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Due no later than March 31, 2015

Congratulations on taking the next step towards reaching a greener, healthier, and sustainable District! This audit packet is intended for students to learn about their current Schools’ Green Practices, and to encourage them to come up with new sustainable ideas. Please encourage students to answer as many questions as possible on their own, prior to seeking additional help from the contact list provided on the last page of this audit.

Facilities Support Services2014-2015 Project Green Audit Packet

2014-2015 Project GreenAudit Packet

Due no later than March 31, 2015 School:

1. The first step into the audit process is becoming aware of your surroundings. Advisors and students, please go around your school and explore the current developed hardscape (developed site; buildings, sidewalks, blacktops, etc.), and softscape (fields, gardens, soil, general landscaping etc.).What is the general percentage of hardscape verses softscape at your school?

For Younger Students: Locate a map of your school, or request a 1A map from Facilities Support Services. Have your students color the amount of hardscape in one color and softscape in another color. Discuss colored maps, and visually determine the percentage of developed hardscape and softscape. How did the activity go, and what was the percentage of hardscape and softscape determined by the students?

For Older Students: Answer the square footage questions below by using a tape measure, google maps, outside outreach, walking foot by foot, or any other source available. Actual site square footage may be requested from the Facilities department to compare the results.

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Hardscape Estimate square feet Softscape Estimate square feet

Building/Sheds Grass Areas

Concrete/Asphalt Space Native Plants

Play Ground Areas Garden Areas

Other; Other;

Total Total

Take the total amount of estimated square footage, and find the percentage of hardscape and softscape.

Estimated Percentage of Hardscape: Estimated Percentage of Softscape:

2. Is your school site a majority of hardscape, or softscape? Do you think it is important to have more of one over the other?

3. Research on specific plants, grasses, and trees that conserve more water than others. Are any of this specific plants, grasses, or trees currently at your site? Which ones would you like to have at your site?

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4. Dark roofs absorb heat and increase air conditioning costs, whereas light colored roofs reflect the suns heat and reduce air conditioning costs. What color are the roof(s) at your site?

5. Outdoor learning spaces are a great way to conserve energy, and help improve student learning. If the weather permits, have your students do this activity outside. For younger students: Draw a picture of an outdoor learning space that they would like to see at their school. For older students: Illustrate a plan for a new outdoor learning space that they would like to see develop at their site.

Were you able to do this activity outside, and how did it go? Please attach a copy of one of the drawings/plans.

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The following questions focus on a particular topic, and may be broken up and divided among groups of students to answer. Since these audits are designed for student learning; if advisors decide to break up the sections, then the students are required to regroup as a whole and review all the findings.

You can use the space below to break up the different sections between students.

Different Topics/Sections:Water Efficiency

Energy

Outdoor Environment

Indoor Environment

Materials/Resources

Innovation/Design

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Water EfficiencyThe following questions will need guidance from an advisor

1. Fixtures that are low flow save water that would otherwise be wasted. The amount of water saved is not only reducing the costs of your site’s utility bill, but it is also conserving the amount of available fresh water. Are there any low-flow plumbing fixtures currently installed at your site? Use the table below to help determine if the plumbing fixtures are low-flow.

1.6 gpf (gallons per flush) is considered a low-flow toilet; however, more efficient fixtures are available, such as dual-flush valves. You can check for a marking/number near the toilet seat hinge on the bowl, the underside of the lid, or on the back inside wall of the tank.

0.125 gpf is considered a low-flow urinal. You can check for a marking where the chrome connects to white porcelain. 0.5 gpm (gallons per minute) is considered a low-flow faucet. You can check the water flow activity, and for aerators

surrounding the nozzle

Plumbing fixture Quantity (how many) Flow rate (gpf/gpm) If there are visible hose bibs, check for dripping water around

the fixtures, and report any dripping to the plant manager.

Any dripping found?

Toilets Yes or No

Urinals Yes or No

Sink faucets Yes or No

2. Using the estimate that each student uses the toilet twice a day, and washes their hands at a sink for the recommended 20 seconds, three times a day throughout the school year; calculate the estimate number of gallons of water used in one school year.

Total amount of gallons of water used at the school in one school year. ______________________________

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Actual amount of gallons of water used at the school in one school year (request water utility use from Facilities Support Services, please specify school year). _________________________

You can use this table as a helpful guide to answer question #2:Toilets

Number of Students/Staff

Multiply by number of uses a day (x2)

Multiply total amount of uses a day by amount of gallons used per flush (will need to know current type of toilets used at site)

Total amount of gallons used a day times the number of school days in the year

Total number of gallons used from toilets per school year ______.

Faucets

Number of Students/Staff

Multiply by number of uses a day (x3)

Multiply total amount of uses a day by amount of gallons used per 20 seconds of faucet use (will need to know current type of faucets)

Total amount of gallons used a day times the number of school days in the year

Total number of gallons used from toilets per school year ______.

3. Using the actual water utility use report received from Facilities Support Services, list any major discrepancies in water use that can be identified. What do you think caused these major discrepancies?

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4. How is the irrigation system controlled at your school site? (Manually, timers, remote, electronic valves, hydraulic valves) Ask the Plant Manager, Custodial Staff, or Facilities department, if unsure.

5. Test your irrigation system, is it working correctly? (Check for overspray on concrete/asphalt, overwatered/flooded areas, broken heads, leaks, etc.) Ask district staff for assistance.

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EnergyFor the following questions you may need to ask your site custodian, or the Facilities Support Services department for additional

information.

1. Do exterior (outdoor) lights operate 24/7? What types of bulbs are currently used in the fixtures at your site, and are they the most efficient?

2. How often does your classroom(s) offer natural light (skylights, windows, and solar tubes) compared to artificial lights? Are curtains/blinds open during class time and/or classes held outside?

3. How is the school heated and/or cooled (electricity, gas, oil, or other), and how old are the systems? Ask Facilities staff if unsure.

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4. Are hot water pipes insulated where visible? Ask Plant Manager, Custodial Staff, or District Staff is unsure.

5. Are the refrigerators in the kitchen and staff rooms Energy Star rated? If not, how much energy (kWh) do they use?

6. How many mini-refrigerators are on site? (per square foot, mini-fridges are less efficient than full-size, potential no cost change)

7. Borrow a light meter from Facilities to read the light levels in your classroom, office, and any other location of your choice, and/or you may research the recommended light levels. List findings below

Location Light level when lights are off/ Recommended Light Level

Light level when lights are on/ Recommended Light Level

Classroom light levelsOffice Space light levelsOther location___________________________

8. Request energy utility data for your site’s last fiscal year from the Facilities Support Services department. Are there any major discrepancies that can be identified?

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No-cost opportunities to change behaviors at the school, and to remove inefficient appliances are available.

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Outdoor Environment1. Does your school sponsor or promote different modes of transportation that help reduce the amount of pollution and smog in the

air (i.e. carpooling, public transportation, bike, walk, etc.)? If yes, how? If not, what are some ways students can help to get involved with sponsoring or promoting different modes of transportation?

2. Does your school offer safe and secure bike racks for students and staff who bike to school? If yes, are there enough bike racks for those who do bike to school, or is there too little space?

3. A no-idling campaign at your site can improve air quality, and potentially decrease asthma. Does your school currently have a no-idling campaign, encouraging parents to turn cars off if waiting longer than 3minutes during pick up and drop off? If yes, please explain how you encourage parents to continue with the program. If not, what are ways you can start a no-idling campaign at your school?

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Indoor Environmental Quality4. Check around windows and doors for any gaps that may allow air flow. Did you find any gaps? If yes, how would you fix the

problem?

5. Why is it important to prevent air supplies and vents from being blocked by book shelves and other items around the classroom? Are there any air supplies or vents currently being blocked in your classroom(s)?

6. Are entry mats used at exterior doors to reduce pollutants and dust from entering the building, along with reducing cleaning and maintenance requirements? (*This would be a low cost solution to improve air quality)

7. Talk with the custodial staff and/or plant manager to get more information on the current green cleaning procedures and products set in place at your site. Are there any additional procedures or products that might be beneficial?

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Materials & Resources1. Do you have recycling containers or stations at your school? If yes, are they clearly labeled and conveniently located?

2. If you have a recycling program at your school, what ways can you improve the program? If you do not have a recycling program at your school, what are the ways you can start one?

3. List any recycled supplies and/or equipment that your school currently purchases. If your school does not currently purchase any recycled supplies or equipment, list some low cost products that can potentially be purchased.

4. Does your school have a program to minimize waste from the cafeteria?

5. Does your school have a composting program for yard waste (leaves, grass, or garden waste)?

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Innovation in Design1. Are there any current sustainable or green practices established at your site? Please provide a description below.

2. Develop a new sustainable, green project at your site; a recycling poster to encourage students to recycle, or a no-idling campaign to prevent exhaust from accumulating. Once you develop a new project idea, implement your project by creating a flyer for your school and encouraging stakeholders to participate. Describe your project below, and please attach a copy of the flyer to this audit.

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Phone Contact List: Email Contact List:Carpentry/Pant/Hazmat: (916) 264-4075 Ext: 1100 Nick Vargas <[email protected]>Electrical: (916) 264-4075 Ext: 1160 Don Compton <[email protected]>Electronics: (916) 264-4075 Ext: 1140 Alain Contreras <[email protected]>Glazing: (916) 264-4075 Ext: 1180 Steven Flack <[email protected]>HVAC: (916) 264-4075 Ext: 1110 Tom Brennan <[email protected]>Grounds: (916) 264-4075 Ext: 6830 Ronald Warden <[email protected]>Plumbing: (916) 264-4075 Ext: 1150 Jim Heberling <[email protected]>Utility Billing/Data Reports: (916) 264-4075 Ext: 1026 Haley Gregg <[email protected]>Additional Support or Guidance: (916) 264-4075 Ext: 1003 Hannah Dayton <[email protected]>

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