New Student Orientation (Explain sustainability efforts and expectations to new students)

Explain: Every 8th grader at Sidwell Friends Middle School takes environmental science. The course focuses on four significant environmental issues that will confront our students: Biodiversity loss, Global climate change, Water stress, and Human population growth. The students learn the biological, physical, and ecological science concepts required to understand the significance of these issues and what they can do to help address them, both collectively and individually. At the end of the course, each student writes a personal code of environmental ethics based upon what they have learned. We place each statement into large manila envelopes that serve as middle school time capsules preserving memories of middle school. The students open them again when they are graduating seniors. Aiding us significantly in this course is the Sidwell Friends middle school building. Beginning operation in 2006, the building is the first platinum-rated LEEDS school building in the world. The 8th science students begin their course by taking three days to learn the building features that conserve energy, eliminate storm water runoff, reduce water pollution, use renewable and recycled materials, and provide both a healthy and pleasant environment inside the building and a wildlife-friendly natural habitat outside. We then inform the students that although they now are familiar with the green features of the building, they do not know WHY the school felt it necessary to construct it. The rest of the year in the course is designed to make this clear.

Student Participation (Involve students in sustainability decision-making process where appropriate)

On-Campus Sustainability Projects (Invest in on-campus energy, water or other efficiency projects)

Sustainability Mission Statement

New Construction Policy(Require new buildings to be certified LEED Silver or a comparable third-party rating system.)

Renovation Policy(Require renovations to be certified LEED Silver or a comparable third-party rating system)

Green or Cool Roof(see ″Site & Landscaping″)

Explain: The Middle School building uses approximately 60% less energy than standard construction. Artificial lighting is used only as needed to augment natural light. To reduce energy use, lights are controlled by occupancy sensors as well as photocells that automatically adjust the level of artificial lighting according to the amount of daylight available. Improved building envelope design includes a roof that exceeds the thermal property requirements of standard building design by 155% and walls that exceed the same requirements by a factor of three. Windows are twice as insulating as energy standard insulating properties. The central air system takes advantage of an “economizer” operation to eliminate mechanical cooling by bringing in fresh air when outside air temperatures are appropriate; it also uses energy recovery to minimize waste of mechanical cooling and heating. To reduce overall demand on the building’s cooling system, solar shades have been erected in key solar orientations. At the Lower School, the new facilities use one-third less energy than standard construction. Artificial lighting is used only as needed to augment natural light. To reduce energy use, lights are controlled by occupancy sensors as well as photocells that automatically adjust the level of artificial lighting according to the amount of daylight available. Improved building envelope design includes a roof that exceeds the thermal property requirements of standard building design by 155% and walls that exceed the same requirements by a factor of three. Windows are twice as insulating as energy standard insulating properties. The central air system takes advantage of an “economizer” operation to eliminate mechanical cooling by bringing in fresh air when outside air temperatures are appropriate; it also uses energy recovery to minimize waste of mechanical cooling and heating. To reduce overall demand on the building’s cooling system, solar shades have been erected in key solar orientations. Ninety-one percent of the roof surfaces a

Daylight and Window Shades(Used as both lighting and temperature control)

Daylighting (Use whenever possible to reduce energy usage)

High Efficiency Light Fixtures (Replace old fixtures with T-8 bulbs)

Hours of Operation (Establish efficient settings for classroom lighting)

Lighting Controls (Use occupancy sensors, daylight dimmers, etc.)

Lights Off (Turn off or remove unnecessary lighting fixtures to avoid over lit classrooms)

Light Pollution (Minimize nighttime lighting)

Lighting Audit

Maintenance Staff (Remind staff to turn off lights after cleaning rooms)

Swap Incandescent Bulbs (Replace with CFLs, LEDs or other efficient bulb)

Food budget spent on local/organic food ___% (Percentage of food expenditures that go toward local, organic, or otherwise environmentally preferable food): Milk – 100%; Coffee – 100%; Bee

Community Supported Agriculture (CSA) ("Local" defined as within 150 miles of campus)

Donate Excess Food

Organic, Vegan & Sustainably Produced Food (Incorporate organic, cage-free, hormone-free, vegan and other sustainably produced foods)

Fair Trade Products (Purchase fair trade-certified coffee and/or other food products)

Minimal packaging

Remove Bottled Water

Water Bottle Filling Station

Reusable Dishware

Reusable Plates & Flatware (Use at school and related school events)

Recyclable Takeout Containers (Use Recycled, biodegradable, or eco-friendly materials and avoid if possible)

School Garden (or farm) to Cafeteria Program

Trayless Dining (Reduce food waste by up to 30% and save energy, phosphate detergents, plastic of food trays, thrown out metal)

Vending Machines & Snack Policies:

Explain: Traditional desserts are offered in the dining room only as a special treat, while fresh fruit and yogurt are offered daily. A balance of healthy snacks with more typical/traditional snacks are offered in the cafe and vending machines.

Low-phosphate Detergents

Explain: The goal of our housekeeping program is to maintain a truly healthy learning environment. Our focus is on cleaning for health, not just appearance. All of our contracted cleaning staff receive training on green cleaning prior to and during their employment. They use energy-efficient equipment selected to have less environmental impact—low moisture processes, quieter operation, higher filtration, and lower emissions. Solar Compactor Our cleaning service provider uses Green Seal Certified cleaning products. Our paper products are also Green Seal Certified, including 100% recycled paper towels and toilet tissues. Recycling allows us to reduce our burdens on the environment as a result of both solid waste disposal and the extraction of the natural raw materials. We recycle mixed paper, cardboard, cans, glass, and type 1 (PETE) and 2 (HDPE) plastics. Additionally, we use a solar-powered trash compactor on our Wisconsin Avenue campus that operates on 100% solar energy. While its footprint is the same as an ordinary trash receptacle, its capacity is five times greater. This increased capacity reduces collection trips and can cut fuel use and greenhouse gas emissions.

Outdoor Air Delivery & Monitoring System

Operable Windows (Install & use where outdoor air quality & noise levels are acceptable)

Smoking Ban (Eliminate smoking indoors & within 25 feet of doors and windows)

Explain: A carbon dioxide monitoring system that is interconnected to an outdoor air supply system automatically provides fresh air when sensors indicate that carbon dioxide levels inside a room exceed minimum acceptable levels. Walk-off mats and floor grilles are provided at all building entries and exits to reduce the quantities of contaminants introduced to the building. Only low volatile organic compound (VOC) emitting materials were used in the construction of the building. All heating, ventilating, and air conditioning (HVAC) and refrigerant systems use chlorofluorocarbon (CFC)-free refrigerants, thus reducing the impact of the school on the atmospheric ozone layer.

Animal Friendly Habitats (Create or preserve wetland, rain garden, butterfly garden, birdhouse)

Erosion Control Plan

Green Roofs (Reducing heating and cooling costs and creating carbon sink)

Increase Native Plantings

Maximizing Underutilized Exterior Spaces

Minimal Mowing Policy (Use reduced turf grass and invasive species)

Minimize "Over-paved" Hardscape

Natural, Organic Fertilizer

Organic or Integrated Pest Management

Pesticide & Chemical Use Reduction

School/Cafeteria-Garden Program

Bike Racks (Place sufficient number in convenient locations)

No-idling Policy (for buses & waiting vehicles)

"Idle Free Zone" Policy & Signage (Eliminating unnecessary car exhaust near school)

Public Transportation Programs (Distribute Transit Passes to employees where feasible)

Disposable Utensil, Cup & Plate Reduction (Ensure dining supplies are made from recycled or non disposable materials when there is no alternative)

Purchase Recycled (paper, hand towels, tissues, toilet paper with % post-consumer waste)

Reusable Bottles, Mugs, Plates and Utensils

Other action: When selecting materials to use in our Middle School green building, we included recycled, rapidly renewable, and locally produced materials. Paints, carpets, and adhesives were selected for low emission of volatile organic compounds. Much of the wood that is not reclaimed comes from environmentally certified sources. • 78% of our building materials were manufactured regionally to minimize energy needed to transport them to our site. • 11% of our building materials are from recycled sources. • 60% of construction waste was diverted from landfills and recycled.

Fixtures (Install Efficient Flow and/or Motion Activated, showerheads, faucets, etc.)

Grey Water Capture & Re-use (Install in showers, dishwashing, handwashing, etc)

Rainwater Collection & Reuse Systems

Storm Water Management System (Install Cisterns, Ponds, Rain Gardens, Constructed Wetlands)

Toilets: Dual Flush, Low Flow

Water Audit

Xeriscaping (Low-water Landscaping using native and adaptive plants)

Explain: For energy efficiency we have installed dual flush toilets, low flow self-cancelling showers, and motion activated faucets with aerators. Our Middle school wetlands system cleans and recirculates black and gray water back into the toilets and urinals to be re-used.

Explain: The Middle School was completed in September 2006 and was awarded a LEED Platinum rating in March 2007. It was the first K-12 school in the world to have a LEED Platinum rating and the first LEED Platinum building in the District of Columbia. The Lower School Gym and Groome Building addition were completed in September 2007. The project was awarded a LEED Gold rating in January 2009. The school’s existing arts center and former gymnasium transformed and expanded in spring 2011 into a Quaker Meeting House and Arts Center. Sidwell Friends is seeking a Platinum LEED rating for this project.

Other action: Sidwell’s Middle School has won the following awards: • Top 10 Green Projects, Committee on the Environment, American Institute of Architects, 2007 • Award for Excellence, National Committee for Architecture on Education, American Institute of Architects, 2007 • 2011 Sustainability Award, American Society of Civil Engineers - National Capital Section • Honor Award, Sustainable Design Awards, Boston Society of Architects, 2007 • AIA Philadelphia Awards for Design Excellence in 2006, Recognition Award, Un-Built Project • 2007 Craftsmanship Awards, Special Construction and Landscaping, Washington Building Congress • 2008 Western Red Cedar Architectural Design Award • 2009 EcoLeadership Award, Alliance for Workplace Excellence

Ripple Improvements (Lead by example and share your successes with the GSA and greater school community. Assist the greater community to replicate your efforts.)

GSA Member Profile Page (Update this form frequently to support and guide other schools who share your sustainability goals)

Presentations (Support student efforts to influence decision-makers & educate the school community. See Make The Case)

Publications: Newsletters (Encourage faculty, staff and students to write articles about your school�s green accomplishments and publish in the school newsletter and/or website to share with the school community, local officials, local media and the GSA. Write a regular Green Tips column in your school�s newspaper on how readers can reduce their environmental footprint or link to GSA Smart Schools Toolkit®)

Speakers (Invite an environmental speaker to present at an assembly or a class, or create and give your own presentation on climate change or sustainable practices)

Videos

Websites (Create a dedicated green page on school website to facilitate involvement in campus sustainability initiatives and to educate the community.)

Explain: Sidwell's Middle School building became the first K-12 building in the World to receive LEED (Leadership in Energy and Environmental Design) Platinum rating from the U. S. Green Building Council, and the first LEED Platinum building of any type in the District of Columbia. Sidwell’s Middle School has since attracted more than 10,000 visitors eager to see innovative green technologies in action, while the number of page views for the online Middle School building has reached almost 26,000 (as of January, 2012).

Other action: Media Coverage http://www.sidwell.edu/about_sfs/greenbuilding_media.aspx