Schools

From Edgewater 2020

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Contents 1 Category Administration 2 Definition 2.1 Metrics 2.2 Assumptions 3 Current State 3.1 Available Data Review 3.2 Additional Data Needs 4 Future State 4.1 Ideal 4.2 Minimum / First Steps 5 Gaps 6 Resources 7 Priorities 8 Implementation Plan

Category Administration

(How are we defining this category/section? What is included and what is NOT included?)

Committee Members Name Email Peter Locke peterlocke@terralocke.com Helen Murtaugh Sharon Metzger Sarah Herman Becky Rossof Joey Feinstein David Funcheon Lisa Isenhart Rich Cohen Carol LaChapelle Andrea Gallagher Tracey Dobson

School Assignments School Assigned Person Senn High School Peter Locke Hayt Peter Locke Goudy Becky Rossof Trumball Becky Rossof Pierce Sarah Herman Lake Shore Schools Sarah Herman Sacred Heart Helen Murtaugh North Side Catholic Academy Helen Murtaugh Swift Helen Murtaugh Rickover Naval Academy St. Gregory British School Rogers Park Montessori Families Together

For Future Use For future use

Definition

(How are we defining this category/section? What is included and what is NOT included?)

The Schools committee will:

• Involve all private and public schools in the Edgewater community.
• Help schools to be self sufficient on implementing green activities
• Ask schools to share their experiences and green progress and engage their broader community.
• Focus on offering their assisting to school's Administration, Parent Teacher Association (PTA), and Local School Council (LSC) with implementing green activities. These activities will be largely based on the Chicago Public Schools (CPS) Environmental Action Plan. The initial list of activities are listed below.

Activities:

• Establish and maintain school Green Team
• Convert to Green Cleaning supplies
• Implement anti-idling policy and campaign for student drop-offs
• Reduce fuel consumption of employee commute to work
• Pursue Safe Routes to School, Walking, School Bus, and active transportation for students
• Find ITS computer update solution to allow and automate computer shut-downs
• Fund and implement strategic Energy Plan at all sites. Establish financial incentives to schools.
• Benchmark all CPS owned facilities in EnergyStar system. Identify 30% of facilities to achieve an 80th percentile score by 2012.
• Require new appliances and equipment to be Energy Star
• Reduce consumption of paper
• Create plan to centralize output devices to multifunction devices that reduce energy, paper and materials consumption
• Promote reuse of equipment and supplies
• Create plan to increase and sustain food waste composting in schools
• Increase percentage of waste recycled
• Pilot healthy/local/organic school lunch programs
• Promote creation of school Green Teams and clubs
• Support Earth Hour campaign and City Climate Action Plan outreach
• Create plan to incorporate environmental education and action into curriculum, i.e. gardens, waste, energy

Items that are not address as part of this program but are being pursued by CPS are:

• Reduce fuel consumption of CPS school buses and fleets
• Maintain 20 percent or more renewable energy purchasing. Increase renewable by 5% per year from 2009-2012 and by 2.5% per year from 2012-2016
• Support use of alternative fuels in school buses
• Research use of pervious surface options for land uses during capital projects
• Create website on CPS environmental programs, Model Green School ranking, and school-level data
• Create green Wish List and sponsorship opportunities for businesses and individuals
• Establish environmentally preferable procurement policies and standards, and include standards in evaluation criteria

Metrics

(What are the key measures that are relevant to this category? What ‘needles’ are we trying to ‘move’?)

• Increase the number of green activities a given school has taken.
• Increase the number of schools that share information and engage the community.

Assumptions

(What, if any, criteria are fixed/unchangeable or independent from this analysis?)

Current State

(Where do we currently stand in this category/section, in terms of the key defining metrics?)

To determine the current status click the following links

• School Contact List

School Activity List

Available Data Review

(What baseline data do we have – or exists elsewhere that we can easily obtain – that can help us create a baseline assessment of where we currently stand?)

Access a PDF file showing the baseline data for the current (yr 09-10)status of Edgewater Public Schools environmental efforts at www.cps.edu under Special Initiatives section. Then link to the CPS Environmental Plan, under Resources it houses the School Environmental Scorecard it explains the actions and how the scorecard is tabulted then lists the results for each school.

Additional Data Needs

(What additional data is needed and how will we be able to address them, e.g., through the Loyola student projects?)

• Loyola Sustainability Class Research on two local Schools - Potential Grant Opportunities Reviewed:

Report & Survey of Local School Environmental Activity

Additional Research and follow up is needed to determine if these schools are representative of community and where there can be engagement with parents and residents to improve environmental education and action at all levels.

Future State

(What is our Vision for this category/section? What are our specific goals in terms of key metrics defined above? What implications & benefits will there be at an individual, business, and governmental level?)

• Promote and support creation of school green teams
• Develop Green Schools Committee to be a resource to schools
• Explore the possibility of using the schools for green collar job training
• Enable collaboration among schools

Ideal

(What are the key measures that are relevant to this category? What ‘needles’ are we trying to ‘move’?)

• Schools have the knowledge and resources to implement various green activities
• Schools are implementing green activities

Minimum / First Steps

(What, if any, criteria are fixed/unchangeable or independent from this analysis?)

Gaps

(Given available data & analysis, how far apart are key the elements (metrics) of our Current & Future States?)

Resources

(What kind of resources – time, money, people, agreements/support/relationships – are needed to address each of the gaps described above?)

Priorities

(Given the potential impact & benefit and the related costs (resources) required, in what order should we attempt to address/resolve the gaps?)

Implementation Plan

(What are the first/next steps required to address the priority gap areas, secure the required resources, etc.? How will the implementation of priorities in this area be balanced against those of others?)

• Determine and establish contact with each of the schools
• Define resources and support options for schools
• Make contracts aware of CPS Environmental Action Plan
• Make contacts aware of resources and support

• • Ideally have Loyola Environmental Sciences students involved with these activities.