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Tag: Green Schools

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College Planning and Management, 2015

With more than 20 years of using technology and process to create facilities that are efficient, safe and productive for their occupants, intelligent buildings are not new. College Planning & Management recently caught up with Kerry Anne Dixon, LEED-AP BD+C, a project manager with a bachelor’s in architecture who serves as coordinator of Sustainable Design and Construction for Iowa State University in Ames, where she has worked since 1995, about the efficiencies gained and how intelligent buildings are living up to expectations on her campus. A member of APPA: Leadership in Educational Facilities, Construction Owners Association of America (COAA), and the U.S. Green Building Council (USGBC), for which she is the university’s representative, here’s what she has to say.

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School Planning and Management, 2015

Signs can point the way to go, but also the ways that schools and society are going. That is, signage speaks to the continuing process of fuller inclusion, as well as a widening range of functions, technologies and materials, and today’s heightening educational and aesthetic expectations. Environmental expectations, too.

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American Federation of Teachers, American Institute of Architects, American Lung Association, Federation of American Scientists, and U.S. Green Building Council, 2006

Some 55 million students spend their days in schools that are too often unhealthy and that restrict their ability to learn. A recent and rapidly growing trend is to design schools with the specific intent of providing healthy, comfortable and productive learning environments. These green, high performance schools generally cost more to build, which has been considered a major obstacle at a time of limited school budgets and an expanding student population. A 2005 survey by Turner Construction Company of 665 senior executives found that executives are discouraged from undertaking green construction because of concerns about cost, and a lack of awareness and available information on the financial benefits of green buildings.

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School Planning and Management, 2015

Many standards and point systems exist to help designers facilitate a sustainable school facility or campus. Not all of them, however, define characteristics of lasting value, as viewed through the lens of the student or community member.

There are two sides to this issue: the first cost and the long-term value. First costs can be impacted through the designer’s specifications, but how can we impact the efficiency of the school building and health of its occupants to add long-term value? As sustainability becomes more closely tied with resiliency, we should consider methods to enhance the design process through collaboration and planning. Resiliency is the relative capacity of any facility to adapt to changing environmental conditions while maintaining functionality and vibrancy. In other words, can it adapt?

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School Planning and Management, 2015

In 2015, Fanning Howey clients reached an amazing milestone: 50 LEED (Leadership in Energy & Environmental Design) certified K-12 schools. Each school district had a different reason for participating in the green building certification program. For some, participation was required by state funding sources or state law. For others, the choice of LEED certification was driven by environmental stewardship and a wish for lower operating costs. But the lessons learned from these projects have applications for all school districts pursuing LEED certification, whatever the reason.

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School Planning and Management, 2015

A well-managed facilities program is much more than just keeping sites in operational order and up to par with compliance tasks like drills and inspections. Think of something as important and multi-faceted as hazard communications. To be done right, a district’s HazCom program has to include: the written plan, which must be reviewed annually; the identification of all chemicals and potential hazards hidden in every cabinet and corner of every building; having access to corresponding and current Safety Data Sheets (SDSs); completion of various inspections; ensuring chemical containers are properly labeled; providing employee awareness and training; maintaining supplies of personal protective equipment (PPE) for staff; and effective communication to make sure staff are aware of the proper use, dangers and impacts of chemicals and hazards.

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By T. R. Dunlap

The topics of outdoor learning and outdoor classrooms are trending in education conversation and research. Recently, there have been many articles in education and scientific journals as well as in popular magazines and websites on the many reasons schools should embrace outdoor learning. Outdoor learning is increasingly viewed as a powerful way to engage students in the educational experience and to foster a greater appreciation for the natural world. Schools have implemented the development of outdoor classrooms as one approach to embrace outdoor learning for their students. Researchers, educators, administrators, and facility managers are looking into how outdoor classrooms could provide a positive impact on student success. Here are three good reasons why your school should consider investing in an outdoor learning program and the building of an outdoor classroom.

  1. Outdoor Learning Positively Affects Physical Health

The need for and benefits of outdoor learning are frequently discussed in light of perceived health crises among American children. Here are just two examples of physical benefits outdoor learning may offer student.

First, outdoor learning gets students moving. The USA has a gathering storm from the factors of childhood malnutrition, obesity, and lack of physical activity. The average American child spends as few as 30 minutes playing outdoors each day (National Wildlife Federation), and many believe that our children are more inactive and obese than in previous generations. We need to get kids moving! Outdoor learning is a great way to provide students opportunity to move and explore and, hopefully, become healthier.

Second, outdoor learning reconnects kids with the power of ‘solar energy’. The sun has always held benefits for human development and health—of course, one must consider the need for sunscreen and proper hydration for the students. We are all aware of the need for vitamin D, which the sun provides to us naturally. Students who are stuck indoors during the school day can miss out on this very needed health benefit. In addition, natural light can help our kids see well. The natural light one experiences outdoors reduces the risk of nearsightedness. When compared to the lighting of our inside environments, there’s nothing quite like light of the natural world (Nutt, 2014). Outdoor classrooms are one way to capitalize on the physical advantages of outdoor learning.

  1. There are Cognitive Benefits to Outdoor Learning

Recently, there have been a number of articles on how outdoor learning can make kids smarter, improve children’s memory and attention, and even help kids with autism. We now know that children’s awareness, reasoning, and observational skills are improved in their cognitive development with an increased exposure to nature (Pyle, 2002). The cognitive advantage of outdoor learning is seen in academic performance. For example, children who have increased contact with the outdoors score higher on tests of concentration and self-discipline (Wells, 2000; Taylor, Kuo, & Sullivan, 2002). In an age of heightened pressure for student performance, why not consider using outdoor classrooms to bolster student learning and achievement?

  1. Outdoor Learning Helps the Socialization of Students

Finally, researchers have noted that outdoor learning leads to positive outcomes in students’ social development. Some have argued that nature stimulates social interaction between children much more than indoor learning environments (Bixler, Floyd, & Hammit, 2002). When learning outdoors, students work more collaboratively as they explore the natural world together. An outdoor classroom provides opportunities for students to interact and learn in new and different ways, and the social benefits should not be underestimated.

There are many other considerations that should be given to the implementation of outdoor learning programs in our schools, but the most obvious among them are the physical, cognitive, and social benefits of outdoor learning. As your school or district considers investing in or expanding an outdoor classroom, keep in mind the many advantages this type of education facility will have for your students.

 

T. R. Dunlap is a research assistant for George Washington University in the Education Facilities Clearinghouse. After having worked as a foreign language educator, he now researches topics relevant to education facilities and their improvements.

References:

Bixler, R. D., Floyd, M. E. & Hammitt, W. E. (2002). Environmental socialization: Quantitative tests of the childhood play hypothesis. Environment and Behavior, 34(6), 795-818.

Ellis Nutt, A., ‘Go play outside, kids:’ Natural light reduces risk of nearsightedness in children, scientists say, (2014) The Washington Post Retrieved from http://www.washingtonpost.com/news/to-your-health/wp/2014/11/28/go-play-outside-kids-natural-light-reduces-risk-of-nearsightedness-in-children-scientists-say/.

Lieberman G. A., & Hoody, L. L. (1998). Closing the achievement gap: Using the environment as an integrating context for learning. San Diego, Calif: State Education and Environment Roundtable.

National Wildlife Federation, Health benefits (n.d.) Retrieved from http://www.nwf.org/what-we-do/kids-and-nature/why-get-kids-outside/health-benefits.aspx.

Pyle, R. (2002). Eden in a vacant lot: Special places, species and kids in community of life. Children and Nature: Psychological, Sociocultural and Evolutionary Investigations. Kahn, P.H. and Kellert, S.R. (eds) Cambridge: MIT Press.

Taylor, A. F., Kuo, F.E., & Sullivan, W.C. (2002). Views of nature and self-discipline: evidence from inner city children. Journal of Environmental Psychology, 22, 49-63.

Wells, N. M. (2000). At home with nature, effects of "greenness" on children's cognitive functioning. Environment and Behavior, 32(6), 775-795.

 

 

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By Allen Rathey, Keith Webb, and E. M. Wallace.

What prompts school facilities to get on board with green cleaning programs? The answers vary. For some the decision may be driven by health impact, environmental stewardship, or simply compliance.

Keith Webb, Executive Director of Plant Services, Newport News Public Schools (NNPS), Newport News, Virginia, is pleased that the NNPS cleaning program, under Custodial Supervisor Marcella Bullock, received the Green Cleaning Award for Schools and Universities’ Grand–level recognition in 2013 (American School & University, 2015), but he admits achieving this green milestone took many years and got its start through the “back door”.

“When I first started in 2007, I did nothing but observe,” Webb notes. “I saw we were overstaffed and using ineffective tools—such as cloth-bag upright vacuums, mop buckets with wringers for hard floor care, and lots of cleaning chemical—so our ‘front door’ focus was on right-sizing, efficiency and leaning operations.”

This meant eliminating about 50 FTEs—through attrition rather than layoffs—and diverting a sizable sum of money to purchase leading-edge equipment and supplies, including:

  • Backpack-style vacuums—Worn by the operator using a mountaineering-style harness balancing the approximate 10-lb. weight on the hips, and clean about two times the space that an upright-vacuum process can in the same amount of time (ISSA, 2015).
  • HEPA-filtered upright vacuums—Newer upright vacuums with proven performance, bodies that do not leak dust and filters that trap fine particles (Carpet and Rug Institute, 2015).
  • Engineered-Water Auto Scrubbers—Cordless, powered, and quiet (‘green-rated’ under 70db) (LEED, 2015) floor cleaning machines that, equipped with an electrolysis system, can generate onboard cleaning solution from facility water supplies, scrub, and dry (vacuum/squeegee) floors much faster than mopping and with better results (ISSA, 2015).
  • Wall-mounted onsite-generated engineered-water solutions—Produce a cleaning and sanitizing solution onsite using electrolysis of tap water for use in sprayers and other applications (Healthy Schools Campaign, 2015).

Embracing ionized water for cleaning reduced the use of harsher cleaning chemicals by 99%. The resultant cost savings on chemicals helped fund movement toward additional sustainable practices, such as purchasing recycled-content paper and other products. Adding a recycling program to reduce waste has saved the district about $120,000 a year in refuse removal costs.

Training was a key component to NNPS’s evolution to a green program. The value of a green mindset was infused while training custodial staff to use new equipment and products and to improve cleaning methods and standards. 100% of NNPS’ facilities reached the APPA Level 2 cleanliness benchmark. The investment in training and accountability has led to enhanced recognition, performance, and professionalism of custodial staff. (Read more about this in EFC’s 9/17/15 blog.)

Over time, Mr. Webb realized NNPS’s cleaning had “gone green” in a large way, albeit accidentally, by redirecting resources to improving department operations, methods and training that at the same time produced a cleaner, safer, and healthier environment. Green cleaning meshes with the values that underpin the work of NNPS’s Plant Services. First, the program supports the academic agenda by keeping the learning environment clean and safe for both students and staff; it also illustrates the value placed on people by creating a safer, more pleasant work environment for employees and providing them opportunities for professional growth.

Whatever the impetus to ‘go green’, Webb advises peers to start with a single innovation, phase in different green approaches over time, and maintain a long view. “Be patient, it takes time. Consider the life cycle return on investments in staff, equipment, and products and don’t just go with the least expensive upfront option.”

Green cleaning is a WIN-WIN for students, staff, schools, community, and the environment. Perhaps it matters less where schools start that journey, but that they do indeed begin to embrace it.

References

American School & University. (2015). Green Cleaning Award for Schools & Universities. Retrieved from American School & University: http://asumag.com/green-cleaning-award

Carpet and Rug Institute. (2015). Seal of Approval for Vacuums. Retrieved from Carpet and Rug Institute: https://www.carpet-rug.org/CRI-Testing-Programs/CRI-Seal-of-Approval-Program/Vacuums.aspx

Healthy Schools Campaign. (2015). Green Clean Schools Leadership Summit. Retrieved from http://tinyurl.com/od8vd2m

ISSA. (2015). 612 Cleaning Times. Retrieved from http://www.issa.com/education/bookstore/612-cleaning-times-book.html#.Ven3p_Rdfq4

U.S. Green Building Council. (2015). LEED EBOM Version 4. Retrieved from http://www.usgbc.org/credits/eq31

 

Allen Rathey is President of the Healthy Facilities Institute (HFI) and Executive Director of the 501c3 Process Cleaning for Healthy Schools (PC4HS). Call him at 208-724-1508.

Keith Webb is Executive Director of Plant Services for Newport News Public Schools, a 29,000- student school division in southeastern Virginia. In that capacity he oversees construction, renovation, maintenance, energy management and custodial operations of the division’s 72 buildings. A graduate of Virginia Tech, he joined NNPS as Assistant Maintenance Supervisor, eventually rising to his current position.

In 2011 his department earned the prestigious Facility Masters Award at the Platinum level from National School Plant Managers Association in conjunction with the Virginia School Plant Managers Association. In 2012 Keith earned his Educational Facility Professional designation from APPA. In 2013 NNPS received the Grand Award for the greenest cleaning K-12 school division nationally from American School & University magazine and the Healthy Schools Campaign. Facility Cleaning Decisions magazine named him a Manager of Distinction in 2015.

E.M. Wallace is a Research Associate with the Education Facilities Clearinghouse, a program of the George Washington University and the Graduate School of Education and Human Development. She has a background in community health education and enjoys cross-sector work that promotes child health and wellbeing.

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Marable, 2015

There are times when local education agencies (LEAs) go to their governing bodies for funding for school designs that include construction of a green school—a school that supports sustainable practices or has environmentally friendly facilities.  While this type of construction can be supported in the research for reasons that include health, safety, and planet friendly practice, there often is little said about the instructional components of such facilities.  This paper will explain how the components of green schools can enhance the implementation of environmental education curricula that help support 21st century skills.  Currently, there is no set standard for the implementation of environmental education in green schools or for schools that utilize the building as a teaching tool for students. A recent study (Marable, 2015) was conducted in Virginia to help establish pedagogical best practices for environmental education, while describing how educators currently use LEED buildings as a teaching tool to support sustainable practices. The findings from the study indicated teachers employ practices that are consistent with current emphases on environmental education.  Data also supported that educators take pride in their buildings and incorporate the facility as a teaching tool in a variety of instructional practices throughout the Commonwealth of Virginia.

The findings of this recent study and other relevant research explain and provide real examples of current environmental education practices being utilized to support 21st century skills within LEED certified schools.  Examples of how the facility may be used as a teaching tool in environmental education are provided by school grade levels (elementary and secondary) and by building features in LEED construction.

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