SEI School Sustainability Policy Guide

Grade: K-12
Version 1
Sept. 2014
School Sustainability Policy

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SEI School Sustainability Policy Guide
!
Table of Contents
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Background 3!
Introduction 3!
Why is sustainability policy in K-12 education important? 3!
What is a Policy? 3!
What makes a good policy? 4!
The Policy, Regulation, and Implementation Cycle 5!
Suggested Policy Sections and Topics 8!
Policy Templates 9!
Green Initiative Committee 12!
transportation Policy Template 15!
Examples of School Sustainability Policies 16!
Energy And Water Conservation 16!
Newport-Mesa Unified School District 17!
Rules and Regulations 19!
What are Rules and Regulations? 19!
Drafting Rules and Regulations 19!
Regulation Template 21!
Energy and Water Management Plan 21!
Examples of SChool Sustainability Regulations 26!
Supplementary Documents 28!

Educational Code 38!
Programs, Resources, and Funding Code 39!
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BACKGROUND
The purpose of this guide is to provide a framework for the creation of sustainability policy in the
public, K-12 school system. It is designed to make the policy and regulation drafting process as
easy as possible. In addition, this guide suggests an achievable process and timeline for the
drafting, passing and implementation of sustainability policy. Districts and schools do not have to
strictly follow the steps outlined here when creating their own policies.
INTRODUCTION
Why is sustainability policy in K-12 education important?
Sustainability is generally defined as meeting the needs of the current generation while ensuring
future generations’ the ability to meet their needs1. Schools are learning laboratories where
students can learn about the technologies and behaviors that ensure an environmentally,
economically and socially sustainable future. Dedicated administration, faculty, staff and students
have spearheaded district and campus-wide sustainability initiatives in schools for a long time.
Their efforts yield real results but are often met with systemic challenges and roadblocks. By
writing policy at the district and school level, the adoption of widespread goals and actions can
lead to successful sustainability campaigns that will create lasting results.
What is a Policy?
Policy is one tool used to reach widespread goals, such as behavior change or commitment to
reducing environmental impact. In order to reach large populations, governments or governing
bodies create policies that stakeholders should abide by. A policy is a general statement of intent
to address a shared issue or concern and ideas for policy can come from anyone. Any policy that
includes penalties or incentives must be implemented through a governing body that has authority
to enforce such measures. Policies indicate that the governing body is actively moving toward a
specific goal or outcome. Policies are created as frameworks, intentionally left open-ended so
they can be expanded upon in subsequent regulations and procedures.
In K-12 education, a governing body will most likely be a district school board. The school
board’s adoption of policy, regulations and procedures can influence actions at the district level
down to each individual school site. Examples of school district policy include policies related to
things like hiring, employment practices, and nutrition.
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
1!World!Commission!on!Environment!and!Development.!1987.!Our!common!future.!Oxford:!Oxford!University!Press.!
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What makes a good policy?
Policies come from ideas that aim to improve an inefficient or inadequate system. Those who
develop the idea must earn support from stakeholders to turn the idea into a policy. This requires
providing evidence that the idea is sound and will address the problem at hand in an equitable,
and cost-effective way.
For schools/districts seeking to start from scratch or strengthen the existing policy framework
regarding sustainability (based on the literature and existing policies screened), administrators
should consider the following as important criteria in the policy development process:
•! Clear rationale for developing the policy;

•! Initial audits of school facilities (energy, waste, water, transportation, etc);
•! Identification and engagement of stakeholders in the policy;
•! Plan for implementation;
•! Commitment to involvement of students in implementation (through auditing processes, etc.)
•! Communicating the policy goals with school and surrounding community (parents, suppliers,
education tax payers, other stakeholders); and
•! Plan for monitoring and reporting on performance.
It is important to note that there is no formula for designing a winning policy and that there is
opportunity for refinement and improvement in the development of regulations and procedures.
New policy ideas are analyzed for potential outcomes and trade-offs are compared with other
policy measures.
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THE POLICY, REGULATION, AND IMPLEMENTATION CYCLE

The Policy, Regulation, and Implementation Cycle is the process that describes the steps necessary
to draft and ratify compelling policies and regulations, in addition to implementing them
effectively. While the individual steps may vary between schools and districts, they are generally
as follows:
• What is the underlying problem the policy makers want to

address? Anyone can recognize a problem and come up with
an idea for a new policy or improvements to an existing one.
Engage stakeholders at a high level to determine if a policy
approach is required to address the problem. Gathering as
Identify!the! much stakeholder support as possible will give the policy the
Problem greatest chance of being successfully adopted. An idea for
sustainability policy may be born out of identifying a
problem, like poor waste practices or may acknowledge a
widespread belief, like support for improving environmental
quality.
• Conduct background research on the problem and how a

policy will address it. Examine the status quo and any
alternatives to it; develop criteria to compare the costs and
benefits of all available options. Some examples of relevant
Policy! criteria are: ecological impacts, economic efficiency,
distributional equity, social acceptability, legality and
Analysis uncertainty. Look for examples of existing or similar policies.
Changing or adding to an existing policy to personlize for a
given school district can be easier than creating one from
scratch.
• Using the information gained during the policy analysis, get

the entire community of stakeholders on board with the
proposed policy. Form a sustainability committee, composed
of stakeholder individuals with varying backgrounds, postions
Gather! in the community and experiences. The committee should
Stakeholder! brainstorm any possible impacts from the policy and suggest
Input changes that would limit or eliminate resistance from the
affected parties. Establishing a diverse team to design and
review policies will ensure the integration of different points
of view and result in a more robust policy.
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• Create the draft policy using the input and comments

obtained in the previous steps. Ensure that the policy is a
Policy! framework that establishes a general stance on a
sustainability area, like energy, water or waste. Remember, a
Design policy is a statement of intent, not neccessarily an actionable
plan.
• Once the langauge of the policy has been determined, submit

the document for review to the various stakeholders and
committee members. All stakeholders should be satisfied and
agree with the policy, otherwise there could be barriers to
Revise! adoption and subsequent implementation of said policy. This
Policy phase usually includes a public comment period and all
submitted comments should be considered by the policy
makers. This will ensure the sharing of best ideas and
practices, as well as transparency.!
• This step should be easy if the policy analysis and design

phases were exhaustive. A well writen sustainability policy
that incorporates stakeholder concerns and offers clear
Adoption benefits over the status quo and alternatives will have
widespread support. Also, the fact that sustainability policies
often do not impose a financial burden on schools or school
districts makes their adoption even more appealing.
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• Regulations are the actionable and enforceable rules for

attaining the goal or goals stated in a policy. Regulations are
usually very specific tasks or actions that should be
Regulation! undertaken. Stakeholders must agree upon the responsibilities
Design described in a regulatory document for it to be ratified. The
later section titled "Rules and Regulations" breaks down the
regulatory design steps in more detail.
• As with policies, regulations should go through a revision

phase in addtion to a public comment phase. Performing these
Revise! steps will ensure that all stakeholder concerns have been
addressed by the rule-makers. Regulations provide a more
Regulations concrete structure for implementation, so anyone potentially
effected by the regulations should be included in this process.
• Once both a policy and the corressponding regulations are

adopted, the last step is to implement them. Policies are the
plan to reach a specified goal. Implementation is the process
Implementation of putting that plan into action. Use the actions and
responsibilities outlined in the regulations to guide
stakeholders towards regulatory compliance and realization
of the purpose of the original policy.
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SUGGESTED POLICY SECTIONS AND TOPICS

Policy documents can take on many shapes and sizes, but formatting is ultimately left to the
discretion of the entity responsible for the policy’s creation. An effective policy should address all
of the potential concerns raised throughout the policy, regulation and implementation cycle while
being as concise and brief as possible. Below is a guide that lists and gives examples of
important information that should be stated in a policy. (Note: not all areas will be applicable
depending on the nature of the policy and the governing board’s requirements.)
1.! Policy Title, Date and Number

Any policy should have an informative title and an assigned number for administrative
purposes.
2.! Policy Statement and Purpose

What is the policy?
What does the policy hope to address/achieve?
What factors brought about the need for this policy?
Example: Funding, state/federal policy, educational code, moral obligation
3.! Definitions
Key words or concepts should be defined, making the policy easy to understand.
Example: Waste: material that is not wanted; the unusable remains or byproducts
of something.
4.! Scope
What aspects/areas/people will the policy cover?
Example: Building efficiency, renewable energy, sustainable procurement
Who are the stakeholders?
Anyone who is effected by or has an interest in the policy
Example: SFF, MCF, local communities, faculty, students
5.! Implementation
Generally, how will the policy be implemented?
Who is responsible for certain aspects?
Example: “The implementation of the plan will be the joint responsibility of all
District stakeholders, including board members, administrators, teachers, staff,
volunteers and students.”
6.! Review
Is the policy working?
How can the impact of the policy be measured/tracked?
7.! References
Any references or citations used throughout the policy document
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POLICY TEMPLATES
The following documents in this section are templates produced by Strategic Energy Innovations, in
conjunction with various schools and school districts.
Strategic Energy Innovations

Energy & Water Management Policy – Template Policy: ####
July 2014
The Board recognizes its responsibility to make every effort to conserve energy and natural resources
while exercising sound financial management decisions.
This policy establishes The Energy & Water Management Plan to provide direction on the District’s use of
electricity, natural gas and water. The District establishes this policy, which identifies and implements
guidelines to improve energy consumption and efficiency, reduce utility costs, optimize capital investments
for energy efficiency and renewable energy, reduce environmental and greenhouse gas emissions and
conserve natural resources.
The Plan shall address the various resources and equipment used in our district and shall include specific
guidelines for:
•! Heating Equipment
•! Cooling Equipment
•! Lighting
•! Solar Panel Systems
•! Water Systems
•! Energy Usage Monitoring
•! Preventative Maintenance
•! Electrical Equipment & Appliances
•! Building Envelope (A building’s external shell, including insulation)
•! Energy and Water Conservation
The plan shall identify and address ways to:

•! Decrease energy consumption and reduce water usage at all district sites.
•! Develop a comprehensive plan for energy and water management for each site within the District.
•! Provide clearly defined roles and responsibilities for energy efficiency and water conservation.
•! Effectively monitor and track energy usage and solar production, and address any discrepancies
between goals and reality.
•! Provide training and education for energy and water efficiency and conservation.
•! Conduct energy and water use audits (professional or informal) to help the school district meet its
goals.
The implementation of the plan will be the joint responsibility of all District stakeholders, including board
members, administrators, teachers, staff, volunteers and students. The policy will succeed when these
stakeholders collaborate on reaching implementation of the goals.
All district personnel will understand their impact as both energy savers and consumers. This understanding
will come from educational training about conservation and effective use of our resources.
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Students will also be expected to understand their impact as both energy savers and consumers. Their
understanding will come from educational opportunities through curriculum and school activities.

Environmentally preferable purchasing policy – Template Policy: ####
July 2014
The School Board encourages the use of environmentally preferable products and services. By
including environmental considerations in purchasing decisions, the district can reduce its
environmental footprint and promote practices that improve human health, conserve natural
resources, and reward environmentally conscious manufacturers.
School district personnel are encouraged to actively seek out environmentally preferable products
and services for use in day-to-day operations when quality, performance, price, and functionality
are comparable to their non-environmentally preferable counterparts. Whenever possible, they
are encouraged to reduce the consumption of disposable materials, by reusing materials and by
using electronic rather than paper communications when feasible.
Definition
Environmentally preferable products and services have fewer negative effects on human health
and the environment when compared with competing products or services that serve the same
purpose. The comparison will consider the environmental costs of acquisition of raw materials,
production, manufacturing, packaging, distribution, reuse, operation, maintenance, and disposal.
Scope
•! Purchase products that minimize environmental impacts, toxics, pollution, and hazards to
workers and the community.
•! Purchase products that include recycled content, are durable and long- lasting, conserve energy
and water, use agricultural fibers and residues, reduce greenhouse gas emissions, use
unbleached or chlorine-free manufacturing processes, and use wood from sustainably
harvested forests.
•! Maximize the proportion of goods and services that come from local providers with acceptable
environmental practices wherever feasible, thereby supporting a sustainable local economy,
while reducing the environmental impact of transportation.
•! Institute practices that reduce waste by increasing product efficiency and effectiveness. Seek
out vendors that offer to take back or recycle products at the end of their useful life.
•! Seek fiscal responsibility by balancing environmental considerations, durability, performance,
and price.
•! Minimize use of paper communications whenever feasible in favor of electronic means, thereby
conserving resources while saving money. Consider purchasing and using recycled content
paper whenever paper must be used.
•! Seek opportunities to pool purchases with others to enhance markets for environmentally
preferable products, to obtain favorable prices, and to reduce waste packaging,
transportation, and product cost.
•! Require outside contractors and consultants to use environmentally preferable products,
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whenever practical, in performance of their services.
•! Provide professional development to maintenance staff in the proper use, storage, and
disposal of supplies. Raise awareness of District Staff about the environmental issues affecting
purchasing by providing relevant information and training.
•! Investigate adoption of on-line textbooks and resources, where appropriate.
Responsibility
Each individual is responsible for seeking and requesting environmentally preferred products. The
District will provide resources to assist individuals in achieving this goal. The Business Office
will include environmentally preferable product specifications in bid documents and district
contracts, as appropriate.
Reports
The Board may request status reports regarding the purchase of environmentally preferable
products in such form and at such intervals as needed.
Resources
The Business Office shall maintain and distribute to staff a list of resources and educational
materials regarding accessing and purchasing environmentally preferable products. The
District’s Green Initiative Committee will provide the Business Office with resources, as
needed.
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Green Initiative Policy – Template Policy: ####
July 2014
The Governing Board recognizes that as a school community we have a commitment to provide an
excellent academic experience to all students. Embedded in this commitment is the responsibility
of the school community to be stewards of the environment, appreciating and understanding the
flow of resources that sustain us, and ways in which we can minimize the impact of our activities on
resources. Supporting environmentally “green initiatives” and creating a culture of sustainability
afford us opportunities to achieve integration among the District’s curriculum, values, and
educational mission. To reinforce the district’s green initiative, the following administrative
regulations address the criteria and procedures to address the following issues (in development):
1.! Reducing Waste: The District shall develop a comprehensive waste-reduction, recycling,
composting, and reuse plan for all aspects of its operation. Staff and students through
waste, water and energy audits will analyze and audit results, as well as set yearly goals.
2.! Environmentally Preferable Purchasing: The District shall make efforts to purchase
environmentally preferable products and services for use in day-to-day operations when
quality, performance, price, functionality, and safety are comparable to their less
environmentally preferable counterparts. (See separate Environmentally Preferable
Purchasing Policy)
3.! Energy Conservation: The District shall establish a plan for energy conservation at all
school sites and facilities. It is committed to investing in clean renewable technologies such
as solar power.
4.! Environmental Education: Schools play a crucial role in educating students about the
importance of the environment and in preparing them to be stewards of natural resources.
They have a tremendous opportunity to teach children about ecological sustainability,
environmental health and nutrition; while meeting math, language arts, science and social
studies standards. The District shall integrate environmental education into curricula and
support students to become leaders in making their own school a healthier and more
ecologically friendly place. The District’s education program shall incorporate efforts to
fulfill this role by offering the schools as a laboratory for sustainability. Students and staff
will be part of the essential process of auditing, monitoring, implementing, and reporting
on performance of stated goals in this policy.
5.! Landscaping and Grounds: The Governing board encourages the ongoing development
of natural landscaping and grounds care at District facilities to achieve reduction in water
use and run off, minimize chemical usage, incorporate integrated pest management
systems, and provide habitat for native flora and fauna.
6.! Transportation: The District promotes and supports active and efficient forms of
transportation for students, staff and visitors, including walking, bicycling, school bus,
public transit, and carpooling to reduce school related congestion, reduce production of
greenhouse gases, and to develop lifelong sustainable habits.
7.! Sustainable Food Practices: The District promotes sustainable food systems in our schools
through such things as lunch vendors, recycling, composting, waste reduction, school
gardens, and nutrition/wellness education.
Green Initiative Committee
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The Superintendent will appoint a district-wide “Green Initiative Team” to coordinate
sustainability projects across the district and to develop a master plan and related policies
The Green Initiative Team is represented by two Board members, one teacher from each site, two
District administrators, and up to two parents from each site. Each of these individuals is invited
based on interest, professional skill and/or initiative with environmental projects and
sustainability. Committee members should serve at least a one-year commitment.
The Green Initiative Team shall report their goals, various initiatives and results toward “greening
the school community” monthly to their respected sites and to the Board on an annual basis.
First Reading: __
Second Reading/Adoption: ___
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Waste Management Policy – Template Policy: ####
Business and Non-Instructional Operations
July 2014
The Governing Board has presented a Green Initiative Program that shows the commitment of the
school community to be stewards of the environment. Appreciating the understanding of the flow
of resources that sustain us and understanding ways in which we can minimize the impact of our
activities on resources is the stalwart of that policy program.
As of July 1, 2012 State Law AB 341 (Chesbro) will require the School District to have an
organized recycling service, as a beginning step in achieving the new statewide goal of 75%
source reduction, recycling, and composting by 2020. The County of Marin has adopted an 80%
diversion rate by 2013 and 94% by 2020 as a goal for waste diversion from landfill. In an
effort to be responsive to county and statewide initiatives, the School District will set goals for
attainment to be consistent with these waste reduction objectives. The School District will also stay
current with these policies as they evolve in coming years.
Scope:
•! Minimize waste generation at the source and facilitate reducing, reusing, repairing before
replacing and recycling over the disposal of waste.
•! Develop a comprehensive waste reduction program to include recycling, composting, and
disposal as the basis of the waste management program.
•! Identify and promote waste management best practices.
•! Provide clearly defined roles and responsibilities to identify and coordinate each activity
within the waste management chain.
•! Provide training for staff, students and other stakeholders on waste management issues.
•! Conduct waste audits (professional or informal) to provide valuable information and
feedback as to how school sites are meeting specified goals and set new goals.
•! Prepare and institutionalize tailored classroom recycling procedures to each school site’s
needs.
•! Ensure the safe handling and storage of all wastes on campus.
•! Promote environmental awareness in order to increase and encourage waste reduction, reuse
and recycling.
Responsibility
This policy applies to all activities undertaken by (or on behalf of) the School District including its
staff, clubs, organizations, and sporting events.
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TRANSPORTATION POLICY TEMPLATE

We recommend using the online ChangeLab policy design tool for Transportation Policies. School
district transportation policy can promote safer and healthier ways of traveling to and from
school. Safe Routes to School (SRTS) programs aim to create a safe corridor of transit for
pedestrian students going to school. The establishment of an enhanced safety zone has been
proven to increase the amount of students who choose to walk or bike to school. Increased student
pedestrianism can have a dramatic effect on student health, in addition to the environmental
benefits associated with the reduction in car transportation.
ChangeLab Solutions has created their “Safe Routes to School District Policy” workbook, a free,
online tool that automatically generates a SRTS policy based on responses to a series of
questions. Simply choose the language you believe falls in line with your policy’s goals and the
tool does the rest. ChangeLab Solutions states:
“[The Workbook] is designed to help school board members, administrators, families of students,
and community members create and implement policies that support active transportation and Safe
Routes to School programs. The workbook will walk you through a series of policy options to help
you build your own customized Safe Routes to School policy, which you can download and use in
your community.”
The Workbook is available here: http://changelabsolutions.org/safe-routes/welcome
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EXAMPLES OF SCHOOL SUSTAINABILITY POLICIES
Board Policy
Energy And Water Conservation
SUNNYVALE SCHOOL DISTRICT
adopted: March 1, 2001 Sunnyvale, California
BP 3511
Business and Non-instructional Operations
The Governing Board shall establish goals for reducing energy and water use in the district, in order to help conserve
our society's natural resources and save money to support other district needs.
The Superintendent or designee shall establish a plan to meet energy and water use reduction goals, monitor energy
consumption and encourage employees and students to conserve resources.
The Superintendent or designee shall regularly inspect district facilities and operations and make recommendations
for maintenance and capital expenditures which may help the district reach its energy and water consumption goals.
The Superintendent or designee will seek available grants to initiate or sustain conservation efforts.
The Superintendent or designee shall periodically report to the Board on the district's progress in meeting energy and
water use reduction goals.
Legal Reference:
EDUCATION CODE
41422 School term or session length, failure to comply due to disaster
46392 Emergency conditions; ADA estimate
PUBLIC RESOURCES CODE
25410-25421 Energy Conservation Assistance
Management Resources:
CDE MANAGEMENT ADVISORIES
0118.01 California's Energy Challenge
0706.90 Water Conservation Advisory, 90-09
0222.90 Average Daily Attendance Credit During Periods of Emergency 90-01
WEB SITES
CSBA: http://www.csba.org
California Department of Education, Facilities Division, Energy Challenge: http://www.cde.ca.gov/facilities/energy
efficiency
California Energy Commission: http://www.energy.ca.gov/
Alliance to Save Energy: http://www.ase.org/
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Newport-Mesa Unified School District
Policy
Energy Conservation and Management
Students and Staff of the Newport-Mesa Unified School District should be made aware of
their responsibility regarding environmental stewardship and sustainability. We must make
efficient use of our natural resources, all the while exercising sound financial management and
good judgment in reaching our primary goal – the education of children in a welcoming and safe
environment.
As part of out commitment to excellence we are establishing this policy which will identify
and implement guidelines to improve energy consumption efficiency, reduce utility costs, optimize
capital investment for energy efficiency, reduce environmental and greenhouse gas emissions and
conserve natural resources.
This Policy calls for a people-oriented approach to resource management, and its success
is based on cooperation at all levels. The fulfillment of this policy is the joint responsibility of the
Board of Education, administrators, teachers, support personnel and students, and shall be
implemented throughout the entire District. Every student and employee is expected to help
provide energy efficiency in our District. We should all be “energy savers” as well as “energy
consumers.”
The District is committed to evaluating any energy saving procedures that do not
negatively impact the educational environment, thereby providing continuing opportunities to
improve the operational efficiencies of our facilities. Part of this process shall be to ensure that all
new and replacement equipment purchased incorporates technology that maximizes energy
efficiency, yet provides a suitable return on investment.
The School Board is responsible for the most effective use of public fund, and public
education can demonstrate and shape positive behaviors related to energy management and
efficient resource allocation. The School Board of Newport-Mesa USD directs the superintendent
and/or his/her agents to establish procedures to ensure the conservation of natural resources by
personnel at all levels of the school system.
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DIXIE SCHOOL DISTRICT Policy 3545
Business and Non-Instructional Operations
WASTE MANAGEMENT POLICY
The Governing Board has presented a Green Initiative Program that shows the commitment of the school
community to be stewards of the environment. Appreciating the understanding of the flow of resources that
sustain us and understanding ways in which we can minimize the impact of our activities on resources is the
stalwart of that policy program.
As of July 1, 2012 State Law AB 341 (Chesbro) will require the Dixie School District to have an organized
recycling service, as a beginning step in achieving the new statewide goal of 75% source reduction,
recycling, and composting by 2020. The County of Marin has adopted an 80% diversion rate by 2013
and 94% by 2020 as a goal for waste diversion from landfill. In an effort to be responsive to county and
statewide initiatives, the Dixie School District will set goals for attainment to be consistent with these waste
reduction objectives, as well as stay current with these policies as they evolve in coming years.
Scope:
•! Minimize waste generation at the source and facilitate reducing, reusing, repairing before replacing
and recycling over the disposal of wastes.
•! Develop a comprehensive waste reduction program to include recycling, composting, and disposal as
the basis of the waste management program.
•! Identify and promote waste management best practices. Provide clearly defined roles and
responsibilities to identify and coordinate each activity within the waste management chain.
•! Provide training for staff, students and other stakeholders on waste management issues.
•! Conduct waste audits (professional or informal) to provide valuable information and feedback as to
how school sites are meeting specified goals and set new goals.
•! Prepare and institutionalize tailored classroom recycling procedures to each school site’s needs.
•! Ensure the safe handling and storage of all wastes on campus.
•! Promote environmental awareness in order to increase and encourage waste reduction, reuse and
recycling.
Responsibility:
This policy applies to all activities undertaken by (or on behalf of) the Dixie School District including its
staff, clubs, organizations, and sporting events.
First Reading: April 24, 2012 Second Reading: May 8, 2012
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RULES AND REGULATIONS

What are Rules and Regulations?
Sometimes called procedures, protocols, guidelines, and implementation plans, regulations are the
instruments by which a policy will be met. Once a policy has been adopted, regulations or
procedures are developed as the methods to implement and achieve the goals stated in the
corresponding policy. Where policies are created as frameworks, regulations are strict rules
stating the specific responsibilities, tasks and procedures that should be implemented to achieve
the desired outcome stated in the corresponding policy. As previously stated, regulations that
include penalties or incentives must be implemented through a governing body with the ability
and authority to enforce regulatory compliance. Adoption of policy does not require the
development of regulations, but without regulations, the goal or goals set out in a policy may not
be achieved.
Drafting Rules and Regulations
There are no standardized steps for the creation of regulations and many jurisdictions have their
own specific requirements. Here is a list of suggested steps, synthesized from various agencies’
rulemaking guidelines:
1.! Decision-making
The most important part of the regulatory process is to determine if there is a need for a
regulation to be created or changed. Often times, there is an existing regulation that addresses
the area(s) of interest, and adding to or modifying an existing regulation is a much less intensive
process. Since this document is a guide to creating policies and regulations, we assume that the
need for new regulations is inherent to the new policy.
2.! Establish a Regulatory Team

As with policies, regulations are only as strong as the diversity of opinions that go into
creating them. Creating a diverse team of stakeholder individuals can help determine the exact
stipulations and language of the regulatory document. Involving members of the administrative
staff, faculty, and students will create a collaborative environment which can result in a more
agreeable, and robust set of regulations. Edutopia.org suggests enlisting one representative from
each grade level, instruction heads, an attorney and students, but the final team composition may
differ. Make sure that the regulatory team members understand the goals outlined by the
corresponding policy and are actively moving towards that goal. It may be beneficial to create a
blog space or webpage where team meeting agendas and notes can be made available to the
public.
3.! Preparation of Proposed Regulation

Once the need for regulation has been justified, and a regulatory team has been
assembled, the initial drafting of the proposed regulation can begin. The regulation should
identify specific tasks or procedures to be undertaken, and the responsibilities of the individual
stakeholders.
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4.! Review and Publication
Once the initial regulation draft is completed an external party should review it. Attorneys
usually do this work or other individuals separate of the regulatory team mentioned in Step 2. The
purpose of the review phase is to primarily to ensure the legality of the proposed regulation and
the governing body’s enforcement authority. A regulation that is not enforceable cannot be
effective. Once the regulations have been reviewed, a notice of proposed regulation should be
submitted or made available to stakeholders. This statement is made to inform the public that a
new regulation is being created and allow them to read, offer comments and suggestions for
improving the regulations.
5.! Public Comments and Re-Drafting

The purpose of allowing for public comments in the regulatory process is to increase
political transparency and, in the end, create a more agreeable set of regulations. The team
responsible for reading the public’s comments should consider all comments, including financial
concerns. It will be impossible to appeal to every stakeholder, but incorporating suggestions and
alterations can make the approval of the proposed regulations proceed much more smoothly. If a
concerned citizen’s input is added to or addressed by the regulation, they will be less likely to
oppose its adoption, the final step towards passing a new regulation.
6.! Adoption
The governing board makes the final decision as to whether or not to pass the final
regulation. If all significant concerns that had been raised during the review and public comment
periods are addressed, it should not be difficult to gain final approval.
7.! Implementation, Evaluation and Monitoring

Something about is the regulation working and how can you measure the benefits or
savings.
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REGULATION TEMPLATE
Policy ####
Energy and Water Management Plan
I. Purpose:
The Governing Board has recognized its responsibility to conserve energy, water and
natural resources by adopting the Energy and Water Management Policy (policy #),
which establishes the Energy and Water Management Plan. This plan identifies and
implements guidelines to improve energy consumption and efficiency, reduce utility costs,
optimize capital investments for energy efficiency and renewable energy, reduce
environmental and greenhouse gas emissions and conserve natural resources.
II. Organization and Management:

The responsibilities and organizational arrangements for this Energy and Water Efficiency
Plan lie within a variety of School District and community members, including board
members, administrators, teachers, staff, volunteers and students.
Principal Responsibilities
•! Establish and maintain a network of communication between individual schools, district
office and the surrounding community about the effectiveness of the Energy and Water
Management Plan.
•! Ensure that all staff members are trained in the goals and benefits of energy and water
efficiency procedures and practices by coordinating educational trainings on energy and
water efficiency.
•! Communicate with green team leaders regularly.
•! Create school goals that align with the schools’ energy and water efficiency initiatives.
Teacher Responsibilities
•! Participate in educational trainings on energy and water efficiency.
Staff Responsibilities
•! Participate in building operator certification trainings.
Student Responsibilities
•! Establish the position of Energy Monitor for your school. The student Energy Monitor will do
everything within their authority to ensure that energy and water are not being wasted
during, and immediately after, school hours.
III. Guidelines
The Energy and Water Management Plan addresses the various resources and equipment
used in our district. Guidelines for their operation and management are as follows:
1.! Heating, Ventilation and Cooling (HVAC) Equipment
a.! Set points
i.!Cooling Season: Occupied
•! 78° F
ii.!Cooling Season: Unoccupied

•! 90° F
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!
iii.!Heating Season: Occupied
•! 68° F
iv.!Heating Season: Unoccupied
•! 55° F
v.!Teachers will be able to adjust the temperature in their individual classrooms
by no more than ±3°F.
b.! Maintenance
i.!Facility managers and staff will create a maintenance schedule for all
mechanical systems, including HVAC, at schools within the district.
ii.!Facility managers will preform mechanical system inspections according to
the maintenance schedule in order to:
•! Ensure air filters are clean and replace dirty or exhausted air
filters.
•! Verify that ducting is completely sealed and insulted properly.
•! Determine that pumps, compressors, evaporators, motors and other
components of mechanical systems are functioning correctly.
•! Calibrate thermostats so they accurately reflect both the room
temperature and the established set point(s).
2.! Lighting
a.! Lights will be on only when a room or space is occupied.
b.! In the morning, lights are to be turned on no more than 15 minutes prior to the
arrival of the first building occupant.
c.! In the evening, lights are to be scheduled off no more than 15 minutes after the
building is secured for evening.
d.! Occupancy/motion sensors will be installed, where it makes economic sense, to
reduce and/or turn off lights in unoccupied, vacated areas.
e.! Reduced wattage (28 watts or less) task lighting is encouraged in large spaces,
such as classrooms, where only one or two people occupy the space. If not
available, consider lighting only a portion of the room.
f.! Employees should only light their immediate work area when working after dark
and determine that all other lighting is off.
g.! Daylight should be used whenever possible. If day lighting is adequate for a
specific task, then artificial light for the task should be eliminated.
h.! Spaces will be lit in accordance with generally accepted industry lighting
standards for specific spaces and uses.
i.! All employees are responsible for turning lights off in a space they are the last to
exit.
j.! Gymnasiums will be minimally lit when unoccupied.
k.! All buildings will be minimally lit during unoccupied hours.
l.! Exterior lights are to remain off during daylight hours. In addition, they are to
remain off at night except during periods when lighting is required for occupied
spaces.
m.! Photocells and other automated lighting sensors shall be maintained to ensure
they are operating correctly. This will include everything from replacement to
cleaning.
! 22
!
n.! Refrain from turning lights on unless definitely needed. Remember that lights not
only consume electricity, but also give off heat that places an additional load on
air conditioning equipment and thereby increases the use of electricity necessary to
cool the room.
o.! All lights are to remain off overnight and for the weekend and unoccupied
holiday periods.
p.! Incandescent and halogen light bulbs shall be replaced with compact fluorescent
light bulbs (CFLs), light emitting diode (LED) bulbs, or another efficient lighting
technology wherever feasible.
q.! Maintenance staff will only turn on lights in the direct vicinity of their activities
(e.g. only turning the lights on in the room that is being cleaned).
3.! Solar Panel Systems
a.! The school/district will monitor the production of energy from its solar system(s) in
order to track the reduction in demand for grid electricity in addition to the
reduction of environmental impact.
b.! Monthly reports will be prepared to communicate the PV systems energy
production and dashboard or other monitoring software’s results.
c.! School/district maintenance staff will perform physical inspections of solar systems
to ensure they are performing nominally.
d.! Solar panels are to be washed quarterly, and additionally after the rainy season
ends (if applicable).
e.! Solar panels are to be washed with filtered water and a soft-bristled brush. Do
not wash solar panels with a pressure washer, harsh chemicals, or hard-bristle
brushes that can scratch the protective glass. Dishwashing soap is suggested for
better cleaning results and to remove accumulated dirt.
4.! Water Systems
a.! Low flow plumbing fixtures, including toilets, urinals, showerheads, and sink
aerators shall be installed wherever feasible to reduce water usage.
b.! Rotary sprinkler heads and drip irrigation systems shall be implemented wherever
feasible to increase water use efficiency.
c.! Inspections will be performed to identify leaks in water infrastructure.
d.! Work orders that pertain to leaks or repairs to water infrastructure will be
prioritized.
5.! Energy Usage Monitoring
a.! Each school shall establish a three-year baseline of energy usage in order to
track energy efficiency and conservation improvements and communicate the
results to relevant stakeholders.
b.! Energy usage will be cross-referenced with PV solar production to identify any
billing anomalies.
6.! Preventative Maintenance
a.! Mechanical systems and HVAC will undergo preventative maintenance according
to the maintenance schedule. This will include:
i.! Cleaning of intakes, filters and ducts where applicable.
! 23
!
ii.! Lubrication of moving parts and components that receive high amounts of
wear.
7.! Electrical Equipment & Appliances
a.! No personal appliances will be allowed in classrooms without prior written
approval and permitting. Electrical equipment in classrooms (overheads, TVs,
VCRs, DVD players, etc.) shall be turned off at the end of each school day by the
person in charge of the classroom.
b.! Permits for household appliances will equal the cost of energy consumed by the
device over a given period of time.
c.! All household appliances must have Energy Star certification.
d.! All office equipment is to be turned off daily. Exceptions would include fax
machines and critical computers. Copiers and printers should utilize power saver
modes when not in use for more than 60 minutes.
e.! All non-essential appliances will be unplugged when not in use for extended
periods. If multiple appliances are connected to a power strip or surge protector,
the power strip or surge protector will be switched off.
f.! Lights are to be removed from vending machines.
g.! Where applicable, vending machines will be equipped with vendor misers or
other energy-use limiting equipment, to limit machine cycling during unoccupied
hours.
h.! Food services will minimize the use of refrigeration during extended breaks.
i.! Computers will be programmed to have equipment “sleep” when not in use for
more than 10 minutes.
j.! All non-networked CPUs and computer peripherals will be turned off at the end
of the school day each day.
k.! Power Management software shall set shutdown for all student lab and staff
computers at 6:00pm every night. The Superintendent or designee must authorize
any exceptions.
8.! Building Envelope
a.! Windows and doors are to remain closed while mechanical heating or cooling
equipment is in operation.
b.! All buildings shall be properly insulated to reduce the loss of energy from heating
and cooling.
c.! Windows will be properly sealed to reduce drafts.
d.! Doors will have adequate weather stripping to reduce drafts.
9.! Energy and Water Conservation
a.! Ensure all plumbing and/or intrusion (i.e. roof) leaks are reported and repaired
immediately.
b.! Watering will not occur during the heat of the day, typically between 10am –
8pm.
c.! When spray irrigating, ensure the water does not directly hit the building.
d.! Use drought tolerant landscaping or xeriscaping practices whenever possible to
reduce the demand for water for irrigation.
! 24
!
IV. Other Considerations
•! The district Resource Energy Conservation Program Manager will develop a plan with
the Communications Department using a variety of media to communicate the district’s
conservation efforts to staff, students and community.
! 25
!
EXAMPLES OF SCHOOL SUSTAINABILITY REGULATIONS

Regulation #####
Dixie School District
Waste Diversion Program DRAFT
I. Purpose:
The Governing Board has presented a Green Initiative Program that shows the commitment of
the school community to be stewards of the environment. As set out by the Green Initiative
Policy #3543: “The District shall develop a comprehensive waste reduction, recycling,
composting and reuse plan for all aspects of its operation.” In an effort to be responsive to
this policy, as well as state and countywide waste reduction initiatives, the following waste
diversion program is proposed to coordinate waste reduction and increased diversion from
landfill District wide.
II. Organization and Management:

The responsibilities and organizational arrangements for this Waste Management Policy lie within
a variety of School District and community members.
Principal Responsibilities:
•! Create and sustain a network of communication between custodians, district office and
surrounding community about the effectiveness of the waste management program.
•! Ensure that all staff members are trained in the goals, benefits and waste diversion
procedures.
•! Coordinate educational trainings on waste management for all teachers and staff.
•! Communicate with green team leaders regularly.
•! Facilitate waste service level changes (particularly during the summer and winter breaks).
•! Set up waste audits annually (can be arranged through Conservation Corps North Bay,
Next Generation or Marin Sanitary) and communicate results to the Green Team.
•! Ensure the Site Council creates a waste reduction piece for the school site plan that aligns
with the school’s waste initiatives.
•! Facilitate communication with Marin Sanitary to get special pickups and a debris box at
the end of the year (waste gets properly sorted that way) instead of increasing regular
pickups.
School Site Custodians Responsibilities:

•! Oversee the day-to-day delivery of general waste and recycling services.
•! Empty waste, recycling, and compost into separate containers for disposal into dumpsters
(trash only), blue paper recycling carts, brown general recycling carts, and green
compost/yard waste carts respectively.
•! Manage location of collection containers.
•! Know and understand pick up days of waste and recycling services.
•! Communicate with principals and monitor levels of service.
Teacher Responsibilities:
•! Teachers may choose to have a designated student empty classroom recycling containers.
Each classroom has a container for recycling and for paper.
•! Understand and encourage student involvement in waste diversion on campus.
! 26
!
•! Participate in training on proper waste diversion procedures.
•! Be knowledgeable of recycling container locations on campus.
Site Green Team Responsibilities:

•! Analyze waste audits and set annual waste reduction goals.
•! Plan and implement waste diversion education campaigns such as assemblies, banners,
and curriculum ideas.
•! Operate and maintain lunch sorting stations.
Green Team Leaders at School Sites Responsibilities:

•! Prepare and distribute classroom-recycling procedures.
•! Work with Green Team to create proper sorting signage with visual icons or photos
indicating the types of materials accepted for recycling to put up in recycling locations on
campus.
•! Establish a team of parent volunteers to assist with lunch sorting duties.
•! Create a map identifying locations of all collection containers (dumpsters, sorting
containers, stations etc.)
•! Monitor and assist with waste reduction on a regular basis.
Site Council Responsibilities:

•! Incorporate a waste reduction piece into each school site plan.
District Green Initiative Responsibilities:

•! Annually review waste bills and analyze waste program.
•! Identify and promote waste management best practices.
•! Provide public relations support encouraging waste reduction to all site teams/principals.
•! Incorporate the waste diversion procedures in volunteer and school handbooks.
•! Members should return to their sites and update their principal on the discussion after each
meeting.
III.! Other Considerations:

Any school that wishes to enhance their waste management program beyond the
recommended actions laid out in this document, is encouraged to do so and to notify other
schools of their best practice findings.
! 27
!
Supplementary!Documents!
A. Waste Hierarchy
B. Definitions
C. Classroom Recycling Procedure Example
D. Waste Plan Example
E. Waste Bin Map Example
F. Additional Steps
! 28
!
!
Document A
!
!
REDUCE(
Waste Hierarchy: !
!
The hierarchy lists the different ways of dealing with waste in
order of preference. !
(
A. Reduce: To reduce the amount of waste materials being used and REUSE(
produced.
B. Re-use: To continually re-use an item in order to eliminate the use of
resources in making new items. !
C. Recovery:
!
Recycling – The collection and reprocessing of wastes either into RECOVERY(
the same product or a different one. Recycle!
Composting – The biological decomposition of organic material to Compost!
create a soil conditioner. !
D. Disposal: Waste that is collected and sent to the landfill.
!
!
!
DISPOSAL(
!
! 29
!
Document B: Definitions: According to the California Public Resources Code
A. Solid Waste: CPRC section 40191. "solid waste" means all solid, semi-solid, and liquid wastes,
including garbage, trash, refuse, paper, rubbish, ashes, industrial wastes, demolition and
construction wastes, abandoned vehicles and parts thereof, discarded home and industrial
appliances, dewatered, treated, or chemically fixed sewage sludge which is not hazardous waste,
manure, vegetable or animal solid and semi-solid wastes, and other discarded solid and semi-
solid wastes.
B. Recycling: CPRC section 40180. “Recycle" or "recycling" means the process of collecting,
sorting, cleansing, treating, and reconstituting materials that would otherwise become solid waste,
and returning them to the economic mainstream in the form of raw material for new, reused, or
reconstituted products which meet the quality standards necessary to be used in the marketplace.
C. Compost: CPRC section 40116. "Compost" means the product resulting from the controlled
biological decomposition of organic wastes that are source separated from the municipal solid
waste stream, or which are separated at a centralized facility. "Compost" includes fruits,
vegetable, yard, and wood wastes, which are not hazardous waste.
D. Hazardous Waste: CPRC section 40141. "Hazardous waste" means a waste, defined as a
"hazardous waste" in accordance with Section 25117 of the Health and Safety Code, or a
combination of wastes, which because of its quantity, concentration, or physical, chemical, or
infectious characteristics may do either of the following: (1) Cause, or significantly contribute to,
an increase in mortality or an increase in serious irreversible, or incapacitating reversible, illness.
(2) Pose a substantial present or potential hazard to human health or environment when
improperly treated, stored, transported, or disposed of, or otherwise managed. (3) Unless
expressly provided otherwise, "hazardous waste" includes extremely hazardous waste and
acutely hazardous waste.
! 30
!
! Document C: Classroom Recycling Procedure Example
! Locate your recycling bins in your classroom.

! Label bins with picture signs showing what goes in each (Print these from the Green Team
web page).
! Yellow Buckets= CRV Plastic drink bottles(anything bottle shaped with drinkable liquid
inside) and Aluminum cans.
! Paper Bins = Mixed Paper (All non-food soiled paper, newspapers, paper bags, scrap
paper that is used on BOTH sides, paper tubes, magazines, paperback books that cannot
be reused.)
! If you have CARDBOARD to recycle, flatten it and place it in front of your classroom and
our custodians will take it to the recycling bin. This will go in a separate blue cardboard
only cart.
! It is also a good idea to have a bin for general recycling (everything NOT a CRV bottle
or can).
! Place the recycling bins (paper, general, CRV) NEXT TO A TRASH CAN and near the door
and point them out to your classes.
! When bins are full, ask a volunteer to carry the classroom bins to the nearest RECYCLING
CENTER (see back). This year, the city is collecting all types of recyclables in one bin.
! Household Hazardous Waste and ELECTRONICS: Light bulbs, batteries, toner/ink
cartridges, paint/CDs/DVDs/VHS tapes, computer monitors, TVs, VCRs, and other
electronic waste cannot go in the dumpsters. Please call 415-485-6806 for more
information. These can be taken to the HHW facility on Monday-Tuesday or by
appointment.
Questions? Email: Kim Scheibly (kimscheibly@comcast.net or Julie Wellik
(jwellik@pacbell.net).
Thank You for participating in Dixie’s Resource Conservation and Recycling Program.
! 31
!
Document D: WASTE PLAN Example
Action Person Responsible

SNACK: Remove dual sort bins from common areas Sharron
of buildings A, B, C, and D and room E-3. Place in
designated areas as shown on diagram.
SNACK: Remove yellow buckets from common areas Ethan Hough’s 5th grade
of buildings A, B, C, and D and room E-3. Place in
designated areas as shown on diagram.
LUNCH: Move dual sort bins to designated areas as Sharron

shown on diagram.
LUNCH: Move yellow buckets to designated areas Ethan Hough’s 5th grade
as shown on diagram.
AFTER LUNCH: Empty yellow buckets into special Ethan Hough’s 5th grade
brown cart by recycling cage. This is for CRV bottle
and cans only.
AFTER SCHOOL: Move dual sort bins back to Sharron

common areas of buildings A, B, C, and D and room
E-3.
AFTER SCHOOL: Empty dual sort contents into Sharron
brown cart (general recycling) and garbage
(dumpster).
AFTER SCHOOL Tuesday: Take brown general Jose

recycling carts to the curb for pick-up. Call Marin
Sanitary ASAP if pick up does not happen by
Wednesday afternoon.
AFTER SCHOOL Thursday: Take Blue paper Sharron

recycling carts to the curb for pick-up. Call Marin
Sanitary ASAP if pick up does not happen by
Friday afternoon.
ALL DAY: Help classrooms empty paper bins into Sharron, Jose, and classes
large blue paper recycling carts.
! 32
!
Document E: Waste Bin Map Example
! 33
!
Document F
Additional Steps:
Each school will consider additional reduction steps that are appropriate to their circumstances. Will
include inspection of the facility’s waste output to determine other possibilities for reductions. Additional
steps that should be considered include:
1.! Separate all commingled recyclables, paper, and trash in All classrooms, office areas, and staff
rooms. Clearly mark recycling receptacles:
o! “paper-to be recycled”*
o! “aluminum, plastic, glass”*
o! “trash only”*
2.! Onsite composting of fruits and vegetables in school gardens
3.! Permanent sorting stations in all school site lunch locations
4.! Substitution of reusable items for throw-away items
5.! Elimination of unwanted junk mail by getting off mailing lists
6.! Setting printers to two-sided copying
7.! Contract with food vendors who use recyclable and/or reusable containers and use minimal
packaging
8.! Setting Diversion goals:
o! 75% by June 2013
o! 80% by June 2015
o! 90% by June 2017
o! 95% by June 2020
9.! Separate out all corrugated cardboard and consider getting a separate cardboard dumpster
10.!Recycle! White office paper, newspapers, magazines, junk mail, telephone books, paper board,
cardboard, aluminum, steel, plastic, glass, batteries and light bulbs
11.!Train housekeeping staff to reuse trash can liners
12.!Reuse packaging material or donate to a shipping store, such as UPS
13.!Reuse envelopes and file folders
14.!Eliminate duplicate mailings of subscriptions by contacting business and removing name(s)
15.!Purchase products that have recycled content and/or are biodegradable
16.!Use a filtered water pitcher or contract with a water cooler supplier and eliminate bottled water
17.!Compost food waste or donate to a local farmer
18.!Encourage lunch box kids to carry reusable containers instead of disposal items such as Ziplocs and
juice boxes
! 34
!
Administrative Regulation
Energy And Water Conservation
Board SUNNYVALE SCHOOL DISTRICT Reviewed: January 12, 2006 Sunnyvale,

California
AR 3511
Business and Non-instructional Operations
The district will maintain accurate records of energy consumption and cost of energy so
that information is available to measure the progress of the energy conservation program.
The principal will be accountable for energy management at his/her school site with
energy audits being conducted and conservation program outlines being updated.
Judicious use of the various energy systems of each campus will be the joint responsibility
of the principal and the custodians and maintenance personnel to ensure that an efficient
energy posture is maintained on a daily basis.
Specific areas of emphasis include:

1. Students and employees will be expected to contribute to energy efficiency in the
district.
2. All unnecessary lighting in unoccupied areas will be turned off. All lights will be turned
off when students and teachers leave school. Custodians will turn on lights only in the areas
in which they are working.
3. Energy management at each school site will be made a part of the principal's annual
evaluation. Principals will be provided with energy consumption information for their
school site.
4. Teachers in each classroom will be responsible for the shutdown of all equipment and
lights when the classroom is unoccupied.
5. Custodians at each school will be responsible for a complete and total shutdown of the
facility when closing each evening.
6. Energy Conservation guidelines (below) are hereby made a part of these regulations.
Energy Conservation Guidelines
It is essential that energy guidelines be observed in the operation of the cooling and
heating equipment. The teacher will be responsible for implementing the guidelines during
the time that he/she is present in the classroom. The principal will be held responsible for
the total energy usage of his/her building. The principal will be provided information
! 35
!
reflecting the energy consumption for his/her building. To maintain an environment that is
conducive to the educational process, the classroom temperature should be between 70
and 74 degrees.
Guidelines for Operating Air Condition (Cooling) Equipment
The following energy conservation guidelines are to be observed in those buildings

possessing air conditioning equipment:
1. Staff in buildings with windows and individual classroom controls should.
a. Refrain from turning the air conditioning equipment on until the outside temperature
exceeds 68 degrees. Temperature control should be achieved by the use of window
adjustments.
b. Set start time for air conditioning equipment at each campus as late as possible while
still allowing time to cool the building to guideline temperature by the beginning of
classes.
c. Set the thermostat control at 70 to 74 degrees when air conditioning is in operation.
d. Close individual classroom and office doors when the air conditioning equipment is in
operation.
e. Refrain from turning lights on unless definitely needed. Lights not only consume
electricity but also give off heat. This places an additional load on the air conditioning
equipment and increases the use of electricity necessary to cool the room.
f. Shut off air conditioning when the students leave school. It is anticipated that the
temperature of the classroom will remain at a comfortable level for the period of time the
teacher remains in the classroom after the students have left.
g. Do not utilize air conditioning in classrooms during the summer months unless the
classrooms are being used for summer school or year-round school. Custodians may open
doors and windows to provide necessary ventilation.
h. District maintenance personnel will devise a plan for turning the air conditioning units on
in phases to prevent overloading the system that occurs when all units are turned on at the
same time.
Guidelines for Operating Heating Equipment
The following energy conservation guidelines are to be observed when operating heating
equipment in school buildings:
1. The thermostat controls shall be set no higher than 74 degrees.
2. Individual classroom and office doors will be closed when the heating equipment is in
! 36
!
operation.
3. In those buildings with central controls, the start time for the heating equipment should
be set as late as possible while still allowing time to heat the building to the guideline
temperature by the beginning of classes.
4. In those classrooms with individual thermostat controls, the teacher will be responsible
for setting the thermostat on 55 degrees as he/she leaves the room at the end of each
day. The principal or his/her designee will be responsible for setting thermostat controls to
55 degrees in the restrooms, offices, and other heated areas at the end of the day.
5. In those buildings with central controls, the principal or his/her designee will be
responsible for the setting of the thermostat at 55 degrees at the end of the day.
6. The principal will be responsible to ensure that custodial staff performs an end-of- day
shutdown checklist on Monday through Thursday, and a weekend shutdown checklist on
Friday to make certain that the building is closed and shut down in an energy conservative
manner.
Procedures for Operating Lighting Equipment
1. Lights in classrooms should not be turned on unless definitely needed. Teachers should
make certain that lights are turned off when classroom is unoccupied.
2. Lights in all gymnasiums and multi-purpose rooms should not be left on unless the
gym/multi-purpose room is being utilized.
3. All outside lights will be turned off during daylight hours.
4. When in the building during non-school hours, custodians should only turn on lights in the
specific area in which they are working.
5. Exhaust fans in rest rooms shall be turned off at the end of the day.
6. Copy machines, laminating equipment, computers and other office machines will be
turned off by the office staff each night.
7. All classroom computers will be turned off each day at the end of the last class.
! 37
!
EDUCATIONAL CODE
California Educational Code (Ed code) offers support for and mandates a variety of
modernization and sustainability initiatives in the public school system. It is in the interest of the
State to conserve energy and natural resources whenever possible. The following list outlines some
Ed code sections that are applicable to sustainability policies and regulations.
Title 1
!! §17650
"! “It is the intent of the Legislature … to encourage school districts to retrofit buildings
[to] reduce the costs of supplying energy.”
•! §17651
"! Schools/districts can borrow money as long as the value of energy savings is greater
than the cost of the modernization project.
•! §17652
"! Schools applying for modernization funding must have pre and post audits performed
by a third party.
•! §17920
"! School districts can receive private and public revenue for the replacement of school
buses in order to reduce fleet emissions.
•! §32370-32376
"! Schools/districts “may” and are “encouraged to” establish paper-recycling programs.
•! §32373(c)
"! When practical, schools/districts should revise their procurement specifications to
eliminate discrimination against the purchasing of recycled paper.
Title 3
•! §100620(e)
"! $20 million … “shall be used for the costs of energy conservation adjustments…”
Local & State Environmental Targets and Regulations

AB 341
“… [S]chools and school districts that generate four cubic yards or more of waste per
week… will be required to recycle, if they are not already doing so.”
2013 Nonresidential Compliance Manual

http://www.energy.ca.gov/title24/2013standards/nonresidential_manual.html
! 38
!
PROGRAMS, RESOURCES, AND FUNDING CODE

The Bright Schools Program
All public or non-profit California K-12 schools are eligible for technical assistance.
The Bright Schools Program offers services to help identify the most cost-effective energy saving
opportunities for your school facility. Savings can typically reduce annual utility costs by 10
percent or more. In addition, efficiency upgrades can reduce annual maintenance costs and
greenhouse gas emissions, while improving indoor air quality and the overall building comfort.
Here's how the Bright Schools Program can assist you:
"! Provide energy audits/feasibility studies
"! Review existing proposals and designs
"! Develop equipment performance specifications
In most cases, there is no cost to a school to participate in the program. They provide technical
assistance services up to $20,000 of their consultant's costs. The cost of a study depends on the
facility size, type and scope of the project. If the cost of the study exceeds $20,000, the school
may opt to share in the cost or reduce the scope. They contract with experienced engineering and
architectural consultants who provide the technical assistance.
Proposition 39: The California Clean Energy Jobs Act
“… roughly up to $550 million annually is available for appropriation by the Legislature

for eligible projects to improve energy efficiency and expand clean energy generation in
schools.”
! 39

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Grade: K-12

School Sustainability Policy

Supplementary Documents 28!

•! Clear rationale for developing the policy;

THE POLICY, REGULATION, AND IMPLEMENTATION CYCLE

• What is the underlying problem the policy makers want to

• Conduct background research on the problem and how a

• Using the information gained during the policy analysis, get

• Create the draft policy using the input and comments

• Once the langauge of the policy has been determined, submit

• This step should be easy if the policy analysis and design

• Regulations are the actionable and enforceable rules for

• As with policies, regulations should go through a revision

• Once both a policy and the corressponding regulations are

SUGGESTED POLICY SECTIONS AND TOPICS

1.! Policy Title, Date and Number

2.! Policy Statement and Purpose

Strategic Energy Innovations

The plan shall identify and address ways to:

Strategic Energy Innovations

Green Initiative Committee

TRANSPORTATION POLICY TEMPLATE

The Workbook is available here: http://changelabsolutions.org/safe-routes/welcome

EXAMPLES OF SCHOOL SUSTAINABILITY POLICIES

Business and Non-Instructional Operations

WASTE MANAGEMENT POLICY

First Reading: April 24, 2012 Second Reading: May 8, 2012

RULES AND REGULATIONS

Drafting Rules and Regulations

2.! Establish a Regulatory Team

3.! Preparation of Proposed Regulation

5.! Public Comments and Re-Drafting

7.! Implementation, Evaluation and Monitoring

II. Organization and Management:

ii.!Cooling Season: Unoccupied

EXAMPLES OF SCHOOL SUSTAINABILITY REGULATIONS

II. Organization and Management:

School Site Custodians Responsibilities:

Site Green Team Responsibilities:

Green Team Leaders at School Sites Responsibilities:

Site Council Responsibilities:

District Green Initiative Responsibilities:

III.! Other Considerations:

! Locate your recycling bins in your classroom.

Document D: WASTE PLAN Example

Action Person Responsible

LUNCH: Move dual sort bins to designated areas as Sharron

AFTER SCHOOL: Move dual sort bins back to Sharron

AFTER SCHOOL Tuesday: Take brown general Jose

AFTER SCHOOL Thursday: Take Blue paper Sharron

Document E: Waste Bin Map Example

Board SUNNYVALE SCHOOL DISTRICT Reviewed: January 12, 2006 Sunnyvale,

Business and Non-instructional Operations

Specific areas of emphasis include:

Energy Conservation Guidelines

Guidelines for Operating Air Condition (Cooling) Equipment

The following energy conservation guidelines are to be observed in those buildings

1. Staff in buildings with windows and individual classroom controls should.

c. Set the thermostat control at 70 to 74 degrees when air conditioning is in operation.

Guidelines for Operating Heating Equipment

1. The thermostat controls shall be set no higher than 74 degrees.

Procedures for Operating Lighting Equipment

3. All outside lights will be turned off during daylight hours.