Greenhouse Gas Emissions Inventory +

Emissions Reduction Plan Progress Review

July 2019

PREPARED BY:

MOSELEYARCHITECTS

3200 Norfolk Street

Richmond, VA 23230
Contents

Executive Summary.......................................................................................................................................1

Study Background .........................................................................................................................................2

Methodology: GHG Emissions Inventory......................................................................................................4

Institutional Data – Budget..............................................................................................................5

Institutional Data – Population........................................................................................................5

Scope 1 Emission Sources................................................................................................................6

Scope 2 Emission Sources................................................................................................................6

Scope 3 Emission Sources................................................................................................................7

Findings: GHG Emissions Inventory ..............................................................................................................9

Greenhouse Gas Inventory Conclusions.....................................................................................................19

Emission Reduction Plan Progress Review..................................................................................................20

Operations and Infrastructure.......................................................................................................21

Transportation ...............................................................................................................................27

Consumption and Waste Disposal .................................................................................................32

School Grounds..............................................................................................................................36

Curriculum and Research...............................................................................................................39

Student and Staff Outreach ...........................................................................................................41

Appendix A..................................................................................................................................................43

Local Government Operations Standard Inventory Report...........................................................43

Appendix B..................................................................................................................................................46

Participating Sustainable Schools Committee Members...............................................................46

Appendix C ..................................................................................................................................................47

Climate Change 2014 Synthesis Report Summary for Policy Makers............................................47

(A Compilation of Emphasis Statements).......................................................................................47
Page | 1

Executive Summary

This greenhouse gas emissions inventory is another milestone in Virginia Beach City Public Schools’

(VBCPS) established cycle of data collection, emissions reduction planning, sustainability program 

implementation, and progress reporting which dates to 2006 (the school division’s “baseline” year).

Virginia Beach City Public Schools’ initial greenhouse gas emissions inventory was published in 2011. 

That inventory spanned the years 2006-2010, and set a baseline against which VBCPS could measure 

future progress. That inventory demonstrated that Scope 2 (purchased electricity) emissions were the 

biggest contributors to the division’s carbon footprint, followed by Scope 3 (indirect emissions by 

others, mainly staff and students who arrive to school in automobiles) and then by Scope 1 (on-site 

stationary sources, which includes the school bus fleet emissions). VBCPS has direct control over Scope 

1 and Scope 2 emissions, but only indirect influence over Scope 3 emissions.

Subsequent to the 2006-2010 inventory, VBCPS published its first Sustainability Report (2012) and then 

immediately embarked on developing a Sustainable Purchasing Best Practices Guide (2013) and an 

Emissions Reduction Plan (2014). The Emissions Reduction Plan is comprised of twenty-two actionable 

and measurable items, each with oversight responsibility, a target date, and an implementation timeline 

established. These items are categorized into one of four categories: Operations and Infrastructure; 

Transportation; Consumption and Waste Disposal; and School Grounds. Thirteen additional items, 

which have recognized value but are more difficult to measure, were also included in the Emissions 

Reduction Plan in two additional categories: Curriculum and Research; and Student and Staff Outreach. 

Another Sustainability Report was published in 2015. 

The 2006-2010 inventory used the Clean Air – Cool Planet v6.6 Campus Carbon Calculator, which is no 

longer available as an inventory tool. The tool used for the 2016 inventory is the next generation of the 

Clean Air – Cool Planet Campus Carbon Calculator, called the Sustainability Indicator Management & 

Analysis Platform (SIMAP), an online calculator administered by the University of New Hampshire 

Sustainability Institute and following the GHG Protocol. Because several emissions coefficients have 

been refined since the 2006-2010 inventory, the raw data from that previous inventory was entered in

the SIMAP calculator along with the 2016 data for an apples-to-apples comparison of emissions over 

time.

This inventory indicates that the largest emission source by the school division is still purchased 

electricity, followed by both student transportation to and from school and faculty/staff commuting. In 

total, ~65% of the emissions coming from VBCPS are building related and ~35% are transportation 

related. All other emissions sources amount to less than 1% of the total carbon emissions of VBCPS. 

This report summarizes the process used to develop the greenhouse gas inventory, and reports the 

detailed findings of the inventory. Following this inventory, VBCPS incorporates the findings as part of a 

comprehensive review of progress towards the goals in their Emissions Reduction Plan.
Page | 2

Study Background

In the time since Virginia Beach City Public Schools published its initial greenhouse gas emissions 

inventory in 2011, the International Panel on Climate Change (IPCC) has released a number of notable 

reports: 

2012 Managing the Risks of Extreme Events and Disasters to Advance Climate Change Adaptation (SR)

2013 Climate Change 2013: The Physical Science Basis (AR5)

2014 Climate Change 2014: Impacts, Adaptation, and Vulnerability (AR5)

Climate Change 2014: Mitigation of Climate Change (AR5)

Climate Change 2014: Synthesis Report (AR5)

The 2014 Synthesis Report was explicit in saying, “human influence on the climate system is clear, and 

recent anthropogenic emissions of greenhouse gases are the highest in history.” The report further 

clarified, “Warming of the climate system is unequivocal, and since the 1950s, many of the observed 

changes are unprecedented over decades to millennia. The atmosphere and ocean have warmed, the 

amounts of snow and ice have diminished, and sea level has risen.” (See Appendix C for a full 

compilation of the 2014 Synthesis Report Summary for Policy Makers’ emphasis statements). The Sixth 

Assessment Report (AR6) is presently underway, as is the Special Report entitled Global Warming of 

1.5oC. According to the statement made by Hoesung Lee (IPCC chair) during the opening ceremonies at

COP-23 (November 2017), the next round of IPCC reports is scheduled for release in 2021, with a 

Synthesis Report in 2022 and a Global Stocktake in 2023. 

The Department of Defense released a Strategic Sustainability Performance Plan in 2012, which states, 

“Incorporating sustainability into DoD planning and decision-making enables us to address current and 

emerging mission needs and consider future challenges... DoD sustainability goals are aggressive, 

especially in energy and greenhouse gas emissions.” By 2014, the DoD refers to climate change, in their 

Climate Change Adaptation Roadmap, as a threat multiplier “because it has the potential to exacerbate 

many of the challenges we are dealing with today – from infectious disease to terrorism. We are already 

beginning to see some of these impacts.” At the federal level, the Environmental Protection Agency 

published a paper in 2016 called “What Climate Change Means for Virginia” that focuses on local 

concerns such as sea level rise, land subsidence, saltwater intrusion, tropical storms/hurricanes, coastal 

ecosystems, agriculture, growing energy demands, and human health.

In 2014, the Commonwealth of Virginia released the Virginia Energy Plan, a document that promotes 

energy conservation and the deployment of renewable energy across the state. This plan set a goal, 

among others, to install 15MW of solar on state and local government facilities. Governor McAuliffe also 

signed Executive Order 31 (2014), establishing a goal of reducing state government electricity 

consumption by 15% by the end of 2017 (Virginia’s 2007 Energy Plan included a goal to reduce retail 

electricity consumption in the Commonwealth by 10% compared to a 2006 baseline).
Page | 3

And in 2016, the City of Virginia Beach’s Comprehensive Plan included a chapter on Environmental 

Stewardship, which addresses many of the same issues in the EPA paper. Local efforts to plan for the 

impacts of climate change include the inclusion of a 1.5-foot projected sea-level rise for short term 

planning (<50 years) and a 3-foot projected sea level rise for long term planning (50+ years, for projects 

such as public infrastructure). 

While all this was going on at the federal, state, and local government levels, due to growing concerns 

about the school district’s environmental footprint, VBCPS was actively transitioning the district to a 

more sustainable model. The objective has always been simple: Be part of the solution, not of the 

problem. 
Page | 4

Methodology: GHG Emissions 

Inventory

Virginia Beach City Public School’s 2016 Greenhouse Gas (GHG) Emissions Inventory was conducted in 

1Q2018 by Moseley Architects, working with representatives from the VBCPS’s Sustainable Schools 

Committee (see Appendix B). The inventory was completed for calendar year 2016, to be compared 

against the Division’s 2006 baseline and 2006-2010 trended data.

This inventory was conducted using the Sustainability Indicator Management & Analysis Platform 

(SIMAP), an online calculator administered by the University of New Hampshire Sustainability Institute. 

Raw data from the 2006-2010 inventory was also entered into this calculator, because emissions 

coefficients for all affected years have been updated since the original inventory was completed. 

The geographic boundary for the Inventory includes all the buildings under the operational control of 

VBCPS for the 2015-2016 and 2016-2017 school years:

1. Administration Buildings

a. Glenwood Bus Garage

b. Laskin Road Annex

c. Plaza Annex

d. Pupil Transportation Services Maintenance Facility

e. School Administration Annex

f. School Administration Building

g. Maintenance Services/Distribution Services

2. Alternative Education Buildings

a. Adult Learning Center

b. Advanced Technology Center

c. Old Donation School

d. Kemps Landing/Old Donation School

e. Renaissance Academy

f. Tech and Career Education Center

3. K12 Schoolsapp

a. Elementary Schools (count = 55)

b. Middle Schools (count = 14)

c. High Schools (count = 11)

Using the SIMAP calculator, the study team was able to determine the district-wide emissions for each 

of the study years. Data sources and calculations used as the basis for entries into the SIMAP calculator 

are described, as follows:
Page | 5

Institutional Data – Budget

Operating budget was provided in the FY2015/16 School Board Approved Operating Budget and the 

FY2016/17 School Board Approved Operating Budget documents. Because this data is routinely 

reported in fiscal year (FY) format, the following process was used for conversion to calendar year (CY) 

format:

Step 1: divide FY budget amount by 2, to provide an approximate July-December budget amount 

and an approximate January-June budget amount.

Step 2: assign each 6-month budget amount to its appropriate calendar year.

Step 3: add the two 6-month budget amounts from the same calendar year together, to get a 

full approximate budget amount for that calendar year.

Energy budget data was in the FY2015/16 School Board Approved Operating Budget and the FY2016/17 

School Board Approved Operating Budget documents. Because this data is routinely reported in fiscal 

year (FY) format, the following process was used for conversion to calendar year (CY) format:

Step 1: divide FY budget amount by 2, to provide an approximate July-December budget amount 

and a January-June budget amount.

Step 2: assign each 6-month budget amount to its appropriate calendar year.

Step 3: add the two 6-month budget amounts from the same calendar year together, to get a 

full approximate budget amount for that calendar year.

Virginia Beach City Public Schools does not have a research budget. 

Institutional Data – Population

Student population data was provided by the Office of Demographics and Planning. This data is 

routinely reported in school year (SY) format, and so the following process was used for conversion to 

calendar year (CY) format: 

Step 1: divide SY population number by 2, to provide an approximate July-December population 

and an approximate January-June population.

Step 2: assign each 6-month population to its appropriate calendar year.

Step 3: add the two 6-month population numbers from the same calendar year together, to get 

a full approximate population for that calendar year

Faculty and staff population data was provided by the Office of Demographics and Planning. Faculty 

and staff population is reported in school year format, and so was converted to calendar year format 

using the same steps as described above in “student population data.” Faculty and staff data were

reported in one lump sum and was entered into the SIMAP calculator in the “staff” column. 

Total building space data was prepared by the Office of Demographics and Planning. 

Total research building space was not reported, as this category is not applicable to K12 school districts.
Page | 6

Scope 1 Emission Sources

On-campus cogeneration

Not applicable

On campus stationary sources

Natural gas data was provided by Maintenance Services, Environmental & Energy Management. This 

data was reported in fiscal year format, and so was converted to calendar year format using the same 

three step method as described in the “budget” and “population” sections above. 

Propane is used in science laboratories, for educational purposes only. The amount of propane 

combusted is small enough to be considered a de minimus emissions source for the purposes of this 

inventory.

Fuel oil (#2 distillate) is not used by Virginia Beach City Public Schools.

Direct transportation sources

VBCPS fleet fuel data was reported by Transportation Services. Vehicle fuels reported by VBCPS during 

the study period were gasoline and diesel. 

Refrigerants and chemical sources

Refrigerant release data was provided by Maintenance Services, Environmental & Energy Management. 

Refrigerants reported were R-22, R404, and R410A.

Agriculture sources

Fertilizer application data was provided by the Turf Horticulturist at Virginia Beach Parks and Recreation, 

Landscape Services Division.

Scope 2 Emission Sources

Purchased Electricity, Steam, and Chilled Water sources

Electricity data was provided by Maintenance Services, Environmental & Energy Management. The 

eGRID subregion symbol was set to SRVC (correlating region name is SERC Virginia/Carolina).

Steam is not used by Virginia Beach City Public Schools.

Chilled water is not used by Virginia Beach City Public Schools. 
Page | 7

Scope 3 Emission Sources

Commuting

Faculty commuting data was provided by the school division’s Demographics/Facilities GIS Analyst. 

Faculty data is reported in the same column as staff commuting in the calculator, because staffing 

numbers kept by VBCPS did not differentiate between “faculty” and “other staff”. 

Staff commuting data was developed based on the “best assumptions” of the Sustainable Schools 

Committee members participating in this study:

a. 99.5% of staff arrive in personal vehicle

b. 0.5% of staff carpool

c. 0% of staff arrive by bus

d. 0% of staff arrive by light rail

e. 0% of staff arrive by commuter rail

f. Staff make an average of 10 one-way trips per week to school

g. Staff commute 40 weeks out of the year (accounting for vacation time, sick time, and 4-

day work-week in summer months)

h. Average commute distance is 15 miles, one way

Student commuting data was generally developed based on the “best assumptions” of the Sustainable 

Schools Committee members participating in this study. However, certain pieces of data were available 

regarding bus commute, and were provided by Transportation Services. All data provided was based on 

school year, so the same method as described many times above was used to convert school year data 

to calendar year data.

The percentage of “arriving in personal vehicle” students was able to be determined because VBCPS 

knows how many students are enrolled as of Sept 30 of each school year, and track how many students 

ride a bus to school. In 2016, of the students who do not ride the bus to school, 2% are considered, for 

the purposes of this study, to walk to school and 98% are considered to be driven to school in a single 

occupancy vehicle. This is a deviation from the previous inventory years (2006-2010), when it was 

assumed that any student who did not ride the bus to school was dropped off by a parent.

a. 2006: 15% of students arrived in personal vehicle (including parental drop-off)

b. 2007: 15% of students arrived in personal vehicle (including parental drop-off)

c. 2008: 15% of students arrived in personal vehicle (including parental drop-off)

d. 2009: 20% of students arrived in personal vehicle (including parental drop-off)

e. 2010: 25% of students arrived in personal vehicle (including parental drop-off)

The following are the assumptions made about the commuting patterns of non-bus-riding students:

a. 0% of students arrive in a carpool
Page | 8

b. Students make an average of 10 one-way trips per week to school

c. Students commute 38 weeks out of the year

d. Average commute distances in 5 miles one way

Please note that the emissions coming from the VBCPS school bus fleet are considered to be scope 1 

emissions, while the emissions coming from faculty/staff personal commutes and the emissions coming 

from students arriving in single-occupancy vehicle commutes (or being dropped by parents) are 

considered scope 3 emissions.

Directly Financed Outsourced Travel

All directly financed outsourced travel is considered to be de minimus for the purposes of this 

inventory. 

Study abroad travel

Study abroad travel data was not reported. While there are study abroad opportunities at VBCPS, the 

emissions by VBCPS sponsored study abroad travel are not currently tracked, and are considered to be 

de minimus for the purposes of this inventory.

Solid waste data was provided, by TFC Recycling. Recycling and trash are separated at the school and 

hauled separately, but both contracts are through TFC. 

Recycling is taken to the TFC sorting center, where non-recyclable “residue” is removed (typically about 

15% of what is collected in a given recycling load) and transported to the refuse derived fuel (RDF) for 

incineration. TFC provided the weights from the trucks that collected the recyclables.

All trash goes directly the refuse derived fuel (RDF) facility for incineration. TFC provided weight records 

for CY2017, which were applied retroactively to 2016 for the purposes of this inventory. 

Wastewater

Wastewater data was provided by Maintenance Services, Environmental & Energy Management

All wastewater from the City of Virginia Beach (including VBCPS) is treated at either the Atlantic Plant or 

the Chesapeake-Elizabeth Plant. Both plants use anaerobic digestion water treatment technology.

Paper

Paper usage data was provided by Office Depot/OfficeMax. 

Offsets

Carbon offset data was not reported.

Composting data was not reported.

Other

Electricity (scope 2) Transmission & Distribution losses were generated by the SIMAP calculator.
Page | 9

Findings: GHG Emissions Inventory

The main emission sources contributing to Virginia Beach City Public Schools’ “carbon footprint” were 

analyzed at several different levels of detail. Carbon emissions are reported in metric tons of CO2

equivalent (CO2e). According to the US EPA (https://www.epa.gov/energy/greenhouse-gasequivalencies-calculator), 1 metric ton of CO2e is equivalent to driving 2,451 miles in an average 

passenger vehicle or burning 1,094 pounds of coal. It would take 25.9 tree seedlings 10 years of growth 

to sequester 1 metric ton of CO2e from the atmosphere.

The US Energy Information Administration released their annual Energy-Related Carbon Dioxide 

Emissions by State (2000-2015) report in January 2018 

(https://www.eia.gov/environment/emissions/state/analysis/pdf/table5.pdf). The U.S. nationwide 

average in 2015 was 16.9 metric tons (MT) CO2e, down from 20.7 MTCO2e in 2000. The per capita 

average in Virginia in 2015 was 12.5 MTCO2e, down from 17.3 MTCO2e in 2000. The Carbon Dioxide 

Information Analysis Center, Environmental Sciences Division, at Oak Ridge National Laboratory tracks 

per capita CO2e globally (https://data.worldbank.org/indicator/EN.ATM.CO2E.PC?view=map). As a point 

of comparison, the global per capita average emissions in 2014 was 4.97 MTCO2e. Australia was 15.4 

MTCO2e, China was 7.5 MTCO2e, France was 4.6 MTCO2e, Germany was 8.9 MTCO2e, Japan was 9.5 

MTCO2e, and Sweden was 4.5 MTCO2e. 
Page | 10

As shown below, in Figure 1, emissions were grouped by scope and trended over time, to determine 

which scope was the largest contributor to VBCPS’s overall emissions and in which direction the trend 

was headed. When the data is aggregated and viewed in this graphical format, it is clear that Scope 2

(purchased electricity) emissions are the biggest contributors to VBCPS’s carbon footprint, but that they 

are showing a decreasing trend line over time. 

 

Figure 1

 -

 20,000

 40,000

 60,000

 80,000

 100,000

 120,000

 140,000

 160,000

 180,000

2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016

Virginia Beach City Public Schools

Total Emissions for All Scopes

metric tons of CO2 equivalent

Scope 1 Emissions (MT eCO2) Scope 2 Emissions (MT eCO2) Scope 3 Emissions (MT eCO2)

on-site stationary sources

indirect/purchased sources

indirect emissions by others
Page | 11

The major contributors within each scope were also analyzed:

Figure 2 

Stationary 

Combustion

(Natural Gas + 

Propane)

5,675 

Mobile Combustion

(Fleet Vehicles)

14,933 

Refrigerants & 

Chemicals, -

Fertilizer, -

Virginia Beach City Public Schools

2016 Scope 1 Emissions

metric tons of CO2 equivalent

Stationary Combustion

(Natural Gas + Propane)

Mobile Combustion

(Fleet Vehicles)

note: no 
Page | 12

Figure 3

55,473 

Virginia Beach City Public Schools

2016 Scope 2 Emissions

metric tons of CO2 equivalent

Purchased Electricity
Page | 13

Figure 4

When looking at the data from this perspective, it is clear that the major Scope 1 contributor is fleet 

vehicles (primarily the school bus fleet), the major Scope 2 contributor is the purchase of electricity, and 

the major Scope 3 contributor is emissions from faculty and staff commuting (followed by emissions 

from vehicles dropping students off at school).

It is important to note that, while being aggressive with reducing emissions from the major contributors 

within each scope, lesser contributors should not be overlooked. For instance, within the Scope 1 

emissions total, refrigerant releases should still be addressed even if they are a minor part of the 

division’s overall footprint. And, while many students ride the bus to school, the division could work to 

develop a better understanding of whether there are steps that could be taken to facilitate a reduction 

in single occupancy car trips by faculty and staff, and parent drop offs for students, to further reduce 

Scope 3 emissions.

The study team next looked at the data through a more detailed lens of how much each of the individual 

emission sources has been contributing to the overall carbon footprint over the study period (see Figure 

5). This particular view of the data emphasizes the major contribution of purchased electricity (through 

Faculty/Staff 

Commuting

31,357 , 76%

Student 

Commuting

6,972 , 17%

Directly Financed 

Travel, - , 0%

Solid Waste, - , 0%

Wastewater, - , 0%

Scope 2 

T&D 

Losses, 

2,901 , 7%

Virginia Beach City Public Schools

2016 Scope 3 Emissions

metric tons of CO2 equivalent

Faculty/Staff Commuting Student Commuting Directly Financed Travel

Solid Waste Wastewater Scope 2 T&D Losses
Page | 14

direct use and through transmission and distribution losses) to VBCPS’s carbon footprint. The 

movement of people (students on school buses, students being dropped off, and faculty/staff 

commuting to work) appear to be secondary contributors, while the use of natural gas, propane, 

refrigerants & fertilizers, and fugitive emissions from wastewater appear to be relatively minor 

contributors. 

Figure 5

Looking at the data from this perspective also illustrates that the relative magnitude of on-site 

stationary (natural gas & propane) and on-site mobile sources (fleet vehicles) have remained fairly 

stable over the decade, while purchased electricity has shown a clear downward trend. 

Two additional common trends analyzed in greenhouse gas inventories are emissions per enrollment 

and emissions per 1,000 square feet of campus buildings:

 -

 20,000

 40,000

 60,000

 80,000

 100,000

 120,000

 140,000

 160,000

 180,000

2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016

Virginia Beach City Public Schools

Emission Trends by Type 

metric tons of CO2 equivalent

Scope 2 T&D Losses

Wastewater

Solid Waste

Directly Financed

Travel

Student Commuting

Faculty/Staff

Commuting

Purchased Electricity

Fertilizer

Refrigerants

Fleet Vehicles

Natural Gas + Propane
Page | 15

Figure 6

Figure 7

0.00

0.50

1.00

1.50

2.00

2.50

2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016

Virginia Beach City Public Schools

Emissions per Full Time Enrollment

metric tons of CO2 equivalent

0.0

2.0

4.0

6.0

8.0

10.0

12.0

14.0

16.0

18.0

2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016

Virginia Beach City Public Schools

Emissions per 1,000 Square Feet

metric tons of CO2 equivalent
Page | 16

It is encouraging to note that both the CO2 emissions per full time enrollment trends and the CO2

emissions per 1,000 square feet have a strong downward trend over the study period. 

The final view of the data takes a look at the relative magnitude of emissions trends over time, grouped 

into three major categories: 

1) Building Related

a) Oil Distillate #2 + Natural Gas + Propane

b) Electricity used

c) Electricity T&D losses

2) Transportation Related

a) Fleet Vehicles (school bus fleet)

b) Commuting by faculty and staff

c) Commuting by students

3) Other

a) Refrigerants + Fertilizers

b) Directly Financed Travel

c) Solid Waste

d) Wastewater
Page | 17

Figure 8

Building Related

64,049 [55%]

Transportation Related

53,261 [45%]

Other, - , 0%

Virginia Beach City Public Schools

2016 Emissions By Category

metric tons of CO2 equivalent

Building Related:

stationary combustion 

purchased electricity

T&D losses

Transportation Related:

direct transportation 

faculty/staff commuting 

student commuting

Other:

refrigerants/chemicals

agriculture

biogenic mobile combustion

solid waste

wastewater
Page | 18

Figure 9

As illustrated in Figures 8 and 9 above, the building-related category is clearly the largest contributor to 

VBCPS’s carbon footprint, but the emissions are trending in a clear downward direction over the course 

of the study period. Transportation related emissions are also significant and trending slightly upwards

compared to both 2006 and 2010 values. Other contributions are relatively minor, in comparison to the 

two main categories, and are fairly stable over the study period. 

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016

Virginia Beach City Public Schools

Emissions Trends By Category

metric tons of CO2 equivalent

Building Related Transportation Related Other

BUILDING:

stationary combustion

purchased electricity

T&D losses

TRANSPORTATION:

direct transportation

faculty/staff commuting

student commuting

OTHER:

refrigerants/chemicals (no data available)

agriculture

biogenic mobile combustion

solid waste

wastewater
Page | 19

Greenhouse Gas Inventory Conclusions

Virginia Beach City Public Schools has completed many significant steps towards eventual climate 

neutrality, including the completion of a 5-year emissions inventory, and the passage of School Board 

Policy 3-67 which addresses division wide sustainability practices. An Environmental Best Practices 

Purchasing Policy has been created, together with an Emissions Reduction Plan. Two Sustainability 

Reports have also been published, tracking major accomplishments over the years. And a propane bus 

pilot program has recently been initiated, with the purchase and deployment of 27 propane-powered 

buses.

In researching emission patterns throughout the school district, it is clear that the predominant emission 

source in the school division is due to the purchase of electricity (scope 2). The next most significant 

emission source is related to commuting (scope 3) – both for faculty and staff, and also to get students 

to and from school. VBCPS is improving on data collection practices, but still does not have in place all 

of the necessary record keeping protocols for all of the metrics required for a thorough greenhouse gas 

inventory. Scope 1 emissions, on-site stationary sources, are the smallest contributors to the district’s 

overall inventory totals.

In the years between the 2006 and the 2016 inventories, scope 1 (on-site stationary) emissions 

decreased by 747 MT eCO2, scope 2 (purchased electricity) emissions decreased by 46,115 MT eCO2, and 

scope 3 (commuting and T&D losses) emissions decreased by 658 MT eCO2 for a total of 47,520 MT 

eCO2. These reductions are attributable to both improvements in electricity production by the utility and 

through consistent greenhouse gas reduction efforts by Virginia Beach City Public Schools.

The most important records for which to develop tracking protocols for a more accurate emissions 

inventory are commuting patterns for faculty, staff, and students who do not ride the bus. Although the 

associated emissions fall under Scope 3 (indirect emissions by others), VBCPS may have opportunities to 

facilitate alternate modes of transportation to and from school facilities if commuting patterns are 

better understood. 

This study is one additional milestone in a growing history of Virginia Beach City Public School’s

leadership position in the Commonwealth of Virginia, and nationwide, when it comes to defining a set of 

goals for environmental stewardship, setting metrics by which to measure success, and using that body 

of work for continuous improvement over the long term.

The next milestone is a review and revision of VBCPS’s Emissions Reduction Plan. This important step 

looks critically at both the findings of this inventory and the progress of the division, as a whole, on the 

discrete action items that were defined in the initial Emissions Reduction Plan. As that collection of 

information is processed, a new set of measurable goals and associated action items will be developed 

into an updated Emissions Reduction Plan.
Page | 20

Emission Reduction Plan Progress 

Review

In December 2014, Virginia Beach City Public Schools (VBCPS) published an Emissions Reduction Plan to 

address the findings of its initial Greenhouse Gas Inventory (March 2011). The inventory catalogued 

known and estimated emissions from calendar years 2006-2010 and demonstrated that building related 

emissions comprised 65% of the Division’s total. Transportation related emissions comprised 

approximately 34% of the Division’s total. 

The 2014 Emissions Reduction Plan identified twenty-two actionable initiatives, assigned oversight 

responsibilities, a target year for full implementation, and (when appropriate) interim target milestones 

in an effort to move the Division decisively towards the goal of a 70% reduction in Greenhouse Gas 

Emissions by the year 2030, as compared to the 2006 baseline year. In addition to the twenty-two 

actionable initiatives, the group articulated thirteen education-oriented aspirations to incorporate into 

curriculum and research efforts, as well as into student and staff outreach activities. These educationoriented items did not include specific oversight responsibilities, nor implementation target years, as 

their implementation cannot be linked directly to measurable emissions reductions. The lack of these 

metrics, however, should not imply any reduced importance associated with these thirteen “behavior 

changing” items.

The most recent Greenhouse Gas Inventory (April 2018) showed that in the years between the 2006 and 

the 2016 inventories, scope 1 (on-site stationary) emissions decreased by 747 MT eCO2, scope 2

(purchased electricity) emissions decreased by 46,115 MT eCO2, and scope 3 (commuting and T&D 

losses) emissions decreased by 658 MT eCO2 for a total of 47,520 MT eCO2. This 29% overall reduction 

in MT eCO2 emissions occurred during a time when total building square footage increased by 11%. 

These reductions are primarily attributable to both improvements in electricity production by the utility 

and through consistent greenhouse gas reduction efforts by Virginia Beach City Public Schools.

This 2019 Emissions Reduction Plan Progress Review is a five-year progress check on the implementation 

of the initiatives identified in the Emissions Reduction Plan. While initiatives are grouped into logical 

categories (Operations and Infrastructure, Transportation, Consumption and Waste Disposal, and School 

Grounds), each initiative has been evaluated in isolation, to determine whether intended progress has 

been made. Based on the information assembled in this update report, the Sustainable Schools 

Committee will next consider whether renewed emphasis needs to be placed on any items or whether 

targets and milestones should be adjusted.
Page | 21

Operations and Infrastructure 

New Construction and Major Renovations

As the existing inventory of buildings continues to age, new construction and major renovations will 

continue to play an important role in the Division’s building portfolio. In order to reach a zero-emissions 

status in the future, these projects will have to be designed with very aggressive energy efficiency goals 

in mind, and with the ability to add renewable energy in the future. The inclusion of renewable energy 

technologies (photovoltaics, solar thermal hot water, wind power, fuel cells, etc.) will be analyzed on a 

project-by-project basis and will be included in the design process when technologically and financially 

feasible.

1. Implement a policy that all new facilities shall either: be designed to consume 50% less energy 

than the then-current Virginia Uniform Statewide Building Code would allow, with a plan for

future conversion of that facility to net-zero energy; OR earn the “Designed to Earn the Energy 

Star” designation during the design process, including being designed with a Target Finder score of 

90 or above, with a plan for future conversion of that facility to net-zero energy.

Design teams should be encouraged to be creative in energy conservation strategies, after including 

obvious improvements in the design of the thermal envelope, optimizing the use of natural 

daylighting, and specifying efficient lighting and mechanical equipment. One tool that design teams 

should use during design is the K-12 Advanced Energy Design Guide (50%) for K12 School Buildings; 

teams should be aggressive in implementing those strategies that are applicable, feasible and make

economic sense for the project. There may be other tools and approaches teams may also want to 

introduce into a project; each should be considered by the VBCPS Project Manager for applicability.

At the end of the design process, the design team should be required to: summarize the energy 

conservation strategies included in the design; document the required steps for that building to 

get to net-zero energy consumption; and produce an energy model, verified by a Professional 

Engineer, showing predicted energy savings and a copy of the EPA’s Designed to Earn the Energy 

Star designation.

VBCPS oversight provided by: Office of Facilities Services

Target date for full implementation: 2015

Implementation timeline: currently being implemented

2019 UPDATE: Old Donation Center, which was completed in 2017, was the first project to be 

designed to meet this new internal policy. John B. Dey ES, Princess Anne MS, and Thoroughgood ES 

have also subsequently complied.

2. Implement a practice to include strategies and features intended to minimize energy consumption 

by the occupants of the building in the building design. 

Design teams should be encouraged to be thoughtful about the messages that building design sends 

to building occupants about how the building should be utilized. For example, if a room has a bank 

of unlabeled light switches at the entrance, it would stand to reason that they are there because 
Page | 22

they should all be turned on. However, if the switches are either labeled for their intended use or if 

they are spread throughout the room, then the person encountering those lights will likely be more 

thoughtful about which ones should be turned on. A beneficial result of the single design decision 

about light switches can have a long term and profound impact on the energy consumption of that 

building over time. 

Educational outreach strategies, such as a building energy dashboard or a comprehensive signage 

package, should also be developed during the design process. Feedback about how a building is

performing, and why it is performing that way, should lead to behavior modification resulting in 

lowered energy bills.

At the end of the design process, design teams should be required to summarize the design 

strategies intended to influence occupant behavior, especially as related to energy and water 

conservation.

VBCPS oversight provided by: Office of Facilities Services

Target date for full implementation: 2015

Implementation timeline: currently being implemented

2019 UPDATE: Historically, “passive” practices such as daylight harvesting and HVAC controls, as 

well as reminders for more “active” practices such as turning off lights and computers that are not 

being used, minimizing printing, and removing personal appliances such as spaces heaters and 

coffee pots have been implemented in both new and renovated projects. 

Additional work in this area includes expanding signage and occupant education for further behavior 

modification.

3. Install sub-metering technology in order to make real-time water and energy consumption, as 

well as emissions data, available online within the next ten years. 

Sometimes just being aware of new information is all it takes to change behavior. To that end, the 

installation of sub-metering equipment in all schools could have a big influence in the energy 

performance of each school. One benefit would be to the facility manager, in that the facility 

manager could develop a better understanding of when and how energy is used in the school and 

identify scheduling or equipment inefficiencies that might have been otherwise missed. In addition, 

if the faculty, staff, and students were also aware of energy consumption patterns, they would be 

better prepared to modify their own behaviors in an attempt to drive consumption numbers down. 

Sharing this information in an online format might start a ripple effect throughout nearby school 

communities, who might want to compare their own energy consumption patterns to those at 

VBCPS facilities.

At the end of the design process, the design team shall provide the owner with a list of submetering points.

VBCPS oversight provided by: Office of Facilities Services

Target date for full implementation: 2014

Implementation timeline: begin with projects entering design phase in 2014
Page | 23

2019 UPDATE: Making use of integral data recorders and analytics. 

Operation of Existing Buildings

Virginia Beach City Public Schools currently maintains and operates 86 schools, in addition to 8

administrative support facilities, with a total of over 10.6 million square feet of building space. While 

features like building massing and orientation are already set for these buildings, there are things that 

can be done to continue to improve the energy performance of these existing buildings:

4. When planning building modifications and other minor renovations involving building elements 

that affect energy consumption, include strategies listed in the K-12 Advanced Energy Retrofit 

Guide (AERG). 

At the beginning of any retrofit project where the potential for energy savings can be realized, the 

design team should be required to quantify the building’s existing energy performance and estimate 

what percentage of energy savings could be realized through the project. Teams should be 

aggressive in implementing those strategies from the K12 AERG that are applicable, feasible and 

make economic sense for the project. There may be other tools and approaches teams may also 

want to introduce into a project; each should be considered by the VBCPS Project Manager for 

applicability.

At 6, 12 and 24 months after the completion of the project, energy performance should be 

recorded and compared against pre-renovation numbers to document improvement in energy 

performance. 

VBCPS oversight provided by: Office of Maintenance Services and Office of Facilities Services.

Target date for full implementation: 2015

Implementation timeline: currently being implemented in performance contracts, need to expand 

implementation to all projects

2019 UPDATE: Maintenance Services has been integrating strategies found in the AERG, such as 

engaging in performance contracting, building commissioning, and energy efficiency retrofits, in an 

on-going manner. 

5. Identify, design and execute energy-efficiency projects for existing facilities and systems, to 

achieve a 50 percent Division-wide reduction below 2006 levels over the next 10 years. 

Virginia Beach City Public Schools should remain ever vigilant about the potential for energy 

efficiency improvements in all buildings and should keep a running list of both completed and 

upcoming efficiency improvement projects. 

Energy efficiency projects may include undertakings such as interior and exterior lighting upgrades, 

mechanical equipment replacements, energy management system installation and upgrades, 

addition of energy recovery equipment, or retro-commissioning. 
Page | 24

Virginia Beach City Public Schools should record a building’s pre-project and post-project energy 

consumption in order to document each project’s overall role in the Division’s emissions reduction 

accomplishments.

VBCPS oversight provided by: Office of Maintenance Services

Target date for full implementation: 2025

Implementation timeline: 5% per year for next 10 years, for a total Division-wide reduction of 50%

2019 UPDATE: NORESCO has been selected as a Performance Contract partner and preliminary 

audits have been conducted at nine (9) schools: Bayside ES, Bayside MS, Bayside HS, Ocean Lakes ES, 

Centerville ES, Providence ES, Shelton Park ES, Luxford ES, and Princess Anne MS (Kellam). A menu 

of Energy Conservation Measures (ECMs) for technical grade audits has been developed, design 

work is beginning, and construction is scheduled to begin in 2020.

6. Develop a web-based Building Maintenance Plan (BMP) for each facility.

Preventive maintenance is key to any successful emissions reduction plan. A web based Building 

Maintenance Plan (BMP) will allow maintenance personnel to monitor, and replace, equipment 

before significant reductions in energy efficiency occur. Web based data allows personnel to 

identify, develop, and monitor a holistic plan for maintenance and replacement.

For current and future building projects, elements of the Building Maintenance Plan should be 

included in the project’s scope of work and submitted along with all new construction and major 

renovation projects. Applicable areas of the Building Maintenance Plan shall be provided to the 

contactor, by the design team, for inclusion in contractor provided owner training.

VBCPS oversight provided by: Office of Maintenance Services and Office of Facilities Services

Target date for full implementation: 2030

Implementation timeline: ~2 months per building

2019 UPDATE: The Office of Facilities Services is in the early phases of developing a digital inventory 

listing equipment in each facility that is accessible to personnel in Facilities Services and identifying 

preventive maintenance requirements and schedules associated with each piece of equipment. 

Once this inventory is complete, it will be loaded into a centralized system (Tririga) so that all 

personnel can access it. 

A future phase of this inventory will include: 

1. Equipment and systems manuals (locations and updates)

2. Operator and occupant training requirements if you want to retrain after the first year

3. Seasonal testing if you want to do that beyond the first year

4. Tracking performance metrics 

5. Tracking equipment failure in addition to routine maintenance; log any changes made to system 

settings/sequences of operation in either case

6. All of the same considerations for critical envelope elements

7. Develop a retro-commissioning training program for maintenance personnel.
Page | 25

According to the Department of Energy, “retro-commissioning is the application of the 

commissioning process to existing buildings. Retro-commissioning is a process that seeks to improve 

how building equipment and systems function together. Depending on the age of the building, 

retro-commissioning can often resolve problems that occurred during design or construction, or 

address problems that have developed throughout the building's life. In all, retro-commissioning 

improves a building's operations and maintenance (O&M) procedures to enhance overall building 

performance.” 

Maintenance Services will develop the capability to have a retro-commissioning team, to be 

trained and active by 2015. Once the team is established and trained, the goal will be to retrocommission each building in the Division’s portfolio at least once by 2030. The findings of the 

retro-commissioning activities will aid in the identification of future energy efficiency projects.

VBCPS oversight provided by: Office of Maintenance Services

Target date for full implementation: 2030

Implementation timeline: ~2 months per building

2019 UPDATE: There is currently no retro-commissioning training program for maintenance 

personnel, nor one in development. However, VBCPS has implemented an active re/retrocommissioning effort, having retro-commissioned 11 schools since 2018. This retro-commissioning 

effort has focused on general energy efficiency, controls, and energy management systems. The 

schools that have participated in retro-commissioning since 2016 include College Park ES, 

Christopher Farms ES, WT Cooke ES, Corporate Landing ES, Corporate Landing MS, Green Run HS, 

Kings Grant HS, Linkhorn Park ES, New Castle ES, Seatack ES, and Woodstock ES. 

8. Install sub-metering technology in order to make real-time water and energy consumption, as 

well as emissions data, available online within the next ten years on all buildings. 

Sometimes just being aware of new information is all it takes to change behavior. To that end, the 

installation of sub-metering equipment in all schools could have a big influence in the energy 

performance of each school. One benefit would be to the facility manager, who could develop a 

better understanding of when and how energy is used in the school and can identify scheduling or 

equipment inefficiencies that might have been otherwise missed. In addition, if the faculty, staff, 

and students were also aware of energy consumption patterns, they would be better prepared to 

modify their own behaviors in an attempt to drive consumption numbers down. Sharing this 

information in an online format might even start a ripple effect throughout nearby school 

communities, who might want to compare their own energy consumption patterns to those at 

VBCPS facilities!

Maintenance Services shall coordinate sub-metering with corresponding controls vendor at each 

school.

VBCPS oversight provided by: Office of Maintenance Services

Target date for full implementation: 2023

Implementation timeline: inventory metering capabilities in 2014, develop plan for metering 

upgrades in 2015, deploy new meters from 2016-2023
Page | 26

2019 UPDATE: VBCPS is currently installing integral data recorders (IDR) with analytics when 

possible. While IDR meters are not real-time data, they do record 1/2-hour increments of kWh. In 

2019, VBCPS has identified all buildings that have this capability, engaged Dominion Energy to 

upgrade the applicable meter candidates for a no-cost upgrade through a Virginia Energy Purchasing 

Governmental Association (VEPGA) membership, and used the data to determine when a building 

was running and shouldn't have been. There are currently 37 IDRs installed district-wide. 

Since the Emissions Reduction Plan was established, addressing deferred maintenance has taken 

precedence over building improvements such as adding sub-metering technology. In order to 

implement this initiative, money will need to be allocated in the budget for the sub-metering 

equipment, as well as the design and installation work, and a timeline for implementation will need 

to be established. VBCPS is currently looking at options for real-time meter implementation.

9. Obtain a Division-wide average Energy Star score of 80 or higher 

A variety of factors affects the Energy Star scores of the 84 individual school buildings and eight

administrative buildings within VBCPS. The current Division-wide Energy Star average score is 62, 

encompassing a range of 8 (worst) to 94 (best). The current Division-wide median Energy Star score 

is 69.

By identifying the buildings with the largest room for improvement, and then setting very specific 

performance targets for those buildings, the potential for raising the Division-wide Energy Star 

score, and for saving on operating expenses, is the greatest. 

Maintenance Services shall establish specific performance targets for low performing schools.

VBCPS oversight provided by: Office of Maintenance Services

Target date for full implementation: 2030

Implementation timeline: inventory buildings on an annual basis; priorities will be set annually as a 

result of the then-current inventory.

2019 UPDATE: In August 2018, the EPA adjusted the performance metrics upon which they base 

their scores. Between 2009-2018, the underlying data was the CBECS 2003 dataset, and in 2018, the 

EPA updated the underlying dataset to CBECS 2012. Because the CBECS 2012 dataset is reflective of 

a more energy efficient building stock, scores across the country fell accordingly. In light of the 

changes in the Energy Star program scoring, Virginia Beach City Public Schools is in the process of 

reassessing the scores of all the buildings in their portfolio.

Purchasing

Concurrent with the development of this Emissions Reduction Plan, the Sustainable Schools Committee 

created and launched a Division-wide Sustainable Procurement Guide. This guide is a set of general best 

practices, intended to gently integrate life-cycle thinking into procurement decisions across the Division.

While addressing energy efficiency considerations in the procurement process, it also addresses many 

sustainability-related topics that are outside the realm of this emissions reduction plan.
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The Office of Purchasing Services shall provide access to the Sustainable Procurement Guide for all 

schools and departments.

VBCPS oversight provided by: Office of Purchasing Services

Target date for full implementation: 2015

Implementation timeline: guideline is in place

2019 UPDATE: The Sustainable Procurement Guide should be updated prior to the next revision of 

this report.

Transportation 

Grounds and Fleet 

Virginia Beach City Public Schools currently has 735 active school buses and 314 vehicles in its fleet. The 

VBCPS bus fleet is comprised of buses with model years from 1996 through 2013 (note that although the 

replacement cycle for buses is 15 years, VBCPS does have buses in service that are at 17 years old). The 

VBCPS vehicle fleet is comprised of vehicles with model years from 1989 through 2011 (note that fleet 

vehicles are assessed on age, condition, mileage and cost of needed repairs before determining whether 

replacement is appropriate). While VBCPS does not have direct control over the commuting decisions of 

faculty, staff, and students who drive (or are driven) to school, the district can control the emissions 

profile of its own fleet. To that end, the following actions should be taken: 

10. Shift to less greenhouse-gas-intensive vehicles for all fleet vehicles (including buses) through 

use of updates to the vehicle procurement policy.

The shift to a carbon neutral vehicle fleet will take multiple steps, starting with policy updates 

clearly articulating the emissions limits for new additions to the fleet. These limits should be 

aggressive, while being based on whatever technologies are available at the time of purchase. 

The Office of Transportation Services shall identify emission limits for all new purchases.

VBCPS oversight provided by: Office of Transportation Services

Target date for full implementation: TBD

Implementation timeline: policy updates by 2014, less greenhouse-gas-intensive fleet purchases are 

currently being implemented

2019 UPDATE: Policy updates have not been written. The Department of Transportation Services 

and the Department of Facilities Services is evaluating current practices as relates to yellow and 

white fleet vehicle emissions. Conversations are under way with Dominion Energy regarding electric 

vehicle charging stations for both buses and white fleet assets. VBCPS is also looking at the 

introduction of electric vehicle charging stations at all schools within 15 years.

11. Create a Return-On-Investment (ROI) analysis that compares existing fuel consumption levels 

with comparable replacement fuel efficient vehicles and buses.
Page | 28

Utilize the Department of Energy website www.fueleconomy.gov to develop comparative analysis 

between various makes and models.

VBCPS oversight provided by: Office of Transportation Services

Target date for full implementation: 2015

Implementation timeline: establish parameters of analysis in 2014

2019 UPDATE: ROI analysis complete.

12. Shift to less greenhouse-gas-intensive fleet vehicles and achieve an average of 50% reduction 

in fuel consumption for the entire vehicle fleet below 2006 levels by 2030. 

There are a number of ways to address the fuel consumption of fleet vehicles, each of which can 

contribute to the overall reduction in greenhouse gas emissions from VBCPS operations.

First, an analysis of the trips of current fleet vehicles should be conducted to determine cause and 

destination of fleet vehicle trips. This analysis should also include vehicle type, to identify whether 

an appropriate vehicle is being used for each trip. 

Once a complete understanding of the travel patterns of fleet vehicles is established, then a plan for 

matching vehicle type to travel need can be created (with an associated policy regarding what 

circumstances would necessitate the use of a larger, less fuel-efficient vehicle).

If the travel pattern analysis reveals that VBCPS would be well served by modifying the makeup of 

fleet vehicles to include a greater number of “low-emitting and fuel-efficient” (LE/FE) vehicles, then 

recommendations can be made and implemented accordingly. 

It will be important to keep in mind that LE/FE vehicles may include compact internal combustion 

engine cars, some hybrid vehicles, electric vehicles (which would require the installation of electric 

car charging stations), or vehicles that run on biofuels (which may require the installation of 

associated refueling stations). Identification of LE/FE vehicles is done via www.greenercars.org.

The Office of Transportation Services shall conduct an analysis of fleet vehicle use vs. type and 

document recommendations accordingly.

VBCPS oversight provided by: Office of Transportation Services

Target date for full implementation: 2030

Implementation timeline: currently being implemented

2019 UPDATE: In 2006, the VBCPS white fleet consumed 206,589 gallons of unleaded gasoline and 

the yellow fleet consumed 1,311,396 gallons of diesel fuel. By 2016, the white fleet had decreased 

unleaded gasoline consumption to 126,277 gallons (a 39% decrease) but the yellow fleet had 

increased diesel fuel consumption to 1,362,216 gallons (a 4% increase). 
Page | 29

As relates to greenhouse gas emissions, in the years 2006-2016, the emissions of the entire VBCPS 

fleet decreased from 15,234 MT eCO2 to 14,933 MT eCO2. This 302 MT eCO2 change is a 2% 

decrease from the 2006 baseline year.

13. Shift to less greenhouse-gas-intensive bus fleet and achieve a 30% reduction in fuel 

consumption for buses below 2006 levels by 2030.

Continue the no idle policy which has been in effect since 2008.

As a next step in the effort to reduce the school bus fleet’s contributions to VBCPS’s carbon 

footprint, a shift to less greenhouse-gas intensive buses will be necessary. According to the EPA 

(http://epa.gov/cleandiesel/sector-programs/replacement.htm):

More than half of today’s school buses have been in service for over a decade. These 

older buses lack today's pollution control and safety features, and emit nearly twice as 

much pollution per mile as a semi-truck. School buses built to meet EPA’s 2010 standards 

emit 95 percent less pollution than pre-2007 vehicles and are 60 times cleaner than pre1991 buses!

Any bus manufactured prior to 1998 should be considered as a high priority for replacement. If 

these buses cannot be replaced, they should be scheduled for shorter bus runs and emergency 

backup only.

Buses manufactured between 1998-2003, buses manufactured between 2004-2006, and buses 

manufactured between 2007-2010 should also be considered for replacement (prioritized in those 

manufacture-year groupings). If these buses cannot be replaced, retrofitting them with emission 

control technologies or replacing their engines with newer diesel or alternative-fuel engines should 

be considered. The use of biodiesel or compressed natural gas (CNG) fuels should also be evaluated.

A list of grant opportunities for the replacement of older, polluting school buses can be found at: 

http://epa.gov/cleandiesel/grantfund.htm. 

The Office of Transportation Services shall conduct an age audit of the bus fleet, and then create a 

priority list of buses that should be replaced. This audit should include the following information, 

at a minimum: 

Age of bus (or year manufactured)

Bus manufacturer

Engine model

General description of bus condition

VBCPS oversight provided by: Office of Transportation Services

Target date for full implementation: 2030

Implementation timeline: fleet audit by 2014, next steps determined based on findings of audit

2019 UPDATE: In 2006, the VBCPS yellow fleet consumed 1,311,396 gallons of diesel fuel. By 2016, 

the yellow fleet had increased diesel fuel consumption to 1,362,216 gallons (a 4% increase). 

However, by 2018, with the introduction of propane as a fuel source for 26 buses in the yellow fleet, 

diesel fuel consumption has been reduced to 1,256,723 gallons (a 4% decrease from the 2006 
Page | 30

baseline year and an 8% decrease from the 2016 inventory re-check year). For the 2019-2020 school 

year, the Office of Transportation and Fleet Management Services has incorporated the EDULOG 

routing software to optimize school bus routes, and further increase efficiency and reduce mileage 

and diesel fuel use in their operations. The Office of Transportation and Fleet Management Services 

is further evaluating long range plans for expanding electric fleet charging capabilities (for both 

yellow and white fleets), with the addition of electric buses in the near future anticipated. The 

addition of electric buses will be dependent on various programs that can help offset the first cost of 

procurement.

Commuting 

14. Create incentives for alternate transportation options for students and staff. 

Although faculty/staff and student commuting is a scope 3 emission source (meaning that these are 

emissions that are related to VBCPS operations, but for which VBCPS does not have financial or 

operational control), it is important to understand the role that VBCPS plays in the creation of these 

emissions and to attempt to influence commuting behavior in a way so as to reduce these 

emissions.

The first step in creating these incentives is truly understanding what the faculty/staff and student 

commuting patterns are and understanding why current patterns exist. The values in the March 

2011 Greenhouse Gas Inventory are informed estimates, but a GIS study coupled with a commuter 

survey (capturing data such as vehicle year/make/model, number of occupants in vehicle, and 

reason for choosing automobile commute) would provide additional insights into the actual 

emissions that come from commuting.

Strategies that may be considered to reduce student commutes in automobiles include updating the 

school bus fleet to be more appealing to students, and restriping student parking lots to reduce the 

number parking spaces available to students. In lieu of restriping, some schools may also consider 

converting select parking areas to green space (in the form of sports fields or outdoor classrooms). 

Of course, the emissions benefits of this option would have to be carefully balanced with parking 

needs for athletics and other special events.

Additional strategies for consideration and implementation at appropriate locations could include 

the development of a telecommuting policy, the addition of preferred parking for low-emitting and 

fuel efficient (LE/FE) vehicles, preferred parking for faculty/staff carpools (and preferred lanes for 

parent dropoff of multiple students), carpool connection boards for faculty and staff, and financial 

incentives for faculty and staff who commute via public transportation. Due to student safety 

concerns, VBCPS does not promote carpooling with student drivers.

The Sustainable Schools Committee shall develop a Division-wide commuter survey.

VBCPS oversight provided by: Sustainable Schools Committee 

Target date for full implementation: 2015

Implementation timeline: develop suggested strategies in 2014
Page | 31

2019 UPDATE: VBCPS has introduced an app that allows families to track school buses, in an effort 

to encourage ridership. A division wide ridership survey will be released to students and staff during 

the Fall 2019.

15. Create an analysis of existing schools using the National Center for Safe Routes to Schools 

“Safe Routes Toolbox”. 

According to the National Center for Safe Routes to School, 

In July 2005, Congress passed federal legislation that established a National Safe Routes 

to School program to improve safety on walking and bicycling routes to school and to 

encourage children and families to travel between home and school using these modes...

The federal SRTS program is federally funded, but managed and administered by each 

state Department of Transportation. It is each state’s responsibility to appoint a full-time 

SRTS coordinator, develop a state SRTS program, and disperse funds to local programs in 

accordance with state and federal policies and laws.

The Virginia Safe Routes to School website can be found at 

http://www.vdot.virginia.gov/programs/ted_Rt2_school_pro.asp 

The Virginia Safe Routes to School Program Coordinator could be a good resource for VBCPS as the 

school division analyzes the Division’s current building portfolio

In addition, pedestrian and bicycle access should be added to the evaluation criteria for new school 

sites within the school division. 

The Office of Safe Schools shall develop a “Safe Routes to School” analysis of all school sites. The 

Sustainable Schools Committee will work on strategies to implement the educational component 

of a full Safe Routes to School program.

VBCPS oversight provided by: Office of Safe Schools and Office of Facilities Services; education 

addressed by Sustainable Schools Committee

Target date for full implementation: all schools to be analyzed by 2020

Implementation timeline: analyses to begin in 2014

2019 UPDATE: In addition to $927,888 in completed Traffic Safety Improvement projects, Virginia 

Beach City Public Schools is benefitting from $5,641,936 in planned Transportation Alternatives 

Program and another $651,000 in planned Traffic Safety Improvement dollars for sidewalk/multiuse path infrastructure to be installed by to November 2020. These projects will provide safe 

walking routes serving nine elementary schools, five middle schools, and three high schools.
Page | 32

Consumption and Waste Disposal 

Consumption 

16. Develop a more sustainable food system to increase local food procurement by 30% by 2030 

when compared to 2009 levels. 

During the 2009-2010 school year, VBCPS Office of Food Services began mapping the point of 

harvest for all produce purchased within 400 miles. VBCPS cafeterias developed a poster to illustrate 

where the food served in the cafeteria originated. This program could be expanded to track the 

dollars spent on “local” (harvested within 400 miles) food, as compared to non-local food with the 

intent of showing a strong shift in favor of local food each year. This is the sort of data tracking 

activity that could be incorporated into academic pursuits by students.

The Office Of Food Services shall develop a spreadsheet identifying cost associated with local vs. 

non-local food purchases.

VBCPS oversight provided by: Office of Food Services

Target date for full implementation: 2030

Implementation timeline: already being implemented

2019 UPDATE: VBCPS participates with the DOD Fresh FFAVORS program and purchases many fresh 

produce items for the regular school year from within a 400-mile radius. These include: Pennsylvania 

apples and mushrooms: Virginia apples, yellow squash, and tomatoes; and North Carolina sweet 

potatoes and yellow squash. In addition, there are 13 schools that receive hydroponic Bibb lettuce 

from Southampton County, VA.

VBCPS also purchases watermelon and corn from farms in Southampton County and the City of 

Virginia Beach for summer school during the month of July.

VBCPS started in 2009 with Farm to School and are trying to do more every year, as indicated below 

(the radius for “local” is 400 miles):

SY 14/15

• Sysco Local, 601 cases, $16,525.42

• Farmers Local, 15 cases (Sweet Potatoes, two different kinds), $375.00

SY 15/16

• Sysco Local, 806 cases, $17,310.63

• Farmers Local, 0 (weather beat the crops for the Fall and pricing too high in the Spring)
Page | 33

SY 16/17

• DOD Local, 102,428.49 pounds, $85,793.56; Allotted $1,102,400 entitlement dollars

• Sysco Local, 730 cases, $22,321.53

• Farmers Local, 10 cases (Asparagus), $875.00

SY 17/18

• DOD Local, 163,058.50 pounds, $185,773.77; Allotted $1,250,000 entitlement dollars

• Sysco Local, 3096 cases, $88,332.68

• Farmers Local, 14 cases (Asparagus) $1225.00

SY 18/19

• DOD Local, 34,633 cases, $145,691.37; Allotted $1,367,000 entitlement dollars

• Sysco Local, 2173 cases, $39,460.10

• Farmers Local, 42 cases (Corn, Asparagus) plus 300 Watermelon plus 825 Pie Pumpkins, 

$4,181.25

With the creation of the VBCPS Chef position, in 2018, to implement scratch cooking across the 

division, the emphasis on fresh foods has recently spread into several school garden clubs (such as 

Landstown ES, Landstown MS, and Old Donation School). These garden clubs coordinate with the 

chef and grow appropriate food at the school so they can provide their harvest to the cafeteria to be 

used as part of the “from scratch” menu items. The “from scratch” menu is planning extensive 

growth throughout VBCPS over the coming five years.

17. Evaluate administrative processes (including staff meetings and cafeteria usage) to eliminate 

unnecessary waste (e.g., disposable water bottles and Styrofoam cups) and increase reuse 

where possible (e.g.: silverware, trays, and composting). 

Solid waste is considered a scope 3 emission because a portion of landfill emissions are related to 

VBCPS operations, but VBCPS does not have financial or operational control over how the landfill 

handles solid waste. However, VBCPS does have control over how much solid waste the Division 

sends to the landfill. Food service is one area where looking at how much food is prepared, how 

food is served, and what sorts of options for disposal are given to cafeteria patrons can all make a 

big difference. 

A waste audit should be carried out at each school within the Division in order to determine how 

much food waste leaves each school building, and what the nature of that waste is (examples 

include: food past expiration date in storage; food prepared but not served; food purchased but not 

eaten; food brought from home but not eaten; packaging materials that could be recycled; 

packaging materials that must be landfilled; beverage containers brought by faculty/staff; packaging 

for catered meetings). Each of these waste streams can be addressed, albeit in different ways. 

It would be informative for students to be made aware of the amount of waste that leaves the 

cafeteria on the average school day or over the average school week, and then solicit feedback from 

those students about how they can take ownership of reducing that waste.
Page | 34

Once the nature of the waste stream is established, as well as the magnitude of the waste stream, a 

customized waste reduction plan for each school can be created with realistic targets at each school. 

The plan will also need to include a measurement and verification component, so that it is clear over 

time whether waste volumes are increasing or decreasing. Standardizing the metrics across the 

school division will help in comparing schools, and in learning which strategies seem to be effective 

and which do not.

The Sustainable Schools Committee shall develop a waste audit form and guidelines.

VBCPS oversight provided by: Sustainable Schools Committee

Target date for full implementation: 2020

Implementation timeline: school audits begin in 2014

2019 UPDATE: There is no waste audit form or guideline currently.

18. Continue to replace paper documents with electronic wherever possible. 

Although paper usage data was not reported in the March 2011 Greenhouse Gas Inventory (because 

pounds of paper with various recycled contents is not tracked within the VBCPS accounting 

systems), paper consumption in any school division is a potential target for reduction. These 

reductions can be targeted at both administrative and central office areas, within the classroom, 

and at communications between the schools and parents (school flyers, PTA flyers, other).

Within the arena of office paper use (both in administrative areas at each school, and also at the 

central office), current policies regarding paper use will need to be reviewed and updated with an 

emphasis on the appropriate use of electronic forms of communication. Because all paper use isn’t 

currently tracked, an audit of administrative paper consumption should also be conducted to

provide a baseline against which to compare future improvements. A feedback loop should be 

provided to let administrative staff know whether paper reduction efforts are effective, or if other 

strategies should be implemented. Visual (signs and notes) and verbal (at meetings, for example) 

reminders may help some individuals break old habits related to reliance on paper.

Within the arena of classroom paper use, a shift towards electronic media should be considered, 

and periodic audits of classroom recycling rates should happen at each school. 

And within the arena of school communication to parents, a definitive shift towards phone 

messaging, email, web pages, and social media for updates can also help reduce the amount of 

paper sent home with students.

The Sustainable School Committee will develop strategies for paper use reduction.

VBCPS oversight provided by: Sustainable Schools Committee

Target date for full implementation: ongoing

Implementation timeline: policy developed by 2015, paper consumption tracking defined and 

implemented by 2015
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2019 UPDATE: This is an ongoing process. Reductions in paper consumption are incorporated into 

the VBCPS Sustainable Schools recognition awards.

19. Develop food waste composting programs.

Cafeteria waste is a significant portion of a school’s waste stream, one which students can directly 

influence with their own actions, and one which can be incorporated into the curriculum in a variety 

of ways. 

Waste that is not generated in the first place does not need to be disposed of and does not generate 

emissions. By reducing food waste, in accordance with objective 17, VBCPS is already making an 

important contribution to carbon emission reductions. Of the remaining waste stream that is 

generated at each school, separating out organic wastes (both in the form of food waste and 

potentially in the form of paper waste) and composting them, either on site or in a centralized 

location, can further reduce the school division’s carbon footprint and save money for the Division 

because fertilizer purchases could be reduced. 

This program could run either independently from the existing grounds-keeping composting 

program for lawn and landscape debris, or perhaps could add to that already established program. 

Keeping track of waste stream volumes feeding the composting program, as well as the volume of 

finished compost, will be a beneficial metric over time.

Currently there is no avenue for food waste compost collection in Virgina Beach. The Office of 

Food Services shall continue to monitor the feasibility of a food waste composting program based 

on cost and availability. Landscape Management Division will continue mulching landscape waste 

for re-use.

VBCPS oversight provided by: Landscape Management Division for grounds waste, Office of Food 

Services for cafeteria waste

Target date for full implementation: TBD

Implementation timeline: TBD

2019 UPDATE: A comprehensive food waste composting program has not been developed. 

However, Chef Poole is in the process of training all café managers on the Introduction to Culinary 

and Advanced Culinary Techniques, which is anticipated to help reduce food waste. He will also be 

training one or two people (depending on size of schools) at each school to be more aware of food 

waste. A more comprehensive composting program is something that has been discussed but to be 

successful, VBCPS will need to engage the City to develop a larger program in which VBCPS can be a 

participant.

Waste Disposal 

The decomposition of waste materials in landfills results in the emissions of both carbon dioxide 

(CO2) and methane (CH4). Perhaps the most effective way to reduce landfill-generated carbon 
Page | 36

emissions is to reduce the amount of waste being sent to the landfill in the first place. Solid waste is 

not a major contributor to VBCPS’s carbon footprint, but addressing solid waste allows many 

“teachable moments” within the school district and can instill in students lessons about “throwing 

away” that they will bring with them into their adult lives.

For these objectives to be met, it will be imperative that there is a recycle bin in every classroom 

and that custodial and school staff training completed on an annual basis. It will also be imperative 

that VBCPS develops a method to measure and report the amount of each waste stream (recycling, 

landfill, compost, other) generated at each school site.

20. Increase the diversion rate of recyclables from the waste stream by 50% compared to a 2014 

baseline by 2030. 

Data for the volume of recyclables leaving each school has been collected since September 2008, 

but the amount of landfill-bound waste streams has not historically been recorded. In order to get a 

better understanding of the waste stream at all VBCPS facilities, landfill-bound waste will need to be 

tracked. This can currently be done via the scales installed on each trash truck, but VBCPS will need 

to identify a responsible party to collect this data from the contracted hauling company and to 

report it to the larger VBCPS community. Armed with a complete data set, individual schools can set 

their paths towards additional waste reductions and increased recycling rates of the remaining 

waste.

The Sustainable Schools Committee shall coordinate a method of tracking trash collection with the 

City of Virginia Beach waste management staff.

VBCPS oversight provided by: Sustainable Schools Committee

Target date for full implementation: 2030

Implementation timeline: recycling data is already being collected; implement data collection for 

trash in 2014

2019 UPDATE: The diversion rate has not changed in 10 years. However, The Department of 

Custodial Services introduced a campaign last year to encourage more recycling, by placing recycling 

posters throughout all schools.

School Grounds

21. Increase meadow-management program at school sites by 10% overall compared to 2006 

levels over the next 10 years.

In an effort to sequester carbon while also providing enhanced levels of rainwater management, 

protecting wildlife, increasing biodiversity, and reducing both labor and emissions associated with 
Page | 37

landscape maintenance, Virginia Beach City Public Schools will continue to increase meadow zones 

in appropriate areas on school grounds. 

On an annual basis, existing meadow areas will be evaluated for biological health and diversity, and 

additional potential meadow zones will be identified. An inventory of meadow location and size will 

be kept by Landscape Management Division.

When meadow maintenance requires mowing, the meadow will be mowed to no lower than six 

inches. Preferred mow time is February or March, in order to minimize disturbance to fauna living 

and reproducing in these meadows. Students may enhance meadows with wildflower seeding 

activities, when approved by Landscape Management Division.

Landscape Management Division shall develop an inventory of existing meadow size and location 

on all VBCPS sites.

VBCPS oversight provided by: Landscape Management Division

Target date for full implementation: 2030

Implementation timeline: ongoing

2019 UPDATE: The Meadow Management Plan baseline was 30.85 acres of managed meadow on 

school property. In 2019, Parks and Recreation maintained 40.26 acres of managed meadow on 

school property, which is a 9.41-acre increase (30.5%). Much of the meadow areas are around 

stormwater BMPs, but there are also managed meadows in other buffer areas on school sites.

22. Increase tree canopy at school sites by 13%, compared to the 2008 LiDAR Tree Canopy Study, 

over the next 20 years

In 2008, the City of Virginia Beach participated in a study of the urban tree canopy area within the 

city’s limits. This study found that tree canopy covers approximately 36% of the City, while a healthy 

target for urban tree canopy is 40-50%. Subsequent to the study, in November 2013, the City of 

Virginia Beach published an Urban Forest Management Plan (which is a component of the City of 

Virginia Beach Comprehensive Plan) that set a target of 45% tree canopy cover within 20 years (by 

2033). Within the Urban Forest Management Plan, management areas were further defined by land 

use type (transportation corridors, public facilities and parks, and schools). 

The schools’ management area encompasses 1,774 acres of land, only 210 of which contain tree 

canopy. This coverage rate equates to a current tree canopy of only 12%. The Urban Forest 

Management Plan sets a target for schools of 25% tree canopy by 2033, which is a 13% increase 

over the next 20 years. The Urban Forest Management Plan states: 

The Virginia Beach school system has implemented green building technologies into all 

new buildings. The expansion of that practice out into the landscape provides a unique 

opportunity to enhance the city’s urban forest and educate the city’s youth about the 

importance of trees. 

The Plan also explores the potential of using Project Learning Tree resources to engage students in 

the expansion of their school’s forest canopy.
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Because the 2008 study also summarized urban tree canopy coverage by watershed, it may be 

possible to identify which schools are located in watersheds that have very low tree canopy and 

develop intensive programs at those school sites first. 

Any tree canopy expansion projects at school sites should involve all students by engaging them in 

inventories, plantings, and observation activities appropriate to their grade level. Many of these 

activities can be connected to, and reinforce, required SOLs. 

Landscape Management Division will work with the Sustainable School Committee to develop Tree 

Canopy curriculum for elementary, middle and high school students.

VBCPS oversight provided by: Landscape Management Division

Target date for full implementation: 2033

Implementation timeline: ongoing

2019 UPDATE: The Division’s Urban Tree Canopy coverage was set at a 12% baseline during the 2008 

LiDAR Tree Canopy Study. The 2018 LiDAR Tree Canopy Study indicated a 15.5% Urban Canopy Tree 

coverage on VBCPS property.

The tree canopy increase on school property is at least partially related to a partnership that was 

established between Schools and Parks & Landscape Services, stemming from an initiative to 

increase tree canopy and educate young citizens about the importance of trees to filter water in 

their area. 

Parks & Landscape received a “Trees for Clean Water” grant in 2014, through the Virginia 

Department of Forestry. In partnership with VBCPS, hundreds of trees have been planted on school 

properties annually and Parks & Landscape has worked with students in the classroom, as well as 

through eco/environmental clubs. Students were empowered to develop solutions, write letters to 

the Mayor, plant trees based on where the need was, conduct tree canopy studies, and present 

among their peers and faculty at an environmental conference. This educational program started 

with 4th graders but ended up reaching out to many age groups, including high school students. 

Parks & Landscape is working towards a 25% tree canopy coverage by 2033.
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In addition to the list of items above, there are a number of action items focused on sustainabilityinfused curriculum that will lead to students having a more complete understanding of their relationship 

with the natural world so that they will be equipped to tackle environmental issues throughout their 

adult lives and in their future careers. These items, while indirectly contributing to emissions reductions 

through encouraging responsible behavior, have little chance of contributing verifiable emissions 

reductions for VBCPS. For the items below to be truly successful, they must involve students to the 

greatest extent practicable.

Curriculum and Research 

Curriculum Expansion and Enhancement 

23. Develop and promote new courses relevant to sustainability issues. 

2019 UPDATE: VBCPS will have a dedicated classroom addition at the Chesapeake Bay Foundation’s 

Brock Environmental Center, which will serve 11th and 12th graders enrolled in the Environmental 

Studies Program. The new program will begin classes in Fall 2020.

A new Environmental Science course was approved by the School Board for implementation in the 

2019-202 school year. The focus will be on local and global sustainability issues and to develop 

environmentally aware and literate students. 

At the elementary school level, VBCPS has developed and implemented projects such as 

Downstream Collaborative, which also support this goal. In addition, a professional learning course 

on Meaningful Watershed Educational Experiences (MWEE) will be offered through Frontline to all 

elementary teachers. Teachers will learn about the four essential elements of a MWEE that describe 

what students do (issue definition, outdoor field experience, synthesis and conclusion, action 

projects). Exemplary models of schools already engaging students in MWEEs will be documented 

and shared as resources for schools just getting started. 

24. Offer more community-based learning courses that meet community-defined needs and pay 

particular attention to sustainable, adaptable course assignments and community 

partnerships.

2019 UPDATE: Part of the Environmental Science course is a signature project in which students 

choose an environmental issue to research and propose a solution, while relating it to local 

community-defined needs.

Administrators from seven different elementary schools will attend a three-day workshop facilitated 

by the Chesapeake Bay Foundation titled, Engaging Virginia Beach Elementary School Leaders in 

Environmental Literacy. During this training, administrators will learn how the integration of 

environmental education and implementation of Meaningful Watershed Educational Experiences 

(MWEEs) empowers staff and engages students as they meet curricular objectives in several content 

areas.
Page | 40

Several community-based courses are available to teachers throughout the summer (Master 

Gardeners, LRNow, Ag in the Classroom, VB Farmers Market, VA Aquarium, etc.). Additionally, key 

community partners such as Virginia Wesleyan, Chesapeake Bay Foundation, and Back Bay directly 

support teachers and students through projects such as Downstream Collaborative and the 

classroom at the Brock Environmental Center. 

The OWN-ITT watershed competition focuses on a community-defined need (flooding). Seventeen 

schools enrolled in the inaugural competition for the 2018-2019 school year.

25. Encourage the use of collaborative, case-based, and other experiential assignments through 

the development of a resource database of sustainability initiatives

2019 UPDATE: Collaborative, case-based, and other experiential assignments are embedded in the 

current science curriculum through performance-based assessments (PBAs) and lab 

investigations. The Environmental Science course will use case-based and field investigations as the 

primary drivers of teaching and learning.

26. Work with teachers and the Department of Teaching & Learning to incorporate sustainability 

topics, including building energy and water usage, into student coursework consistent with 

Virginia’s Standards of Learning. 

2019 UPDATE: While the curriculum currently incorporates PBAs and topics related to energy, water 

usage and other environmental factors, the new curriculum (as it shifts towards updated SOLs) will 

have an increasing emphasis on these components, to include connections to local and global 

sustainability goals. For example, the theme for Science 6 is “Our World; Our Responsibility”. These 

standards focus on creating and maintaining a sustainable future for all. Performance-based 

assessments were created to support these standards and students will be encouraged to compete 

in the OWN-ITT watershed competition through their classroom curriculum. The Environmental 

Science course takes a look at both global and local sustainability, using the UN Sustainable 

Development Goals and relating various issues to a local context.

Cross-departmental collaboration has allowed schools undergoing redesign to use the building as a 

teaching tool. Additionally, schools acquiring geothermal systems learn collaborate with the 

Department of Teaching and Learning (DTAL) to incorporate the system as a teaching tool. Future 

Skype meetings will be recorded and made available across the division. 

27. Provide opportunities for students to connect/reflect on extracurricular experiences 

(volunteer, internship, leadership) in the context of sustainability. 

2019 UPDATE: Students in the proposed Environmental Science Course will complete volunteer 

hours toward the 50 hours required by VDOE to obtain the Seal of Excellence for Science and the 

Environment. Students in AP Environmental Science students are given volunteer and leadership 

opportunities in the context of sustainability. Seniors in the Environmental Studies Program will 

complete an internship and research experience during their senior year.

In addition, the Department of Teaching and Learning collaborates with community partners to 

support environmental green clubs across the division. These partnerships provide students 
Page | 41

opportunities to connect beyond the school walls and introduce students to opportunities that exist 

within the community.

28. Develop and implement sustainability competency criteria. 

2019 UPDATE: Criteria not yet developed.

29. Develop a Sustainability Science Fair for students of all levels to compete with their ideas for 

long-term, sustainable projects

2019 UPDATE: As part of the new Environmental Course, students will have a culminating project 

related to an environmental issue. This could be a springboard for something they choose as a 

project for AP Environmental Science (if they choose to go that route), or a senior project.

All 6th grade through 12th grade students have the opportunity to enter the Tidewater Science & 

Engineering Fair every year. Fair categories include: Energy & Transportation; Environmental 

Management; and Environmental Sciences.

The OWN-ITT Watershed Competition this year may be broadened and changed into a Sustainability 

Science Fair.

Student and Staff Outreach 

Interactive Web Tools 

30. Write a Sustainability Pledge to which students can commit online. 

2019 UPDATE: Pledge not yet developed.

31. Create a “sustainability handbook” with sustainable living tips and information about VBCPS 

sustainability programs and projects. 

2019 UPDATE: Handbook not yet developed.

32. Create an interactive sustainability campus map highlighting programs and projects that 

VBCPS has implemented. 

2019 UPDATE: In progress.

33. Develop an online library of educational and instructional videos about sustainability. 

2019 UPDATE: Online library not yet developed.

Educational Programs and Behavioral Change 

34. Investigate a system of prompts and rewards for sustainable behavior. 
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2019 UPDATE: The Sustainable Schools Recognition Award Program has grown from six schools in 

2006 to 71 schools in 2018.

35. As implemented, incorporate enclosed objectives as updates to School Board Policy 3-67 

throughout the implementation process. 

2019 UPDATE: The School Board Policy has not been recently updated.
Page | 43

Appendix A

Local Government Operations Standard Inventory Report

Section 1 – Local Government Profile Information (2016)

Virginia Beach City Public Schools 

2512 George Mason Drive 

P.O. Box 6038 

Virginia Beach, Virginia 23456-0038

757.263.1000 (tel)

Size 11,123,552 square feet of building space

Population 67,667 students

Annual Budget $703,000,000

Employees 14,756 faculty/staff

Climate Zone 4A

Heating/Cooling Degree Days 2,888 HDD/2,405 CDD

Primary Contact:

J. Tim Cole

J.Tim.Cole@VBSchools.com

(757) 263-1090 (tel)

Services Provided:

Schools (primary/secondary)

School District Description:

Virginia Beach City Public Schools is the largest school division in Hampton Roads – southeastern Virginia 

– serving approximately 67,667 students in grades K-12. Currently, the school system includes 55

elementary schools, 14 middle schools, 11 high schools, and 5 secondary/post-secondary specialty 

centers, including the Renaissance Academy, Advanced Technology Center, Technical and Career 

Education Center, and Adult Learning Center.
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Section 2 – Greenhouse Gas Inventory Details

Reporting year: 2016

Protocol used: GHG Protocol

Control approach: Operational

Note: The SIMAP calculator does not report all data requested in the LGOP v1.1 tables; only data reported by the SIMAP

calculator is recorded below. All values are reported in metric tons.

BUILDINGS & OTHER FACILITIES

SCOPE 1 CO2e CO2 CH4 N2O HFCs PFCs SF6

Stationary Combustion .154

Fugitive Emissions 5,675 5,675 .565 .011

Total Direct Emissions from Buildings & 

Facilities

5,675 5,675 .565 .165

SCOPE 2 CO2e CO2 CH4 N2O

Purchased Electricity 55,473 55,473 6.199 .089

Purchased Steam

District Heating & Cooling

Total Indirect Emissions from Buildings & 

Facilities

55,473 55,473 6.199 .089

SCOPE 3 CO2e

Faculty/Staff Commuting 38,329

Student Commuting included 

above

Solid Waste

Waste Water

Scope 2 T&D losses

Non-additional offsets

VEHICLE FLEET

SCOPE 1 CO2e CO2 CH4 N2O HFCs PFCs

Mobile Combustion 14,933 14,933 1.008 .429

Fugitive Emissions

Total Direct Emissions from Vehicle Fleet 14,933 14,933 1.008 .429

SCOPE 2 CO2e CO2 CH4 N2O

Purchased Electricity for Electric Vehicles

Total Indirect Emissions from Vehicle 

Fleet

SCOPE 3 CO2e

Not applicable

INDICATORS

Number of Vehicles
Page | 45

Vehicle Miles Traveled

Number of Pieces of Equipment

Equipment Operating Hours

TRANSIT FLEET

SCOPE 1 CO2e CO2 CH4 N2O HFCs PFCs

Mobile Combustion

Fugitive Emissions

Total Direct Emissions from Vehicle Fleet

SCOPE 2 CO2e CO2 CH4 N2O

Purchased Electricity for Electric Vehicles

Total Indirect Emissions from Vehicle 

Fleet

SCOPE 3 CO2e

Not applicable

INDICATORS

Number of Vehicles

Vehicle Miles Traveled

INFORMATION ITEMS

CO2 from Biomass Combustion CO2e

Carbon Offsets Retired CO2e

Carbon Offset Generated and Sold CO2e

Renewable Energy Credits (Green Power) Retired MWH: CO2e

% of Total electricity offset by Green Power

RECs (Green Power) Generated & Sold MWH: CO2e

TOTAL EMISSIONS

CO2e CO2 CH4 N2O HFCs PFCs SF6

SCOPE 1 27,902 20,607 1.573 .594

SCOPE 2 55,655 55,473 6.199 .089

SCOPE 3 47,338 41,230 8.558 2.994
Page | 46

Appendix B

Participating Sustainable Schools Committee Members

Jack Freeman

Chief Operations Officer, Division Services

Tony Arnold

Executive Director, Facilities Services

J. Tim Cole

Sustainability Officer

Chairman, Sustainable Schools Committee

Larry Ames – Director, Custodial Services

Frank Fentress –Landscape Management Administrator, Parks & Recreation

Melisa Ingram – Demographer/GIS Manager, Facilities Services

Ryan Hersey – Mechanical Systems Engineer, Maintenance Services

David Pace – Executive Director, Transportation Services, Pupil Transportation

Additional contributors:

Phillip Noteboom (Pupil Transportation)

John Smith (Food Services)

Amanda Malbon (Instructional Specialist, Secondary Science)

Symsi Denson (Virginia Beach Parks & Recreation)
Page | 47

Appendix C

Climate Change 2014 Synthesis Report Summary for Policy Makers

(A Compilation of Emphasis Statements)

Human influence on the climate system is clear, and recent anthropogenic emissions of 

greenhouse gases are the highest in history. Recent climate changes have had widespread 

impacts on human and natural systems. Warming of the climate system is unequivocal, 

and since the 1950s, many of the observed changes are unprecedented over decades to 

millennia. The atmosphere and ocean have warmed, the amounts of snow and ice have 

diminished, and sea level has risen. Anthropogenic greenhouse gas emissions have 

increased since the pre-industrial era driven largely by economic and population growth, 

and are now higher than ever. This has led to atmospheric concentrations of carbon 

dioxide, methane, and nitrous oxide that are unprecedented in at least the last 800,000 

years. Their effects, together with those of other anthropogenic drivers, have been 

detected throughout the climate system and are extremely likely to have been the 

dominant cause of the observed warming since the mid-20th century. In recent decades, 

changes in climate have caused impacts on natural and human systems on all continents 

and across the oceans. Impacts are due to observed climate change, irrespective of its 

cause, indicating the sensitivity of natural and human systems to changing climate. 

Changes in many extreme weather events and climate events have been observed since 

about 1950. Some of these changes have been linked to human influences, including a 

decrease in cold temperature extremes, an increase in warm temperature extremes, an 

increase in extreme high sea levels and an increase in the number of heavy precipitation 

events in a number of regions. 

Continued emission of greenhouse gases will cause further warming and long-lasting 

changes in all components of the climate system, increasing the likelihood of severe, 

pervasive and irreversible impacts for people and ecosystems. Limiting climate change 

would require substantial and sustained reductions in greenhouse gas emissions which, 

together with adaptation, can limit climate change risks. Cumulative emissions of CO2

largely determine global mean surface warming by the late 21st century and beyond. 

Projections of greenhouse gas emissions vary over a wide range, depending on both socioeconomic development and climate policy. Surface temperature is projected to rise over 

the 21st century under all assessed emission scenarios. It is very likely that heat waves 

will occur more often and last longer, and that extreme precipitation events will become 

more intense and frequent in many regions. The ocean will continue to warm and acidify, 

and global mean sea level to rise. Climate change will amplify existing risks and create 

new risks for natural and human systems. Risks are unevenly distributed and are 
Page | 48

generally greater for disadvantaged people and communities in countries at all levels of 

development. Many aspects of climate change and associated impacts will continue for 

centuries, even if anthropogenic emissions of greenhouse gases are stopped. The risks of 

abrupt or irreversible changes increase as the magnitude of the warming increases. 

Adaptation and mitigation are complementary strategies for reducing and managing the 

risks of climate change. Substantial emissions reductions over the next few decades can 

reduce climate risks in the 21st century and beyond, increase prospects for effective 

adaptation, reduce the costs and challenges of mitigation in the longer term and 

contribute to climate-resilient pathways for sustainable development. Effective decisionmaking to limit climate change and its effects can be informed by a wide range of 

analytical approaches for evaluating expected risks and benefits, recognizing the 

importance of governance ethical dimensions, equity, value judgments, economic 

assessments and diverse perceptions and responses to risk and uncertainty. Without 

additional mitigation efforts beyond those in place today, and even with adaptation, 

warming by the end of the 21st century will lead to high to very high risk of severe, 

widespread and irreversible impacts globally (high confidence). Mitigation involves some 

level of co-benefits and of risks due to adverse side effects, but these risks do not involve 

the same possibility of severe, widespread and irreversible impacts as risks from climate 

change, increasing the benefits from near-term mitigation efforts. Adaptation can reduce 

the risks of climate change impacts, but there are limits to its effectiveness, especially 

with greater magnitudes and rates of climate change. Taking a longer-term perspective, 

in the context of sustainable development, increases the likelihood that more immediate 

adaptation actions will also enhance future options and preparedness. There are multiple 

mitigation pathways that are likely to limit warming to below 2oC relative to pre-industrial 

levels. These pathways would require substantial emissions reductions over the next few 

decades to near zero emissions of CO2 and other long-lived greenhouse gases by the end 

of the century. Implementing such reductions poses substantial technological, economic, 

social and institutional challenges, which increase with delays in additional mitigation and 

if key technologies are not available. Limiting warming to lower or higher levels involves 

similar challenges but on different timescales. 

Many adaptation and mitigation options can help address climate change but no single 

option is sufficient by itself. Effective implementation depends on policies and 

cooperation and all scales and can be enhanced through integrated responses that link 

adaptation and mitigation with other societal objectives. Adaptation and mitigation 

responses are underpinned by common enabling factors. These include effective 

institutions and governance, innovation and investments in environmentally sound 

technologies and infrastructure, sustainable livelihoods and behavioral and lifestyle 

choices. Adaptation options exist in all sectors, but their context for implementation and 

potential to reduce climate-related risks differs across sectors and regions. Some 

adaptation responses involve significant co-benefits, synergies and trade-offs. Increasing 
Page | 49

climate change will increase challenges for many adaptation options. Mitigation options 

are available in every major sector. Mitigation can be more cost-effective if using an 

integrated approach that combines measures to reduce energy use and the greenhouse 

gas intensity of end-use sectors, decarbonize energy supply, reduce net emissions and 

enhance carbon sinks in land-based sectors. Effective adaptation and mitigation 

responses will depend on policies and measures across multiple scales: international 

regional, national and sub-national. Policies across all scales supporting technology 

development, diffusion and transfer, as well as finance for responses to climate change, 

can complement and enhance the effectiveness of policies that directly promote 

adaptation and mitigation. Climate change is a threat to sustainable development. 

Nonetheless, there are many opportunities to link mitigation, adaptation and the pursuit 

of other societal objectives through integrated responses (high confidence). Successful 

implementation relies on relevant tools, suitable governance structures and enhanced 

capacity to respond (medium confidence).