually to learn what is involved in maintaining healthy drinking water. They have 

the opportunity to engage in an internship during which they can shadow actual plant 

operators. Students are involved in hands-on chemical and biological monitoring of 

a local stream. Lanier partners with Elachee Nature Center, which sends naturalists 

to teach about stream ecosystem while catching macro-invertebrates and 

determining the overall health of the stream. 

In one effort to reuse waste, Lanier has developed a community partnership the 

WES foundation (leukemia research), in which Lanier students repurpose water 

bottles into floral works of art. The flowers then are delivered to cancer patients in 

local hospitals. Students also participate in an educational campaign called “Refill 

not Landfill” whereby they teach their peers how to reduce waste by using reusable 

water bottles. 
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Lanier High School has partnered with Charity Recycling Services, a textile recycling 

company, to help reduce the amount of textiles being landfilled in the U.S. The 

school earns money based on the volume of textiles collected, and allows clothing to 

be repurposed. 

Lanier was recognized by the Georgia Department of Transportation’s Commute 

Options Program for being the first school in Gwinnett County to have six designated 

parking spaces for carpooling teachers and students. Since 2010, Lanier has 

partnered with The Clean Air Campaign to implement a no-idling campaign and a 

Ride the Bus campaign, designed to reduce idling and air pollutants. Lanier 

students conduct ozone testing and air particulate testing, and learn how to use 

living algal/fungus (lichens) to determine air quality. They then compare their 

findings to the ozone and particulate readings published by the county. 

Daily detailing and vacuuming of the facility by 

custodians removes potential allergens, such 

as paper dust, and other particulates that might 

be generated from daily activities, along with 

mold spores and pet dander that can be 

brought into the building by occupants each 

day. The IPM program actively addresses any 

emerging roach or vermin infestations. 

Humidity is controlled by HVAC systems, and is 

kept below the 65 percent level necessary for 

dust mites to thrive, controlling another allergycausing pest. 

Lanier is committed to improving the health and 

wellness of students and staff. In addition to 

participating in a farm to school program, 

cafeteria staff members take part in a nutrition 

education program. Through the program, they 

visit classrooms to teach students about proper 

nutrition and provide taste tests for locally 

grown foods. Lanier adheres to the Smart Snack guidelines for lunch menus and 

vending machines. The school nurse reviews menus for carbohydrate counts, which 

is especially helpful for students with diabetes. 

In physical education, students participate in FitnessGram assessments that test 

aerobic capacity, muscular strength and endurance, flexibility, and body 

composition. Scores determine overall physical fitness levels and suggest 

improvements when appropriate. Life and Health Science Academy students 

collaborate with the city of Sugar Hill to host a health and wellness fair annually. 

Lanier students at Elachee Nature 

Center during a stream ecology lesson
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Classroom instruction and labs conducted address many environmental and 

sustainability concepts, such as waste reduction and recycling, urban agriculture, 

nutrition and food equity, energy conservation, air quality and pollution, water quality, 

pollution and conservation, endangered species, biodiversity, and habitat 

conservation. During earth week, students sign environmental pledges and host a 

“global tea party,” representing different parts of the world. They educate each other 

on global careers as well as global environmental impact. Items are brought in for 

students to experience foods from around the globe. 

Lanier’s environmental stewardship extends beyond school walls into the garden. 

With grant funding, the school installed a fully functioning outdoor living classroom, 

including garden beds, a butterfly garden, a compost bin, two rain barrels, picnic 

tables, birdhouses, birdfeeders, and a bat house, with future plans for a greenhouse. 

Two Lanier students were selected to participate in Gwinnett Clean & Beautiful’s 

Green Youth Advisory Council. These students work with other high school students 

from throughout the district, a 2013 U.S Department of Education Green Ribbon 

School District Sustainability Awardee, to help lead environmental service projects 

within Gwinnett County. One of the Council’s many outreach projects was to collect 

over 700 books to donate to local children in need.

Georgia Southern University, Statesboro, Ga.

Leading the community as a high performance healthy school

Every year the Georgia Southern University president hosts a tree planting 

ceremony on Sweetheart Circle, a tradition dating back to the 1970s, instead of 

mailing Christmas cards to the campus community to kick off the holiday season.

Georgia Southern is the state’s largest and most comprehensive center of higher 

education south of Atlanta. As of fall 2017, Georgia Southern has an enrollment of 

19,085 students, and operates 5,658,871 square feet of facilities on 900 acres.

In December of 2007, Georgia Southern’s president, Bruce Grube, signed the 

American College and University Presidents’ Climate Commitment (ACUPCC). In 

2011, President Brooks Keel re-signed the ACUPCC agreement, demonstrating a 

firm belief in the power of higher education in shaping a sustainable society. By 

becoming a signatory of the ACUPCC, the University has re-committed to its efforts 

to meet the goals and objectives of the ACUPCC, while continuing to focus on 

becoming a regional leader in sustainability and renewable energy. 
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Since then, the university has made the principles of sustainability fundamental to 

every aspect of the higher education the school provides. The entire campus is 

committed both to preparing students to develop the solutions for a healthy and 

sustainable society and making sustainability a core value in operations and 

planning. 

Georgia Southern formed a sustainability committee from a group of diverse 

representatives, including administrators, faculty, staff, and students, to develop a 

Climate Action Plan (CAP). Key committee members responsible for the CAP 

included the provost, vice presidents, deans, directors, architects, designers, 

environmental engineer, the sustainability coordinator and the energy manager. 

Moving forward, all campus capital improvement, maintenance, and operational 

initiatives will be considered against the commitments of the Georgia Southern CAP.

The university was named one of the top green universities for the sixth consecutive 

year by the Princeton Review. Georgia Southern also was given awards of 

excellence for work in creating a pedestrian-friendly campus to reduce carbon 

footprint and encourage healthy habits.

Georgia Southern has been one 

of the state’s top participants in 

the Georgia Power Company’s

commercial energy efficiency 

rebate program. Through this 

program, the school has offset 

approximately eight million 

kilowatt-hours of energy. 

Georgia Southern has set up an 

energy management system to 

monitor real-time energy usage, 

and is able to control and alter 

that energy usage from the 

main facilities office. Students 

have set-up a wind turbine that 

can power personal devices in 

the Math and Physics building. Another student-led program tracks solar energy 

and provides valued data on thermal radiation in Statesboro. This information 

provides the background data that is needed to optimize solar energy projects. 

Buildings have energy recovery systems that condition the air returning into the 

building. Georgia Southern has 14 buildings with white roofs made of 97 percent 

reflective foam, which significantly increases the insulation value of the building, in 

addition to keeping buildings cooler by reflecting sunlight. Georgia Southern 

University has imposed requirements of its own above the state minimum green 

A functioning boat built out of recycled bottles by Georgia 

Southern students
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building requirements. Efforts to build high performance buildings have earned the 

school eight green building certifications. From 2014 to 2016, the school was 

recognized by the USGBC Georgia as a Georgia High Performance Healthy School, 

an award that acknowledges the school’s commitment to creating healthy and 

efficient learning environments. 

Georgia Southern was one of the first universities in Georgia to irrigate with grey

water, and is known statewide for its water conservation measures. The school has 

quantified on-site carbon offsets with the USDA’s software program i-Tree. Georgia 

Southern is ranked first nationally for the number of passengers on its buses per 

mile (1200+), and has over 15,000 passengers per day. This reduces the number of 

single passenger vehicles on campus and overall carbon footprint. The school has 

installed free community electric vehicle charging stations that connect the electric 

vehicle charge locations between Atlanta and Savannah.

Georgia Southern has raised the community sustainability consciousness. As a 

state university, it is Georgia Southern's goal to continue to support federal, state, 

and local efforts toward climate neutrality. Engineering professors have received 

some $524,000 dollars from the National Science Foundation. The grant will enable 

them to bring cutting-edge renewable energy research into the high school and 

technical school classrooms in the high-need rural areas of Georgia.

Dining facilities operate pulpers that reduce the volume of food waste by nearly 90 

percent. In addition, a portion of this pulp was used in a student-led research 

composting program. Dining facilities save used cooking oil and fryer grease for 

conversion into biodiesel and a variety of other products by a third-party vendor. 

Georgia Southern has eliminated food trays in dining halls, helping to reduce food 

waste by 25 to 30 percent per person, and conserves energy and water used for 

washing them.

The school’s wellness program is dedicated to enhancing staff, faculty, and student 

wellness. Georgia Southern provides a full range of health care services including 

medical, counseling, education, and wellness, and has received recognition by the 

Accreditation Association for Ambulatory Health Care, Inc. as a Patient Centered 

Medical Home, the highest achievement for primary care. It is a mark of excellence 

honoring the fact that Georgia Southern University Health Services adopts best 

practices and complies with nationally recognized standards of care.

Campus Recreation and Intermural provides programs that students, faculty, and 

staff can participate in to boost healthy balanced lifestyles, including alternative

transportation options, along with special awareness events such as Wellness 

Week; Stomp Out Stigma week, which is dedicated to decreasing stigma towards 

mental illness on campus; and Think Before You Drink Week. The University 
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Wellness program is committed to helping students achieve balance in each 

dimension of wellness. 

Georgia Southern's sustainability efforts to date have included a focus on awareness 

and educational curriculum enhancements. The school continues to create and 

build programs that will inform the campus about environmental sustainability and 

climate awareness. The Center for Sustainability has partnered with Residence Life 

to run a recycling hall incentive program. Students obtain a recycling card from their 

hall’s main office. When a student recycles, their card is stamped, and when the 

card is full they are eligible to win a prize. The campus features a free community 

electric vehicle charger, a cross-campus natural corridor consisting of preserved 

woodlands and wetlands, dedicated bike lanes, and a farmer's market that supports 

the local economy while providing students with fresh produce, baked goods, honey, 

soaps, and crafts.

Students are deeply engaged in the local community and have a strong sense of 

civic responsibility. All Georgia Southern students are required to take a 1000-level 

environmental science course prior to graduation that emphasizes interdisciplinary 

learning to solve sustainability problems. For students who want more, Georgia 

Southern offers an interdisciplinary concentration in Environmental Sustainability for 

undergraduates of any major. Courses often require service learning experiences 

through which students serve their community while learning course content. 

Georgia Southern has hosted a Farm to Table Workshop for other universities in the 

state through the Georgia Campus Sustainability Network, and regularly provides 

student service learning opportunities with local growers.

The Student Government Association (SGA) proposed a sustainability fee of $10 

that was passed by a 75 percent majority of the student body. This fee supports the 

Center for Sustainability, and other sustainability initiatives on campus. The Center 

for Sustainability hosts annual GreenFest for the local community, as well as a 

Sustainability Seminar Series, including speakers such as former U.S. Secretary of 

Energy and Nobel laureate Steven Chu, Robert Kenner of Food Inc., environmental 

justice activist Majora Carter.

The Green Fee also supports student programs such as an afterschool garden 

program in local schools, campus community gardens, food waste composting, 

RecycleMainia, residence hall recycling incentive program, and No-Impact Week 

activities. The week includes No Trash Day, Bike to Campus Day, Energy Day, and 

the Dress in the Press Competition, during which student designers showcase their 

creativity by constructing a dress out of recycled materials, predominately 

newspaper and magazines from Student Media. In addition, the campus 

participates in Walk a Mile in Her Shoes, an international program that aims to raise 

awareness and encourage communication about gender relations and sexual 
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violence. Men throughout the campus and local community walk in red high-heeled 

shoes to draw attention to the issue. All proceeds are donated to the Statesboro 

Regional Sexual Assault Center.

A grant program has been implemented that provides funding to campus 

sustainability initiatives. To reward students, faculty and staff that enhance the 

universities’ environmental program, a Green Eagle Award was created. This award 

is presented at an annual sustainability showcase along with displays from grant 

awardees.

Hawaii

Honowai Elementary School, Waipahu, Hawaii

Transforming budgetary drain into financial asset

Always seeking opportunities for advancement of the community as a whole, 

Honowai Elementary is at the heart of Waipahu, Hawaii’s success. Honowai 

Elementary was established in 1968 to serve the community consisting of single 

family and low-income housing. Sixty-six percent of students qualify for free or 

reduced priced lunch. Waipahu is the Hawaiian word for “gushing spring,” and was 

considered the capital of Oahu to Native Hawaiians because of the congregation of 

people to the natural spring that provided restoration and relaxation.

The Hawai‘i Department of Education has made a commitment to reducing 

environmental impact and costs, working with a multidimensional program for energy 

efficiency, clean energy, and energy education, called Ka Hei. The Ka Hei program 

has been instrumental in the modernization of Honowai Elementary, which was 

selected as a pilot site. Efficiency measures include interior and exterior LED 

retrofits, refrigeration system and electric motor upgrades, ventilation controls, 

roofing insulation, and retro-commissioning of existing HVAC equipment. Honowai 

has earned an ENERGY STAR Portfolio Manager score of 96, reducing greenhouse 

gas emissions by 58 percent and energy use by 42 percent in just one year. 

Classroom temperatures were high enough to warrant specific heat abatement 

efforts. Through the Ka Hei program’s efficiency module, as well as with behavioral 

modifications, the use of energy was reduced significantly, which allowed for the 

additional load of air conditioning and ceiling fans installed in each classroom. 

Honowai Elementary has 492 solar photovoltaic modules that generate 400 kilowatthours per day of clean power, minimizing the campus’ carbon footprint. The data 

that is collected on the array provides real-world data through a web application 
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called UtilityVision for students to learn about renewable energy. Efficiency and 

conservation behaviors are addressed through the R.E.A.C.H. (Reducing Energy 

And Changing Habits) program. Over 75 percent of students walk to school 

regularly. 

With these thermal improvements, air conditioning also reduced the chance of mold 

growth and kept out pollens and other outdoor irritants. Food safety in the walk-in 

refrigerators has increased with real-time digital temperature data logging. 

Occupants also have noticed better ventilation in the library. The classrooms and 

buildings that hold the solar array all have new roofs, reducing the chance for roof 

leaks and heat in the buildings thanks to added insulation.

Connecting students to the origin of the land they live, the importance of oral history 

is stressed and native Hawaiian storytellers are brought in to support students in 

creating relationship with their history. Culturally responsible education in 

geographically diverse areas, such as Hawaii, is essential to the health of the 

community and ecology of the relationships that thrive within a school setting. 

Teachers received professional development and resources to aid in connecting the 

physical changes of the facility to hands-on, inquiry based learning for students. 

Honowai coordinates 

quarterly tournaments for the 

entire Waipahu community. 

Students are provided with a 

structured recess with team 

sports and grade-level 

activities. There are 

adaptive physical education 

classes for those requiring 

special care. Annually, 

Honowai Elementary 

alternates between a May 

Day celebration and a Field 

Day. These festivals are 

open to parents and 

guardians of Honowai 

students to join in on the activities, including relay races, target games, and Zumba. 

As part of the school’s “Gotcha” program, students are awarded slips for unsolicited 

good/positive behaviors around campus. Teachers can only administer Gotcha slips 

to students who are not in their classroom, as well as to entire classes if deserved. 

This has been a positive behavior support that encourages students to act in a more 

Honowai Elementary teachers learning about the multi-step 

process to harness energy through the Ka Hei program
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constructive and helpful way. Students are acknowledged for their positive 

behaviors through the media club that provides announcements daily. 

The Parent Community Network organizes and supports programs for parents and 

guardians in the community of Honowai Elementary. Recently, the network

partnered with the Honolulu Police Department to offer strategy sessions aimed at 

assisting parents with trying children. Parents and guardians walked away with a 

wealth of knowledge and a binder on strategies to support their children through 

elementary, intermediate, and high school. Honowai Elementary offered teachers to 

assist with childcare services for the parents who were attending the sessions. 

One of Honowai’s health-related efforts has been to reduce the incidence of head 

lice (“ukus” in Hawaiian). Honowai Elementary uses a “no-nit policy,” which is a 

school-led initiative to help reduce the spread of ukus. Through strong efforts, the 

program has created a supportive community that understands the importance of a 

healthy school site. Honowai Elementary uses a once-per-quarter screening for 

students, as well as on an as-needed basis to keep the school uku-free. Honowai 

also participates in vision and hearing screenings and offers vaccinations.

The lo‘i (taro) patch on campus provides a traditional, pre-Captain Cook, sustainable 

source of food. The lessons that are provided alongside the lo‘i tap into the 

outcomes that are firmly rooted in Hawai‘i as part of a state department-wide 

framework to develop the skills, behaviors and dispositions that are reminiscent of 

Hawaiʻi’s unique context, and to honor the qualities and values of the indigenous 

language and culture of Hawaiʻi. The six outcomes that are taught are the universal 

values within each culture, bringing a sense of value and strength to each person 

that engages in the learning experience. Students and educators who engage with 

the lo’i patch have the opportunity, once ready for harvest, to pound the stem of the 

taro plant into a traditional Hawaiian food, poi. There are also hydroponics and 

aquaponics systems on campus.

Today's Waipahu schools carry the load of providing an education to students that 

will enable them to be college, career, and citizenship ready. At Honowai

Elementary, students are provided with education that highlights place-based 

learning, solar energy, computer science, the Kapakahi stream, and oral history. 

Students step into the role of an individual in a STEM career and carry out a 

performance task that correlates to the Hawaii Content and Performance Standards 

as well as the newer NGSS. For example, in the role of an energy management 

consultant, students recreate the work of an individual who they saw on campus 

conducting data collection from the Ka Hei program.

Honowai Elementary engages students in collective actions that identify issues of 

public concern. Students from the gifted and talented program set out to create a 
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safe pedestrian area around Honowai Elementary. The students in this track were 

able to identify and assess the issue of speeding. Responding to the needs of 

students who walk to school, the group of students was able to create a solution that 

was accepted by both the neighborhood board and city hall. 

Illinois

Monroe Elementary School, Hinsdale, Ill.

Educating the caretakers of our earth

Monroe School is dedicated to preparing students to understand their role in the 

world and their responsibility in protecting it by reducing environmental impact, 

improving health and wellness, and internalizing environmental literacy.

Monroe has a decades-long commitment to environmental education through its 

“Living Classroom Learning Lab,” now in its 23rd year. Right in their own 

schoolyard, Monroe has created a prairie, butterfly garden, Japanese garden, 

vegetable garden, pond, and bee habitat. Teachers, working with parent volunteers, 

help the students as they plant, weed, harvest, make observations, and write in the 

gardens. It is truly “hands-on” learning across the curriculum.

Living Classroom lessons focus on the interdependence between humans and 

nature and humans’ responsibility to be good stewards of the environment. In 2017, 

Monroe added an observation bee-hive to further stimulate student investigation and 

support students’ sense of curiosity. This year, through their study of pollination, the 

first grade class will be designing, acquiring funds for, and planting a hummingbird 

garden. All of these approaches contribute to the sustainability of local ecosystems.

The Living Classroom curriculum from kindergarten through third grade teaches the 

importance of the life cycle of every ecosystem by developing the concepts of 

producers, consumers, and decomposers. The students come to know that humans 

and animals have the same requirements to sustain life, and that both groups have 

nutritional needs that begin with plants. In the spring, kindergarten students plant 

the seeds of vegetables, and first grade students plant the seeds of flowers. 

Throughout the summer, students watch their plants grow into delicious vegetables 

and beautiful flowers. As some of the vegetables and flowers wither in the late fall, 

these same students will harvest the seeds of their plants, saving them to be planted 

in the spring. By experiencing the complete circle of life of an ecosystem, the 

students come to realize the necessity of caring for and sustaining each ecosystem. 

Fourth and fifth graders delve deeper into the study of ecosystems by observing and 
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researching the microscopic creatures that inhabit a pond. By developing the food 

chains and food webs contained in the pond, they understand the necessity of 

maintaining the need for biodiversity, which is a vital part of the well-being of the 

planet.

Monroe’s Living Classroom extends beyond the school and into the greater 

community. The school has a special partnership with a neighbor, who helps with 

the upkeep of gardens and has provided tree donations. During the summer, many 

families take turns weeding and watering the grounds. Students educate neighbors 

and parents with literature about the need for biodiversity and the importance of 

pollinators to the environment and human health. At the end of summer, a 

vegetable, honey, and lemonade stand brings families and students back together to 

celebrate the harvest and connect before the start of the school year. In October, 

the vegetables planted by the kindergarteners and harvested by the first graders are 

donated to the local food pantry. Monroe continues this spirit of helping others by 

sharing compost with Chicago Public School gardens.

In addition, the school promotes health and wellness. Monroe kicks off the school 

year with a family five-kilometer run/walk in a nearby forest preserve. The 

administration encourages alternatives to driving to school via walk-to-school 

challenges and a bike-to-school 

safety course. A morning running 

club called Monroe Milers supports 

over 200 students exercising before 

school. Students also participate in 

Jump Rope for Heart, a school 

operated Lift-a-Ton club, after-school 

yoga, and teacher-led movement 

breaks during class. Monroe ‘s 

Illinois Blue Ribbon award-winning 

physical education department 

encourages outdoor fitness by 

holding approximately 50 percent of 

daily classes outside, including an 

annual sledding day. An all school 

field day culminates the yearlong 

emphasis on health and wellness. A 

generous outdoor recess policy allows students a fresh-air opportunity anytime the 

temperature is over zero degrees. Finally, field trips often are planned to promote 

the outdoors. Fifth graders attend a three-day, two-night field trip at an outdoor 

educational camp to learn more about nature and unique environments, while 

kindergartners tap maple trees, and third graders learn about habitats at the Morton 

Arboretum.

Monroe Elementary’s principal and bee mentor inspect 

the school’s observation hive
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To help reduce environmental impact, Monroe has a student green club that meets 

twice a month. They learn about recycling, upcycling, sustainability, and implement 

schoolwide programs. These include classroom green captains, a lunch-waste 

audit, and promoting zero-waste lunches. Batteries, holiday lights, and fluorescent 

lights are collected for proper recycling. Students help educate parents by making 

signs to not idle during pickup and dropoff. The green club ran a campaign to obtain 

a new tree for the school playground, during which all students voted on which type 

of oak tree to plant. Parent volunteers give environmental talks during the lunch 

hour. Monroe hosts an Earth Day upcycling collection, during which the school asks 

the community to bring in unused household goods and clothing for resale, keeping 

these items out of landfills. The monthly hot lunch program was modified to produce 

less waste in its packaging. Monroe has a green, paperless PTA, with online 

communications and registrations. Green yearbook practices earn the reward of 

having more trees being planted in the school’s name. The school has water 

stations throughout the school for students to fill their own reusable water bottles, 

and has staff training on environmental issues. As a result of these efforts, Monroe 

is proud to have been awarded the Earth Flag and Water Flag from SCARCE, an 

environmental education nonprofit.

Monroe works to educate the community, and embody what it means to be green.

Southside Occupational Academy High School, Chicago, Ill.

Daily affirmations of environmentalism for special needs students on Chicago’s 

south side

Southside Occupational Academy is a vocational school of 270 special needs 

students between the ages of 16-22 in Chicago’s West Englewood community on 

the south side. The school motto is: “We believe in ourselves. We learn in different 

ways. We understand we are important. We excel in school, work and in the 

community.” It is through this anthem, which the school community repeats daily, 

that students are inspired and encouraged to live and breathe a better life. With 

these goals in mind, Southside is creating a closed-loop system to support students 

and the community. Politico recently published an article featuring Southside’s 

programs and ethos, highlighting the collaborations the school has formed with 

Chicago-based institutions as well as the work the school is doing in West 

Englewood. Southside is changing the way they think about and practice special 

education by expanding the network of possibilities that those with special needs 

can pursue and creating a space and community, within itself, to allow students to 

model lifestyles and behaviors that lead to healthier lives and help contribute to a 

healthy environment. 
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In recent years, Southside has been able to reduce environmental impact and cost. 

As an institution focused on increasing student independence, many courses have 

teamed together not only to contribute to the maintenance of the school’s 

landscaping, but also to use the space for instructional purposes. Horticulture class 

uses the outside space for gardening various ornamental plants as well as fruits and 

vegetables. The custodial course uses “green” cleaning materials, and contains a 

unit focused on landscaping, where native plants are used to create rain gardens to 

help reduce wasteful runoff. The lawn is kept and maintained by students, who rake 

the clippings for mulching the school orchard or adding to the growing 

vermicomposting program. The agriculture course also helps in beautifying the 

campus by planting trees, perennial bulbs and grasses, and native pollinator 

habitats. Also, by collaborating with the carpentry 

lab, students have constructed honey bee hives 

that have been used on campus, in addition to 

setting up a poultry coop that houses a combined 

50 chicken and ducks, and produces over a dozen 

eggs a day. These eggs are then used by the 

culinary lab, or sold to faculty and staff to fund 

additional programs. Additionally, physical 

education classes also use green space when 

practicing for various Special Olympics sports. 

While making use of green space, students also 

learn about how to minimize their carbon footprint. 

For this reason, Southside has a built-in travel 

training program. Public transportation is the best

way for students to get from place to place while 

also helping the environment. 

The health and wellness of students and staff is at the forefront of Southside’s focus. 

In 2017, Southside began implementing a classroom technique called Calm 

Classroom. Three times a day, teachers read or play a meditative video or script for 

students. This practice teaches both students and staff the importance of 

mindfulness. Teachers’ days are often filled with never-ending to-do lists and stress. 

Many of students also face various forms of stress and anxiety. Calm Classroom 

provides the room with three to five minutes of meditation three times a day. 

Students have had a very positive reaction to this, often using the practice as a 

coping mechanism or preferred reinforcer. The 

values of health and wellness also are stressed 

throughout course such as culinary arts, health, 

and physical education. Health is a positive 

concept emphasizing social and personal resources, as well as physical capacities. 

Systematic activities to prevent or cure health problems and promote good health in 

humans are delivered by health care providers. In addition to health care 

A Southside student inspects the 

plant she has raised from a 

seedling
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interventions, a person's surroundings, and a number of other factors are known to 

influence the health status of individuals, including their background, lifestyle, and 

economic and social conditions; these are "determinants of health." This course is 

designed to help students develop the ability to achieve socially responsible 

behavior. Students are encouraged to become productive and independent family 

members, citizens, employees, and participants in a variety of vocational and leisure 

activities. Physical education involves competency in a wide range of motor, 

nonmotor and manipulative skills. Learning in this area is developmental, building 

simple movements into more complex patterns. This course is also designed to 

provide year-round sports training and athletic competition in a variety of Olympictype sports to prepare students to participate in Special Olympics. This two-fold 

approach to health helps students to develop a clear and habitual practice of both 

physical and mental health. 

The importance of respecting the environment is incorporated into every class at 

Southside as students are asked to self-assess how they did in terms of “Respecting 

themselves, respecting others, and respecting the environment.” This fortification of 

environmental literacy incorporated throughout the curriculum has established a 

culture of young environmental stewards, as well as kind and compassionate young 

adults.

Wolcott School, Chicago, Ill.

A healthy-building-fueled wellness environment for students

Wolcott School is a leader among Illinois private independent schools pursuing 

sustainability. The school building, located in Ukrainian Village, was completely 

rehabbed five years ago. It took three years and a $13.3 million fundraising 

campaign to update the facility, which originally was built in 1926. In 2013, Wolcott 

received a LEED Gold Certification for its 90-year-old facility, working closely with a 

general contractor. Since opening in 2014, the school has showed improvements in 

energy use reduction, water efficiency, sustainable purchasing, waste management, 

green cleaning, indoor air quality, and innovative operations. The award-winning 

architectural design, and recently added community garden and solar panels create 

the perfect learning environment for this community of young adults committed to 

sustainability, wellness, and hands-on curriculum.

Wolcott continues to work to improve energy efficiency. The building has solar 

panels on the roof that supplement power for the whole facility. The school's lighting 

is LED-based with motion detectors in all classrooms, which monitor activity and turn 

off lights when not in use. The certification process allowed the school and staff to 
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make huge strides in sustainability, awareness of energy savings, recycling, 

cleaning, and classroom instruction. Water usage in the building meets LEED 

standards with low-flow toilets, use of rain barrels for gardening, and efficient water 

fountains. Wolcott has a compost bin that can be transported from the cafeteria to 

outside. Wolcott keeps a record of water and energy usage throughout the year to 

monitor and continually develop innovative ways to reduce usage and improve 

efficiency.

Wolcott School was awarded a $7,000 grant by the Illinois Clean Energy Community 

Foundation Grant (ICECF) in 2016. The Independent Foundation was established in 

December of 1999 with a $225 million 

endowment provided by 

Commonwealth Edison. Their mission 

is to improve energy efficiency, 

advance the development and use of 

renewable energy resources, and 

protect natural areas and wildlife 

habitats in communities all across 

Illinois. Wolcott’s ICECF grant 

extended and expanded STEM 

education for students with learning 

differences. Wolcott students study 

the effect of the solar panels in the 

physics curriculum.

Air filters are an integral part of 

Wolcott’s HVAC system in order to 

provide clean and healthy air. The 

HVAC environmental company that 

manages Wolcott’s HVAC system 

does quarterly checkups to ensure 

that all Wolcott’s equipment is running 

efficiently and that air filters are fully 

functional. Wolcott’s facilities director and his team are constantly inspecting the 

building for areas where there is moisture. Wolcott uses humidity monitors and 

dehumidifiers to ensure moisture levels are being managed properly. To help to 

prevent pests, Wolcott only allows food in the multipurpose room.

Wolcott has chosen to include plants in the landscape. The plants include alpine 

bushes, ivy, and assorted annuals. All plants and flowers are located on the west 

side of the building in and around the courtyard. Wolcott developed an approved list 

of cleaning supplies and other products that it determined were environmentally 

Wolcott students work in the student-founded school 

garden
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preferable. All of the purchasing is centralized and goes through the business 

manager, so he can ensure that Wolcott adheres to the approved list.

The school uses water bottle usage stations to reduce plastic water bottle use. The 

school provides shuttle bus transportation to and from the major Metra stations so 

student and staff commuters can conserve fuel. The school curriculum includes 

instruction and learning opportunities that promote environmental literacy. Students 

participate annually in Green Apple Day of Service.

The science department works to design curriculum and instruction that addresses 

sustainability in the Environmental Science class. For example, students in the 

class work through a unit on sustainability and human values that includes an 

analysis of the United Nations Sustainable Development Goals, as well as a 

reflective essay on students’ individual environmental ethics and view on 

sustainability. Additionally, during the fall of 2017, the science department 

coordinated a "Solarbration" Day in conjunction with the Green Apple Day of 

Service. On this day, all students met with Wolcott's architect and learned more 

about Wolcott's LEED certification, and also learned more about the solar panels 

that were installed in 2015-2016.

Students are exposed to green technologies in the context of science courses, 

engineering courses, environmental science, and in gardening club. As a college 

prep high school, students develop the skills required for engineering, business, 

communications, and related fields that have potential to promote success in 

students with learning challenges. For example, students went on a field trip to 

Method, a soap company with a local plant that is considered one of the most 

sustainable green product facilities out there. Method’s mission is to be kind to the 

planet.

Wolcott’s health curriculum teaches important topics for life outside of school. 

Students learn a great deal of information that will apply to their college experience 

as well as after college. In Wolcott’s nutrition unit, students talk in-depth about 

healthy eating, healthy exercising and the reasons. Teachers also focus on the 

importance of breakfast and how eating breakfast helps in many ways, from 

maintaining healthy weight to focusing at school or work. Another unit that Wolcott 

students focus on during health class is CPR, a lifesaving technique they may have 

to use in the future. The health department strives to give students the skills 

necessary to be safe and comfortable in many different situations. Additional units 

Wolcott students cover include: alcohol and drug use; healthy relationships; and 

social, mental and emotional health. The overarching goal for each unit is to focus 

on the students’ lives outside and beyond of high school when they begin to live and 

grow on their own.
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University of Illinois at Chicago, Chicago, Ill.

Igniting UIC’s climate action implementation plan on this biodiverse campus

The University of Illinois at Chicago (UIC) is a vital part of the educational, 

technological and cultural fabric of the region. As Chicago’s only public research 

university, with 30,000 students, 15 colleges, a hospital and a health sciences 

system, UIC provides an extremely diverse student body access to excellence and 

opportunity. UIC’s ten year, formal commitment to sustainability builds on a long 

history of dedication to waste reduction, social justice, health, and the well-being of 

the Chicago region and beyond.

The programs at UIC that reduce environmental impact and costs are facilitated by 

the work of the Office of Sustainability (OS) and the Chancellor’s Committee on 

Sustainability and Energy. These efforts are driven by the UIC Climate 

Commitments to be a carbon neutral, zero waste, net zero water, and biodiverse 

university. The path to achieving those goals is the UIC Climate Action 

Implementation Plan, which includes a cost-benefit analysis for these goals, and 

identifies the implementation partners.

The university has reduced its overall energy use intensity by 33 percent since 2004. 

In this same period, total campus energy use was reduced by 26 percent. All new 

construction at UIC since 2008 has achieved a LEED rating, with three buildings 

achieving Gold status, and one receiving Silver. Eighty-one energy efficiency 

projects implemented from 2013 through 2015 reduced carbon emissions by 12,600 

metric tons, resulting in $1.4 million in energy cost savings. The school currently 

has two photovoltaic systems that generate approximately 120 megawatt-hours per 

year. UIC‘s geothermal ground source heat pump system provides heating and 

cooling to three buildings. This ground source heat pump system provides 4,444 

million BTUs of heating and cooling per year.

The school’s commuter mode split for single-occupant driving (40 percent) is less 

than for the city of Chicago (51 percent) and the broader region (70 percent). All fulltime students receive a transit pass for unlimited use during the semester, and 

employees can participate in a pre-tax transit benefit program, encouraging the use 

of public transit.

The university’s commitment to a net zero water and biodiverse campus is 

exemplified by several accomplishments. A 2014 EPA Rainworks award winning 

interdisciplinary student project, “Urban Transformations: A Phased Approach to 

Green Infrastructure Implementation,” is the basis for UIC’s green infrastructure 
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plan. In the first phase, UIC implemented four acres of green infrastructure, 

diverting 4.2 million gallons per year of stormwater, including the first large-scale 

permeable concrete parking lot in the region. With nearly 5,000 trees and 100 

species, UIC has been a certified Tree Campus USA since 2011, and in 2017 

became the first official Bee Campus USA in Illinois. Funded by the National Fish 

and Wildlife Foundation, the OS and volunteers from Federal Express planted a 

2,000 square foot replication of an Illinois native prairie on UIC’s west campus. 

UIC’s power plants implemented water savings of approximately five million gallons 

per year. 

The school’s longtime 

commitment to reducing 

waste has expanded to 

include many other 

commodities toward a zero 

waste goal. In 2017, the 

school diverted 3466 tons 

from landfill. Over the last 

five years, unique waste 

streams were added, 

including batteries, writing 

implements, pipette tip 

boxes, plastic bags, and 

personal electronics. The 

student volunteer Food Recovery Network has collected over two tons of food and 

provided it to shelters in first quarter of 2018. Food scrap collection diverts preconsumer waste from the landfill. Outdoor recycling capacity expanded by adding 

50 Big Belly recycling stations to the existing eight, increased collection efficiency by 

94 percent, reduced transportation emissions, and resulted in a nearly 50 percent 

recycling rate. The estimated cost avoidance is $31,633/year. In 2016, UIC entered 

into a hazardous waste disposal contract with a new vendor that reduces the 

environmental impact of disposal. This contractor takes the 58 tons of waste to a 

local facility, and uses a technology that allows some materials to be recycled rather 

than incinerated.

The university offers numerous opportunities for improved health and wellness 

outcomes for the campus community. The Environmental Health and Safety Office 

has an Industrial Hygiene Group and a laboratory safety program, and conducts 

chemical fume hood inspections, biosafety cabinet audits, and radiation safety 

contamination surveys for those labs that use radioactive materials. UIC’s 

sustainable approach to pest management extends beyond the application of 

pesticides, and includes reducing the food, water, harborage, and access used by 

pests by eliminating any equipment, structural features, or management practices 

All new construction at UIC since 2008 has achieved a LEED 

rating
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that are contributing to pest infestation. The Wellness Center supports students 

through individual consultations and referrals, and assists students experiencing 

food insecurity and homelessness. A pop-up food pantry provided 1,109 bags of 

groceries to students in the fall of 2017. That year the Wellness Center also 

conducted 120 workshops and reached 1,707 students on numerous wellness 

topics. The responsible drinking program reached over 3,919 students.

The Employee Assistance Service provides free, professional, confidential 

assessments, short-term counseling referrals, and follow-up for UIC employees and 

their families for mental health, family problems, addictions, and financial issues. 

They also provide orientation and training to employees, and assistance in 

connecting to health insurance providers. The School of Public Health developed a 

staff wellness program that includes competitions, exercise classes, wellness talks, 

and more.

Urban UIC has a fair amount of open spaces that are available to the casual user 

and the more devoted athlete. UIC Campus Recreation’s two indoor facilities, 

outdoor courts, and fields enhance learning and promoting healthy lifestyles. There 

are many green spaces available to the community among the nearly 5,000 trees 

that sequester 18.1 tons of carbon dioxide/year. UIC offers a discount to the 

Chicago bike share program, DIVVY.

All food procured by dining services and provided in the dining halls is purchased 

fresh except for corn and peas. Cost of locally sourced food in 2017 was 42 percent 

of the total food cost of residential dining services, a 32 percent increase over three 

years. There are several gardens that produce food for educational purposes: the 

Department of Biological Sciences, the Heritage Garden, the College of Applied 

Health Sciences Nutrition Garden, and the College of Education Garden.

Five of UIC’s colleges offer courses, minors, and degrees in programs that are 

related to the environment and sustainability. UIC’s newest sustainability-focused 

program is a minor in sustainable cities, in the College of Urban Planning and Public 

Affairs. Another innovative program is the Freshwater Lab course, which puts the 

pressing issues surrounding the Great Lakes before students through the study of 

the social and ecological dimension, as well as meeting with leaders, site visits, and 

project work. The Summer Institute for Sustainability and Energy is a two-week 

intensive summer program that promotes the inclusion of basic energy science 

research into entrepreneurial endeavors by future scientists, business leaders, and 

policymakers.

There are co-curricular programs including the sustainability internship program 

(which has served 145 students since 2014) and the UIC Heritage Garden 

internship. The student sustainability fee has advanced 38 projects with funds 
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totaling $856,450. Other units that support research and co-curricular learning are 

the Institute for Environmental Science, the Latino Cultural Center, the UIC Energy 

Initiative, and the Institute for Humanities. The College of Engineering received an 

NSF STEM grant to support the success of academically talented, low-income 

students, including participation in service learning projects that will work on 

community problems with engineering concepts.

Iowa

St. Columbkille Elementary School, Dubuque, Iowa

Long-term commitment to holistic environmental awareness 

St. Columbkille Elementary is one of seven prekindergarten to 12th grade schools 

within the Holy Family Catholic School Systems in Dubuque, Iowa. With an urban 

population of approximately 300 prekindergarten through fifth grade students, the 

administration and staff has made a commitment not only to educating students on 

environmental topics, but maintaining an atmosphere that encourages respect and 

knowledge of the Earth. For over 10 years, the staff has implemented programs and 

lessons not limited to: recycling, composting, native and prairie plants, and the 

general reduction of waste. This long-term commitment has created an atmosphere 

of respect for the environment, and instilled the mindset that the small things 

individuals do can make a difference in the world.

The greatest example of St. Columbkille’s dedication to environmental education is 

the extensive use of the property as a learning tool. The interest and care for the 

environment can be seen even before you walk in the school’s front doors. A rain 

garden was constructed in 2013 with students and community members identifying 

what plants would be best for the purpose of the garden and how to design it 

effectively, all while learning the function and importance of a rain garden. The 

garden is appropriately placed at the end of the gym’s rain spout system, and at the 

bottom of two small hills, which provides plenty of water for the rain garden plants to 

enjoy. 

A short walk around the building will bring you to another prime example of using the 

land directly for environmental education. In 2009, a 50’ x 80’ section of land was 

planted as a native prairie plot. This area has a plethora of native prairie plants that 

are not only helpful to the land itself, but also are used as a versatile educational 

tool. Students learn how to identify native plants, about invasive species, 

biodiversity, habitats, ecosystems, prairie plants, insects, food webs, et cetera while 

visiting the prairie plot. Students are reminded of these lessons when they go 
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outside for recess throughout their day. In addition to the educational tool this plot 

provides, it is also ecologically beneficial as the plants soak up water runoff, and 

provide ample habitat for many small rodents, birds, and insects. 

Dedication to respecting the health of the land can be seen when you look around 

the classrooms. Each room has a recycling bin which is collected and emptied 

weekly into the city’s recycling dumpsters by the fourth grade class. The amount of 

waste that reaches the recycling bin is reduced at the source simply by reusing 

paper, using small whiteboards, and providing computers and online programs for 

school work and to communicate with members of the school community. The entire 

school also helps reduce the amount of waste entering the landfill by composting in 

the lunchroom. Each grade is educated on what can be composted, and students 

place their food scraps in separate bins at lunch. As the students learn about the 

proper utilization of these 

services, they take this knowledge 

and practice to their households.

The physical well-being of St. 

Columbkille students is just as 

important to the staff as 

academics. Upon arrival, 

students walk around the gym 

area awaiting the morning 

announcements. Throughout the 

day, students enjoy 20-30 

minutes of recess outdoors on the 

football sized yard, which includes a variety of play equipment, as well as a softball 

diamond and open areas to run. The students go outside for a variety of lessons 

when the weather permits. 

In addition to physical well-being, St. Columbkille also is concerned for the mental 

and emotional well-being the students and staff. It is a Leader in Me school, and 

promotes leadership and forward thinking in students from the beginning of their 

education. This is implemented through direct lessons, as well as activities that 

guide students to become leaders of their peers and leaders in their own personal 

and academic goals. 

Care for students’ overall well-being also is shown through the opportunity for 

spiritual connection. As a Catholic school, St. Columbkille believes and instills in 

students that they are caretakers of our world. An outdoor space in front of the 

school is dedicated to spiritual growth. St. Columbkille recently freshened up a 20’ x 

40’ prayer garden in which students, staff, and community members can sit outside, 

reflect, and take a moment of peace during a busy school day.

St. Columbkille uses its property extensively as a learning 

tool, including this native prairie plot
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Caring for and respecting the environment begins at prekindergarten at St. 

Columbkille. Each grade has an environmental theme and focus that is encouraged 

throughout the school year. Prekindergarten starts its practices with a small outdoor 

classroom that they play in and maintain. Kindergarten learns about composting, 

then lessons move on to learning about animals and their needs in first grade. 

Second grade studies plants, and then energy conservation comes in third grade. 

Fourth grade tackles recycling, and evolves that knowledge to determining 

environmental solutions in fifth grade. All of these areas of study involve interactive 

classroom lessons, as well as field trips to community locations related to the 

subject. 

The school is dedicated to making students aware of how the knowledge gained and 

behaviors learned within the walls of the school can be expanded to the outside 

world. St. Columbkille uses community connections through the city of Dubuque 

and surrounding areas to increase knowledge, as well as to encourage the 

community mindset that students’ behaviors in the classroom affect the community 

they live in, and therefore, the world. Through the years, St. Columbkille has earned 

many ‘patches’ through the Dubuque Metropolitan Area Solid Waste Agency Green 

Vision Education Program. These measureable growth patches or badges show St. 

Columbkille’s dedication to a variety of environmental practices, and include subjects 

ranging from a litter free campus, to eco-literacy and energy efficiency.

St. Columbkille is growing in commitment to the environment. Within the next 

calendar year, the school is revitalizing a backyard program involving the 

kindergarten class, which is creating a small garden for the early childhood center, 

improving accessibility of the prairie plot, incorporating more community connections 

to encourage a larger diversity of incoming knowledge, and increasing the 

sustainability of environmental education lessons in the classrooms. 

The Dubuque community considers St. Columbkille a gold star example for carrying 

out holistic environmental awareness so extensively that the awareness turns into a 

mindset and culture. Members of the St. Columbkille community have created an 

atmosphere of dedication to Mother Earth in their behaviors, while increasing

knowledge of the environment by using the outdoor spaces on the campus. All of 

these efforts are to instill a love and respect for the one world that we’ve been given, 

so that the world can be enjoyed now, and in the future.
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Kansas

Manhattan-Ogden Unified School District, Kansas

A STREAM of community involvement resulting in rare results

In Manhattan-Ogden Unified School District (MOUSD), in north central Kansas, all 

students learn, grow, and work to reduce environmental footprint, impact, and costs 

through millions of dollars’ worth of water and energy conservation and savings in 

tight budget times for the state. 

The district’s 1,200 staff members, 6,500 students, and 55,000 community 

stakeholders are working to improve health and wellness to reduce chronic 

absenteeism and improve wellness for students, staff, and stakeholders; as well as 

provide effective environmental and sustainability education in order to highlight 

integrated and culturally inclusive Science, Technology, Reading, Engineering, Arts 

and Math (STREAM) connections in classroom and community opportunities.

The district has had a longstanding vision to educate each student to be a 

contributing citizen in a changing, diverse society by championing responsible and 

ethical decision making to highlight long-term zero waste goals. MOUSD provides 

all students with future-ready environmental and sustainability lessons at each grade 

level, in order to prepare for the changing world, as well as build hubs in the 

community for best practices to be shared as a world-class school district. Uniquely 

positioned in the Flint Hills region of tallgrass prairie and in the agricultural heartland, 

MOUSD offers an innovative space for learning. The district has completed 

incredible student-centered projects districtwide at multiple sites with evidencebased results.

The timeline of the district’s collective efforts date back to many individual efforts of 

teachers and staff over many years, all of whom have led the charge to support 

sustainable change. More recently, MOUSD has centralized and moved forward in 

key goals and targets each year. The 2013-14 school year started with seeking 

input, data, and funds through grant writing and waste audits. Since 2013, the 

district has been awarded some $250,000 from local, state, and federal sources to 

invest in specific projects that have allowed students to have equitable access to 

tools for environmental learning. With very limited district funding, this was a key 

first step to invest into a long-term vision of supporting student success with 

sustainable and communitywide efforts to make lasting change. In 2014-15, 

MOUSD focused on schoolwide recycling. The entire district has been diverting 

millions of pounds of trash from the solid waste stream into commingled recycling 

bins. A local business partner even helped bring recycling to Ogden, Kan., a small 

rural community. 
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In 2015-16, students across the district completed in the FIRST Lego League Trash 

Trek Robotics Curriculum. All schools have used this dynamic and innovative 

curriculum with imaginative thinking and teamwork. Guided by adult coaches, 

FIRST Lego League teams research a real-world problem of recycling and are 

challenged to develop a solution. Teams designed, built, and programmed robots to 

apply STREAM concepts, along with a big dose of imagination, to solve current and 

future environmental challenges. Project-based learning supports individual plans of 

study and future careers. 

In 2016-17, a highlight was the creation of makerspaces called Repurposing and 

Recycling Education Space 

(RARES). These makerspaces 

serve as a gathering point for lowtech tools, recycled products, 

project-based learning, open 

inquiry projects, reverse 

engineering, and creative 

expertise. RARES are zones of 

inquiry and self-directed learning. 

They provide hands-on places for 

building prototypes and models of 

student ideas, from wind powered 

covered wagons in one fourth 

grade class to recycled robot 

characters for writing projects in 

sixth grade. These RARES spots, 

in libraries, community learning 

centers, and classrooms, feature 

tools and raw materials to support repurposing, recycling, and invention. Each of the 

district’s nine elementary schools invested some $6,000 to create RARES. 

Most recently, in 2017-18, MOUSD has organized Go Green Champions and 

leadership teams. Powered by teacher and community leaders, the district has built 

new levels of capacity and empowered action plans among staff and students with a 

renewed effort on green teams at each of the district’s 15 schools to support ongoing 

efforts and build new ideas around lessons and projects. The name is an acronym: 

G-Generating O-Opportunities for G-Globally R-Responsible E-Environmentally EEducated N-Next Generation Leaders (GO GREEN). MOUSD has created a district 

Green Champion team connecting faculty, students, community partners, and 

parents from each school in an effort to affect widespread change in classrooms, 

homes, and the entire community. The team meets six times throughout the year 

and for a week each summer to support members, brainstorm solutions, and 

organize community gatherings highlighting environmental education.

MOUSD students use the pristine prairie to investigate 

plants, animals, ecosystems, and environmental 

disturbances
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Students exemplify the ideals of reducing environmental impact and costs, improving 

health and performance, and increasing sustainability literacy. As part of the 

district’s accreditation model, there are specific sustainability and wellness goals in 

two areas: 1) relevance with student engagement; specifically student personalized 

learning, and 2) responsive culture with district climate. Wellness policies in the 

district include ensuring environments and opportunities for all students to practice 

healthy eating and physical activity behaviors throughout the school day. Students 

receive quality nutrition education that helps them develop lifelong healthy eating 

behaviors; schools engage in nutrition and physical activity promotion and other 

activities that promote student wellness; staff are encouraged and supported to 

practice healthy nutrition and physical activity behaviors in and out of school; the 

community is engaged in supporting the work of the district in creating continuity 

between school and other settings for students and staff to practice lifelong healthy 

habits; and the district establishes and maintains an infrastructure for management, 

oversight, implementation, communication and monitoring of the wellness policy and 

its established goals and objectives. 

The district has fully incorporated the NGSS at all levels prekindergarten through 

12th grade, with strong curriculum, project-based learning with makerspaces, and 

career paths. Students at Manhattan High School West Campus (MHSW) who take 

Environmental Science (or the advanced placement options) focus on deep learning 

of natural systems, and how to remediate the effect of humans on said systems. 

The class is divided into balanced topics based on earth systems, living world, 

populations, land use, energy resources, pollution, and global change. Students 

gain extensive lab and field experience. In addition, students participate in the 

district-led green initiative by serving as members of green teams at buildings, and 

finding the best projects to fit their culture. One school with a mascot of dolphins 

partnered with Sunset Zoo to raise some $500 in a local project called “Pennies for 

Porpoise” to reclaim habitat and establish a breeding program for the critically 

endangered vaquita porpoise. 

Environmental Science Investigations, a co-curricular club that investigates waste 

and inefficiency around the school, is transforming an outdoor school commons area 

into a pollinator garden and implementing a schoolwide composting program. The 

club manages nearly 40 recycling bins that collect recyclable materials such as 

paper, plastic, and aluminum all in one. As students are the ones who put the 

program in place, they are motivated to see it succeed.

As a diverse and dynamic community with shifting demographics, MOUSD benefits 

from established partnerships like Kansas Green Schools, multiple Kansas State 

University connections, and strong relationships with more than 60 community 

organizations, businesses, and individuals. Collaboration and instructional 

excellence are hallmarks of a culture centered on student success. All of the 
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district’s work and successful outcomes give a backbone to district’s core values: 

Students thrive in a safe, positive, and accepting environment. 

Kentucky

Meadowthorpe Elementary School, Lexington, Ky.

Where even the class pets eat locally

Meadowthorpe Elementary School serves 455 students, 44 percent of whom 

are.eligible for free and reduced price lunch.

Each year, the STEM lab teacher works closely with a student energy team and the 

district’s E=Use2 sustainability program in order to learn about, measure, and 

monitor the school’s energy usage. Then, this team educates staff and students 

about practices that can be improved to lower environmental impact and cut costs. 

For example, this team has placed reminder stickers on every classroom’s light 

switch and any other appliances to remind students and teachers to turn off their 

lights. This team places “oops” and “thank you” notes on classroom and office doors 

as a reminder of how students and faculty can improve on things they are doing that 

are making a difference in a positive way. The student energy team conducts 

monthly energy audits. Every room has automatic electric lighting controls. The 

cafeteria holds energy reduction lunch days monthly, where they offer lunches that 

are prepared without using the ovens and other equipment. Meadowthorpe has an 

ENERGY STAR Portfolio Manager score of 82, and uses School Dude Utility Direct.

The school also has a recycling 

team that makes sure every 

classroom and office in the 

building has a recycling bin that is 

emptied each week. In 2018, the 

recycling team purchased four 

large cans on wheels in which to 

collect recycling around the 

school. These cans have allowed the recycling to be collected without using bags. 

The recycling team creates and places educational posters in classrooms at the 

beginning of each year to remind students which items can and cannot be recycled. 

The school collects plastic lids, and had them remade into benches and picnic tables 

for the school. Meadowthorpe also oversees a marker recycling program as well. 

All teachers and staff have a monthly limit on copies, and double-sided printing is 

encouraged.

The school partners with many agencies to provide 

improved student wellness, such as a mobile dental 

clinic, weekend food bags from local churches, and 

providing new and used clothing and shoes from 

The Lexington Women’s club and Kiwanis club. 
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Meadowthorpe has permeable pavers and a rain garden that is maintained by the 

garden club, in addition to native landscaping and an outdoor classroom area. The 

school recently began a no-idling campaign to improve outdoor air quality and, 

despite no state requirement for testing, Fayetteville Public Schools monitors for 

radon, which frequently measures high in Kentucky. Seventy-five percent of 

cleaning products are environmentally preferable, and the pest management 

program is green certified as well.

Meadowthorpe’s active wellness committee meets monthly to review policies and 

put in place activities and plans to improve student and staff health. These include 

an annual Field Day, the Bicycle Rodeo safety program, a roller skate safety 

program, nutrition units in physical education class, the Presidential Physical Fitness 

test, and anti-bullying units in technology lab and with the school counselor. After

school programs dedicated to wellness include Girls on the Run, MISS and 

Confidence (self-esteem, bullying, wellness topics, etc.), Girl Scouts, and a cooking 

club. The school participates in Red Ribbon Week, Safe Schools Week, and 

Healthy Heart Awareness Month. It employs the Second Steps curriculum, and 

weekly lessons regarding social skills, safety, wellness, et cetera, from the school 

guidance counselor. An annual Fitness Night is offered for staff, students, and 

families. Meadowthorpe is staffed with a school nurse, school psychologist, two 

licensed clinical social workers, a certified social worker, and the principal has a 

background in mental health. The school partners with many agencies to provide 

improved student wellness, such as a mobile dental clinic, weekend food bags from 

local churches, and providing new and used clothing and shoes from The Lexington 

Women’s club and Kiwanis club. 

The cafeteria offers fresh, local produce for students. The school’s garden club 

grows food in raised beds and learns different ways to use them in recipes. 

Meadowthorpe also feeds class pets from its garden. At after school events, only 

water is available. 

The STEM lab and homeroom classes provide the bulk of environmental and 

sustainability education. A new schoolwide reading series has integrated many 

science topics so they can be easily incorporated into students reading and writing. 

An annual STEM night hosts presenters such as the University of Kentucky, 

Bluegrass Community and Technical College, The Fayette County Health 

Department, Lexmark, and Alltech, and have hands-on activities and presentations. 

Many different grade levels work with 4-H, the Kentucky Department of Fish and 

Wildlife, and other agencies to help teach environmental and sustainability topics to 

their students. Meadowthorpe uses Project WILD and Project Learning Tree 

teaching resources.
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Students use the outdoors to study habitats, ecosystems, seed dispersal, and 

pollination. They use the rain garden to discuss environmental issues and the storm 

drains from parking lots. They investigate the patterns of the sun and how the heat 

and light affect the building, which leads to environmental discussions. Classes use 

the outdoor classroom benches in the front and back of the school to do writing and 

other lessons.

Maryland

Newport Mill Middle School, Kensington, Md.

The environment as an integrating context for student-based inquiry

Newport Mill Middle School is located a suburb of Washington, D.C., in a very 

diverse, growing, and changing community and serves 637 students in grades six 

through eight. The school is culturally and economically diverse, with 50 percent 

Hispanic, 15 percent Black, 21 percent White, eight percent Asian, and four percent 

of students identifying as other. Within this ethnically diverse population, 52 percent 

of students are eligible for free or reduced price lunch, 25 percent receive special 

education services, and 10 percent are enrolled in English for Speakers of Other 

Languages. A Learning for Independence program designed for students with 

complex learning and cognitive needs, including mild to moderate intellectual 

disabilities, makes up nearly seven percent of the student body. 

Newport Mill hosts the International Baccalaureate Middle Years Programme (IBMYP), an internationally adopted framework for designing authentic assessments, 

generating student-based inquiry, and creating real-world scenarios in which 

students can engage actively. The environment is used as an integrating context for 

precisely this kind of learning; thus, environmental literacy is woven naturally into 

instruction. IB-MYP is not an exclusive program limited to a section of the school 

population; it is a schoolwide program that holds all students to rigorous academic 

standards and cultivates in them a series of learner attributes (balanced, risk-taking, 

inquirer, reflective, open-minded, principled, communicator, knowledgeable, thinker, 

and caring) that will make them successful in any future endeavor. 

As an IB-MYP school, Newport Mill seeks to develop active learners who are 

internationally minded and who build transferable and marketable skills necessary to 

help advance the global community. To this end, the school’s instructional focus 

focuses on establishing student-centered learning environments that promote critical 

thinking, academic communication, and argumentative writing – these three are why 

the environment is often a topic of choice for rigorous learning at Newport Mill. 
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Newport Mill has been innovative in developing schoolwide Interdisciplinary Writing 

Assessments (IWAs) that engage students in synthesizing disciplinary knowledge to 

demonstrate interdisciplinary understanding. These IWAs specifically support 

environmental literacy and promote health and fitness. In fact, last year, students 

engaged in an IWA that demonstrated their thorough understanding of physical 

fitness components and mathematical budget restraints by assuming the role of an 

athletic director and writing a proposal for purchasing equipment to improve physical 

health and fitness, a real-world situation. 

This year, Newport Mill students used 

their understanding of the physical 

fitness components and mathematical 

calculations to create a daily fitness 

plan based on percentage of calories 

burned in each fitness category. 

Students also wrote a letter to a 

construction company addressing the 

potential environmental impact 

caused by the acquisition of land for a 

new housing development in the 

community, and they used their 

knowledge about the digestive 

system to evaluate an informational 

video to determine its accuracy and 

objectivity in presenting the effect of 

an over-the- counter antacid on healthy digestion. All of these IWAs engaged 

students in a deep exploration of concepts rooted in environmental literacy and 

health and fitness. 

Students are involved in myriad environmental initiatives, including helping to create 

an outdoor classroom, a school energy and recycling team, and a schoolwide 

Science and Engineering Expo. Students also are involved in the PEPCO National 

Energy Education Development’s MakerFair, as well as EnviroScape lessons and 

stream study with the Audubon Naturalist Society. To serve the larger community, 

students from NMMS conduct service projects to remove invasive plants and collect 

native seeds for tree restoration programs during outdoor education week. The 

green team makes special morning announcements to engage their fellow citizens in 

helping to conserve electricity and recycle.

Newport Mill’s outdoor classroom has become a permanent part of several content 

areas. Staff members regularly use the area for teaching an array of subjects. For 

example, French classes play boules; English classes perform Shakespeare skits; 

and art teachers conduct “Art in the Park.” The Learning for Independence classes 

Newport Mill students collecting invasive species
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maintain the perennial garden at the school entrance. Three days of outdoor 

education at a residential site allows all sixth graders to expand their learning 

outdoors. 

Sustainability is woven through science, social studies, and even art. Students 

investigate environmental and sustainability concepts in their project-based units on 

habitats, going green, and alternative energy. They learn foundational ecology while 

they investigate a local species and design a habitat that will allow the organism to 

survive. They improve natural resource use by devising a sustainable design for a 

district facility. They also design and build a solar collector. Students connect 

environmental factors to where people live and how their cultures evolve. They 

study hydroponics and its use in modern agriculture. They conduct research into the 

effects of environmental change in Latin America. They write advocacy letters in 

social studies that focus on an environmental topic of their choice. Art classes use 

recycled materials throughout the year, and created a mural made from recycled 

glass and plastic in the media center. 

Newport Mill was the recipient of the National Foundation for Governors’ Fitness 

Council’s “DON’T QUIT” fitness center designed specifically for middle school 

students. This $100,000 state-of-the-art fitness center has elevated the 

opportunities for students to maximize their physical fitness workout to reduce 

obesity and promote a healthy lifestyle, while providing an opportunity for the school 

to focus on wellness, both physical and mental. Newport Mill aims to use this unique 

chance to help students and the community to build healthy habits that will last a 

lifetime.

The school has an ENERGY STAR Portfolio Manager score of 88, and reduced 

greenhouse gas emissions by 20 percent over a three-year period. Students of the 

green schools club partner with the school energy and recycling team to collect 

paper recycling and ensure low-energy lighting distribution throughout the building. 

Classrooms use low-energy lamps and turn off lights when natural light will suffice. 

The green schools team created lamp switch reminders and posted energy savings 

reminders. The use of water bottle filling stations is promoted, printers are 

automatically set to double-sided printing, and the newsletter is distributed 

electronically.
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Manchester Valley High School, Manchester, Md.

Modeling state green schools program recertification 

Beyond its solar light hallways, geothermal water and air heating and cooling 

systems, and student-generated “turn off the lights” mini-posters around light 

switches, Manchester Valley High School (MVHS) has come together to create a 

model for reduction in environmental impact and cost within Carroll County Public 

Schools. Manchester’s School Improvement Plan for the past two years has 

included goals of recertification as a Maryland Green School and U.S. Department of 

Education Green Ribbon Schools recognition. Manchester Valley High School’s 

Maryland Green School recertification documentation is now being used as an 

example for other schools in the state certification program. 

Through administrative, staff, and student-driven efforts to reduce paper waste by 

pushing digital curricula, recycling, and composting programs, Manchester Valley 

has achieved a 50 percent reduction in landfill waste. The facility is outfitted with 

automatic faucet shutoffs and landscaped with water conserving native plants. 

Science and agriculture programs incorporate hydroponics, aquaponics, and rain 

barrels to conserve water. To conserve electricity, lights are turned off after school 

hours, and Manchester celebrates “Watt-Free Wednesday,” when staff members are 

encouraged to turn off the lights during school hours. Classrooms have motionsensors on lights. These technologies and practices have enabled Manchester to 

cut greenhouse gas emissions by close to 50 percent per capita over two years. 

Meticulous Maryland Department of Health inspectors, the MVHS School Safety 

Committee, interdepartmental safety inspections, and even the incorporation of 

student data keeping in classes such as AP Environmental Science enable students 

to play an active role in collecting real-time data to assess school air quality. 

Schoolwide weeding events help prevent the use of herbicide. Prevention is the 

primary method of pest management. Specific sawdust-collecting air handling 

systems were purchased in 2016 for the tech labs to reduce particulate matter.

Manchester Valley is a school on the move. From fundraising walks like Relay for 

Life to supporting Special Olympics athletes, to community races and the Polar Bear 

Plunge, the school community revels in FitBits and makes miles count. From the 

MVHS Social Committee, which offers to organize a team for upcoming Chesapeake 

Bay Bridge Half Marathon, to the Class of 2014’s Cinco de Mayo five-kilometer run, 

to the fall Maverick Fun Run, to the Battle of the Bypass competition with another 

school, there is a run for all occasions. It is not unusual to see several staff 

members walking or running before or after school around the track, parking lots, or 

on the school’s hiking trails. 
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A recent partnership with Life Bridge Health and the American Heart Association in 

donating CPR teaching aides and instructing students on use of AEDs brings health 

class students life-saving knowhow. Also, periodic schoolwide meetings incorporate 

requirements to update staff on the use of Epi-Pens, student and staff medical 

emergency procedural changes and reminders, and vaccination opportunities by a 

school nurse. Manchester was the first high school in the county to hold a 

schoolwide symposium to inform students of the scope and severity of the opioid 

epidemic. 

All educators are encouraged to take their classes outside to use the campus stream 

and wetlands. A wooded outdoor classroom is complete with seating and functional 

flat workspaces, and maintained by students. Manchester also features a shaded 

outdoor café-style breakfast and lunch area that is frequently used for staff meetings 

and class activities. About 30 percent of school grounds are devoted to the two 

outdoor classrooms, a 10,400 square foot bed to be converted to a pollinating 

garden, a wetland designated as an endangered bog turtle habitat, a system of 

wooded hiking and streamside 

trails, and a “no mow zone” 

wildflower area. 

Environmental literacy is a 

systemic and interrelated 

collaboration that extends 

beyond isolated curricular 

islands. For example: A Science 

Research II student designs a 

hydroponic tomato experiment 

that was funded by an 

aquaculture grant written in her 

Agricultural Science class last 

semester, and funded by the Maryland Sea Grant College and NOAA. During the 

semester, she may be assisted by students in a program for special needs called 

Living For Independence. Her results are then recorded by a student in Script and 

Video Class, and perhaps highlighted in the school newspaper and yearbook. Since 

it takes all summer to grow tomatoes, her final tomato product is prepared the next 

fall by the students in Foods class, or by kitchen staff for school lunches in early fall. 

Meanwhile, the green vegetable food scraps are taken back to the science research 

compost pile to be used for another student and to create habitat for bugs to be used 

in biology classes for the bug behavior lab and the soil succession lab by Terrestrial 

Environmental Science students that following winter. Meanwhile, she will submit 

her written research to professional journals in the field. 

Manchester Valley students clean up an outdoor space on 

school grounds
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The school works in tandem with Carroll County Outdoor School, Northrup 

Grumman, Monsanto, Trout Unlimited, Carroll County Forest Board, the Coastal 

Conservation Association, and the Chesapeake Bay Trust. It also brings in various 

guest speakers and consultants in the field for students to participate in mentoring 

and to learn about career paths such as energy efficiency technologies, bat habitat 

restoration, and aquaculture innovations. Specifically, the Owings Mills, Md.-based 

company Tetra Tech has donated materials, provided speakers, and green 

technology internship opportunities for agriculture, technology education, and 

science research students. 

Students learn civic skills through speaking engagement opportunities with an 

environmental and sustainability topics such as the Aquarium Society of Lancaster 

County, FFA National Leadership Conferences, and Carroll Biz Challenge. Last 

year, six Manchester students’ articles placed first or second with the Federation of 

American Aquarium Societies. Students also have been recognized at the Carroll 

County Envirothon. 

World history classes require research on the extent of non-native species and effect

of the industrial revolution on habitats. Tenth grade English classes incorporate 

organic farming versus traditional big agriculture in argumentative writing. Physical 

education classes have included campus trash and recycle clean-up activities. The 

agriculture classes follow the national Curriculum for Agricultural Science Education 

model, which advocates for innovation in the reduction of pesticide use. Technology 

classes design and test wind-generated electric technologies. The newspaper and 

yearbook members write feature stories celebrating sustainability activities.

Massachusetts

Arlington Public Schools District, Massachusetts

Raising awesome, powerful, change makers

The Arlington Public Schools (APS), in Arlington, Mass., consist of seven elementary 

schools, one middle school, and one high school; in all, the district serves over 5,000 

students. Part of the APS mission includes "preparing students for responsible 

participation in an ever-changing world," and reducing environmental impact, 

improving health, and providing environmental education are integral to this mission. 

The town of Arlington was designated a Green Community by the Massachusetts 

Department of Energy Resources in 2010. Among other things, APS earned this 

designation by committing to reducing municipal energy use by 20 percent within 

five years, a goal the district met in 2014.
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The APS district works to reduce greenhouse gases through a variety of initiatives, 

including: composting lunchroom food waste; solar panels on six of nine school 

buildings (with display screens in each of the participating schools to educate the 

school community about how much clean energy each school is producing); 

installation of new, efficient natural gas boilers; LED exterior lighting; kitchen 

upgrades; steam trap upgrades; installation of energy management systems; and 

recent school rebuilds. The high school rebuild project is pursuing a net zero energy 

design.

There are many programs and 

initiatives in the APS district that 

address the nutrition, fitness, 

mindfulness, and overall health 

of students and staff, including 

a) the Arlington Eats program, 

which provides daily healthy 

snacks (e.g., fruit, cheese 

sticks, yogurt) to students, 

especially those at the Title I 

schools in the district, and, 

through a collaboration with the 

Arlington Food Pantry, provides 

meals to families during school 

vacations, the summer, and a 

community dinner once a 

month; b) Fit Girls for elementary school students, led by teachers and school social 

workers and based on the Girls on the Run national model; c) heart rate monitors for 

ninth grade physical education students to help them learn more directly about heart 

rates, training zones, and cardiovascular fitness; d) mindfulness-based programs for 

students and staff (facilitated by school nurse, social worker, occupational therapist, 

and teachers) at Hardy and Thompson Elementary Schools and at the Ottoson 

Middle School); e) a diabetic care coordinator who oversees the health related 

issues for the district's growing population of students with type 1 diabetes, and runs 

a related parent group; and f) the Open Circle program at all the elementary schools, 

which provides evidence-based social and emotional learning.

In the elementary and middle schools in the APS district, many of the science 

classes address environmental topics, aligning with the Massachusetts science and 

technology/engineering curriculum framework. Examples include a unit in earth and 

space sciences in kindergarten that explores how plants and animals (including 

humans) can change the environment, and a sixth grade technology/engineering 

unit that gives students a design challenge and asks them to consider potential 

effect on people and the natural environment. Arlington High School offers a 

Students at Arlington Public Schools’ Brackett Elementary 

gather pumpkins after Halloween
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standard and an AP Environmental Science class, as well as biology, astronomy, 

and oceanography. In a class called Current Issues, climate change, the Paris 

Climate Agreement, and environmental protection topics are included.

In the Introduction to Public Policy class, which is a college level class that is part of 

Syracuse University's Project Advance program, many students choose 

environmental topics for their final project. Past final project titles have included 

"The Redistribution of Food in the Cafeteria to Reduce Food Waste" and "A Policy to 

Reduce the Amount of Plastic Water Bottles Used at AHS."

The Arlington Public School district is dedicated to reducing environmental impact, 

improving the health and well-being of students and staff, and providing curricular 

and extracurricular opportunities for environmental learning and action. The need 

and ongoing support for the Arlington School Sustainability Coordinator position 

reflects the value the town places on sustainability initiatives in the schools. This 

past school year, there has been increased interest in expanding waste reduction 

and environmental education programs such as lunchroom composting (a junior 

recently proposed a composting pilot for the high school), textile recycling (the APS 

superintendent proposed partnering with the Bay State Textiles program), and 

school gardening (the Arlington Garden club will offer an annual stipend to support 

school gardens, beginning this spring).

The APS district serves as a model for surrounding communities in its environmental 

sustainability efforts. Green team students at Thompson Elementary School wrote 

and performed a song (with ukulele accompaniment) upon learning last year that 

their efforts led to replacing their foam lunch trays with compostable ones. The 

lyrics: "We are awesome, we are powerful, we can change the world!"

Mendon-Upton Regional School District, Massachusetts

Preserving the Earth’s precious resources

Over the past several years, the Mendon-Upton Regional School District (MURSD) 

has made a strong, concerted effort to do its share to reduce greenhouse emissions, 

and in the process, be very public about the process with students and the 

community. Within the last two years the district has entered into a net metering 

solar power purchase agreement. The contract calls for 2.4 million kilowatt-hours of 

solar production, as the production is generated from two ground arrays in Dighton, 

Mass., and a series of seven large solar carports on the campus of the district's 

middle school, Miscoe Hill Middle School. These structures have become a valuable 
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visual reminder of the importance of renewable energy both for students and the 

community.

The MURSD has been using strictly green cleaning products for at least a decade. 

The district's director of facilities and grounds procures products to be used as 

cleaning agents that are only Green Seal certified. Additionally, all paper towels and 

toilet tissue and paper towels that are use rapidly renewable fiber, made from 

eucalyptus and acacia trees, which can be harvested every six to eight years, which 

is less than half as long as traditional old growth trees. As paper products, they also 

biodegrade much more rapidly. 

Throughout all school bathrooms, 

Green Seal foam hand soap is used. 

This soap produces less lather, and 

thus enables quicker rinsing and less 

water usage.

Spearheaded by students at the

district's high school, Nipmuc 

Regional High School, the district has 

begun to address the issue of food 

waste. The Food Services 

Department has forged a new 

partnership with Maple Farms 

Sanctuary in Mendon 

(http://www.maplefarmsanctuary.org/) 

to take food waste from cafeterias to 

feed the approximately 100 rescued farm animals that live on the sanctuary. Certain 

uneaten food waste (mostly fruit and vegetables) is collected and donated to the 

sanctuary each Wednesday and Friday. This program has been educational for 

students at all four schools, and has engendered a great deal of goodwill in the 

community.

Environmental education is pervasive throughout the district at every level. Although 

the emphasis for the youngest learners is on literacy and numeracy, environmental 

science is embedded within the school culture. In recent years, Nipmuc Regional 

High School has expanded its program of studies to include a range of courses that 

allow students to explore environmental education. In fact, all of Nipmuc's freshmen 

take an additional, innovative course called Ecology and Populations that provides 

project-based learning opportunities for students to investigate the biology of 

populations and their interactions with the environment. Students explore how living 

and nonliving components of the Earth have changed through time and continue to 

change to create the diverse and extraordinary world in which we live.

Students lay down compost at Nipmuc Regional High 

School, in MURSD
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Mendon and Upton are two bedroom communities, but their foundation is clearly 

rural and agricultural. The district is very fortunate to have a community that deeply 

values its natural resources. Both communities are conservative in nature, and in 

the context of the true, apolitical meaning of the word: residents value preserving the 

Earth’s precious resources. Thus, environmental education is very important to 

parents and community members. As the MURSD is committed to learning in a 

modern context, it is also committed to providing environmental education and 

sustainability across all content areas for all students. Not only is it in the

curriculum—the formal curriculum, informal curriculum, and in enrichment 

activities—it is embedded in the very culture.

Minnesota

North Park Elementary School, Fridley, Minn.

Blooming to great heights in every Pillar

North Park Elementary School, in the Columbia Heights Public School District, has 

been on an environmental stewardship journey to reduce its environmental impact 

and operational costs for many years. Its dedicated staff and students have 

committed to creating a learning environment that reduces impact on the 

environment, improves student and staff health, and provides effective 

environmental and sustainability education. 

Approximately 20 years ago, North Park’s green journey began when the building 

organized all school paper recycling in each classroom and office area. North Park’s 

mission to help the environment went a step further when the school district joined a 

program called Schools for Energy Efficiency (SEE). North Park led the district in 

reducing their operation cost of energy by educating staff and students on ways to 

reduce energy usage. North Park Elementary reduced its energy use by nearly 10 

percent, and was recognized in the top 25 percent in the nation for efficient 

operations with an ENERGY STAR rating of 92. While participating with SEE, the 

school installed light motion sensors to ensure that lights would automatically turn off 

when there is no motion detected within a 10-minute period.

North Park’s awareness and commitment to the environment continues to grow each 

year. To complement the North Park school recycling program and energy 

conservation efforts, the school implemented a cafeteria composting program in 

2012. Along with all food scraps, students and staff also compost paper towels from 

the restrooms. Due to the success of this environmental program, North Park 

received an award from Anoka County Board of Commissioners for an innovative 
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recycling and composting program that has reduced overall landfill waste by over 90 

percent. 

In 2013, North Park’s third grade project-based learning approach helped students 

develop plans to transform an idle weed-infested courtyard into an engaging allschool edible garden. Within a year, a team of dedicated staff members wrote 

several grants and created a 1,800 square-foot garden active learning space over 

the summer. North Park’s courtyard garden beds are made from composite 

recycled plastic. The soil brought in is organic, and the landscape fabric (weed 

block) under the wood chips is made from post-consumer plastic bottles. 

Each grade level, as well as the developmental cognitive disabilities program, has its 

own raised bed. Throughout 

the garden, there are 

educational signs, several 

flip benches that quickly can 

be converted into tables, 

and a corner garden 

composting area. The 

garden also has a bench 

made from 1,000 plastic milk 

containers next to a 

wildflower pollination area. 

Along with the courtyard 

garden, North Park students 

and staff have access to the 

district’s Blooming Heights 

edible schoolyard and 

outdoor classroom. 

Columbia Heights Public Schools has a full-time agricultural specialist who provides 

instruction and resources to promote academic achievement and healthy nutrition for 

all students. The agricultural specialist also visits North Park on a regular basis to 

work with all students in the courtyard garden and in the classroom, with lessons 

focusing on nutrition, sustainable gardening, and the environment. 

Organic matter created by worms in the school science lab is brought to the 

courtyard garden to enrich the soil. North Park also collects its gray water. 

Uncontaminated water from experiments, aquariums, crayfish bins, et cetera, is 

poured down a science lab table with a sink and collected in eight liter containers. 

This water is used to water indoor plants. These plants provide aesthetic beauty 

throughout the school and help provide cleaner air for students and staff. In 

addition, the Tower Garden, a vertical, aeroponic growing system, allows students to 

North Park student scientists gather data in the courtyard 

garden
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grow up to 28 vegetables, herbs, fruits, and flowers in less than three square feet. 

Throughout the school year, students can grow and eat produce right in the science 

lab.

Also in use in the science lab is an aquaponics aquarium that combines raising 

aquatic animals (fish) with hydroponics (cultivating plants in water). The natural fish 

waste fertilizes the plants, and the plants clean the water. This is a perfect tool to 

teach closed systems and an excellent example of sustainable farming techniques. 

In addition, for all science units that require batteries, the lab only uses rechargeable 

batteries, eliminating waste and saving the school money. 

Through several districtwide health improvement partnership grants from the state, 

students are served a fruit or vegetable snack three times a week, and enjoy a daily 

salad bar. The grant has also facilitated a Yoga Calm initiative, which has assisted 

many teachers in successfully redirecting student energy and helping students to 

gain a stronger ability to focus and demonstrate self-control. 

Finally, the most recent addition to North Park has been one of the most exciting. 

The school now features a 60 kilowatt solar array system on its roof. One year of 

production is the equivalent of the offset of carbon dioxide emissions from burning 

56,250 pounds of coal. During science classes, students often will climb to the top 

of the steep hill behind the school to look down on the solar panels, and discuss with 

their teacher the impressive power of the photovoltaic arrays harnessing the sun’s 

energy. 

North Park is committed to continuing its environmental stewardship journey and to 

creating a learning environment that improves student and staff health as well as 

provides effective environmental and sustainability education.

Moreland Arts and Health Sciences Magnet School, West St. Paul, Minn.

Solar pride InSciEd a sustainable district

Moreland Arts and Health Sciences Magnet School serves more than 383 students 

from the communities of Eagan, St. Paul, South St. Paul, West St. Paul and 

Mendota Heights, Minn. Moreland is fortunate to have a vibrant school community 

committed to cultivating creativity, healthy living, and achievement through active 

learning. 

Last spring, Moreland flipped the switch on rooftop solar arrays estimated to save 

the school district nearly $150,000 in electricity costs over the next 25 years. The 
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project is expected to offset nearly 72,000 pounds of carbon dioxide emissions 

annually. The school district had zero upfront costs to install the solar array, and will 

pay lower electricity rates over the next 30 years or more. This solar project is in line 

with the entire district’s aims to promote energy savings and reduce greenhouse 

gases, using low- or no-cost strategies. Moreland is excited to be the first school in 

the district to have rooftop solar panels and is exploring ways to use the solar 

dashboard in the classroom. The dashboard displays daily solar energy production 

and avoided carbon dioxide emissions. 

Moreland is committed to operating 

its building efficiently, and fully 

supports all of the initiatives of 

LIVEGREEN. LIVEGREEN is the 

district's own sustainability program, 

which promotes energy saving and 

recycling initiatives throughout all 

schools and offices. Moreland has a 

LIVEGREEN club consisting of third 

and fourth grade students and a 

teacher. The team helps implement 

low- or no-cost strategies to reduce 

energy use and promote recycling 

and composting, and focuses on 

conserving resources. LIVEGREEN 

goes beyond a standard energyreduction program by incorporating 

right-sizing waste streams, recycling, composting, green cleaners, diesel emissions 

reduction, paper reduction, behavioral changes, and engineering controls into its 

initiatives. Through conservation efforts, Moreland has avoided spending some 

$4,100 in energy costs since 2008, even with 28 percent more students. 

Last spring, led by its LIVEGREEN program and with assistance from University of 

Minnesota Extension master gardeners, a pollinator-friendly plan was put into action. 

As a pollinator-friendly community, District 197 will minimize the use of insecticides 

and pesticides maintain existing and create new pollinator habitats, establish lawn 

mowing schedules that protect pollinators and promote pollination, and use native 

plants to support pollinators in landscaping, when possible. Lawn signs in 

designated areas explain to the community the pollinator-friendly practices. “Does 

the grass look longer? Our mowing schedule has been adjusted to protect and 

promote pollination. Welcome Pollinators!” 

The school has replaced older full-size diesel powered special education buses with 

newer type 3 gas buses to reduce emissions and improve fuel mileage. Moreland 

Moreland students presenting at a poster session 

through the InSciEd program
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also has partnered with Donaldson Corp to install doc mufflers and engine breather 

kits on all buses 2003 and older. The school requires positive bus registration from 

all students, which cuts down on unnecessary routing and saves fuel. Last year, 

Moreland added nine more propane-powered buses to bring the cleaner energy fleet 

to 10. Propane-powered buses reduce emissions and improve reliability during cold 

months. 

Since 2009, Moreland has had single-stream recycling schoolwide and organics 

collection for lunchroom waste. To help students get it right at the bin, there are 

labels on every single bin. LIVEGREEN club events are scheduled throughout the 

school year, and include MOVEGREEN, Lower the Lights, LIVEGREEN Week, 

Earth Day, and a compost sale in the spring. LIVEGREEN is always looking for 

smart, green, and efficient practices to incorporate into the school. The 

LIVEGREEN club promotes recycling and composting, water waste reduction and 

energy conservation. 

Two water bottle filling stations were installed at Moreland last year. These 

hydration stations deliver a clean water bottle fill and enhance sustainability by 

minimizing dependency on disposable plastic water bottles. Teachers and staff also 

have easy access to a purified water system to fill water bottles. 

Thanks to a generous grant from C. H. Robinson Worldwide, Inc. and the Let’s Move 

Salad Bars to Schools initiative, Moreland operates a salad bar that features a 

variety of fruit, vegetable, whole grain, legume, and low-fat dairy options during 

breakfast and lunch. 

All Moreland students participate in InSciEd Out curriculum modules throughout the 

year. The InSciEd Out program is a partnership with the University of Minnesota. 

Through the training they receive, teachers deliver hands-on science curriculum that 

excites students while meeting education standards. Teachers design and develop 

engaging curriculum and teaching techniques using real-life science experiments to 

drive student led research, inquiry, and engagement. Students learn how to ask 

questions and discover their own answers to prepare them for a science- and techfocused world. Through the InSciEd Out curriculum, students create and share a 

poster highlighting the work and findings.
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River’s Edge Academy School, St. Paul, Minn.

Boundless experiential and environmental education through partnerships

River’s Edge Academy (REA) is an environmental charter high school in the 

Westside neighborhood of St. Paul, Minn. REA challenges students to discover their 

greatness by learning through experience in a small, supportive community. The

school takes pride in its low student-to-staff ratio: REA caps enrollment at 80 

students and has 16 full-time staff members. Fifty percent of students receive free 

or reduced-price lunch. REA demonstrates its commitment to environmental 

learning through conscientious use of the facility and ongoing reductions in resource 

use, as well as unique courses that incorporate environmental learning, the 

outdoors, and integrated health curriculum. 

At REA, students and staff work together to use resources wisely and reduce 

environmental impact wherever possible. This is achieved through comprehensive 

monitoring of energy and water use on the B3 Benchmarking platform and ENERGY 

STAR Portfolio Manager, where the school is certified with a score of 82. REA has 

reduced electricity usage by installing more efficient light fixtures, installing motion 

sensor light switches, and by using LED task lighting in classrooms when possible. 

REA uses Xcel’s Windsource program to receive 100 percent of its purchased 

energy from wind power. The school has programmed thermostats to turn down 

during off-peak times, put up insulating film on windows, and reduced the 

temperature of its water heater by 20°F. 

The school has aerators on all faucets, and reports all leaks to the building owner 

within 24 hours to reduce the amount of water wasted. The school has cut the 

amount of waste sent to the landfill by initiating a compost collection and a thorough 

recycling program, working with Ramsey County to improve waste bin placement, 

signage, and educational outreach. REA maintains these facilitywide environmental 

initiatives with the help of staff professional development and by posting studentdesigned conservation signage around the school. 

River’s Edge provides reusable service ware for all meals. Students remove waste 

from the building and, before throwing it in the dumpster, they weigh each source of 

waste. This tangibly demonstrates increases and reductions in waste each day. 

REA works closely with its waste hauler, Republic, to recycle as many items as 

possible, including often-restricted items like plastic bags, shredded paper, and 

batteries. REA prioritizes building partnerships with organizations that have strong 

commitments to reducing waste. The school works with Patagonia to take in 

clothing that is slightly damaged or used beyond resale, and give this gear to 

students in need. REA purchases used laptops from Minnesota Computers for 

Schools, and, if a computer is used beyond repair, donates it to PCs for People.
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Beyond the facility, REA encourages the use of public transportation by being in 

close proximity to the downtown transit hub, to and from which it provides a free 

shuttle. REA aims to make it easy for students to bike to school with a free bike 

share program and classes that teach bike safety. 

River’s Edge is committed to providing students with comprehensive health 

education, as well as a healthy environment in which to learn and work. In 2018, 

REA worked with the Minnesota 

Department of Health to monitor indoor air 

quality at the school. REA measured 

under all recommended allowable levels 

for common air contaminants and 

pollutants and met all standards for quality 

indoor environments. 

River’s Edge is in an ideal location to make 

use of the outdoors as an educational and 

recreational resource. REA’s outdoor 

classroom includes a vegetable garden 

and chicken coop, and the school is 

located across the street from the 

Mississippi River and Harriet Island Park. 

REA works with partners like Voyageur 

Outward Bound School, Neighborhood House, Clinic 555, Family Tree Clinic, Face 

to Face, Planned Parenthood, and other local individuals to bring an array of 

physical, mental, and sexual health education options to students throughout the 

year. 

One aspect that draws students to REA is a focus on experiential education, which 

includes a strong emphasis on environmental learning. A flagship REA program is a 

four-day, three-night hiking trip on the Superior Hiking Trail with Voyageur Outward 

Bound School. Students also partake in intensive courses twice a year, during 

which they are immersed in one class for two weeks. Many of these courses have 

an environmental theme, like fishing, boat building, gardening, and winter survival 

lessons. During one week each year, all content teachers work together to teach an 

interdisciplinary environmental unit—either about climate change or the Mississippi 

River—within and across their classes. For students, the purpose of all of these 

experiences is not only to gain a greater appreciation for the environment, but to 

also develop a strong sense of community, character, and leadership.

The school considers student-led environmental initiatives to be most effective. 

REA’s GreenCorps leads students in initiating behavioral change at school through 

signage and student patrollers who encourage conservation. The outdoor 

River’s Edge students snowshoeing at Harriet 

Island Park
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classroom is furnished with student-built contributions, including a chicken coop, 

Adirondack chairs, gardens, and a Journey North citizen science tulip test garden. 

Through the Friends of the Mississippi River, REA adopted and cleans a mile of 

riverbank. 

Through a partnership with Outward Bound, students attend an annual, one-week 

10- to 20-mile hiking trip. They also participate in a week of urban expeditions, 

biking, rock climbing, canoeing, and a walking scavenger hunt. Students participate 

in winter activities at Harriet Island Park like sledding, snowshoeing, and winter 

survival lessons. 

At the beginning of the year, each Crew (homeroom class) selects a service project 

site that they serve once a month throughout the year. These projects include a 

variety of sites, such as Youth Farm, Conservation Corps of Minnesota and Iowa, 

Friends of the Mississippi River, and Dodge Nature Center. Students represent REA 

at the local farmers’ market on the west side of St. Paul, where they sell homemade 

products (bread, lip balm, bug repellent), as well as produce from the student-led 

garden and from other service projects.

Gustavus Adolphus College, St. Peter, Minn.

Acting on the great challenges of our time

Environmental sustainability is essential to Gustavus Adolphus College (GAC)'s 

commitment to its core values of faith, community, justice, leadership, and 

excellence. Faith calls GAC to care for the environment that sustains the school’s 

community. We are not just if clean air and water are not available for all, nor are 

we leaders if we lead in damaging the natural world and its life-sustaining functions. 

Excellence is only possible when we can live, as Wendell Berry says, "without 

destroying the sources of our life." 

As a liberal arts institution, GAC’s values guide it in the face of complex global 

environmental issues that require innovative and sophisticated solutions built on an 

understanding of science, social values, and economic realities. GAC was founded 

by Swedish Lutheran immigrants in 1862. While it maintains connections to that 

heritage, it has emerged as a liberal arts college dedicated to serving students from 

many backgrounds. Located in St. Peter, Minn., a community of about 12,000 

people, the college overlooks the Minnesota River on land that historically was the 

border between the southwestern Minnesota prairie and central and southeastern 

Minnesota’s the hardwood forests and savannah. With an enrollment of around 

2,200 students, the college’s vision is to equip “students to lead purposeful lives and 
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to act on the great challenges of our time through an innovative liberal arts education 

of recognized excellence.” Although many of the Swedish founders of the college 

were farmers, and thus had an understanding of environmental stewardship, key 

features of the college’s sustainability effort first emerged in the 1960s and 1970s. 

The school’s signature Nobel Conference on science was first held in 1965, and the 

second iteration was themed “The Control of the Environment.” In the last decade, 

sustainability themes at the conference have been frequent, including energy (2007), 

water (2009), food (2010), and oceans (2012), with themes of soil (2018) and 

climate change (2019) planned in the immediate future. 

As a result of these conferences, the college has sustained an environmental 

education and communication effort for on- and off-campus audiences. In the 

1970s, the college dedicated a portion of land to form the Linnaeus Arboretum, 

which has become a venue for environmental reflection and learning for students, 

staff, and the public. With a fulltime naturalist on staff, the “Arb,” as it is called, hosts 

programs for elementary school students and families, college students, and senior 

citizen audiences. In 2008, the 70-acre Coneflower Prairie restoration was added to 

the arboretum. While the Linnaeus Arboretum is an environmental education 

resource like the Nobel Conference, it also serves as a center for nature-based 

reflection and recreation in support of the college’s well-being efforts. 

The GAC effort to conserve material resources was jolted forward in 1998 when an 

F3 tornado severely damaged the campus and the surrounding community. The 

ensuing rebuilding and renovation effort was undertaken with a deliberate focus on 

energy and water conservation. That effort, plus subsequent energy conservation 

projects, allowed the college to hold electricity and natural gas consumption steady 

despite increased building square footage, and to reduce water consumption. As a 

part of maintaining that effort, the two most recent major construction projects on 

campus have resulted in LEED certification: Platinum for Beck Hall and Gold for 

Anderson Hall. 

Although the contributions to campus energy load are modest, the college maintains 

one of the most extensive examples of working renewable energy technology on a 

college campus in Minnesota, including two solar electric arrays (one demonstrating 

three different inverter technologies), three large solar thermal arrays, and a small 

wind turbine. 

The emphasis on energy and water conservation has, of course, been supported by 

an ongoing waste management and recycling program. In 2013, the college began 

an on-site composting effort for all pre- and post-consumer food waste from Dining 

Services, and is currently exploring ways to extend this effort to food waste 

generated in residence halls and other buildings. In 2017, the college began a shift 
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to single-sort recycling to improve the overall performance of the recycling program. 

The food waste composting, as well as the overall recycling effort, are part of wider 

intentions to link energy and material conservation to the College’s educational 

mission. The composting effort, for example, is physically and programmatically 

linked to the student garden, Big Hill Farm, and an extended season green house. 

While GAC is located in a rural 

area, the college nonetheless has 

made efforts to encourage 

alternative transportation. The 

“Gus Bus” is a widely used shuttle 

that is paid for by the Student 

Senate, and operates on 

Wednesday, Friday, and Saturday 

nights. This bus brings students 

to and from downtown St. Peter 

businesses. Though it is aimed at 

improving student safety, it also 

reduces car use. GAC also has 

partnered with Land to Air 

Express. This company brings 

Gustavus students (at a 

discounted price) and other 

patrons to many different locations 

around southern Minnesota as well as the Minneapolis-St. Paul airport. This

company has recently added a twice-a-day bus service between Mankato and 

Minneapolis, with stops on the Gustavus campus. In addition, Gusties on the Go is 

a free bike loaner program on campus that began in 2016.

The wider commitment of the Gustavus Dining Service is critical to many combined 

education and conservation efforts. The Dining Service operates under an a la carte 

model that reduces food waste and encourages better food choices. Besides wholehearted support of the food waste composting program, the Dining Service operates 

a reusable take-out container program. More importantly, the Dining Service helps 

integrate the college’s well-being efforts with the environmental sustainability efforts 

through the Dining Service advisory board, the Kitchen Cabinet. Meeting monthly, 

this body encourages conversations about the interaction between food, well-being, 

and the environment, and encourages actions that holistically address sustainability, 

well-being, and education. 

The Environmental Health, Safety and Risk Management Office investigates and 

mitigates most indoor air complaints for the campus community. Chemical waste is 

disposed of through an approved vendor that can reuse the chemicals for fuel 

Solar panel installation on a shed in the Big Hill Farm 

student garden
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blending processes or repurposing the chemical instead of disposal. GAC aims to 

respond to pest issues and complaints in several non-chemical ways, including 

using physical barriers, non-chemical traps, and removal of refuse.

Another environmental education emphasis for the college is the recognition that 

well-being and sustainability extend beyond the campus. Student-founded and led 

organizations like the Gustavus Greens and the Climate Justice Coalition often have 

driven these discussions. In other cases, these efforts are initiated by staff. 

Regardless of the origins, GAC students and staff have collaborated to create lasting 

institutional efforts such as GAC’s official Fair Trade Campus designation. Another 

example is Forest Stewardship Council (FSC) certification in the college’s mail and 

print operations, confirming a commitment to using paper from sustainable sources 

where possible.

The environmental studies program draws on faculty from nine different academic 

departments ranging from anthropology to physics, and graduates approximately 15 

students per year. Many of these students choose to double-major in another 

academic department. Other areas of study that often make interdisciplinary 

connections with environmental sustainability are the gender, women, and sexuality 

studies program, the peace studies program, religion, geography, geology, biology, 

chemistry, physics, and communication studies. The latter major’s Public Discourse 

class often involves students in environmental sustainability topics with relevance to 

the local community. Students also have the opportunity to participate in January 

term classes like Introduction to Renewable Energy, and take elective courses like 

Local Food Production, that teach them, through doing work in the Gustavus 

greenhouse, how to sustainably grow local food.

About half of Gustavus students study abroad, and several GAC signature study 

abroad programs focus on sustainability topics, including the semesters in India, 

Sweden, and Malaysia. Across the curriculum, the Community Based Service and 

Learning office supports the integration of civic engagement into classes through 

community based learning including efforts related to sustainability. A particularly 

strong effort related to sustainability has been the Religion and Ecology course, 

which engages students in learning about the environmental perspectives and 

activities of diverse faith communities. 

A key overarching aspiration of the GAC sustainability effort is to engage and 

empower the whole learning community (faculty, staff and students) in sustainability 

efforts across the campus. While this work has been supported and encouraged by 

the Johnson Center for Environmental Innovation since 2007, various programs and 

individuals across the campus contribute to campus sustainability efforts. In 2017, 

Gustavus President Rebecca Bergman initiated the President’s Environmental 

Sustainability Council (PESC) to coordinate these efforts and meet Goal Three of 
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the Gustavus Acts Strategic Plan which is “to achieve fiscal, institutional, and 

environmental sustainability.” The PESC began meeting in the fall of 2017.

Missouri

Bellerive Elementary School, Creve Coeur, Mo.

Inspiring lifetime environmental leaders

The mission at Bellerive is to “Grow Capable Learners ... Inspire Lifetime Leaders.” 

As a recognized Leader In Me Lighthouse School, Bellerive has developed the 

school culture and community to lead green schools efforts in many ways. A Leader 

In Me school is a whole-school transformation process. The process teaches 21stcentury leadership and life skills that help empower students to see that every child 

can be a leader. The school received Lighthouse status in May 2015. This special 

distinction has been awarded to only 350 schools worldwide. Bellerive is aware that 

its most effective method for reducing environmental impact, improving health, and 

delivering sustainability education has been through students discovering their 

strengths and using them to lead and serve the school and community.

Bellerive was an early implementer of a cafeteria composting program that includes 

the use of compostable serviceware. In addition to minimizing waste, the school 

also has been working diligently to minimize energy use. Bellerive has converted 

100 percent of indoor and outdoor lighting to LED. The indoor lighting is all 

controlled with vacancy sensors, and outdoor lighting has motion-sensing controls 

that dim the lights when there are no vehicles or people on the school grounds. 

Using a centralized power management program has cut plug load. All HVAC and 

roofing improvements meet a minimum standard of ASHRAES’s 50 percent 

Advanced Energy Design Guidelines for K-12 Schools. The presence of a 25 

kilowatt solar array provides roughly five percent of the school’s electricity needs. 

The results of all of these efforts have put Bellerive’s ENERGY STAR score at 92. 

Bellerive’s work to save water includes retrofitting all faucets with 0.5 gallon per 

minute aerators. All toilets have been retrofitted with dual flush valves as well. For 

the garden program, Bellerive chose to use an indoor tower garden which 

recirculates water rather than an outdoor garden that requires frequent watering. 

The school even has renovated parking lots with permeable pavement, which allows 

stormwater to be absorbed into the ground rather than running off into the region’s 

stormwater sewers.

The past few years, Bellerive has worked to beautify the school grounds, and work is 

underway to create an outdoor oasis. There is an outdoor classroom in the 
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courtyard, which includes a community mural. Within the school grounds, there are 

now are perennial plants with sections for Missouri native plant species. 

As Bellerive works to create balance, it supports students’ need to lead healthy 

lifestyles. The curriculum includes information about healthy choices, exercising, 

and eating right. The presence of a garden bar allows students to eat fresh produce 

that helps fuel their day and their physical education activities. For several years, a 

yoga instructor has worked with teachers on how to embed mindfulness activities 

throughout the school day. Each classroom has a calming corner with sensory 

tools, fidgets, and more. Students are learning to 

regulate their emotions with strategies they will use 

for a lifetime.

Bellerive provides resources to families for health 

services as well. In partnering with Give Kids A 

Smile, the school is able to provide free oral 

healthcare to students in need, to help develop early 

health habits, which are essential to lifelong healthy 

living. 

The school further fosters healthy environments by 

using high-efficiency, high-quality MERV 8 filters to 

ensure the air inside the school is clean. Using noand low-VOC paints and flooring materials keeps the 

air cleaner. Implementing green cleaning practices 

and IPM practices minimizes the exposure that 

students and staff may have to irritating chemicals. 

Students learn best when learning comes to life, and 

they see real-world applications. Thus, Bellerive embraces teaching concepts and 

content through a cross curricular approach, and incorporates outdoor learning 

experiences when possible. The school allows for student choice and voice when it 

comes to subject areas, and how to make their learning come alive. Bellerive strives 

to make more connections to how to be a responsible citizen through conserving, 

recycling, and making responsible, sustainable choices that affect others.

Through grade level service projects, students learn about needs in the community 

and work to problem solve ways to support and address those needs. Each grade 

level organizes, plans, and implements a service project. Several of the service 

projects work to reduce waste and educate others about the importance of recycling 

and composting anything that can’t be reused. The first grade collects shoes for 

Shoeman Water Projects, which help to provide shoes to those in less developed 

countries, while simultaneously funding the creation of clean water wells. Second 

Families participate in Bellerive 

Elementary School’s Walk to 

School event
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grade collects used books for a used book fair and donates the money to Ready 

Readers to help provide new books to students who may not have any. Third grade 

collects gently used items for donation and reuse by the International Institute. They 

help refugees who are just acclimating to the United States. Fourth grade has been 

collecting empty laundry detergent bottles to donate to New Hope so they can be 

refilled. Fifth grade has made thousands of bean soup packets to help provide a 

healthy and nourishing meal for those who are hungry. The goal is to teach students 

that we have a lot for which to be thankful, and can give back to others and save 

resources.

As a culminating project, Bellerive worked to collect and upcycle used school 

supplies at the end of the school year. The school community donated thousands of 

supplies to students in Zambia, who have less access to resources. The students 

peeled broken crayons to be melted down to make new crayons, pencils were 

sharpened, and used note pages were recycled to make notebooks like new. Kids 

learned they can help make a difference not only in the local community, but also in 

the world. 

As a school that focuses on creating leaders out of students, Bellerive is proud of its

current approach to demonstrate what is expected from students. By setting and 

achieving far-reaching goals for reducing environmental impact and improving the 

wellness, students have noted and regularly demonstrate their leadership potential 

to make a positive difference in the world, even when no one is watching.

Green Trails Elementary School, Chesterfield, Mo.

Asking the right questions leads to green answers

Building a culture of sustainability and health at Green Trails has been a journey. It 

began many years ago with a question: “Why do we leave lights on after students 

leave the building?” The school started by turning off lights and unplugging 

appliances and saved about $8,000 in a single year ... and there was no turning 

back.

Since 2010, Green Trails has reduced energy use by 31 percent and greenhouse 

gas emissions by 31 percent. One energy project was to add a 25 kilowatt solar 

photovoltaic array on the roof, which generates a little over five percent of the 

school’s energy use. There is a monitor in the front lobby of the school that actively 

displays the energy production levels throughout the day, and the data is also 

available on the school’s website. Also, as Green Trails undertook building 
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upgrades, it opted for efficient construction practices, such as high-efficiency HVAC 

units, increased insulation, and LED lights.

After energy conservation, parents and 

staff became interested in a school 

garden, which has influenced both 

health and learning at the school. In 

2014, the Green Trails community 

came together on a Sunday to build the 

Green Trails community garden. 

Participants installed raised beds with 

composted soil, deer fencing, mulch, a 

shed, and an educational information 

board. The school now has a 

demonstration compost station, a 

sandbox, a pollinator bed, a watering 

system, and an herb garden. Instead 

of chemicals, the student gardeners 

use a vinegar-water blend and weed 

barriers such as newspaper, cardboard, and fabric. In 2015, a separate perennial 

fruit and berry garden was installed, and Green Trails was recognized as a Certified 

National Wildlife Habitat. 

Green Trails hosts three communitywide weekend events a year that include 

planting, weeding, repair/clean up, and winterization. Involvement in the gardens 

allows students to experience in a hands-on manner what healthy foods look like, 

where they come from, where food scraps go, and in turn what can grow from the 

compost. The garden as officially a success when, after harvesting and sampling 

Bok Choy, we received numerous parent phone calls asking what Bok Choy was 

and where could they buy it. 

The garden is always open to visitors. The school has hosted local gardening 

experts leading home gardening sessions and invited the public. Families partner to 

learn, water, and weed in the summer months. Many families since have started 

their own chemical-free gardens and pollinator beds. Educating students and the 

community has helped create a culture that places a greater value on locally 

sourced produce and healthier eating. 

Healthy living is the way Green Trails operates. The elimination of birthday 

cupcakes and cookies was met with joyful screeches from students when they 

learned they can go outside instead. When administrators raised the idea of 

doubling recess time outside, teachers were worried there would not be enough time 

to complete the academic content requirements of the school day. They quickly 

Seed packets created through the Sowing Seeds 

project
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discovered it was easier to teach with more focused and happier children. Plus, the 

school experienced an overall decrease in office referrals by almost 19 percent as a 

result of the change. 

Green Trails has been working with the school district’s Nutrition Services 

Department to use the school’s fresh produce in school lunches. Examples include 

serving sweet potatoes from the garden as baked fries or homegrown kale in 

vegetable smoothies. Students have participated in tasting and cooking 

demonstrations such as making pesto. Displaying whole foods has helped students 

understand what a real pear, eggplant, or sweet potato looks like. Student-picked 

produce is provided free of charge to all in the cafeteria. 

After studying compost, a group of school leaders requested a demonstration 

vermiculture / worm composting bin. They monitor and adjust moisture levels and 

add food scraps to keep the worms healthy. The long-term plan is to relocate the 

worms outside and put them in the vegetable beds to enhance the soil further, 

thereby providing a systems thinking opportunity for students. 

Through their Sowing Seeds project, students harvest, package, illustrate with their 

own artwork, and research and write planting instructions for each seed packet. 

These packets will be given to older adults through a “Grandfriends” partnership with 

a senior center and local church, and also sold to community partners to ensure 

pollinator gardens are being grown throughout the community. Who would have 

thought young children could teach older adults? Another example is a service 

project for which students photographed themselves performing exercises, wrote out 

the exercise steps on cards, and gave the seniors the cards on handy rings after 

demonstrating the exercises in person. The children are teaching others about what 

they have learned about healthy living! 

Another way GreenTrails students take reducing the school’s footprint seriously was 

highlighted when the school partnered with 10,000 Pencils, an upcycling school 

supply project. Student leaders facilitated a school supply drive where hundreds of 

pounds of used crayons, pencils books, paper, notebooks, and other items were 

donated to students in an urban St. Louis school district and a Zambian school. This 

has brought a global connection to students about both saving resources and 

helping others in need. 

Green Trails is truly committed to Whole School Sustainability. The school 

community actively seeks to educate students and the community about reducing 

environmental impact, healthy living, and helping others. This has led to genuine 

environmental leadership by students. The concept of closing the loop and systems 

thinking then has been applied to many other projects such as reducing energy use, 

renewable energy, recycling, composting, health, wellness, and indoor 
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environmental quality. Green Trails is proud to have been able to transform a school 

culture and created a movement all stemming from turning off lights and planting a 

garden.

W.W. Keysor Elementary School, Kirkwood, Mo.

Cultivating students who feel connected to our planet and its inhabitants

W.W. Keysor Elementary has fostered an educational community where elementary 

students develop their passions, learn about the world around them, and have a 

positive influence on society. Keysor’s sustainability goal is to cultivate students 

who are stewards of their environment, and who actively realize a sense of 

responsibility and feel connected to the planet and its inhabitants. The goal is 

supported by both the school mission, “The Keysor community works together to 

support all learners on their journeys as empathetic, creative and critical thinkers 

who actively impact our world,” and the school vision’s four themes of focus, 

“Character, Achievement, Community and Impact.”

Keysor’s annual participation in the Green Schools Quest continues to engage 

students, faculty, staff, and community members in projects on energy reduction 

(2013), rain studies and capture (2014), sustainable gardening (2015), and waste 

reduction and diversion (2016). These efforts have contributed to a 30 percent 

reduction in energy use over the past three years.

Beginning in 2012, Keysor undertook a concerted effort to reduce lunch waste sent 

to landfills. Students collected data and discovered that 2,340 bags of trash were 

sent each school year. Compostable trays were introduced, and students began 

sorting cafeteria waste into separate bins: recycling, composting, and landfill. Trash 

was reduced from thirteen bags to two bags a day, an 85 percent reduction.

Energy consumption has been a focus for reduction during the 2017-2018 school 

year, as Green Schools Quest work has educated the Keysor community in 

practices regarding resource conservation through use of daylighting, unplugging 

electronics, and conserving energy production from HVAC systems. Educational 

videos, with student role models, and mini-informational posters have been 

developed and shared with 540 students and 45 staff members this school year, 

leading to a 10 percent per student per year reduction in energy use.

Sustainability efforts extend beyond daily building operations. By harvesting 

rainwater, over 100 gallons of collected water are used within Keysor’s garden 

spaces. With over half of greenspace on campus dedicated to actively stewarded 
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water-efficient and regionally appropriate landscape plantings, an increase in animal 

and insect species has been recorded.

Health and wellness are a mainstay 

at Keysor. Nutritional education and 

opportunities have also deepened 

staff and students’ understandings, 

as all are able to nurture, cultivate 

and enjoy produce of immediate 

creation. Through the 

implementation of three tower 

gardens and garden lab spaces, 

Keysor students have been afforded 

opportunities in healthy eating, with 

over 10 varieties of vegetables and 

fruits produced on site. Educating 

students, families, and community 

about emissions led to adoption of a 

No-Idling Policy. Further modeling of 

bike safety, walking to school options, and Fitness Fridays also have fostered an 

environment of ecologically beneficial actions.

Innovative practices in well-being have been fostered across the Keysor community 

through the creation of a health and wellness classroom, as well as full-time 

counseling support. Keysor’s additional creation of a behavior specialist position 

has enabled students and staff to receive guidance and assistance, as needed, 

further strengthening Keysor’s focus on emotional well-being for individuals, each 

other, and the environment. A large learning milestone was the creation of and 

outdoor learning landscape known as Project IDEA (Imagination, Discovery, 

Exploration, Adventure). Project IDEA promotes learning both inside and outside 

the classroom. The area fosters efforts to reduce environmental impact, improve the 

health and well-being of the community, and provide environmental and 

sustainability education to all members of the Keysor community.

The community’s stewardship of renewable resources is demonstrated at several 

key areas in the Project IDEA space. Specifically, two exploration houses, known as 

Hoffarth House and Riggs Diggs, include rain barrels to collect water for the 

gardens, solar panels to power the rain barrel water pump and security lights, and a 

green, living roof. By observing this practical demonstration of renewable resources 

in the Project IDEA space outside, the Keysor community is inspired to review 

practices inside, like using natural light and unplugging devices when not in use.

Keysor students tag Monarch butterflies in the rain 

garden
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The ecological habitats within Project IDEA create a sense of connectedness to the 

world. Students view the native wildlife in the Lori Whiting Bird Sanctuary, tag 

Monarch butterflies in the certified Monarch Waystations, and conserve native 

habitats by managing a student-planted, seed-stomped prairie. Students also learn 

the importance of filtering rainwater runoff while caring for the five rain gardens. 

Together, students and staff embrace the cycle of plant growth through produce 

cultivated for consumption. Keysor students are provided with a setting that is 

always evolving and meets curriculum standards across grade levels. Each habitat 

within this less-than-an-acre setting provides real-world examples of habitat 

preservation, landscape maintenance, nutritional well-being, social engagement, and 

creativity.

The Keysor family deeply respects the Earth and its resources. By listening to 

children’s voices, families’ passions, and educators’ interests, Keysor has made 

gains to positively influence the world. These respectful insights have created 

dynamic changes for the school and students, and have fostered a caring 

community which embraces and extends practices into homes and neighborhoods. 

Keysor is committed to reducing environmental impact, improving the health and 

wellness of students and staff, and providing effective environmental and 

sustainability education. The school community and the Kirkwood community 

embrace these commitments. Keysor engages the community in its work, gives 

back through civic engagements, and encourages students to become agents of 

positive change in the broader community.

St. Louis University High School, St. Louis, Mo.

Commitment to global justice, local justice, and sustainability

On the occasion of its bicentennial, St Louis University High School (SLUHS) is a 

vibrant and successful institution because it is rooted in a mission that names and 

holds its community accountable to universal human values. Sustainability, in both 

its broader human and cultural sense, as well as its more specifically environmental 

meaning, is a fundamental part of that mission. The school’s formal mission 

statement considers SLUHS’ location in the city of St. Louis, and its commitment to 

global and local justice—including providing economically disadvantaged students a 

program of study that connects academic knowledge to moral responsibility and a 

desire to form compassionate young men – as a commitment to sustainability.

In his encyclical 'Laudato Si’ – Our Common Home, Pope Francis says: “Let us be 

protectors of creation, protectors of God’s plan inscribed in nature, protectors of one 
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another and of the environment.” This document guides and informs all of SLUHS’ 

sustainability efforts. The school’s progress has been led by a newly formed, 

vertically integrated sustainability board, consisting of members of the school 

administration, corporate leadership team, finance office, maintenance and faculty 

leadership, science faculty, student sustainability club and garden director.

In terms of environmental impact, SLUHS is in the final stages of bringing its

ENERGY STAR Portfolio Manager monitoring online. The school has transitioned 

almost entirely to LED lighting. SLUHS has added occupancy sensors and faucet 

aerators to save electricity 

and water, has done 

extensive replacement of 

reflective roofing, and added 

insulation to increase 

efficiency and reduce energy 

use for cooling. Students 

documented a seven percent 

energy savings due to these 

efforts. As a result of 

reducing waste, a contractor 

offered SLUHS a significantly 

reduced monthly service rate. 

In the area surrounding the 

school, over 40 houses were 

dismantled and recycled and 

existing streets and alleys 

were developed into a large green space available to the entire neighborhood. 

Stormwater runoff now percolates into the soil on the western side of the field-house. 

SLUHS also has nearly doubled the amount of landscaped area featuring native, 

drought resistant and low maintenance plantings.

In terms of health and wellness, SLUHS has made progress in protecting students 

and faculty from airborne chemicals in labs and storage facilities. The school also 

catalogues a number of innovative curricular, co-curricular and faculty/staff programs 

on offer, in order to teach health and wellness content to students through physical 

education classes such as yoga, and to support and encourage personal health and 

wellness habits among faculty and students through all-school assemblies and free 

health screenings and enrichment activities. 

Finally, SLUHS documents its commitment to education through the important work 

the school is doing in institutional and departmental curriculum review and formal 

recognition of sustainable goals. Last summer SLUHS ran a curriculum institute in 

sustainability for faculty to design and launch new cross-curricular initiatives. One 

SLUHS’ AP Environmental Science class launches a weather 

balloon
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result was a new required human geography course in social studies, centered on 

sustainability themes and deepening cross-curricular coordination with freshman 

biology.

Our ongoing educational efforts include offering AP Environmental Science for over 

10 years, with 12 percent of graduating students participating, and all scoring a three 

or above. In addition, many subject assignments explicitly incorporate 

environmental and sustainability themes like mountain top removal, invasive 

species, coral bleaching, and alternative energy development.

Above all, SLUHS believes that its conscious and value-driven decision to remain in 

an urban location, during years in which many economic and social forces were 

pushing the school to move west, best demonstrates a commitment to sustainability. 

Many schools like SLUHS across the country chose to relocate as population 

centers shifted. SLUHS remained in its location adjacent to St. Louis’ Forest Park, 

with its many biological and cultural resources, and an economic and cultural 

corridor that now includes a science center, a vibrant middle school, a new industrial 

and residential development, Barnes Jewish and Children’s Hospitals, and the 

Grove Entertainment District. SLUHS benefits from the partnerships and 

opportunities provided by this inner city location and shares some of the credit for 

the vibrant renewal now evident in this corner of the city of St. Louis.

Montana

Superior School District, Superior, Mont.

Living sustainably in the last best place

Superior Schools are located in beautiful western Montana, nestled between the 

mountains and Clark Fork River. Always mindful of surroundings, Superior School 

District has made many sustainable changes in the recent past to further enhance 

and protect its natural location and resources. The district has 273 students, with 

100 percent eligible for free and reduced lunch, and close to a 96 percent graduation 

rate.

Sustainable playground materials, solar energy, updated recycling, and smarter 

water fountain and vending options have been critical to reducing the schools’ 

environmental impact, lowering costs, and improving student health and wellness. 

Recycled shredded tires are now the cushion under the playground equipment at the 

elementary school. Hundreds of tires were used to make this ‘mulch’, keeping them 

out of the landfill and causing unnecessary waste. Solar panels have been placed 
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on both the elementary and high school buildings in conjunction with Northwestern 

Energy to increase efficiency and decrease energy dependence on outside entities. 

Another key initiative to student health and sustainability has been a focus on 

integrating food sustainability education into the district, giving students a better 

understanding of well-rounded diets. Superior participates in the “Harvest of the 

Month” program, which focuses on adding various fruits or veggies to the month’s 

menu, for example adding lentils to chili, shredded carrots to cupcakes, serving a 

kale and apple salad, and providing a salad bar every day. The school has stocked 

the vending machines with healthy options, and no soda is available. Students

instead are able to purchase juice and water as well as whole grain snacks. In 

2017, Superior hosted a camp dedicated entirely to 

teaching students about the lost culinary art of 

preserving. Students pressure canned fruits and 

vegetables, various jams and jellies, and several 

varieties of pickles and fillings using reusable glass 

jars. The course also covered herb drying, the 

making of jerky, and water bath preserving 

methods.

Complementary to a focus on dietary education 

has been the inclusion of physical wellness 

programs that engage students in active lifestyle 

maintenance. Increased recess time in the 

elementary helps aid in additional physical activity 

for students. A walking path around the 

playground perimeter is available for those 

students who need less strenuous activity, and a 

walking club each spring prepares students for the 

annual “Fun Run,” a five-kilometer walk/run hosted by rotating schools in Mineral 

County. Staff is encouraged to participate in adult education classes offered, such 

as volleyball, basketball, yoga, and weight lifting.

Finally, living in the “last best place,” the whole district feels a responsibility to 

educate future citizens in the responsible conservation of the state’s vast natural 

resources and environment. Superior works with partners to turn the beautiful 

outdoors into a classroom where students learn about growing their own food, 

composting, and forestry and conservation practices. The Superior Ranger District 

is a huge part of the curriculum, providing environmentally based education 

throughout the year for all classes, complete with the local Smokey the Bear 

character, to enforce the importance of responsible forest use, fire safety, and 

trail/land use. These lessons, along with integrated community service, have played 

a big role in school and after-school programs. Superior has created a school 

Superior students practice the lost 

culinary art of preserving
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garden and outdoor classroom, which is open to the entire district, both staff and 

students. This area is used for science experiments such as erosion and light 

refraction, as well as growing plants, herbs and flowers. Each classroom has its 

own raised bed and several have already started growing items such as winter garlic 

and flower bulbs. Students then track the plants’ growth using charts, graphs, and 

projection plans. As the school expands garden plans, recycled bathtubs will 

become planters, and, waste cardboard will be turned into walkways throughout the 

garden area. A worm farm for additional compost material is in the works as well.

2018 will mark the 50th consecutive year that the U.S. Forest Service and Superior 

Schools have partnered to take the sixth grade class to the U.S. Forest Service 

Savenac Tree Nursery for a week of education, experiments and intense hands-on 

learning. This is often the first time some children have ever touched a fishing pole 

or been exposed to life without cell phones or video games. Pond study, ecology 

compass training, orienteering, insect studies are just a tiny portion of their week. 

Tree measuring, fungus investigation, bow-and-arrow safety and shooting, and 

responsible ATV use are just a few of the other offerings throughout the week. One 

day is dedicated to the Idaho part of local history by hiking the Pulaski Trail outside 

of Wallace, touring the Idaho Silver Mine and stopping by a fish hatchery on the 

journey home, followed by an evening of astronomy.

Superior, while a tiny school in one of the most rural places in Montana, is making a 

concerted effort to make a big positive influence not only on students, but in the 

community. 

New Jersey

Highland Regional High School, Blackwood, N.J.

Communitywide ecological stewardship

The Highland Regional High School community is committed to improving the 

efficiency of its facility, built in 1967, providing environmental leadership and 

demonstrating ecological stewardship through the green team, which consists of 

students, teachers, administrators, and community members. By identifying actions 

for reducing waste and carbon footprint, the green team has been a catalyst for 

changing behaviors resulting in sustainable use of resources and reduced 

greenhouse gas emissions. 

Over the past five years, Highland has achieved more than 12 percent reduction in 

energy costs, and a 24 percent reduction in greenhouse gas emissions through the 
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installation of high-efficiency lighting, new refrigeration, heating, air conditioning units 

and boilers, use of the ENERGY STAR Portfolio Manager, and participation in 

EnerNOC’s (Energy Network Operations Center) demand response program, 

thereby reducing electrical power during heat waves. Highland has created a “green 

equipment account” in the maintenance budget for purchasing green and energy 

savings supplies. 

By implementing responsible irrigation 

methods, Highland reduced total water usage 

by 15 percent. In addition, the school 

implemented composting by partnering with 

Organic Diversions, a company that coaches 

students and staff with strategies for collection 

and quantifying composting efforts. The 

grounds include two large, undisturbed rain 

gardens with a connecting 450-foot bioswale 

for stormwater management and protection of 

the water quality. The three courtyards are 

sub-irrigated by roof scuppers and downspouts 

channeled into a perforated pipe system 

sustaining the courtyard gardens without 

mechanical irrigation. The gardens are home 

to more than 48 native wetland species of wild 

flowers, shrubs, trees and meadow grasses 

that help water and soil conservation. In 

consultation with Rutgers University turf 

management experts, Highland developed a 

deep root system by greatly reducing the use of nitrogen, therefore preventing the 

leaching of chemicals that reduced use of fertilizer by 75 percent.

To improve the health of students and staff, drinking fountains have been outfitted 

with water bottle refilling stations, and reusable bottles are sold at the school store. 

In efforts to improve air quality, Highland discontinued using chemicals to strip 

flooring, and installed MERV8 filters in the HVAC systems. The school’s wellness 

coordinator helps staff set healthy goals, sets workout regimes, organizes biometric 

screenings, and conducts health risk assessments. Faculty members participate in 

an eight-week mindfulness program, a “Biggest Loser” contest, and healthy eating 

preparation workshops. Students are invited to attend a weekly mindfulness class 

during their lunch, and outdoor seating areas are provided for “Tartan Time” to eat, 

work, or socialize. To encourage sustainable, healthy eating options, Highland is 

part of a program called DOD Direct Delivery Produce, which sources produce from 

local farms. In addition, dairy products come from Cream-O-Land, a local company.

Hands-on learning opportunities in the 

Highland greenhouse and courtyard 
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The greenhouse and courtyard provide hands-on learning opportunities for 

horticulture and AP Environmental Studies classes. Green team students helped 

with global environmental issues by participating in a Thirst Project, which raised 

money to establish fresh water wells in historically malnourished areas of Africa. 

Throughout the year, students complete research and prepare presentations to 

participate in the annual two-day Envirothon, which is focused on complex 

environmental issues related to New Jersey’s natural resources including soils, 

aquatics, forestry, and wildlife. In addition, AP students collaborated with computeraided design, math, and English classes on a sustainability project for a vacant lot in 

Gloucester Township, and presented their plan to the mayor. In chemistry, students 

study the Bhopal disaster and new battery technology for electronics and hybrid 

cars. Horticulture students learn to propagate lemon geranium from cuttings for use 

as a natural pesticide. In nutrition and culinary and hospitality classes, students 

discuss organic versus non-organic foods, and marine studies explore human effect 

on the ocean’s resources. 

Highland is excited about the progress experienced in recent years, and takes pride 

in the community’s ability to effect change within the school, influence the local 

community, and make a difference in the preservation of the global environment.

North Brunswick Township High School, North Brunswick, N.J.

Addressing community issues through partnerships and proactive activism

North Brunswick Township High School (NBTHS) is a suburban school serving 1830 

students, more than 41 percent of whom are receiving free and reduced price lunch. 

The school has developed a culture of green awareness, incorporating all aspects of 

sustainability.

Over the past 25 years, NBTHS has been striving toward reducing carbon footprint 

through several energy audits. The school has made great strides in recent years 

with the addition of an energy manager, who implemented energy conservation 

practices, lowering energy costs. The school lowers heat settings during the school 

day as the school fills with warm bodies, reduces lighting during evening and 

weekend hours, uses window blinds to lessen heat loss in the winter, and increases 

solar heat gain in the summer. The district replaced T12 lighting with energyefficient T8 lighting, and NBTHS is taking the additional step of switching to T5 and 

LED lighting. All new construction and renovations since 2000 have included the 

installation of occupancy sensors. Further, the school’s computers are programmed

for an automatic shutdown at 6:00 p.m., and again at 1:00 a.m. to ensure maximum 

energy savings. Replaced and retrofitted HVAC system controllers and a pool 
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heater that recovers heat during the dehumidification process provide temperature 

and humidity control. In addition, domestic hot water for restrooms is provided by a 

high-efficiency condensing style hot water heater, and low-flow restroom fixtures 

were installed to reduce water consumption.

In efforts to reduce waste, NBTHS 

has installed four water bottle refilling 

stations throughout the building, 

thereby reducing single-use water 

bottles. Funds came from a grant 

provided by Sustainable Jersey for 

Schools and a partnership with 

community basketball, baseball and 

softball organizations. Student 

groups monitor and collect single-use 

bottles from recycling containers in 

the lunchroom and throughout 

campus. The school also has 

reduced printing needs by more than 

10,000 sheets of paper through the 

integration of digital resources 

including Google Apps for Education, Chromebooks, online publication of the school 

newspaper, an online parent portal for announcements and report cards, and 

initiating a Bring Your Own Device policy. The school also now uses CloudReady, 

which employs web applications and cloud storage instead of traditional software 

and local storage, to convert and revive 300 legacy computers that otherwise would 

have been trashed. Electronics at the end of their useful life are upcycled, with the 

goal of repair, refurbishment, or redistribution.

The school has partnered with the town’s parks and recreation department for 

maintenance of the on-site butterfly garden. Through a partnership with Rutgers 

University’s master gardeners, students from NBTHS’ Autistic Program constructed 

three raised gardens, which are used for learning life skills and learning to care for 

land in a way that positively affects the environment. Further, the environmental 

club has facilitated a pilot program, collecting lunch waste for composting. The 

product of the composting will be used in the raised beds in the spring.

In NBTHS’ makerspace, students participate in a furniture challenge and create 

designs using recycled materials. In the Project Lead the Way Principles of 

Engineering class, student projects explore renewable and non-renewable energy 

sources including solar and hydrogen fuel cells, as well as recyclable plastics for a 

robot challenge created with a 3-D printer. Students in environmental classes 

choose a topic with pending legislation involving environmental science and contact 

Preparing plants for the outdoor raised beds
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the sponsor/legislator to ask questions, assess authentic research and develop ways 

in which they can contribute positively to remediation of the problem as it pertains to 

their own neighborhood. Culminating activities include an explanation on how each 

party is involved, including the community, scientists, government, environmental 

groups and local businesses. 

The school has partnered with Robert Wood Johnson University Hospital’s Safety 

Ambassador Program, which provides NBTHS students with education on a number 

of topics, such as accident prevention, pedestrian safety, bike safety, safety in and 

around cars, and fall prevention. The participating students then provide the lessons 

learned to the district’s first and second graders through outreach visits. Saint 

Peter’s Hospital continues supports NBTHS’ efforts to educate staff and students 

about vaping and the dangers associated with vaping. The Center for 

Empowerment has provided sessions about substance abuse and addiction 

services, as well as educational forums about healthy relationships. Guidance 

counselors provide a variety of services for families; including but not limited to 

mental health, physical health, individual, and family counseling; and financial 

support systems. School nurses provide families with information about asthma and 

life threatening allergies. Further, NBTHS has initiated a coordinated concussion 

management team to better manage the academic adjustments that students require 

when recovering from concussions. The administration, physical education 

supervisor and school nurse are actively involved in planning modifications to the 

physical education program to prevent injuries.

During the August health fair and September back to school night, NBTHS provided 

computer access to assist families with free and reduced lunch program registration. 

When weather permits, 75 percent of physical education courses occur outdoors in 

multiple facilities including the track, turf stadium field, turf soccer field, natural grass 

softball and baseball fields. Well-defined programs provide a systematic 

progression of cognitive, affective, and psychomotor experiences as students pass 

through various developmental stages. The school hosts a multitude of outdoor 

activities to achieve these goals, including but not limited to, flag football, soccer, 

ultimate Frisbee, jogging, sprint relays, mid-distance relays, tennis, and softball.

Last year, students focused on the controversial proposed Penn East Pipeline, 

which would run through Princeton and Hopewell Townships, neighboring 

communities that share a congressional district with North Brunswick Township. 

Students contacted congressional and legislative representatives to voice support or 

concern for pending environmental projects. The staff of NBTHS supports not only 

the academic understanding of content, but the real-life application of 

communicating global awareness and citizenship.
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Students recently investigated the waste management practices and protocols 

established by local waste management companies, and identified ways to mitigate 

the production of waste in the household environment. Students identified the 

recycling efforts of each community, household and individuals through surveys and 

questionnaires, and identified areas of improvement. Students’ findings 

strengthened the recycling efforts of the community through their recommended 

solutions to reduce the use of plastic products. In chemistry, students studied the 

effect on the environment, specifically toxicity to soil, and water, by discarded 

plastics, batteries and electronic equipment. Students also studied an outdoor 

observation area and identified all the biotic/abiotic factors they see with ecological 

relationships. The lesson incorporated how proper waste management positively 

influenced the health of natural environments. Students designed a plan that 

included parents and younger siblings focusing on activities and practices to keep 

the environment clean.

New York

Park Avenue Elementary School, Warwick, N.Y.

Planting the seeds for sustainable and healthy lifestyles 

Park Avenue Elementary School is nestled in a charming rural landscape located 

approximately 55 miles north of New York City. The school, which has 480 students 

in kindergarten through fourth grade, is part of the Warwick Valley Central School 

District. It is characterized by a culture of environmental awareness and 

sustainability — a culture that begins on the very first day of kindergarten and carries 

through to pupils’ post-graduation lives. 

To this end, Park Avenue Elementary School has engaged in many successful 

initiatives to reduce environmental impact and costs. For example, the school uses 

the ENERGY STAR Portfolio Manager and dashboard, an online tool that allows 

school officials to measure and track energy and water consumption and 

greenhouse gas emissions to ensure all classrooms and other building areas are 

energy efficient. Also, every room is monitored through a virtual private network, 

allowing heating, cooling, and lighting to be adjusted from remote locations to save 

energy and maximize efficiency. 

The school has a student-led green team that meets regularly with administrators to 

put forth ideas for new environmental projects. This team has advocated for a 

clothing collection bin to be located on school grounds, and for improved recycling 

bins to be added to the cafeteria, which has meant tons of recyclable materials are 
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diverted away from landfills. Food scraps also are diverted, as the school maintains 

a composting program. Through this effort, garden areas and greenhouse plants 

throughout the district benefit from a rich, natural source of nutrients. 

Park Avenue pupils are enthusiastic participants 

in an annual “treecycle” project to celebrate 

Earth Day. In this communitywide event, 

students and other participants collect a variety 

of recycled materials (cans, milk jugs, cardboard, 

et cetera) to use as the basis for tree sculptures. 

The beauty is in the creative arts...and the 

increased awareness of recycling. Students 

embrace a similar theme when converting 

recycled shirts into tote bags; the funds raised 

from selling these bags are then used to 

purchase plants or supplies for green team

projects. 

In the quest to further reduce environmental 

impact, Park Avenue students participate in the 

TerraCycle program, in which they collect plastic 

barrels and tops from markers, pens, and pencils 

to be recycled into new products. They also 

collect aluminum pull tabs from drink cans and 

recycle them for funds that are donated to a local Ronald McDonald House. 

Additionally, Park Avenue Elementary School is an integral part of districtwide efforts 

to decrease environmental footprint; this includes adoption of a broad-reaching 

sustainability policy, replacing all fluorescent light bulbs with energy-conserving LED 

bulbs, and reconfiguring transportation routes to reduce bus runs by 30 percent. 

The school benefits further from the district’s installation of a 10-acre, 9,000-panel 

solar array, which is the largest school district-owned solar project in New York. The 

array will generate approximately 2.92 million kilowatt-hours of electricity each year 

— enough to offset all electricity costs throughout the district. The learning 

opportunities with this green technology are limitless. Park Avenue students will 

start taking measurements of the solar array’s power output, studying the science 

behind the technology, and discussing the broader implications of choosing green 

energy options in the upcoming months. 

Other environmental education-related initiatives at Park Avenue include teachers’ 

use of Engineering is Elementary curriculum units on sustainability, which include 

fun and engaging project-based learning activities for pupils. Students are even 

exposed to environmental education as they move through the hallways, as 

Park Avenue kindergarten students 

the lookout for signs of spring
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recycling videos are played on a television located in the main lobby. They are able 

to take their learning outside thanks to the creation of an outdoor classroom that is 

designed to accommodate a variety of activities, from art projects to science 

experiments. Educators and families are part of the environmental learning process, 

too. The Children’s Environmental Literacy Foundation provides training to teachers 

and school leaders on integrating environmental and sustainability themes in all 

curricular areas. With guidance from school staff, Park Avenue students create 

instructional materials to encourage family recycling efforts at home and in the 

community. This latter project was coordinated through Sustainable Warwick, a 

community organization that also conducts a variety of “green” assemblies for 

students, and partners with Park Avenue on tree-planting in a local park, community 

clean-up days, and Earth Day events in the town of Warwick. During last year’s 

Earth Day celebration, every single Park Avenue class developed educational 

activities for the event; and students produced a video to showcase the activities, 

and even wrote and performed a commemorative song. 

An array of health- and wellness-related programs complements and supports Park 

Avenue Elementary School’s commitment to sustainable practices. The school 

cafeteria purchases fresh produce from local farms, and is participating in a state 

pilot program that integrates more locally sourced organic produce into school 

meals. The school also uses vegetables grown on district property and stocks only 

healthy snacks in vending machines. Along these same lines, classroom 

celebrations no longer include sugar- and fat-laden foods, such as cupcakes and 

candy. The school has installed water bottle refilling stations, so students can stay 

hydrated while also cutting down on the purchase of one-time-use plastic water 

bottles. 

School maintenance personnel also focus on healthy educational settings by closely 

following green procurement policies for custodial and cleaning products. The 

school buys products through a cooperative purchasing process that ensures 

adherence to the requirements of New York’s Green Clean program. 

In addition, Park Avenue has a full-time school nurse and an active wellness and 

child nutrition committee. Students’ social and emotional needs are supported 

through the services of a school counselor and daily access to either a psychologist 

or social worker. The school integrates a character education curriculum at each 

grade level, and has fully implemented Positive Behavioral Interventions and 

Supports activities; the latter program focuses on recognizing students for positive 

behaviors rather than punishing them for negative actions. To improve physical 

health, Park Avenue encourages nature walks and outdoor physical education 

activities. For “Screen-Free Week,” students are given ideas about replacing screen 

time with more active pursuits, such as community hikes and reading and movement 

activities organized by local organizations. 
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The school even has found a way to blend physical activity and learning with the 

creation of a kinesthetic learning lab, which is based on research showing a strong 

link between movement and academic performance. Pupils in the lab can be 

moving through an obstacle course, tossing bean bags, or exercising on a stair 

stepper while they’re reviewing spelling words, solving math problems, or engaging 

in other learning activities. 

The many green initiatives the school has implemented have resulted in reduced 

environmental impact and costs, effective environmental education, and improved 

health and wellness for students and staff, as well as the greater community. At 

Park Avenue Elementary School, the seeds are planted every single day for 

sustainable and healthy lifestyles. 

Warwick Valley High School, Warwick, N.Y.

Environmental stewardship and wellness as essential parts of the school ecosystem

From educational activities in classrooms to environmental experiences throughout 

the region, Warwick Valley High School’s 1,335 students and 121 staff members 

fully embrace the philosophies of green living.

This has led to the school being recognized nationally for its commitment to 

sustainable practices. In 2017, Warwick Valley High School was awarded a $4,443 

grant from the National Environmental Education Foundation to fund its proposed 

EcoEd Project. With the funding, students in AP Environmental Science classes and 

other elective courses were able to work with wildlife biologists at the Wallkill River 

National Wildlife Refuge to conduct original research on invasive species. They took 

multiple trips to the refuge, used handheld GPS equipment and other technologies to 

conduct land surveys, and ultimately wrote up and reported their findings to the 

scientific community.

Warwick Valley High School students have also benefitted from environmental 

education activities made possible by a $91,000 EPA grant made to the school 

district. The award allowed educators to expand a partnership with Sustainable 

Warwick, a local organization committed to protecting the environment and reducing 

carbon emissions. As a result, environmental education units were incorporated into 

all academic areas of the school. In addition, Warwick Valley High School students 

worked with Sustainable Warwick staff to create and present community workshops 

on a variety of environmental and sustainability topics, in effect expanding 

environmental awareness into the larger community.
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These grant-funded initiatives 

complement the school’s broad range 

of classes that incorporate 

sustainability themes. This includes 

such courses as Conservation, 

Wildlife, and Land Management; 

Landscape Design; Floral Design; 

and Land, Food, and People. 

Warwick Valley High School students 

learn about green building techniques 

in the school’s Project Lead the Way 

classes, and also take advantage of 

field trips to further build their 

knowledge base. Some 35 trips are 

scheduled each year and most have 

an environmental focus. For 

example, students visited Wheelebrator Westchester, an energy-from-waste facility, 

to learn how household waste is converted into fuel to generate clean, renewable 

electricity. They also toured an environmental research facility that focuses on LED 

technology, robotic lighting, aeroponics, and greenhouse disease research. Pupils 

are using their newly garnered knowledge to improve lighting in the school’s 

greenhouse, which will, in turn, improve crop yields. This greenhouse — which soon 

will double in size to 1,200 square feet — provides produce for the school cafeteria, 

and serves as a hands-on classroom for pupils enrolled in agriculture classes. 

Many Warwick students also choose to participate in extracurricular activities that 

enhance environmental knowledge gained in the classroom. The school has an 

active Future Farmers of America group, as well as an environmental club and a 

green team. The school’s Envirothon team advanced to state-level competition in 

2017; this event tests student teams on their knowledge of environmental topics and 

their ability to make effective oral presentations in problem-solving scenarios.

Warwick Valley High School staff members are learning right along with students. 

The school partners with Hospitality Green, which allows custodial staff to better 

understand their role in supporting sustainability. Teachers receive training and 

guidance from Sustainable Warwick and the Children’s Environmental Literacy 

Foundation on integrating sustainability and environmental topics into all content 

areas. Many teachers also look for opportunities outside of school to further expand 

their knowledge base. For example, a science teacher joined an Earthwatch 

research team in the Sierra Nevada Mountains of California to help scientists 

understand how climate change affects the health of meadows. The research 

project was a valuable learning experience, as the teacher, in turn, integrated the 

research findings into science lessons for students.

Warwick Valley students have been recording data 

from the from the Wawayanda Creek for over 10 years
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Warwick Valley High School students need only to look around their school setting to 

gain an even greater understanding of how to address sustainability and 

environmental issues effectively in a larger, real-world context. With all of its 

successes in reducing environmental impact and costs, the school itself is a perfect 

model. 

For instance, Warwick Valley High School has made recycling and other green 

initiatives a front-and-center priority. The student-led green team designed reusable 

water bottles to replace those typically used once and thrown away; these bottles 

were sold to students and staff. Also, additional trash and recycling bins have been 

strategically located throughout school facilities to encourage recycling. Students 

added the “cool factor” to recycling by creating the Recyc-KOOL campaign, in which 

they use stickers to identify items in the cafeteria that can be recycled. The high 

school cafeteria also has an eco-digester that processes all food waste (including 

food scraps from all four district schools); the resulting water is safe for sewers. 

These recycling and reuse efforts have led to a 19 percent reduction in the amount 

of trash going to landfills from the high school over the last two years.

Warwick Valley High School has improved energy efficiency through enhanced 

monitoring of energy usage, by installing LED lighting, and by using software that 

automatically powers down computers when they’re not in use. Efficiencies also are 

evident in the way high school students are transported to and from school, as the 

district has purchased 10 propane-powered buses. These vehicles run cleaner than 

traditional diesel buses and have almost no emissions. In addition, propane is 

approximately half the cost of diesel and the propane buses require less 

maintenance, yielding an estimated 30 percent savings in maintenance costs. 

Even seemingly small opportunities for positive influence are not overlooked at 

Warwick Valley High School. The parking lot has speed bumps that divert water 

away from vehicles and buildings and into a rain garden on the school property and 

to the local Wawayanda Creek. All landscaping is regionally appropriate, and plants 

and shrubs have been chosen for their ability to thrive without the need for excessive 

watering.

Educators and school leaders also continually seek out ways to maintain a healthy, 

positive, and compassionate school climate. To this end, Warwick Valley High 

School has a full-time registered nurse in the health office, along with six school 

counselors, a full-time school psychologist, and a social worker to provide support 

and guidance to students. In addition, the school has partnered with the Orange 

County Department of Mental Health to establish a satellite clinic that offers 

counseling and intervention services, and with the Warwick Valley Prevention 

Council, which provides pupils with information on healthy behaviors. To increase 

overall safety, the school has added a school resource officer.
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Maintaining and improving students’ physical health is another vital element in the 

school environment. The meals prepared at Warwick Valley High School include 

organic produce sourced from local farmers, as well as from the school’s 

greenhouse. With these fresh produce options, the school’s menu often exceeds 

the USDA meal pattern requirements for providing fresh fruits and vegetables.

Students are encouraged to take advantage of endless opportunities to increase 

physical activity levels. More than 30 athletic teams currently represent Warwick 

Valley High School, and students participate in at least 90 minutes of physical 

education classes each week, with many activities taking place outdoors. The high 

school offers a ropes course, a rock-climbing wall, and such outdoor education 

activities as orienteering. Plus, Warwick Valley High School is preparing to install an 

outdoor challenge course, which will allow students, staff, and families to participate 

in a fun and interactive obstacle course that will further promote physical fitness. 

The outdoor courtyard and nature trails are popular choices for outdoor time for 

students.

Taken together, Warwick Valley High School’s far-reaching and comprehensive 

sustainability initiatives are yielding significant positive results in the areas of 

environmental education, improved pupil health and wellness, and reduced 

environmental impact. Environmental stewardship and wellness have, in effect, 

become integral parts of the school’s ecosystem.

Ohio

Magnificat High School, Rocky River, Ohio

Mother Earth helps instill care for God’s creation

Ever since Magnificat High School (MHS) opened in 1955 with a freshman class of 

63 students and three Sisters of the Humility of Mary, the school has reflected the 

Humility of Mary Community (HMs) charism of humility (humus) connecting MHS 

with “the whole earth community,” and the justice theme of Care for God’s Creation. 

The 19-acre campus is thoughtfully developed to maximize this mirror of the HMs 

beliefs, and is reflected in all that Magnificat’s students, staff, and faculty do.

Magnificat has participated in a Demand Response Program through its energy 

provider since 2013, earning annual rebates. The school’s most recent renovation 

included the installation of occupancy sensors, light tunnels, and sustainable 

furniture, paneling, and flooring. In 2014, the Maginificat hoop house was installed 
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with ridge wall vent shutters using solar operators. All halogen bulbs have been 

replaced with LED bulbs where feasible. 

Annual soil samples are taken to determine 

application of fertilizers on turf based on need, 

reducing applications from six to four annually. 

Facilities personnel remediated fixtures to 

eliminate lead in water and tested in 2015. All 

new campus plantings are native species. 

Students installed a rain garden planted with 

natives, diverting a 2,500-square foot roof 

section of storm water from the city sewer 

system. Magnificat partnered with Holden 

Arboretum toward certification as a Tree 

School. Students have inventoried and 

evaluated campus trees, and actively develop 

plans to reforest the campus. Rain barrels are 

used to supplement irrigation of the vegetable 

garden. 

In 2008, the Magnificat recycling program was formalized with single-stream 

recycling and a separate contract for composting. Recycling and composting 

centers are strategically located around the school. All classrooms and office 

spaces have a single stream recycling bin and a marked landfill receptacle. 

Magnificat introduced “Mother Earth,” (the environmental science teacher dressed in 

character) to the school community in 2008, and she appears at school gatherings to 

help raise awareness. 

Magnificat began its conversion to a paperless environment in 2011. The school 

cafeteria uses compostable service plates and utensils. Faculty and staff are 

encouraged to use Google Docs, and students are provided devices if they are not 

able to afford them. Over a quarter million plastic water bottles have been 

eliminated from the landfill by encouraging the use of a reusable water bottle at one 

of two water refilling stations. 

Magnificat is a no-idling campus, with signage posted at student pick-up locations. 

The school encourages community members to walk or ride a bike to school, and 

students walk to all local field trips. 

An online work-order system, available to all faculty and staff, ensures quick 

remediation of facilities maintenance issues before they become a health concern. 

Exhaust systems and ventilation equipment are inspected three times per year, and 

filters are changed twice per year. Magnificat created a Safety Committee in 2016, 

Working in Magnificat’s gothic arch hoop 

house, which is complete with solar
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with members from administration, department heads, and facilities. Meeting bimonthly, the group reviews all safety issues, including hazardous materials, 

equipment safety, chemical storage, and IPM matters. In 2015, all mercury 

compounds were eliminated from classrooms and storerooms. Smoking is 

prohibited on campus, and signage is posted at school entrances. All classrooms 

and offices are visually inspected weekly by facilities staff. 

Students began gardening offsite in 2013, and secured funding to construct an 

onsite gothic arch hoop house in 2014 to grow vegetables. Students’ gardening 

efforts have resulted in the donation of over 670 pounds of organically grown 

vegetables to the local Meals on Wheels program. The hoop area was expanded in 

2015 to include a three-season pavilion to be used as outdoor classroom space. It 

is a NWf certified wildlife habitat and also certified and registered as an official 

Monarch waystation through Monarch Watch. The main building has a landscaped 

courtyard and pond, and, in 2016, a grotto with a pond and seating was constructed 

in an underutilized turf area expanding outdoor classroom space. The cafeteria 

remodel included an expansion of an outdoor patio with additional seating. 

The Magnificat health and physical education program strives to promote holistic 

health through a wellness approach, which stresses the need for balance in one’s 

life. The annual Big Lil Sis Challenge is an all-school, day-long competition pitting 

senior/sophomore teams against junior/freshman teams in outdoor field games. 

Over 65 percent of Magnificat students participate in at least one team sport. The 

school fitness center was renovated and new equipment purchased in the summer 

of 2015, and is available to all students, faculty, and staff.

Environmental and sustainability concepts are integrated throughout the Magnificat 

curriculum, which is aligned to the state 2010 science standards. Care for God’s 

Creation, one of the Catholic social teachings, is included in the faculty/staff annual 

Mission Day programming. The Magnificat environmental education curriculum pays 

particular attention to scientific practices, such as asking questions, developing and 

using models, planning and carrying out investigations, analyzing and interpreting 

data, using mathematics and computational thinking, constructing explanations and 

engaging in argument, and applications based on evidence. 

In 2012, Magnificat obtained the Fair Trade School designation by Fair Trade USA. 

Coffee consumed on campus is all Fair Trade, and Fair Trade uniforms are available 

for purchase. Magnificat holds an annual two-day Fair Trade Christmas Sale, 

inviting local Fair Trade organizations to campus. Magnificat’s Sustainability and 

Seeds of Service club students have been invited to showcase Magnificat’s efforts 

toward sustainability, conducting tours of gardens and presentations. Marine 

science club students engage in experiential learning on the Floating Lab at Hinckley 

Lake in Hinckley, Ohio. 
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Students participate in a two-day biodiversity investigation identifying an area on 

campus with the most biodiversity and quantifying their findings. They investigate 

invasive species, the cause of spreading, and problem-solve ways to stop the 

spread. Students visit a recycling center/landfill, investigate solid waste in their 

lunch, and use critical thinking to decrease their waste. They investigate the 

addition of nitrogen, phosphorus, or a combination of both in campus pond water by 

adding samples and growing algae for three weeks. Students visit a wastewater 

treatment plant and observe how waste is removed. They discover how to cook 

s’mores using solar ovens. Students place slides all over campus to collect data to 

investigate air pollution. Student-created biodiversity question posters blitz the 

campus. The school facilities director offers tours to students to learn about school 

mechanical systems and sustainability efforts. 

Retreats for students are offered at every grade level. The freshman class journeys 

together to spend the day on the school’s founders’ farm, located on 726 acres in 

Villa Maria, Penn. The sophomore class walks to their retreat location, bringing only 

reusable water bottles. They are served a simple meal of bread and soup and 

reflect on the themes of simplicity, service, and compassion. Juniors and seniors 

are offered a variety of retreats located at nature settings such as the Lake Erie 

Beach, the Jesuit Retreat House, Hocking Hills, the Wellness Center at Rivers Edge, 

and the Villa Maria farm.

Pennsylvania

Wexford Elementary School, Wexford, Pa.

Students with healthy bodies, healthy minds, and a healthy environment

Interconnected programs provide students at Wexford Elementary with the 

knowledge and opportunities to have a healthy body, healthy mind, and a healthy 

environment as they learn and grow.

These programs influence students from the 

moment they board a bus in the morning, 

throughout their learning day, and their 

interactions with each other and the community, 

until they go home and the custodians prepare 

the school for a new day and turn out the lights.

To create a culture of sustainability, the PineRichland school district tracked consumption on 

Walking Wexford’s nature trail
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all utilities to visualize where conservation efforts could be made and to identify 

areas to become more energy efficient. The district became a part of Duquesne 

Light’s Watt Choices program in 2012 to work on energy conservation practices, and 

joined the First Energy Friends & Family utility and energy rebates program in 2016. 

The school district showed a reduction of more than 50 percent in energy usage 

from the 2015-2016 to 2016-2017 school years. This qualified the district to receive 

a rebate for the 2016-2017 school year. The district also participates in an energy 

curtailment program to power down over the summer.

Water conservation is a buildingwide and districtwide focus for the district. Water is 

tested periodically in all buildings for lead exposure and all toilets are low-flow. 

Aerators are cleaned every night, and faucet screens are cleaned on a periodic 

basis. Wexford Elementary has a half-mile nature trail and outside classrooms for 

students to learn within the environment, and learn about how to responsibly interact 

with and care for it.

The cafeteria recycling program at Wexford Elementary was initiated by a secondgrade student. The student wrote a letter to the principal asking the school to 

reconsider current practices, and recommended recycling to become a greener 

building. This led to 24,000 milk and water containers being recycled in the first year 

of the program alone. Since the inception of the program, Wexford Elementary has 

recycled over 100,000 milk and water containers. In addition, classes participate by 

reducing paper use and recycling paper in designated recycling containers in all 

workspaces and classrooms, in addition to receiving instruction on recycling and 

reducing.

In 2016, Wexford Elementary established a garden that included two raised beds, 

with two additional beds installed in 2017. These gardens are maintained by staff 

and students. In 2018, the garden was connected to STEAM and health curricula. 

In conjunction with the vegetable garden, the staff initiated a composting program to 

collect leftover food waste from third grade school lunches, and educate students on 

returning nutrients to the soil sustainably. All light bulbs, batteries, glass, chemicals, 

and electronics are recycled or neutralized for disposal. Old computers, monitors, 

and televisions are recycled as well, along with printer cartridges and cell phones. 

Green cleaning is the standard, with very few products used for nightly cleaning.

The district’s curriculum is aligned to the Pennsylvania Academic Standards for 

Environment and Ecology. In science, the Pine-Richland district’s fourth graders 

(filtered from Wexford Elementary) scored 94 percent advanced or proficient on the 

Pennsylvania System of School Assessments. 

Students at Wexford Elementary develop lifelong skills through problem-solving, 

critical thinking, and teamwork. Students stay engaged in the scientific process of 
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observation, discovery, and reasoning through hands-on Foss and STC Asset kits 

that pose questions to students and allow them to explore answers through 

hypothesis, experimentation, discussion, data collection and analysis. The science 

program at Wexford Elementary is characterized by the use of science concepts in 

other subject areas, an appreciation for the natural world surrounding the school, 

and learning opportunities that integrate STEAM topics.

Mt. Lebanon High School, Mt. Lebanon, Pa.

A variety of green initiatives lead to campuswide energy savings

Each day the Mount Lebanon High’s instructional team, with the help of a superb 

support staff, work to provide the best education possible to each and every student. 

In addition to Mount Lebanon High’s regular course offerings, unique opportunities 

are available to all students through the STEM Academy, Global Studies Program, 

dance program, theatre program, and state of the art technology education program. 

Healthy Schools PA recognized Mount Lebanon High for a variety of green initiatives 

including, but not limited to: developing a comprehensive recycling and composting 

program, establishing a locally sourced, healthy food program, having a student-led 

environmental club, implementing a school energy-savings program, and prohibiting 

pesticide use on school grounds. Mount Lebanon High went through a thorough 

design/construction process starting in 2007 with sustainability elements including 

daylight views, increased levels of thermal and lighting control, reduced pollution, 

and increased outdoor air ventilation. In 2017, Mount Lebanon High implemented 

the use of Google Docs and Google Classroom to reduce significantly the number of 

copies and papers used within the school.

The Mount Lebanon School District takes energy consumption and conservation 

very seriously. For the five-year period of 2011―2016, Mount Lebanon High School 

saw a dramatic decrease in energy usage, both gas and electric. The science 

department has a student-led energy saving campaign in place to continue this 

focus campuswide. 

A perennial garden was 

developed with a specific 

emphasis on plants that will 

best help to sustain 

pollinators. A seating area 

was placed within the garden, 

and is used as an outdoor 

Landscaping at the front of Mt. Lebanon High School
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learning space for all students. The garden and greenhouse continue to grow while 

students learn the importance of the outside environment.

The food service department uses biodegradable plates, bowls, and cups in place of 

styrofoam and plastic products to enable composting through Pittsburgh Garden 

Company. The cafeteria also provides reusable trays, plates, and bowls to reduce 

waste. Hazardous waste has been minimized dramatically throughout the district, 

which virtually eliminates all chemicals. The few remaining hazardous items, 

including light bulbs, are contained and disposed of properly through Spartan 

Chemical Company. Less than five pounds per year of hazardous waste is 

generated by the entire science department.

At Mount Lebanon High, a full year of environmental geoscience or AP-level 

environmental geoscience is a graduation requirement, with the environmental 

geoscience course serving as a capstone science course, which all students in 

eleventh grade are required to take. Environmental education is integrated into all of 

the science curricula in multiple ways. For example, environmental science classes 

do creek water studies, biology classes look at genetically modified organisms and 

water quality, and chemistry classes focus on proper chemical waste disposal. The 

creek water study is done over several weeks, and the students design and carry out 

their own experiments to determine the water quality of local creeks. Students are 

then tasked with coming up with ways to improve the water quality. Students also 

evaluate Wingfield Pines Conservation District, which has been affected by acid 

mine drainage. The acid mine drainage is remediated by holding ponds, and 

students evaluate the effectiveness of this process.

Rhode Island

Potter-Burns Elementary School, Pawtucket, R.I.

A like-new facility where kids get outdoors

Between 2016 and 2017, Potter-Burns Elementary School underwent major 

renovations, providing a “like-new” resulting facility. In making this investment, the 

Pawtucket School District was able to incorporate a number of improvements in the 

use and performance of the building, while also incorporating curriculum focused on 

sustainability.

With a facility that was more than 100 years old, there were a number of easily 

identifiable improvements to be made to the school. The challenge throughout was 

to preserve the architectural beauty of the school while making the critical 
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improvements. The renovation included upgrades and/or replacement of all 

mechanical, plumbing, electrical, and fire safety systems, as well as reconfiguration 

of existing spaces to meet current state standards for educational facilities. 

Upgrades to all interior finishes included new flooring, new acoustically preferable 

ceiling, new paint throughout, and a new elevator. All aspects of the design were 

compliant with the latest version of Collaborative for High Performance Schools 

Northeast (CHPS-NE). Based upon initial energy models, the renovated school 

outperforms the CHPS-NE baseline energy usage by approximately 25 percent.

The HVAC system incorporates high-efficiency condensing hot water boilers for 

heating and energy recovery ventilators that save up to 70 percent on ventilation 

costs, as well as improving school indoor air quality. All systems are controlled and 

monitored by a direct digital controls system, which optimizes efficiency and alerts 

operators about any malfunctions. The circa 1914 steam boilers were donated to 

the Newport Historical Society upon removal, and are now part of the tour at the 

Breakers Mansion, a historic facility in the county. Lighting systems in the building 

all use LED lighting as well as daylighting and occupancy controls to maximize 

natural light and minimize energy usage and waste. Plumbing systems use low-flow 

fixtures to reduce water usage in the building by up to 30 percent.

Students coordinate the recycling program, gathering all recyclable products from 

classrooms and promoting efforts on morning announcements. The Potter-Burns 

community collects drink pouches and aluminum can tabs for recycling as well as 

more common items. The school is in the process of implementing a new 

composting system and installing water bottle filling stations. All classrooms are 

equipped with a document camera and video projector, and all students in grades 

three through five have 1:1 computer availability. Newsletters and other 

communications are sent via ClassDojo and Sky Messenger, rather than paper, and 

school lunch menus are provided online.

The Potter-Burns renovation project improved the safety and efficiency of the dropoff and pick-up process at school by encouraging walking, bicycling, and carpooling. 

It added fresh curb striping and other pavement markings, new signage, and 

separated motor vehicles from pedestrians and bicyclists. Ninety percent of 

students are walkers, and the local YMCA after-school program employs a walking 

school bus effort to get kids home.

All cleaning products are ECOLOGO 

certified. The school implements an 

IPM plan that includes reducing 

clutter, sealing areas where pests 

might enter the building, removing 

trash and overgrown vegetation, 

Potter-Burns' outdoor learning and play space
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maintaining clean dining and food storage areas, installing pest barriers, removing 

standing water, and educating building occupants on these practices. Potter-Burns 

implements the EPA’s Indoor Air Quality Tools for Schools, a no-idling program, and 

has carbon dioxide sensors in every room.

Potter-Burns has a robust nutrition and fitness program, and extensive health and 

safety services. Potter-Burns participates in the R.I. Governor’s breakfast challenge, 

“Eat. Learn. Succeed.” and the President’s Challenge Physical Activity and Fitness 

Awards Program. It also participates in the in The University of Rhode Island Fresh 

Fruit and Vegetable program, with an on-site school garden in the works. Physical 

activity programs include Girls on the Run, yoga, soccer, and the Get Up & Go 

program. Potter-Burns partners with Coastline EAP, Hasbro, Junior Achievement of 

R.I., the No Bully, R.I. Foundation, Kids Link, and Aramark for various fitness, 

financial literacy and safety programs. GoNoodle helps teachers get kids moving 

with short interactive activities, keeping students engaged and motivated throughout 

the day. Potter-Burns employs both a full-time school nurse and a full-time social 

worker.

At Potter-Burns, the Full Option Science System (FOSS), which is aligned with the 

NGSS, throws open the classroom door and proclaims the entire school campus to 

be the science classroom. Students take regular excursions outside with their 

scientific notebooks to apply things they learned in the classroom to novel situations. 

Outdoor learning spaces include pathways, play structure areas, proposed gardens, 

sandy spaces, seating areas of various sizes, ball fields, dramatic play areas, and 

covered wooded areas. 

Potter-Burns makes use of on- and off-campus trips during class time. Students visit 

the local biomes, Audubon Society, Roger Williams Zoo, and Slater Park Mystic 

Aquarium visits the third-grade classrooms to instill fun active learning with hands-on 

investigations of live animals and rare bio-facts. The program inspires scientific 

literacy and inquiry, encouraging students to think critically and creatively while 

promoting interest and understanding of STEAM with hands-on applications of 

science aligned with the NGSS.

The purpose of environmental-themed curricula is to enable students to make 

decisions and take actions that create and maintain an optimal relationship between 

themselves and the environment, and to preserve and protect the unique natural 

resources of Rhode Island. An Environmental Studies Collection assembles books 

on a wide range of topics including global warming, water conservation, endangered 

animals, pollution, recycling, and alternative energy sources. 

The school benefits from support from the local community: Hasbro volunteers 

created a 50-yard decorative stone gravel walkway linking the school’s old front door 
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steps to a side entrance. The innovative and creative walkway provides access to 

the original granite front steps, which were remade during the renovation into an 

amphitheater-like outdoor stage where educators and students can learn outdoors.

The University of Rhode Island, Kingston, R.I.

Practicing sustainability principles on land and sea

At the University of Rhode Island (URI), sustainability is woven into the fabric of 

operations and educational pursuits. The campus community strives to make its 

operations as close to climate neutral as possible, and students and researchers are 

becoming today’s environmental champions. A land- and sea-grant university, URI 

cultivates strong community connections that help to disseminate knowledge beyond 

campus boundaries. By shaping a greener, more sustainable future for students, 

faculty, staff, and the extended community, URI leads by example and combats the 

threats of climate change head-on. 

The University was among the first institutions to join the American College and 

University President’s Climate Commitment (ACUPCC) when URI signed the 

commitment in 2007. Today the ACUPCC, now known as the Climate Leadership 

Network, consists of almost 700 colleges and universities that have committed to 

achieving eventual climate neutrality and integrating sustainability into their curricula. 

The University’s first campus sustainability officer was hired in 2010 to support URI’s 

goals of moving toward climate neutrality, and to develop strategies and programs 

for infusing sustainability into the campus culture through outreach and education. 

Through her leadership and that of the President’s Council on Sustainability, the 

Strategic Plan for Campus Sustainability and Climate Action was drafted to assess 

existing sustainability initiatives and identify opportunities across the University.

Energy conservation and efficiency projects the University has completed to date 

have resulted in a decrease in campus greenhouse gas emissions by almost 30 

percent, despite increases in campus population and building space. Much of the 

emissions decrease is the result of operational retrofits to improve energy efficiency 

and conservation. In 2007, URI entered into a 12-year, $18 million performance 

contract with an energy services company designed to reduce energy usage through 

the replacement of lighting fixtures, windows, heating/air conditioning systems, and 

other equipment, as well as improvements to building energy management control 

systems.

Over the past decade, the University has excelled in promoting high-performance 

building design on its campuses. URI has total of 11 university building projects that 
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are LEED certified, and three building projects currently in the construction phase 

that are registered for LEED. All future building projects are expected to achieve a 

minimum of LEED Silver certification.

Since 2012, the University’s 185-foot research vessel, R/V Endeavor, began fueling 

up with refined biodiesel, making it the first ship in the U.S. research fleet to use the 

alternative fuel. The URI Foundation established a Greening the Endeavor Fund 

dedicated to raising funds for reducing the environmental impact of the ship’s 

operation with upgrades such as more efficient lighting, galley appliances, water 

heaters, water makers, as well as for upgrading engine seals to allow for the use of 

progressively higher amounts of biodiesel fuel.

The University’s Office of Recycling and Solid Waste reports an increased waste 

diversion rate through successful composting and recycling initiatives, and an 

impressive reduction in overall campus waste over four years. Campus bottle filling 

stations divert plastic water bottles from the landfill; a conversion program collects 

waste oil from the dining halls to make biodiesel; a composter collects food waste for 

on-site decomposition; and staff, students, researchers and lab personnel receive 

training to improve their knowledge of safe disposal of hazardous chemical and 

laboratory waste.

The University will be able to accommodate the projected growth of its campus 

population without the need to expand land use. Aggressive initiatives to manage 

transportation and parking demand, and land use planning, focus on low-impact 

development principles, preserve critical green spaces needed for improved air and 

water quality, and enhance local habitat value for public recreation. The 

restructuring of any campus roadway will strive for a “Complete Streets” design, 

where priority is given to pedestrians and bicycles over automobiles. In its buildings, 

URI encourages the use of materials and low-VOC textiles to support healthy indoor 

air quality, and many of the newer structures are designed for passive cooling so 

that air is naturally ventilated for optimum fresh air circulation.

There is an emphasis on 

preserving the campus’ natural 

resources by using native and 

disease- and drought-resistant 

plants, eliminating autoirrigation, lowering use of 

pesticides on the campus 

grounds, and maintaining rain 

gardens and green roofs that 

filter stormwater. The 

University of Rhode Island’s 

URI has a total of 11 university building projects that are LEED 

certified
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Watershed Watch program has been touted as one of the best volunteer water 

quality monitoring programs in the country. It works with local communities to 

assess water quality, identify sources of pollution in water, and provide information 

about water leading to more effective management of critical water resources.

URI’s dining halls are trayless to reduce the need for water used in washing and 

reduce food waste. Many academic buildings have dual flush toilets with two 

effective flushing options: high volume for solid waste and low volume for liquid 

waste. In the residence halls, low-flow shower heads have been installed, and 

shower tags have been hung to encourage students to “Limit the Minutes.” 

Together, these strategies and behavior change campaigns not only have cut daily 

water use in half, saving thousands of gallons of water, but also have helped lower 

the University’s water utility costs. 

The University’s work to promote health and wellness among students, staff, and 

faculty is just as ambitious. The campus is well-equipped to support mental and 

physical well-being through several programs promoting exercise, nutrition, 

counseling services, and resources to support work-life balance. The Anna Fascitelli 

Fitness and Wellness Center, a LEED Gold certified facility, is located in the heart of 

the University’s residential area, and features a full body circuit training line, 

functional and strength training areas, spin bikes, TRX suspension training, and 

three group exercise studios. Interactive equipment, personal viewing screens, wi-fi 

access, and Cardio Theatre enhance the user experience. A Wellness Resource 

Center on the lower level provides a relaxing atmosphere where all members are 

invited to unwind using the self-guided meditation station with music and meditation 

suggestions via Bluetooth headphones. Other relaxation tools available include a 

massage chair, Zen board painting, jigsaw puzzles, and board games.

Located in the Ocean State, the University of Rhode Island has access to the 

freshest seafood to serve in its dining halls, and is less reliant upon packaged food. 

The “Catch of the Month” seafood is chosen for the menu based on what’s in 

season, according to the R.I. Department of Environmental Management harvest 

calendar. All tuna is Wild Planet brand, ensuring that the fish is caught humanely 

using a single-pole method, and cod for the dining halls is certified under the Marine 

Stewardship Council. In addition to fish, thousands of pounds of squid, chopped 

clams, and mussels are freshly harvested from local waters. 

When the University’s campus sustainability officer position was first created in 

2010, it was determined that the funding source for the position would be split 

between the administration, finance, and academic affairs divisions. It was 

recognized that, while it was important to focus sustainability initiatives within 

administrative and operational functions, the University also must be confident that 

all students are prepared to take on issues of global importance successfully. URI 
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has the opportunity and responsibility to instill an ethic of sustainability into every 

graduate, and the URI campus sustainability officer is tasked with overseeing this 

effort. 

More than 30 undergraduate and graduate degrees offered at URI include 

sustainability as a learning outcome, including textiles, fashion merchandising and 

design; chemical engineering; ocean engineering; sustainable agriculture and food 

systems; and the minor in sustainability. Leadership training programs are in 

development to support faculty members across disciplines infusing sustainability 

into their syllabi. The minor in sustainability is offered to students of any major, and 

students choose from a range of courses to fulfill requirements, including 

biochemistry, communication, sociology, economics, and more. An internship that 

includes hands-on sustainability experience on campus or in the community and a 

capstone project both are requirements. 

Students completing the sustainable agriculture and food systems interdisciplinary 

program graduate with the skills and knowledge needed to contribute to the 

sustainable development, production, harvesting, management, and use of 

terrestrial and aquatic microorganisms, plants, and animals by society worldwide. 

The green business area of study is geared toward students who are interested in 

corporate sustainability, energy efficiency, nonprofit management, green marketing, 

renewable energy, global environmental challenges, environmental policy, and 

energy finance.

The Graduate School of Oceanography at URI’s Narragansett Bay campus has 

established a global reputation for excellence in marine research, teaching, 

outreach, and exploration of the world’s oceans and coasts. The “Blue MBA” 

program is a dual-degree program that merges the Master of Business 

Administration degree with the Master of Oceanography degree. It is designed for 

students with a science, environmental science, or engineering undergraduate 

degree who want to develop their management skills and broaden their 

marketability.

As a land-grant institution, URI hosts a Cooperative Extension office on campus. 

The mission of cooperative extension programs nationwide is to put knowledge to 

work in pursuit of sustainability principles: economic vitality, ecological sustainability 

and social well-being. Cooperative Extension combines local experience and 

research-based solutions to allow families and communities to thrive in our rapidly 

changing world. 

The Energy Fellows program offers paid work experience opportunities to 

undergraduate and graduate students enrolled in any academic major or discipline. 

Student fellows are selected for positions at URI or with industry partners off-campus 
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that address real world energy challenges. The Coastal and Environmental 

Fellowship program provides URI undergraduate students with opportunities to 

participate in ongoing environmental research, education, or public outreach 

programs designed to address current environmental and/or societal issues. 

Additionally, from 2013 through 2017, more than $50 million in grants have been 

awarded to the University across academic disciplines for sustainability, energy 

and/or climate change research and projects. 

University of Rhode Island students serve as volunteer mentors for youth programs 

that encourage middle school and high school students to engage in STEM content, 

to keep good grades, and to go to college. The youth programs are hosted on 

campus throughout the year and involve an engineering or environmental science 

project or challenge.

Virginia

Lanier Middle School, Fairfax, Va.

A green flag offers inspiration throughout Fairfax

Lanier Middle School (LMS) began its sustainability journey during a renovation, 

which was completed in 2008. LMS students, staff, parents, and the city of Fairfax 

worked together to ensure an efficient building with such features as increased 

insulation, automatic shut-off water fixtures, motion sensor lights, temperature 

controls in unoccupied areas, tinted windows with low-E glass on sunny exposure 

and thermally broken frames, high-efficiency lighting ballasts, and an “Economiser” 

on roof top units. In 2015, LMS earned an ENERGY STAR certification and has 

maintained it. Overall, Lanier has saved $58,520 from their energy conservation 

program, which is a 7.2 percent savings from the baseline.

In 2009, LMS registered with the NWF Eco-Schools USA Program. As part of this 

process, LMS established an eco-team comprising students, parents, staff, and the 

community. This student-led team focused on various environmental issues, such 

as energy, water, and paper conservation; recycling; and school grounds 

enhancement with a view toward sustainability matters. Schoolwide audits related to 

these pathways led to various projects, and resulted in measurable reduction in 

waste and energy use, increased biodiversity and recycling, and, above all, a 

schoolwide culture of sustainability. 
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LMS embraces digital submissions of work to reduce paper waste and has 1:1 

computer teams. LMS also offers online textbooks, which contributes to additional 

monetary savings, saves paper, and is better for student health since they don’t 

need to carry heavy textbooks around with them. The cafeteria has switched from 

polystyrene to cardboard trays and bowls, and students oversee vermicomposting.

The school participates in International Walk to School Day and Bike to School Day 

each year. The physical education department conducts a bicycle safety training 

unit for students, who learn about basic bicycle maintenance, helmet safety, proper 

hand signals, and rules of the road. 

LMS is phasing in Green Seal cleaning products and training and certifying staff in 

green cleaning. Use of specialized vacuums, HEPA filtered equipment, and buffers 

reduce particulates and improve air quality. Building materials with low to no VOCs 

are used. The building’s design focuses on improving student achievement by 

reducing ambient noise, optimizing classroom acoustics, maximizing natural lighting, 

and improving air quality. LMS has taken additional measures to improve the indoor 

air quality to meet state and national standards. 

The school courtyard, which was a barren and unused area, was converted into an 

Outdoor Living Classroom (OLC). The OLC is a certified wildlife habitat by the NWF 

with various ecosystems, a vernal pool, vegetable garden, and dry bed stream. The 

OLC is fully maintained by the Eco-team, and used across the curriculum for student 

learning and environmental stewardship.

LMS’s fitness and nutrition programs earned bronze recognition from 2011-2015 

through USDA’s HealthierUS Schools. Students participated in the “True Costs of 

Food” event with a local nonprofit company through Family and Consumer Sciences 

classes and eco-club. This event included interactive presentations on healthy 

eating and locally grown food; harvesting produce from LMS’s vegetable garden; 

and preparing and eating healthy foods like winter vegetable salad, baked kale 

chips, and roasted turnips and carrots. LMS’s Outdoor Learning Classroom contains 

pollinator, vegetable, and herb gardens, as well as a successful strawberry patch.

The school offers opportunities to 

compete in teams against other staff 

members in fitness activities. LMS also 

implements a variety of initiatives to 

support student mental health and a 

positive school climate, including antibullying programs, peer mentoring, 

restorative justice practice, character 

Lanier students plant wild celery
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education, and a gang prevention program.

All seventh graders participate in a Meaningful Watershed Educational Experience 

to the local stream, where they engage in water quality testing, learning about 

topography, biodiversity, and ecology. They also conduct a school Watershed Walk 

to identify runoff, erosion, and positive environmental practices, as well as areas that 

can be improved. Students are actively engaged in implementing various 

stewardship projects on school grounds, whereby they work on real-world problems. 

Examples of their projects include: building a bioretention cell and rain gardens to 

reduce erosion and runoff; installing rain barrels to conserve water and reduce runoff 

and erosion; creating a vernal pool in the neighboring wetland; installing nine water 

bottle refilling fountains to reduce use of plastic bottles; implementing a student-run 

schoolwide recycling program; overseeing a food sharing drive, where students 

donate unused cafeteria food to the local food shelter; and installing a 29-foot-tall 

hybrid solar panel/wind turbine unit.

The English team collaborates with the art teacher on a project where eighth grade 

students read A Long Walk to Water and create a project in their art elective. In art, 

students build on their knowledge of the world water crisis to create artwork that 

educates for social change. Students in Family and Consumer Science class 

research how laundry detergent affects the environment. Students contribute an 

environmental awareness piece for each edition of the school newspaper. To apply 

content learned in physical science class, students conduct school and home energy 

consumption audits using Kill-a-Watt meters.

Students are able to learn more about the environment and sustainability through 

various after school extension programs. LMS’ very active Eco-club works on 

maintaining the native species courtyard and promoting eco-friendly habits within the 

community. They also run the schoolwide recycling program. The Eco-club is one 

of the largest afterschool programs at LMS, and results in thousands of service 

hours annually for students. The popularity of this program has caused its initiatives 

to become a part of the LMS school culture. Students participate in numerous 

environmental competitions at regional and national levels and win top awards. 

LMS was the first school in Virginia and third in the nation to receive the Green Flag 

award from the NWF EcoSchools USA program. LMS students and staff are active 

members of the district’s Get2Green Committee. LMS has hosted many Fairfax 

County Public Schools principals’ meetings, countywide environmental in-services, 

and workshops. In 2006, LMS was the first middle school in Fairfax County to 

engage and require all seventh graders to participate in an environmental 

stewardship project. Later, other Fairfax County middle schools followed this lead, 

and used LMS stewardship project guidelines at their schools.
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The school has collaborated globally with schools in Ireland and India, where 

students from both countries share their environmental learning experience, human 

effect on the watershed, and diversity with each other. Global classroom projects 

include waste management practices, level of water pollution and its influence on the 

watershed, and schoolyard management practices and learning experiences. In 

2017, LMS students and staff participated in the Global Environmentalist 

International Study Travel Program, and traveled to Costa Rica.

Henry County Public Schools, Virginia

Good stewards of the environment and financial resources

Henry County Public Schools (HCPS) serves 7100 students in preschool through 

grade 12 in Henry County, Va. An economically disadvantaged locality of 384 

square miles in southwestern Virginia, Henry County is a rural setting. 

Henry County Public Schools believes all students and staff must be good stewards 

of the environment and the school division’s financial resources. HCPS embraces 

energy conservation, and recognizes that minimizing energy consumption and 

related costs will maximize funds available for use in the classroom. HCPS’s 

program extends beyond the energy conservation and facilities management; the 

program is designed to include all facets of an environmentally responsible division 

to include the health and safety of students and staff, a robust environmental 

education program, and community outreach. 

Henry County Public Schools takes a comprehensive approach to sustainability. An 

established energy conservation program with short- and long-range strategies to 

reduce energy consumption has been in place since 2009. Energy monitoring and 

reporting of consumption and cost to engage the community in supporting the 

energy conservation efforts of the division has resulted in each Henry County school 

receiving an ENERGY STAR certification for reduction in electric consumption, 

which has been earned annually by each of the division’s 14 schools for the last nine 

years. 

HCPS uses EnergyCAP to track energy and greenhouse gas data, target reduction 

goals, benchmark buildings, submit data to ENERGY STAR, measure and verify 

energy savings, streamline utility bill processing and auditing, create budgets and 

forecasts, and to track energy usage. A report is generated monthly and distributed 

to all stakeholders. The report details cost savings, energy costs, energy usage, 

cumulative greenhouse reduction, and cumulative energy savings. Carbon dioxide 

emissions are evaluated annually.
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The addition of solar panels at one of the middle schools not only supports energy 

initiatives, but also provides a platform for educating students in the use of 

alternative energy and is an integral part of the middle school science instruction. 

Practices also are in place to ensure that the HCPS facilities are both sustainable 

and safe for students and staff. To promote a safe, healthy learning environment 

and to complement the energy management program, each campus annually 

reviews and adheres to the preventive maintenance and monitoring plan 

administered by the campus physical plant for its facilities and systems, including 

HVAC, building envelope, water quality and conservation, chemical safety, and 

moisture management. 

The county has replaced all mulch in the flowerbeds with brick chips, which are 

equal to mulch in their ability to regulate moisture and temperature levels in the soil, 

but does not rot, decay, or decompose over time. The fact that bricks do not need to 

be replaced each year helped reduce operations costs and cut down on emissions 

by not driving large trucks to each site every year. One of the largest benefits 

realized in replacing mulch with brick was facility pest management control because 

brick does not attract insects like mulch does.

County leaders have found that the 

area has roughly 55 percent heating 

days and 45 percent cooling days in 

the area, which makes it more 

beneficial for HCPS to use black 

single-ply rubber roofing material 

(versus white material). To increase 

the R-value of insulation, black rubber 

roof material is used to help hold the 

heat in the building, which, in turn, 

reduces carbon footprint by reducing 

boiler operation at each site.

In addition to facility improvements 

and ongoing efforts to enhance the 

comfort of each student’s learning 

environment through elimination of allergens, HCPS also recognizes healthy 

behaviors of students and staff as vital to the success of the school’s instructional 

program. HCPS has high standards for nutrition and fitness in order to improve 

student and staff health, attendance, and achievement, and encourages staff 

participation in the division’s wellness program. The use of local produce as well as 

site-grown vegetables enables schools to offer students and teachers fresh produce 

and a platform for instruction. Each of the schools in HCPS meets all of the 

requirements for the USDA Healthier US School Challenge, and has received the 

A mobile clinic provides health care to Henry County 

students
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Silver Award level based on the schools’ menus and level of student participation. 

The division also has recently been awarded the Dorothy McAuliffe School Nutrition 

Award for going above and beyond by operating all available federal child nutrition 

programs and achieving significant participation in the school breakfast program. 

Each Henry County school has multiple during and after-school activities that 

students can participate in, including physical education classes, organized sports, a 

physical activities club, archery club, Get Outside club, the Go Far and Girls on the 

Run clubs, and the JROTC Raider club. The organized sports that are offered 

include football, cross country, golf, track and field, baseball, softball, tennis, 

swimming, and soccer. Additional opportunities for recreation and outdoor 

education are also offered by a community partner, MHC-After 3, and through the 

local Boys and Girls Club. The division also encourages students to take advantage 

of local partnerships with the Henry County Parks and Recreation trail and youth 

athletics services, Upward Basketball programming, and soccer and field hockey 

offerings offered by Smith River Sports Complex. The division also operates a 

summer activities camp for students in grades four through eight, during which 

students devise nutrition and activity plans for themselves and measure their growth 

and progress throughout the eight-week program.

The county has recently updated its wellness policy and accompanying regulation 

that details standards for school feeding programs, wellness activities for staff and 

students, and general health philosophies that will be promoted within the division. 

Students in prekindergarten through 10th grade discuss proper nutrition in Health 

classes. Secondary students also study nutrition in biology, nutrition, culinary arts, 

and advanced physical education courses. Skin health is part of the health and 

wellness curriculum provided in prekindergarten through 10th grade health classes, 

as well as in secondary biology classes. HCPS uses FitnessGram standards and 

assessments to measure physical fitness levels in all physical education students 

and charts their progress and teachers are implementing the use of WELNET to 

gather student fitness data. Physical education classes center their curriculum on 

the five components of fitness, ensuring students’ understanding of fitness and 

health concepts, tracking students’ health-related habits and behaviors, supporting 

student goal setting, and achieving their personal goals/outcomes.

Environmental and sustainability education are an anchor in HCPS’ curriculum. In 

addition to career and technical courses focused on green career pathways and 

STEM, all students participate in performance tasks embedded with environmental 

and sustainability standards. HCPS prepares students to be responsible stewards 

of their environment through collaborative community-centered initiatives that 

include habitat preservation and practical support for local outdoor attractions 

through cleanups and conservation campaigns. One particular cohort at Warrior 

Tech Academy has partnered with the local parks office to fortify bee and other 
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beneficial insect habitat shelters, as well as to develop community gardens. The 

renewal-of-resources aspect of their project is paired with school-based recycling 

and environmental public service announcement efforts that are encouraging action 

from local civic groups to enhance sustainability in the neighborhoods around the 

school. 

The division’s focus on environmental sustainability recently was recognized by the 

Virginia School Boards Association with the highest honor in the statewide Green 

Schools Challenge, and has led to the locality’s increased environmental awareness 

through participation in the Green Government Challenge.

Washington

Broad View Elementary School, Oak Harbor, Wash.

Sustainability field trips lay the foundation for the entire school year

Nestled on Whidbey Island, in the middle of the Puget Sound, the Broad View 

Elementary Explorers are discovering a greener future. Working towards this goal 

are 434 students, 55 staff, an active PTA, and award-winning facilities, maintenance, 

and transportation departments. Let's look at a day in the life of this school:

During the summer, a custodial crew uses green cleaning products to sanitize 

classrooms from floor to ceiling. LED light fixtures are installed to brighten up the 

exterior, and some diesel buses replaced with propane. Energy savings are 

estimated at 75 percent, giving Broad View the highest efficiency of energy use of 

any school in Oak Harbor Public Schools. It also purchases 40 percent of its energy 

from renewable sources. To conserve energy, there is no air conditioning, and 

heaters are on direct digital control. Teachers work with students to track energy 

usage in their classrooms. 

Students walk and ride designated Safe Routes to School, passing by the state 

Department of Ecology-approved rain garden that includes beautiful indigenous 

trees. Physical education includes a unit on pedestrian safety, and every year 

students are rewarded for biking to school.

Thanks to a student-led project, students eat breakfast using real flatware. When 

finished, they stack trays and silverware to be washed in the dishwasher. 

Students may head to the library's Makerspace where they can build, create, and 

problem-solve before heading out for the teacher-supervised all-school walk/run. On 
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the way to the track, students pass by the learning garden and composting bins. At 

the near side of the track, there is an outdoor classroom area that has indigenous 

plants growing around it. 

Once the bell rings, students head inside, where teachers proactively teach 

schoolwide Explorer character expectations, along with bullying prevention and other 

climate topics. Throughout the year, Broad View reinforces this message with 

presentations from Citizens Against Domestic Abuse and Taproot Theatre. Some 

students visit with the school counselor for a "GLAD" check in. The counselor also 

teaches lessons throughout the year to all the students about ways to keep their 

bodies safe. 

At lunch time, students are encouraged to take only what they can eat and put 

unopened food items in a bin to be used again. After eating, students put food 

scraps in a compost bin, recycle water bottles, soak silverware in soapy water, and 

stack trays to be washed once again. 

A group of fourth graders takes the food scraps to the compost worm bin outside 

every day. Students help disperse the converted soil onto the garden beds. 

Students help plant this garden annually. Rain barrels will soon collect all the 

irrigation water it requires. 

Metered faucets in all lavatories help with water efficiency. Custodians clean water 

taps and drinking 

fountains regularly to 

prevent bacterial 

contamination. A few 

years ago, students 

undertook a project to 

mark outdoor drains, so 

the public would be aware 

that they flow to Puget 

Sound and, thus, keep 

them clean and clear of 

debris.

At recess, students play 

on structures that are safe for the environment and their health. The library's 

makerspace is open three times a week during recess as well, giving students 

another option to form friendships. If any injuries occur, school nurses are available 

to help. Students are taught to be EPA Sunwise, as physical education regularly 

takes place outside. 

Broad View students gathered around the school worm bin
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In music class, students learn about the life cycle of flowers, and sing, move, and 

play instruments to depict the travels of the seeds. The music teacher created a 

musical based on the book The Tiny Seed. At the performance, students sing a 

variety of songs illustrating where the seeds travel, and the hardship they face 

during their travels. Students learn that some seeds survive and grow into flowers, 

later releasing their seeds. Similarly, Broad View's art teacher uses the interweaving 

worms in the school garden as inspiration for art projects. She supports 

environmental and sustainability literacy through lessons on salmon, Native 

American studies, trees and birding, and uses recycled materials for art projects 

throughout the year.

Students look forward to annual field trips for all grade levels first through fourth to 

Whidbey Watershed Stewards Outdoor Classroom, located on South Whidbey 

Island. Kindergarteners visit a pumpkin patch on a working farm. Teachers plan 

additional field trips incorporating science and social studies: fourth graders visit the 

SPARK Museum of Electrical Invention, and third graders experience Native 

American life with hands-on lessons at the Whatcom Museum. 

Broad View staff members bring scientists as guests speakers into the school. For 

several years, a local female astronaut has partnered with Broad View by attending 

its STEM night and presenting to students and parents, as well as leaving behind 

various rock specimens for display. In the fall, fourth graders experience Wheat 

Week. An environmental educator introduces the science of wheat farming and 

water conservation. 

After school, the learning continues with enrichment courses sponsored by the 

Broad View PTA and taught by community volunteers. There are a variety of after 

school classes to choose from, many with environmental and sustainability subjects.

Carnation Elementary School, Carnation, Wash.

Sustainable leaders of today

At Carnation Elementary School (CES), environmental education is presented as a 

global issue that touches the local community in tangible ways. Classroom 

instruction is combined with direct field studies to give the students a sense of place 

in their local environment and help develop a sense of stewardship toward the local 

ecosystem. The school partners with local agencies and organizations not only to 

learn about the environment, but also to work actively at improving conditions. 

Students are presented the opportunity to work with local scientists, educators, 
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organic farmers, and specialists who provide them with a perspective and 

understanding that is personal and meaningful. 

The environmental studies at CES are tailored to help connect the students to their 

environment. Each year, students help raise salmon fry as part of their studies into 

the salmon lifecycle. These fry are then released into a local stream to become part 

of the ecosystem. Additionally, students have worked with the local King County 

government and the Snoqualmie tribe on volunteer tree plantings and riparian zone 

restoration on local rivers. This work helps to ensure the health of the local 

watershed and the local animals that depend on this ecosystem. 

Carnation is home to a student-led environmental club that works to bring 

environmental awareness to the student body and reduce the effect of the school on 

the local ecosystem. The club set up a program that collects food scraps from the 

school cafeteria for use as hog feed in the community. The students currently are 

working on a grant to get filtered water bottle stations installed throughout the school 

building in time for the next academic year. The environmental club also is working 

on a grant to provide every student with a BPA-free water bottle at the beginning of 

each school year. Students are developing a graphic to be printed on the water 

bottles that will demonstrate pride in their school, combined with a commitment to 

environmental sustainability. 

CES is a Level Four recognized 

school in the local government’s King 

County Green School Program. This 

achievement recognizes the 

significant effort and progress that the 

school community has made over the 

past several years in the conservation 

of water and energy. Currently, a rain 

garden, funded by a grant from the 

Snoqualmie Partnership and King 

County Flood Control, is under 

construction on school grounds to 

process water runoff from the school 

roof. The garden is being 

implemented by intermediate 

students from CES under the 

guidance of Snoqualmie stewardship specialists. 

A major renovation was completed in 2010 in which energy-efficient systems and 

appliances were installed. The HVAC system for CES is run entirely on highefficiency, two-stage heat pumps. All lighting fixtures at CES use fluorescent bulbs. 

Carnation students search for aquatic 

macroinvertebrates
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All windows at CES are low-E, double paned glass. The school uses low-flow 

faucets in all water fixtures to reduce water consumption. All bathrooms have been 

outfitted with automatic flush, low-flow toilets. All bathroom sinks use automatic 

faucets to minimize the amount of water used for hand washing. All drinking 

fountains have signs co-located to encourage conservation awareness and deter 

wasteful habits. Drinking fountains are regularly checked for leaks. 

Carnation Elementary is an irrigation-free school. Three native plant gardens, which 

require no irrigation, are used to decorate the school grounds. Bark mulch is used in 

areas to trap moisture and further reduce the need for any irrigation. All storm 

drains at CES are stenciled with "Salmon to Sound" markings to remind students, 

staff, and parents to be careful of what goes into the school runoff.

The CES recycling rate is above 60 percent. With food recycling programs currently 

underway, this rate is expected to climb even higher over the next year. CES has 

banned all Styrofoam products from campus. All paper (including copy, artwork, 

paper towels, and napkins) used in the school is made from post-consumer recycled 

sources. The default print setting for all school communications and work sheets is 

double-sided printing. All cafeteria trays are plastic reusable, and all utensils are 

metal, so that students are not provided any single-use items at lunch

Carnation Elementary encourages carpooling by parents that drive their children to 

school, and has set up a no-idle zone. The school works with a local food bank on 

several drives throughout the year. A used winter clothing drive helps the 

community by providing warm clothing for many of the students and families. As the 

school year draws to a close, students learn about summer food instability and 

participate in a summer food drive. 

Good solar hygiene, including proper use of sunscreen, is also taught to the 

students by the school nurse. At Oxbow Farm, students learn about sustainability, 

the importance of bees and pollination, and what makes a "salmon-safe" farm. 

Carnation Elementary participates in the Girls on the Run program to promote 

health, well-being, and positive self-image. CES offers a morning walking club, and 

students participate in 55 minutes of recess daily. Students and staff participate in 

mindful minutes throughout the school day, and a full-time school counselor provides 

social and emotional support to students.

Primary grade students learn and participate in the growth and lifecycle of chickens, 

plants, butterflies, and worms, as well as the importance of healthy soil. Students 

also study the lifecycle of pollinators and research the environmental harms affecting 

bees. Third grade students visit a local farm to study the important relationship 

between pollinators, plants, and food. Fourth grade students study water and 

landforms. The fifth grade students participate in environmental studies and 
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activities at multi-day/night trip to Camp Waskowitz in North Bend. Through citizen 

science programs, like the Great Backyard Bird Count, students participate in field 

studies and record their data.

Students at CES are encouraged to share their newly acquired knowledge with their 

families and local community. This sharing empowers students and encourages 

them to be active learners and advocates for the environment. Throughout the year, 

students participate in walking field trips that take them into the local community and 

ecosystem. Off the school campus, students have been involved in tree plantings, 

river exploration and restoration, forest trail studies, ecological presentations at the 

local farmers market, in addition to the releasing of salmon fry into local streams.

Eatonville Elementary School, Eatonville, Wash.

Outdoor kindergarten on the district farm

Eatonville Elementary School (EES) is a rural school in the southeast corner of 

Pierce County. It serves 391 students in kindergarten through fifth grades, with 48 

percent of students receiving free or reduced-price lunch. EES has undergone a 

transformation from an Office of Superintendent of Public Instruction (OSPI)-

identified priority school to an OSPI School of Distinction in 2017 due to its work over 

the last three years. This transformation has been due to a deliberate effort to 

capitalize on early educational opportunities for students in a place-based 

educational campus, incorporating outdoor lab and learning sites available in the 

town and neighboring forest sites. 

After years of failed bond attempts, 

EES finally was remodeled in the 

last ten years. The renovated 

building is equipped with lighting and 

HVAC occupancy sensors for 

security and long-term energy 

savings. Also, the school system 

received a $1,000,000 grant to equip 

all schools with occupancy-sensitive 

thermostats and HVAC sensors, 

which help to further reduce energy 

consumption. EES makes use of 

both a sharing table and a sharing 

refrigerator to reduce food waste. Eatonville students exploring their pumpkin patch
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Eatonville focuses on student health in many ways. Students spend at least 150 

minutes each week in physical activities, with at least 50 percent taking place 

outdoors, including a full 60 minutes of recess daily. The school has tripled school 

breakfast participation by adjusting the master schedule to support low-income 

students. EES has hired a new counselor and has a nurse available to provide 

monthly guidance classes and individual sessions related to bullying, peer relations, 

and self-esteem. Mental health services are provided through a partnership with 

Multicare, a local health provider. The custodial staff implements a green cleaning 

program that incorporates recycled materials and products certified as having lower 

environmental impact and being safe for human health. 

The school is part of a district that has gone through a community visioning plan 

(GRITS) with a nonprofit partner, GRUB, to build a 3.2-acre farm which has been 

planned for long-term sustainability, and educational opportunities for growing 

sustainable crops and production for town and school usage. The farm is a major 

asset for the students at EES, and especially its outdoor kindergarten. The farm 

includes a resident barn owl for organic owl pellet discovery, and a newly made 

lahar trail for educational purposes.

Environmental concepts are integrated into the school's literacy and math program, 

with STEM concepts and art provided every day in an embedded, practical, handson learning format. Educators employ curricula such as Arts Impact and 

Engineering is Elementary. EES has a library fully outfitted with environmental 

resources, including books and videos and hands-on examples of plants/animals 

(fur, bones, et cetera), and multiple art projects in the school that are based on 

STEM NGSS principles.

Eatonville students have unique opportunities to make actual contributions to the 

world around them. Water testing data collected as part of the Nisqually River 

Education Project is shared with environmental organizations to aid in decision 

making regarding the health of the watershed. In addition, students from all 

elementary schools participate in tree-planting as guided by the Nisqually River 

Education Project staff in an effort to promote the health of the watershed and as 

part of a larger project to re-route the stream. Eatonville students participate in 

salmon tossing to introduce marine derived nutrients into the Mashel River. Second 

grade students from Eatonville also helped build rain gardens in the town to help 

filter stormwater and encourage the planting of native plants.
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Weyerhaeuser Elementary School, Eatonville, Wash.

A stream runs through it

With the intentional integration of STEM through an environmental lens, 

Weyerhaeuser Elementary School (WES) aims to inspire, foster innovation, create 

safe and strong academic opportunities that allow all students to realize success, 

and develop 21st-century competencies. The school is in a rural area, miles from 

any town, surrounded by woodlands and open spaces, with an eight-acre outdoor 

classroom serving as the natural laboratory centerpiece. A recent grant-funded 

energy upgrade of the WES facility included a comprehensive energy audit and an 

upgrade of HVAC system with occupancy controls for the entire school. All WES 

classrooms have doors that open to the outside and large, energy-efficient windows 

that let natural light in. 

Students and staff employ refillable water bottles, implement a food-sharing program 

in the cafeteria that donates excess to a local agency for distribution to needy 

families, and recycle – including aluminum, plastic, ink cartridges, and tallow --

extensively. Students help monitor and contribute to the building’s conservation 

goals. They use only sustainable certified paper. 

For students’ health, Weyerhaeuser is active in a farm to school network with other 

districts sponsored by the Washington State Department of Agriculture, and has 

focused on increasing fruit, vegetable, and milk consumption. Over the past several 

years, WES has implemented a wide range of programs designed to support student 

mental health and school climate. WES participates in the Fuel Up to Play 60 

nutrition and physical activity program, and offers a morning mileage club. Students 

partake in a full 60 minutes of 

recess daily, and engage in 

brain breaks in the classroom. 

The school has a full-time 

counselor, and a staff member 

designated to support a Positive 

Behavior Intervention and 

Support (PBIS) program 

schoolwide. WES is served by 

its own well that is regularly 

sampled and tested for 

contaminants. The school 

implements both indoor air 

quality and IPM plans.
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Wildcat Woods, the 

Weyerhaeuser outdoor 

education area, includes forest and seasonal wetland. Students are outside in this 

learning space daily. The school is within the Nisqually River Watershed. Two 

seasonal freshwater streams flow through the campus, providing students with the 

opportunity to participate in water testing; studies of rocks, minerals, and 

macroinvertebrates; and streamflow observations. 

Weyerhaeuser has a longstanding partnership with the Nisqually River Education 

Project to gather water quality data from these and other local streams on a regular 

basis. Classes discuss results and possible explanations, then explore possible 

solutions to any adverse conditions. WES invites experts to explain stream 

problems associated with over-clearing of the riparian zone. Then students engage 

in action to resolve these problems with yearly tree planting field trips. 

The Center for Sustainable Forestry at Pack Forest with 4,300 of working forestland, 

is 10 minutes from Weyerhaeuser and provides students with the opportunity to 

learn about forest ecology, forest management and current research in sustainable 

forestry in a real-world setting. Similarly, Mt. Rainier National Park, with its wide 

variety of plant and animal species and glacial and volcanic activity, is a short halfhour drive away. 

Weyerhaeuser Elementary has a strong network of partners eager to work with 

students and staff to strengthen environmental STEM education. Its green school 

staff and student groups have been diligent, public, and persistent in their efforts and 

the communication of results.

Wisconsin

Brooklyn Elementary School, Oregon, Wisc.

Gardening with gusto

On the edge of rural Wisconsin, in the heart of a small town, sits Brooklyn 

Elementary School. Though the school has been there for many years, a newly 

designed brick façade lines the outside of the building, a testament to the 

community’s continued support of the institution. Brooklyn Elementary welcomes 

503 students each day with a staff of 70 teachers, support staff, and bus drivers. 

Walking through the halls of Brooklyn, you will notice staff and students working to 

create a healthy and green learning environment. 

Weyerhaeuser students plant vegetables together
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Brooklyn Elementary provides “a nurturing community focused on authentic, studentcentered learning” that integrates five values through all they do: whole-child 

emphasis, educational equity, relevant and empowering learning, strong community 

and family partnerships, and caring and professional educators. Brooklyn’s Green 

and Healthy Initiative is one of the ways the school recognizes the whole child and 

all of the things that kids need to learn, grow, and be successful. 

The school demonstrates a significant commitment to sustainability with 14 staff 

members participating on the Green and Healthy Committee, which also includes 

parents and community members. Due to the work of this committee, Brooklyn 

Elementary has received several awards, grants, and recognitions for their green 

and healthy initiatives. Brooklyn has received grants from Wisconsin Medical 

Society, Fiskars, and Play 360. The school was invited to advocate for a nutrition bill 

in Washington D.C. in 2015. The school achieved the highest level of Green & 

Healthy Schools Wisconsin recognition possible when it was honored as a Sugar

Maple School in 2017. Brooklyn Elementary also has received all three prestigious 

health awards available in the state: Driven to Better Health, Alliance for a Healthier 

State, and the Wisconsin School Health Award. At Brooklyn Elementary School, 

there is no separation between “green” and “healthy,” and the school has 

demonstrated significant achievement reducing environmental impact and costs, 

improving health and wellness, and increasing environmental and sustainability 

literacy. 

The school has a multi-faceted 

recycling program. The third and 

fourth grade student green team

helps with classroom 

presentations, contests, and waste 

audits. The green team talks with 

students and staff about how even 

small and easy behavioral changes 

can make a big effect on the 

environment. They participate in 

TerraCycle, recycle milk cartons, 

and have eliminated the use of 

plastic straws. 

In addition to recycling and waste reduction, the school installed two water bottle 

filling stations and motion sensors in bathroom sinks. All students and staff were 

provided water bottles during the school Move-A-Thon to encourage reusable water 

bottle use. The school has installed solar panels on the building and, through a 

partnership with CESA 10 energy management services, has reduced electricity 

use. Students and staff turn off lights and electrical devices when not in use. The 
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student green team performs random energy audits to see which classrooms are 

conserving energy when they’re not in their rooms and students are given the role of 

energy monitor to ensure energy is being used responsibly in their classroom. 

Several years back, staff members noticed that students were lacking an awareness 

of where food came from, and were not eating a healthy amount of fruits and 

vegetables. The vegetable garden was then begun in 2012, as a small garden with 

a few raised beds. Over the course of the next few years, the garden was moved 

and expanded to include more raised beds and an arboretum area with trees and 

flowers. Filled with lettuce, kale, tomatoes, cucumbers, marigolds and more, the 

garden has become so much more than a class project. This garden allows all 

students to experience hands-on learning while improving their knowledge of health 

and wellness. 

Students who participate in the summer school class, “Gardening with Gusto,” have 

the opportunity to care for and harvest the school’s garden during the summer. The 

students enjoyed the activities so much that the school began to offer a salad bar as 

a part of the lunch menu. Not only do students love cooking with the produce 

they’ve planted, but they also enjoy packing up excess produce and donating it to 

local food pantries and food stands in the Oregon community. Cared for by staff, 

students and community members alike, the garden has become a part of Brooklyn, 

inspiring additional events and experiences that are creating change beyond this 

tight-knit community. 

Beyond the garden, students and the community are encouraged to lead healthy 

and active lives through a menu of programming. Annual events include the Walk or 

Wheel Challenge, bike rodeo, Seuss on Loose Movement Day, and Beat the Winter 

Blues Fest. The school organizes monthly contests such as a fruit and veggie 

challenge, a healthy recipe contest, and the “Race to Lambeau” walking path 

challenge. Teachers provide brain breaks by using yoga and GoNoodle to 

encourage physical activity throughout the school day. The school also established 

an annual Move-a-Thon, which includes various dynamic physical activities such as 

a choreographed flash-mob, a mini boot camp, and yoga with certified instructors, to 

raise funds for community wellness equipment. 

During the 2013-14 school year, more than $35,000 was raised by parents and 

community businesses. These funds were used to build a community parcourse 

adjacent to the school’s already established walking path, providing a healthy and 

free way to exercise. The most recent fundraising initiative has added an indoor 

movement room, which is supplied with kinesthetic and sensory activities and 

equipment. 
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Brooklyn Elementary offers many hands-on, real-world environmental learning 

opportunities to motivate students to learn. A few projects stand out, including the 

second grade’s “Great Character Gourd Project.” Students plant gourds in first 

grade, harvest them in second grade, and create a main character from a book, 

along with a motion-animated story summary. In addition, fourth graders have 

participated in a STEAM project after assessing problems in the garden. They

planned, organized, and constructed a handicap accessible pathway and new 

irrigation system. Students also learn about pollinators and the health of the earth 

through hands-on experiences in the butterfly garden in the school’s courtyard, and 

planted a prairie near the school grounds. The science curriculum intentionally 

integrates teaching environmental responsibility and examining environmental 

impact and costs throughout all grade levels. 

Overall, Brooklyn Elementary is committed to teaching, promoting and practicing 

healthy habits that will develop future sustainability leaders.

Oregon Middle School, Oregon, Wisc.

Forty percent renewable energy generated on-site

At Oregon Middle School (OMS), the motto is: “Learning for ourselves, each other, 

and the world.” Located in a suburban Dane County community, the 570 seventh 

and eighth grade students are encouraged to show respect, responsibility, and 

empathy by asking meaningful questions, thinking independently, working 

collaboratively, taking ownership of their actions, advocating for equity and social 

justice, and serving their community. These guiding principles serve as the 

foundation of the initiatives throughout the school that result in reducing 

environmental impact and costs, improving health and wellness, and increasing 

environmental and sustainability literacy. 

The school generates 40 percent of its energy needs from on-site renewable 

sources, including geothermal and a 198 panel solar array electric added with the 

construction of a facility addition in 2014. Hallway lights are on motion sensors. 

New classroom lights are LED and on motion sensors. In older classrooms, where 

lights haven’t yet been replaced, teachers use only half the lights in the room, which 

provides sufficient lighting. 

Students and staff participated in “Cool Choices for Schools,” and are now 

considerably more aware of measures for and effective at conserving electricity in 

school and at home. Staff members have removed personal refrigerators and use 

desktop task lighting. Students monitor building energy use and use a solar 
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charging station for personal devices. Low-flow plumbing fixtures are used in 

bathrooms. Future goals include adding additional solar panels, purchasing green 

power, and further reducing paper use. 

In the cafeteria, the school implemented composting and recycling, complete with 

waste sorting bins. Students sort their waste and food scraps and napkins are 

composted on site. Milk cartons are recycled instead of being put into the garbage. 

Outside, the school uses dripline garden watering, planted live landscaping, restored 

a prairie and forest, and established a food garden and fruit tree orchard. Parking lot 

lights have been replaced with LED. No-idling signs in the drop-off and pick-up loop 

help to encourage better air quality and reduce fuel use. 

For the past fifteen years, OMS has been implementing their green and healthy 

initiatives for which they have received numerous awards, recognitions, and grants 

including: Let’s Move Active Schools 2015 National Award; Alliance for the Healthier 

Generation National Bronze Level Award 2015, 2017; Wisconsin School Health 

Award - Gold Level 2015, 2016, 2017; Sustain Dane Metcalf Garden Leadership 

Award 2012; Wisconsin Department of Natural Resources Urban Forestry Grant; 

and a 2010 Alliant Energy Foundation Grant. In 2017, OMS was selected as the 

Green and Healthy Schools Fall

Solutions Summit host school. The 

Wisconsin Center for Environmental 

Education News to Note featured 

their work in 2014, and the Wisconsin 

State Journal reported on their new 

greenhouse in 2011. 

Growing and eating food from their 

own gardens is an important green 

and healthy cornerstone for OMS. 

The school has a greenhouse and a 

hoop house to involve students in the 

process of growing the food that 

supplies the cafeteria with fresh 

produce about ten months of the 

year. During the 2017-2018 school 

year, the food service director at OMS worked with an AmeriCorps farm to school 

specialist to further improve healthy food options in the hot lunch program. OMS 

continues to strive for excellence, and among the school’s goals moving forward are 

to more closely monitor indoor air quality, such as carbon dioxide concentrations and 

other pollutants, and assess indoor lighting and acoustical comfort to provide an 

optimal learning environment. 

A greenhouse and a hoop house involve students in 

growing the cafeteria’s fresh produce
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Teachers of science, health, English, art, and technical education classes 

collaborate to advance environmental literacy and sustainability. Through multiple 

courses and a number of activities, students explore concepts of climate change and 

energy production and usage. Students understand how resource use directly 

affects earth systems, and that alternative choices, now and in the future, can 

preserve those earth systems. Eighth grade science and tech students experiment 

with solar panels and power generation. Students learn how alternative energies 

such as wind, geothermal, and solar reduce climate and health effects. Students 

use the live data from the school’s solar panel array to see how much energy the 

school is using. In addition, students do mathematical power conversions and learn 

how to reduce energy usage both at school and at home. Engineers from the 

Department of Natural Resources, Madison Metropolitan Sewerage District, and 

Dane County Landfill are guest lecturers in science and tech classes. Students use 

outdoor classrooms in the prairie, forest, and food garden for many of these classes. 

Seventh grade students work on the restoration and expansion of the school forest,

and have planted over 3,000 trees in the past three years. 

Since 2003, Oregon Middle School eighth grade students have partnered with 

Oregon Rotary club to support a prairie restoration at a local park. Students remove 

invasive honeysuckle brush, build and maintain gravel trails, and plant nearly 2,000 

native prairie grasses and forbs. Since 2006, students grow all of the plants at 

school. To support the continued growing of the prairie plants and the advent school 

garden programming, in 2011 the Rotary club purchased and constructed a 50-foot 

hoop house, where students grow salad greens for the school salad bar in the spring 

and fall, and installed a large four section compost bunker for cafeteria waste. The 

salad greens are the nutritional part of a larger health curriculum focused on health 

equity and the diverse needs of students, and assessments related to student 

mental, emotional, physical, spiritual, academic health. 

In 2017, a new addition, comprising three new science rooms, complete with a 50-

foot greenhouse and a new technology education shop, was opened at OMS. In the 

greenhouse, students grow native prairie and woodland plants for local restoration 

projects. The outdoor gardens provide produce for a summer school gardening and 

cooking programs and donations to the local food pantry. During summer school 

students grow, sell at a roadside stand, and cook produce from the garden. 
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Gateway Technical College, Kenosha, Wisc.

Sustainability and health meet on green walking maps

Gateway Technical College is committed to sustainable practices that positively 

affect students, staff, and the surrounding community. 

Gateway signed onto three different efforts to demonstrate its support for strong 

climate action: American Association of University and College Presidents’ Climate 

Commitment (now known as the Carbon Commitment), The American Campus Act 

on Climate Pledge, and the Second Nature Climate Leadership Commitment. Since 

2009, Gateway has achieved a gradual reduction of 25 percent of total emissions.

Accordingly, every Gateway campus includes some form of renewable energy – a 

mix of wind, solar, and geothermal. All new buildings and expansions are 

constructed to LEED Silver standards. Gateway has installed highly efficient LED 

lighting in all remodels and retrofits, achieving 50 percent savings in electricity and 

helping to lower cooling costs. New lighting installations also include enhanced 

controls and daylighting. The entire college telephone system is on a centralized 

voiceover internet protocol (VOIP) system that is much more energy efficient than 

separate systems at each location.

On the Kenosha campus, rain sensors tie into the irrigation systems so that 

sprinklers do not operate when there is already enough moisture in the soil. New 

landscapes, such as those related to building expansions, use drought-tolerant 

species in place of high-maintenance turf grass to reduce the need for watering, and 

some high-maintenance areas have been converted into areas of native prairie 

grass. A portion of the Racine Campus Technical Building has a 4,100-square-foot 

green roof designed to mitigate runoff.

The college encourages students and faculty to drive efficient vehicles. Preferred 

hybrid car parking spaces are available at all facilities. The horticulture department 

uses a small electric vehicle to move plants and supplies. All campuses have 

bicycle racks, and two campuses have been connected to city bicycle pathways. 

Travel reduction efforts include course availability through distance learning and for 

delivery of services online.

The college aggressively recycles 90 percent of computers, monitors, printers, 

fluorescent lamps, and other electronic equipment. A green printing initiative 

reduced the amount of printer paper purchased by 53 percent. The college has 

established guidelines for ribbon cuttings, groundbreakings, and other events that 

help to minimize their environmental footprint. This includes publicizing recycling 

policies and making sure recycling containers are placed on site, providing pitchers 
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or water coolers where participants can fill their own reusable water bottles, and 

serving food grown locally or provided by local vendors. 

All campus buildings have automation systems that regulate comfort conditions 

according to programmed settings as well as control humidity. Building 

environments are maintained rigorously to create safe and healthy environments for 

all occupants and visitors, especially those with special sensitivities such as allergies 

and asthma. Campus grounds and building exteriors are maintained using a 

minimum of chemicals and, where treatments are necessary, using the most 

environmentally benign products consistent with effectiveness. Proper product 

selection and best practices for use of cleaning products safeguard the health and 

safety of building occupants.

Gateway is one of only 32 employers to earn the Wellness Council of America 

(WELCOA) Well Workplace Gold Award for results-oriented wellness programs, 

earning it in 2010 and then again in 2017. Its integrated wellness program follows 

the WELCOA model in promoting physical activity, healthy eating, tobacco 

cessation, stress reduction management and medical self-care. The college 

recently initiated a free on-campus health clinic, providing health care quickly, 

affordably and efficiently to staff members. The on-site nurse practitioner and nurse 

provide health and wellness coaching to staff, as well. 

Gateway’s Urban Farm provides fresh 

food every Thursday during the growing 

season on its Kenosha campus. The 

farm is run by Gateway students. Many 

of the foods grown there are organic, 

and efforts are made by staff and 

students to keep those gardens 

pesticide-free. Healthy eating and 

weight management programs include 

on-site Weight Watchers meetings and 

special seminars and contests. 

A nature trail with exercise stations is 

located on a natural prairie with a pond 

on the Elkhorn campus. The College’s 

wellness website provides maps of each 

campus showing suggested walking 

routes and specifying their distances. 

An initiative of the college to combine 

sustainability with physical activity 

resulted in “green” walking maps for 

Gateway’s Center for Sustainable Living
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each of the college’s three main campuses. These maps point out the locations of 

various sustainability features of the campuses, whether environmental (natural) or a 

college initiative (facilities or program related). 

Other outdoor learning areas include the Brookhouse Arboretum, which was 

developed in 2015-16 next to the Pike Creek Horticulture Center in Kenosha, and 

now includes 54 trees. An outdoor classroom between the arboretum and the urban 

farm allows classes to spend more time outdoors and also is available for

community activities. 

The Gateway commitment in these areas is embodied by the Center for Sustainable 

Living, a 1,884-square-foot house, outbuildings, and gazebo on the Kenosha 

campus that together provide an sustainable backdrop for project-based, 

interdisciplinary learning. The Center’s key functions are to provide a living and 

learning laboratory for students and a meeting place for staff; enable outreach to the 

community through tours, workshops, group activities, and meeting space for greenfocused organizations; and support outreach to kindergarten through 12th grade 

school districts through field trips and hands-on projects. Instructional offerings at 

the center cover sustainable practices including gardening, renewable energy, home 

energy systems, food preservation, and smart recycling. 

Not including Gateway students and staff, more than 2,000 people used the center 

in the 2016-17 academic year, including 950 kindergarten through 12th grade 

teachers and students. The house interior has flooring of cork and sustainably 

harvested wood. One room is dedicated to showing interior decorations and 

furnishings that use recycled and other sustainable materials. A sustainability library 

provides books and other materials on green topics. The grounds include a natural 

prairie, a creek bed, a small apple orchard and many types of other trees, providing 

habitat for birds and wildlife. Space is available for creating small urban farm plots. 

A quarter-mile Nature Discovery Trail on the property includes five stations with 

activities involving solar energy, recycling and composting, birds, trees and insects. 

The trail is available for field trips and a private scholarship has paid for learning 

backpacks that provide tools for kindergarten through fourth grade students to 

discover and interact with the environment while they are on the trail. 

Located on the same grounds as the Center for Sustainable Living, the bee barn 

allows visitors – many of them elementary school children – a closer look at the 

creatures, which play a huge role in the food system. Visitors can examine the 

lifecycle of a honey bee, match up a bee’s anatomy, and discover why bees are 

drawn to specific flower species, through a number of educational displays and 

interactive exhibits.
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The college seeks to train the workers of today and tomorrow with the skills to enter 

green and sustainable careers with associates degrees and technical certificates in 

areas such as arboriculture and urban forestry, horticulture, fresh water resources, 

environmental studies, sustainable design, urban farming, and air conditioning, 

heating and refrigeration technology. In addition to these specific career pathways, 

sustainability-related learning is embedded within all areas of the curriculum with 

courses such as Principles of Sustainability. 

Outside of the classroom, Green Scholars provides students the opportunity to learn 

about sustainability, get involved in green and sustainable efforts, and earn 

recognition when they graduate. They earn points for specific green activities, from 

using compact fluorescent or LED light bulbs, to packing waste-free lunches, to 

riding a bicycle or public transit, to buying an energy-efficient refrigerator. Those 

who collect at least 50 points graduate as Green Scholars, and are honored each 

year at the college’s graduation ceremony. The Sustainable Living student group 

practices renew, reuse, refuse, reduce, and recycle concepts promoted by the 

college. Members also run workshops that repair electronic equipment for reuse 

and donate used clothing to local shelters

In modeling respect for the environment, Gateway reaches out to its communities 

with a host of activities. Gateway instructors have taught Boy Scout merit badges 

for energy and soil and water conservation, as well as hosting many Girl Scout 

troops for sustainable-focused activities. Gateway hosts SkillsUSA competitions. 

The college’s three primary horticulture instructors are sought-after speakers and 

workshop presenters. Gateway’s summer camp program, offered with the Boys and 

Girls Clubs of Kenosha County with Snap-On Incorporated, includes two weeklong 

sessions with environmental themes. A solar energy week includes hands-on 

activities that include cooking in solar ovens and building and racing solar-powered 

cars. A sustainability week covers horticulture, native birds, renewable energy, 

recycling, and exploration of the Center for Sustainable Living.

More than a thousand participants attend Gateway-sponsored annual community 

celebrations designed to share information and engage residents in adopting more 

sustainable lifestyles. Earth Day events on two campuses celebrate the 

environment with displays, workshops, and hands-on activities with support from 

private and public sector partnerships. At EcoFest Racine, participants enjoy 

cooking demonstrations, informational presentations, children's activities, and 

displays from more than 50 product and service vendors, educational institutions, 

nature centers and parks, and community organizations. 
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Acknowledgements

Over the past year, ED employees Kathrina Bridges, Jennifer Padgett, and Bernice 

Williams have pitched in to keep this project running on the very slimmest of 

budgets. This program would not be sustainable without their invaluable assistance.

Of course, this entire award would not be possible without the participation of some 

30 state education agencies and their hardworking partners, which have built their 

own green teams to oversee statewide competitions that select schools, districts, 

and postsecondary institutions to nominate to ED. They are a most dedicated group 

of facilities, health, and environmental education professionals, who support the 

work of the schools, districts, and postsecondary institutions in states across the 

nation.

Finally, thanks to Adam Honeysett, ED’s managing director of state and local 

engagement, for his unfailing support of ED-GRS and its director.