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Michigan Application U.S. Department of Education Green Ribbon Schools

Thank you for your interest in completing Michigan’s application for nomination as a U.S. Department of Education Green Ribbon School (ED-GRS). In order to complete this application, you will need to collect data about your school's facility, health, physical education and safety policies, food service, and environmental and sustainability curriculum. You will need to document efforts in each these areas equally. The primary focus of this application is your school building. Some questions may apply to your school district, please indicate this and describe what you school does above and beyond your district’s efforts.

ED-GRS recognizes schools taking a comprehensive approach to greening their school. A comprehensive approach incorporates environmental learning with improving environmental and health impacts. Becoming a U.S. Department of Education Green Ribbon School (ED-GRS) is a two-step process. The first step is to complete and submit this application. If selected as a nominee for a ED-GRS by Michigan Department of Education, the second step of the process requires signatures for the Nominee Presentation Form that will be sent to the U.S. Department of Education (ED) along with your application.

Selection will be based on documentation of the applicant's high achievement in the three ED-GRS Pillars:

Pillar I: Reduce environmental impact and costs.

Reduced or eliminated greenhouse gas emissions, using an energy audit or emissions inventory and reduction plan, cost-effective energy efficiency improvements, conservation measures, and/or on-site renewable energy and/or purchase of green power;

Improved water quality, efficiency, and conservation;

Reduced solid and hazardous waste production through increased recycling and composting, reduced consumption, and improved management, reduction, or elimination of hazardous waste; and

Expanded use of alternative transportation, through active promotion of locally-available, energy-efficient options and implementation of alternative transportation supportive projects and policies.

Pillar II: Improve the health and wellness of students and staff.

High standards of coordinated school health, including health, nutrition, and outdoor physical education; health, counseling, and psychological services for both students and staff; family community involvement; and an integrated school environmental health program that considers occupant health and safety in all design, construction, renovation, operations, and maintenance of facilities and grounds.

Pillar III: Provide effective environmental and sustainability education, incorporating STEM, civic skills and green career pathways.

Interdisciplinary learning about the key relationships between dynamic environmental, energy, and human systems;

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Use of the environment and sustainability to develop STEM content knowledge and thinking skills to prepare graduates for the 21st century technology-driven economy; and

Development of civic engagement knowledge and skills and students’ application of such knowledge and skills to address sustainability issues in their community.

Schools that demonstrate achievement in all three Pillars will receive the highest rankings. A team should be assembled to document concrete achievement. This team might include: your facilities manager, physical education director, food services director, curriculum director, finance department representatives, teachers, and students. You should consult the ED-GRS Page for standards, programs and grants related to each Pillar, Element, and question. This is an excellent clearinghouse of information for all schools, not only those who apply. Additional information is available on the Green Strides Resources page. The questions in this application will help you demonstrate your achievement in these Pillars as well as provide space for you to include pertinent documentation. An email stating an intent to apply is due Friday, January 11, 2019 and should be submitted to Ruth Anne Hodges, [email protected]. This will allow us to target communication and technical assistance to those interested in applying.

Applications should be submitted via email to Ruth Anne Hodges, [email protected] by 5 pm on Monday, January 21, 2019 . MDE will review applications, select nominees and submit them to the U.S. Department of Education by February 15, 2019.

If selected for nomination to ED-GRS, the school principal and district superintendent must certify that each of the statements below concerning the school’s eligibility and compliance with the following requirements is true; however, in no case is a private school required to make any certification with regard to the public school district in which it is located.

1. The school has some configuration that includes one or more of grades Pre-K-12.

2. The school has been evaluated and selected from among schools within the Nominating Authority’s jurisdiction as highest achieving in the three ED-GRS Pillars: 1) reduced environmental impact and costs; 2) improved health and wellness; and 3) effective environmental and sustainability education.

3. Neither the nominated public school nor its public school district is refusing the U.S. Department of

Education Office of Civil Rights (OCR) access to information necessary to investigate a civil rights complaint or to conduct a district wide compliance review. The Department of Defense Education Activity (DoDEA) is not subject to the jurisdiction of OCR. The nominated DoDEA schools, however, are subject to and in compliance with statutory and regulatory requirements to comply with Federal civil rights laws.

4. OCR has not issued a violation letter of findings to the public school district concluding that the

nominated public school or the public school district as a whole has violated one or more of the civil rights statutes. A violation letter of findings will not be considered outstanding if OCR has accepted a corrective action plan to remedy the violation.

5. The U.S. Department of Justice does not have a pending suit alleging that the public school or the

public school district as a whole has violated one or more of the civil rights statutes or the Constitution’s equal protection clause.

6. There are no findings of violations of the Individuals with Disabilities Education Act in a U.S.

Department of Education monitoring report that apply to the public school or public school district in

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mailto:[email protected]

https://www2.ed.gov/about/inits/ed/green-strides/index.html

http://www2.ed.gov/programs/green-ribbon-schools/index.html

question; or if there are such findings, the state or public school district has corrected, or agreed to correct, the findings.

7. The school meets all applicable federal, state, local and tribal health, environmental and safety

requirements in law, regulations and policy and is willing to undergo EPA on-site verification.

In addition, if selected for nomination for ED-GRS, nominees will be asked to submit 5-10 photographs with descriptions including who, what, when, and where. Photos should be action shots, not posed and must be captioned using descriptive language. For example, “Students conduct water quality tests in outdoor classroom with science majors from nearby university.” These will not be scored. By sending these photos, you are giving your state nominating authority and the U.S. Department of Education permission to use them in our newsletter and social media.

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School Information

School Contact Information

Official School Name: Click here to enter text.

Website: Click here to enter text.

Address: Click here to enter text.Click here to enter text.

Click here to enter text. enter text enter textCity State ZIP Code

District Name: Click here to enter text.

Principal Contact Information

Name: Click here to enter text.E-mail Address:Click here to enter text. Phone:Click here to enter text.

Applicant Contact Information (If Different)

Name: Click here to enter text. Title:Click here to enter text.E-mail Address:Click here to enter text. Phone:Click here to enter text.

School Information

Grade LevelEarly Childhood Learning Elementary Middle School High School

Grades at School: enter text

School TypePublic Private

How would you describe your school?

Urban Suburban Rural

Total Enrolled: enter text

Please provide percentages of students in each subgroup below based on 2017-2018 data:

Economically Disadvantaged: enter text Migrant: enter textEnglish Learner: enter text Foster: enter textStudents with Disabilities: enter text Homeless: enter text

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School Efforts Overview____________________________________________________________________________________________________Provide a 800 word maximum overview of your school’s efforts to make progress towards the ED- GRS Three Pillars by reducing environmental impacts and costs, improving student and staff health, and providing effective environmental and sustainability education. Focus on any unique and innovative practices and partnerships.

Click here to enter text.

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____________________________________________________________________

Pillar I: Reduced Environmental Impact and CostsNarrative: Describe how your school is reducing environmental impacts and costs. (400-word max)


Element IA: Energy

1. Do you track resource use in EPA ENERGY STAR Portfolio Manager?

o If yes, what is your score? enter text

o *If score is above a 75, have you applied for and received ENERGY STAR

certification?

2. Does your school or school district have a sustainability coordinator?

3. Summarize your school’s plan to manage and reduce energy use, such as an energy master plan, an energy conservation plan, or energy conservation guidelines. Please clarify which impacts and costs are the responsibility of the school and which are the responsibility of the district. (100-word max)


4. Describe how your school has reduced the total non-transportation energy use (e.g. electricity and temperature control) over the past 5 years? (100-word max)


5. In the past 5 years have you seen an energy reduction at your school?

o If yes, how did you calculate the reduction?

Click here to enter text.o What efforts have you taken to reduce usage in the 5-year period?


6. What percentage of your energy is obtained from:

o Onsite renewable energy generation:

i. Percentage: enter % Type: enter text

o Purchased renewable energy:

i. Percentage: enter %ii. Type: enter text

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Yes No

Yes No

Yes No

Yes No

o Please list any participation in federal, state, or utility company school energy programs:


7. Does your school use any of the following? Check and provide brief explanation if applicable.

☐ LEDS


☐ Light Sensor and controls


8. Has your building operator participated in training to find opportunities to reduce energy use and cost in the last 3 years?

o If yes, please list the trainings in which they have participated.


9. Has your school received any of the following in the last 3 years? If yes, describe when and the findings.

o Utility energy assessment


o Energy audit


o Building commissioning or retro-commissioning


10. Can your school demonstrate a reduction in its greenhouse gas emissions?

o If yes:

i. Percentage of reduction: enter %

ii. Time period measured from mm/yy to mm/yy

iii. Please provide the following information:

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Yes No

Yes No

Yes No

Yes No

Yes No

1. Initial GHG emissions rate (MT eCO2/person): enter text

2. Final GHG emissions rate (MT eCO2/person): enter text

3. Offsets: enter text

4. How did you calculate the reduction?


Element IB: Water and Grounds

1. Can you demonstrate a reduction in your school’s total water consumption from the past 5 years? If yes:

o How did you document this reduction (e.g., ENERGY STAR Portfolio Manager,

utility bills, school district reports)?


o Describe the efforts have you taken to reduce usage over the past 5-years period.


2. Describe any alternative water sources used for irrigation. (50 words maximum)


3. Describe any efforts to reduce storm water runoff and/or reduce impermeable surfaces. (50 words maximum)


4. Where does your school’s drinking water come from?

☐ Municipal water source

☐ Well on property

☐ Other: Click here to enter text.

5. Does your school currently test its water quality?

If yes, please list what is tested for and how frequently.


6. Describe how the water source is protected from potential contaminates. (50 words max)


7. Describe the program you have in place to control lead in drinking water. (50 words max)

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Yes No

Yes No


8. What percentage of the school’s grounds is devoted to ecologically beneficial uses? enter %

9. What percentage of your school grounds is considered water-efficient and/or regionally appropriate?

enter %

10. List the types of plants used for landscaping on school grounds and their ecological benefits:


Element IC: Waste

1. What percentage of solid waste is diverted from landfilling or incinerating due to recycling and/or composting? Complete all calculations to receive points.

o Monthly garbage service in cubic yards (garbage dumper size(s) x number of collections per month x parentage of full when emptied or collected): A = enter text

o Monthly recycling volume in cubic yards (recycling dumper size(s) x number of collections per month x parentage of full when emptied or collected): B = enter text

o Monthly compostable materials volumes in cubic yards (food scrap/food soiled paper dumpster size(s) x number of collections per month x parentage full when emptied or collected):

C = enter text

o Recycling Rate: ((B + C ÷ (A + B + C) x 100) = enter text

o Monthly waste generated per person = (A ÷ number of students and staff): enter text

2. Describe your school’s efforts to ensure that office/classroom paper content is post-consumer material, fiber from forests certified as responsibly managed, and/or chlorine free? (50 Words Max)


3. List the types and amounts of hazardous waste or material generated at your school (include waste from chemistry labs, cleaning, energy, etc.).


a. How is hazardous waste disposal tracked?


b. Describe other measures taken to reduce and eliminate hazardous waste at your school. (100 words maximum)

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4. Describe efforts to implement “green cleaning” in your school. Include names or types of cleaning products and processes used to reduce or eliminate the use of hazardous materials in your building.


Element ID: Alternative Transportation

1. Describe how your school transportation use is efficient and has reduced its environmental impact; students getting to/from school and school function. (50 words maximum)


2. Has your school implemented any of the following? (check all that apply):

☐ Designated carpool parking stalls

☐ A well-publicized no idling policy that applies to all vehicles (including school buses)

☐ Vehicle loading/unloading areas that are at least 25 feet from building air intakes, doors, and

windows

☐ Safe Pedestrian Routes to School or Safe Routes to School

3. Describe any other efforts in transportation toward reducing the environmental impact of transportation, focusing on innovative or unique practices and partnerships. (100 words maximum)


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Pillar II: Improve the health and wellness of students and staffNarrative: Describe how your school improves the health and wellness of students, faculty and staff by integrating a campus-wide environmental health program and promoting sound health and wellness practices. (400-word max)


Element IIA: Environmental Health

1. Identify which actions your school takes to minimize staff and student exposure to hazardous contaminants. For each checked practice, provide a description of specific actions taken and incorporate metrics when appropriate (200-word max for each response).

☐ School reduces or does not use fertilizer on our property.


☐ School has efforts to reduce pesticide use.


☐ School has Integrated Pest Management (IPM) efforts. Include pest management practices and any IPM/green certifications earned in description.


☐ School conducts both indoor and outdoor IPM to reduce student exposure to chemical pesticides.


☐ School prohibits smoking on campus.


☐ School has removed and prohibits purchasing of elemental mercury.


☐ School has identified and removed any wooden playground equipment that contain chromated copper arsenate.


☐ School uses fuel burning appliances and has taken steps to protect occupants from carbon monoxide (CO).


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☐ School has taken efforts to improve water quality for staff and students.


☐ School has participated in safe drinking water trainings.


☐ Other actions taken to minimize staff and student exposure to hazardous contaminants:


2. Identify which actions your school has taken to address environmental health issues. For each checked practice provide examples of actions taken and incorporate metrics when appropriate (200-word max for each response).

☐ School takes actions to prevent asthma triggers in and around the school.


☐ School controls and manages routinely used chemicals to minimize student and staff exposure.


☐ School takes actions to control moisture leaks, condensation, and excess humidity.


☐ School promptly inspects all structures to ensure they are free of mold, moisture, and water leakage. If moldy material is found it is promptly removed.


☐ School inspects and conducts maintenance on school ventilation system and all unit ventilators to ensure they are clean and operate properly.


☐ School acts to ensure that all classrooms and other spaces are adequately ventilated with filtered outside air, consistent with state or local codes, or national ventilation guidelines.


☐ School has installed local exhaust systems for major airborne contaminant sources.


☐ Other actions taken to address environmental health issues:


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3. Indicate which steps your school has taken to protect indoor environmental quality for staff and students. For each checked practice provide examples of actions taken and incorporate metrics when appropriate (200-word max for each response).

☐ School implements EPA’s IAQ Tools for Schools and/or conducts other periodic, comprehensive inspections of the school facility to identify environmental health and safety issues and take corrective action.


☐ School conducts good quality daylighting with high-quality electrical light when needed.


☐ School has good relative humidity control (ASHRAE 30-60%).


☐ Schools exceeds minimum outdoor air exchange rates (2015 International Mechanical Code, Table 403.3.1.1).


☐ School has tested all frequently occupied rooms at or below ground level for radon gas and has fixed retested all rooms with levels that rested at or above 4pCi/L or school was built with radon resistant construction features and tested to confirm level below 4pCi/L.


☐ Other steps school has taken to protect indoor environmental quality for staff and students:


Element IIB: Nutrition and Fitness

4. Indicate the practices your school employs to promote nutrition, physical activity and overall school health for staff and students. For each checked practice provide examples of actions taken and incorporate metrics when appropriate (200-word max for each response).

☐ School participates in a school nutrition program.


☐ School participates in a Farm to School program to use local, fresh food.


☐ School has an onsite food garden.


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https://codes.iccsafe.org/public/document/IMC2015/chapter-4-ventilation

http://doas-radiant.psu.edu/fischer_article_on_school_iaq_03.pdf

https://www.epa.gov/iaq-schools

☐ Garden supplies food for our students in the cafeteria, a cooking or gardening class, or the local community.


☐ School provides cooking or gardening classes.


☐ School has a health advisory council or school wellness committee.


☐ School integrates health measurements into assessments


☐ School promotes hand washing for all staff and students.


☐ Students spent at least 120 minutes per week over the past year in school supervised physical activity.


☐ At least 50% of physical activity takes place outdoors.


☐ School participates in International Walk to School Day in October or National Bike to School Day in May.


☐ Student have participated in the EPA’s Sunwise, or equivalent program.


☐ Portion of school meals are composted onsite.


☐ Health, nutrition, wellness, and physical activity are taught in curriculum.


☐ School offers professional development or training for staff in health and wellness.


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☐ Specify other nutrition, fitness and health related practices for staff and students.


Element IIC: School Health, Mental Health, School Climate, and Safety

1. Indicate the practices your school employs to promote school health, mental health, school climate and safety for staff and students. For each checked practice provide examples of actions taken and incorporate metrics when appropriate (200-word max for each response).

☐ School supports student mental health and school climate through counseling, psychological and and/or peer counseling.


☐ School supports student mental health and school climate through anti-bullying programs.


☐ School addresses alcohol and other drug use and abuse.


☐ School provides violence prevention programs.


☐ School has a school nurse and/or a school-based health center.


☐ School provides opportunities for employee wellness.


☐ School uses a Coordinated School Health approach or other health-related initiatives to address overall school health issues.


☐ School collaborates with community partners to provide services and support to health and wellness needs of staff and students.


☐ School provides other school health, mental health, school climate, and safety services for staff and students.


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Pillar III: Effective Environmental and Sustainability EducationNarrative: Describe how your school provides effective environmental and sustainability education by incorporating STEM, civic skills, and green career pathways. (400-word maximum)


Element IIIA: Interdisciplinary Learning and relationships between dynamic environmental, energy and human systems

1. Indicate the practices your school employs to help ensure effective environmental and sustainable education. For each checked practice provide examples of actions taken and incorporate metrics when possible (200-word max for each response).

☐ School has environmental or sustainability literacy requirements.

Click here to enter text. ☐ Environmental and sustainable concepts are integrated throughout the curriculum.

Click here to enter text. ☐ Environmental and sustainable concepts are integrated into assessments.

Click here to enter text.☐ Students show evidence of high levels of proficiency in these assessments.

Click here to enter text. ☐ Professional development in environmental and sustainable education is provided to all teachers.


Element IIIB: Use of the environment and sustainability to develop STEM content, knowledge, and thinking skills to prepare graduates for the 21st century technology-driven economy

1. Describe how your school uses the environment and sustainability as a context for learning STEM and literacy? (100-word max)

Click here to enter text. 2. Describe how your school uses the environment and sustainability as context for learning about “green”

technologies and/or career pathways? (100-word max)

Click here to enter text. 3. Describe how your school incorporates sustainability, outdoor learning, and/or place-based learning

experiences in your K-12 SSTEM curriculum? (100-word max)

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Element IIIC: Development of civic engagement knowledge and skills, and students’ application of these to address sustainability and environmental issues in their community

1. Discuss how your school develops and applies civic knowledge and skills to environmental and sustainability education. (100-word max)


2. Describe how outdoor learning is used to teach an array of subjects in contexts, engage the broader community, and develop civic skills. (100-word max)


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Additional Information:

Please provide any additional information regarding your school’s efforts that you think make your school stand out as a U.S. Department of Education Green Ribbon School.


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