Acknowledgements - Toronto District School Board · For anyone other than Toronto District School...

Acknowledgements

Writers: Kristen Evers, Lisa Fisk, Diana Suzuki, and Erin Wood

Contributors: Matthew Green, Jennifer Humphrey and Akash Patel

Editors: Eleanor Dudar and Jenn Vetter

EcoSchools DIY Guide 2015/16

© September 2015 Toronto District School Board

Reproduction of this document for use in schools within the

Toronto District School Board is encouraged.

For anyone other than Toronto District School Board staff, no part

of this publication may be reproduced, stored in a retrieval system,

or transmitted in any form or by any other means, electronic,

mechanical, photocopying, recording or otherwise, without the prior

written permission of the Toronto District School Board. This

permission must be requested and obtained in writing from:

Toronto District School Board

School Programs and Services

3 Tippett Road

Toronto, ON M3H 2V1

Tel: 416.397.2595

Fax: 416.395.8357

Email: [email protected]

Every reasonable precaution has been taken to trace the owners of

copyrighted material and make due acknowledgment. Any omission

will gladly be rectified in future printings.

Printer: TDSB Printing Services

Photo from Martingrove C.I.


i © 2015 Toronto District School Board

Becoming an EcoSchool 1

What is EcoSchools? 1

5 steps to an effective EcoSchools program 1

Guidebooks at a glance 5

Applying for EcoSchools certification 7

Platinum requirements 8

Applying for platinum certification 9

Getting ready for your certification audit 10

EcoSchools audit FAQs 11

The Look-fors 12

1. Leadership and Teamwork 13

2.2. Energy Conservation 15

2.3. Waste Minimization 17

3. Vibrant School Grounds 19

4. Ecological Literacy 21

5. Healthy, Active & Safe Communities 23

Table of Contents

ii


© 2015 Toronto District School Board

1 © 2015 Toronto District School Board


What is EcoSchools?

Five steps to an effective EcoSchools program

EcoSchools is a school greening program with a very broad scope. It

addresses what is taught, how we run our schools and how we design

and use our schools grounds. Its central focus is supporting students

and staff in caring for and protecting the environment.

EcoSchools asks us to examine the decisions we make in our schools,

inside and out—from modifying practices in our classrooms, offices,

and boiler rooms to designing the school ground as a place for healthy,

enriched learning.

—————————————————

Interested in becoming an EcoSchool but not sure

where to begin?

Consider using the Five-Step Process! This model provides an organized and systematic way for schools to implement their program over the course of a school year.

—————————————————

Becoming an EcoSchool



Step 1: Establish an EcoTeam

Step 2: Conduct an EcoReview

What does an EcoTeam look like?

EcoTeams vary in size and structure. Strong EcoTeams are

well-rounded and include representation from the whole school

community. A lead teacher and students are essential; having the

support of administrators, caretaking staff, teachers, parents and

community members will help make your team even stronger.

What does an EcoTeam do?

An EcoTeam engages and leads the whole school population in

environmental initiatives. The team identifies environmental priorities

for the school, plans campaigns accordingly and is also responsible for

documenting and sharing accomplishments.

Where do we start?

Take stock of your school’s strengths and identify areas for

improvement by completing the six EcoSchools EcoReviews. The

EcoReviews can be found in the Certification Guide, Certification

Toolkit, and online application. Each EcoReview leads you through a

series of questions focused on the environmental practices at your

school. They also reference related EcoSchools resources to help

further develop your program. If your school has been certified before,

refer to your audit reports from previous years for suggestions on how

to grow your program.

—————————————————

EcoReview Tip!

To help direct your work you

may want to focus on just one

or two of the EcoReviews at

the start of the year.

However, keep in mind that

you will still need to complete

all six EcoReviews by the

application deadline—April

15th—to be eligible for

certification.

—————————————————

————————————————

Team Structure

Documenting the structure of

your EcoTeam is an

EcoSchools portfolio

requirement. For ideas on how

to structure your team see the

Team Structure and Roles and

Responsibilities tools in the

2015/16 Certification Toolkit

(pp. 18 and 21 respectively)

—————————————————

Team Building Tools

Building the Team—

Questionnaire (Toolkit pp. 14-15)

Building Team Momentum

(Toolkit p. 17)

—————————————————



Step 3: Plan for the year

Step 4: Take action

Using the EcoReviews as a guide, decide on some priorities as a team

and brainstorm initiatives to address them. Check out the Best

Practices guide and the Certification Toolkit for ideas and resources.

Once you know what you want to do for the year, chart your plans on

the EcoTeam Timeline (a portfolio binder requirement found at

ecoschools.ca>Forms) to help space out your plans.

Feeling overwhelmed?

Tailor your initiatives to fit your school’s needs and your team’s

abilities. The EcoSchools program is designed to grow over time. If you

are a new team, start small. You may want to focus on just one or two

key initiatives for the first year.

Communicate your plans to the whole school

Clearly communicating your goals and activities at the beginning of

your campaign will help to encourage whole school participation. As

you implement your campaign, challenges may arise along the way.

Expect these bumps and adapt accordingly.

Don’t forget to document your achievements!

The documentation process is a key component of the EcoSchools

program and helps track your team’s progress. Collecting evidence of

your achievements in an EcoSchools portfolio allows you to share your

progress with:

Your school, to celebrate successes

Your colleagues, to sustain the program and facilitate future

changes in leadership

Your auditor, to receive recognition for your efforts

—————————————————

Planning Tip!

The 2015/16 Certification

Toolkit offers a number of

tools to help with campaign

planning including the Schools

Campaign Action Plan (p.26)

and Designing a Campaign

(p.25).

—————————–———————

When planning think about:

How can your initiatives

engage the whole school

community?

What resources will you

need access to?

When will campaigns have

the most impact?

How will you communicate

your campaign to the

school community (e.g.,

promotion, follow-up)?

—————————————————



Step 5: Assess your progress

Reflecting as a team is a great way to improve your program moving

forward—plus it’s an EcoSchools portfolio requirement (Students, Have

Your Say, Certification Toolkit p.16)! As you reflect on an initiative or

the year consider thinking about:

How have your initiatives been successful? How could they be

modified for next time?

Is your team structure effective? In what areas might you need

more support?

Revisit the EcoReviews: celebrate your strengths and identify areas

for further improvement

Seek feedback:

Feedback from an outsider’s perspective can spark new ideas, help

grow your program, and offer encouragement. This is the role of the

EcoSchools auditor who will visit your school near the end of the year

(see p.11 of this guide for details on what happens during an audit).



Guidebooks at a glance

Our guides provide useful information, tools, and ideas to help you

reach your goals. All of our guides are available to download at

ecoschools.ca>Resources and Guides.

Things to think about:

What ideas in the Best Practices guide can you implement to work

towards your goals?

What tools in the Certification Toolkit can help you plan and imple-

ment these ideas?

How will you showcase your work and meet the portfolio

requirements (refer to the Portfolio Requirements guide)?

Certification Guide and Planner 2015/16

This essential certification resource provides an overview of the

application and certification process, the six program sections and their

corresponding EcoReviews.

Portfolio Requirements 2015/16

In this guide, the 15 portfolio requirements are outlined. This resource

includes a one page portfolio requirements checklist, an example for

each requirement and suggestions on related tools.


Whether you’re new to EcoSchools, or well acquainted with the

program, the EcoSchools DIY Guide is a helpful resource. This guide

includes a 5-Step Process for building your program, describes the

certification process, and provides suggestions on how to prepare for

your audit.



Certification Toolkit 2015/16

This guidebook contains resources on all aspects of the EcoSchools

program including tools for helping you complete portfolio

requirements.

Best Practices

Need some inspiration? The Best Practices guidebook contains a

collection of tried and true strategies as well as some unique ideas from

other EcoSchools.

Designing for Shade and Energy Conservation

With its deliberate focus on providing shade for students and buildings,

this guide provides examples of greening practices and shares

emerging research about how best to provide natural shade where

children learn and play.

Waste Audit Guide: Measuring Our Progress

Refer to this guide for details on the EcoSchools Waste Audit process,

complete with worksheets, sorting signs, and posters.

The Green Bin: A How-to Guide

Looking for tips on using the green bin at your school? This handy

guide outlines how to implement the green bin within a school and

includes recommendations, resources and curriculum connections to

help your Green Bin Program thrive.



Schools must apply every year for EcoSchools certification/

recertification.

1. Establish your EcoTeam.

2. December 15th: Firm deadline to register your

school for certification. Go to ecoschools.ca>Register/Apply.

3. Work on the EcoReviews and portfolio requirements through-

out the year and collect them in your EcoSchools portfolio.

Visit ecoschools.ca>Resources and Guides for additional

resources including the Certification Guide and Planner,

Certification Toolkit, Best Practices, and Portfolio Require-

ments guides.

4. April 15th: Firm deadline to complete and submit

the online application. NOTE: Activities started or

completed after this date can be drawn to the auditor’s

attention and/or included in your portfolio.

5. Use this guide to help prepare for the certification audit in May

or June. The guide includes the look-fors the auditor will be

checking, examples from schools, and links to helpful tools in

the Certification Toolkit.

Interested in applying for platinum?

See the next page for details on platinum requirements and

certification deadlines.

Applying for EcoSchools Certification

Applying for bronze, silver, or gold certification

———————————————

ALL DEADLINES ARE FIRM

If you miss a deadline your school will not be eligible to

apply for EcoSchools certification.

———————————————

———————————————

Accessing your report: To download your most recent EcoSchools report, visit the online application (go to ecoschools.ca>Register/Apply), log-in to your school

and go to the reports section.

———————————————

PLEASE NOTE A school’s final score is determined after the auditor

has assessed and entered the data related to the “look-fors”

into the online application.

All schools will receive notice of their standing before the end of June.

———————————————

———————————————

Questions?

Please contact Wendy Abbot at [email protected]

———————————————



Platinum requirements

Platinum schools represent the highest level of achievement in the

EcoSchools program and serve as role models with exemplary

initiatives. As such, platinum schools need to be strong in all areas of

the program. To ensure that schools applying for and achieving

platinum consistently reflect this standard, we have implemented the

following requirements:

What’s needed to apply for platinum?

Achieve a minimum overall score of 80 in the final audit

Achieve a minimum of 75% of the potential points in each of

the 5 sections of the EcoSchools program in the final audit (see

table below)

What’s needed to achieve platinum? Complete a self-directed waste audit and waste reduction plan

Participate in both the interim and final certification audit

Achieve a minimum overall score of 88 in the final audit

Achieve a minimum of 80% of the potential points in each of

the 5 sections of the program (see table below)

———————————————NOTE:

Schools that achieve 75% in

each section, but do not

achieve a minimum overall

score of 80 and vice-versa will

not be eligible to apply. ———————————————

———————————————NOTE:

Schools that achieve 80% in

each section, but do not

achieve a minimum overall

score of 88 and vice-versa will

be awarded gold certification.

———————————————

Point requirements:

Schools must meet BOTH the minimum points in each

section (1) and the overall minimum total score

required (2).

Total points

available per

section

Minimum points

to apply for

platinum

Minimum points

to achieve

platinum

1 Sections 75% in each

section

80% in each

section

1. Leadership and Teamwork 15 11.25 12

2.1 Energy Conservation 22 16.5 17.6

2.2 Waste Minimization 14 10.5 11.2

3. Vibrant School Grounds 14 10.5 11.2

4. Ecological Literacy 20 15 16

5. Healthy Communities 15 11.25 12

2 Overall minimum total score required 80 88

Breakdown of points required in platinum process



Applying for platinum certification

Key steps during the platinum year

1. Register for the platinum program:

October 30th: deadline for eligible schools to register for

platinum certification. Go to ecoschools.ca>Register/Apply.

2. Prepare for your interim audit:

November 15th: Deadline to complete and submit your interim

online application.

Ensure that the principal and head caretaker are available for

the audit.

Complete a waste audit and develop a waste reduction plan.

For maximum impact, do this in the first term.

3. Throughout the year

Document your team’s progress throughout the year using an

electronic or print copy of the EcoSchools portfolio. Remember

to consider last year’s audit feedback and plan strong

eco-initiatives in all areas of the EcoSchools program.

4. Prepare for your final audit occurring April to June

Develop a plan to address recommendations from the interim

audit as you plan for your final audit.

April 15th: Firm deadline to update and submit your final

online application. NOTE: Activities started or completed after

this date can be drawn to the auditor’s attention and/or included

in your portfolio.

————————————–———–

ALL DEADLINES ARE FIRM If you miss a deadline your

school will not be eligible to apply for platinum certification.

—————————–--——————

————————–———————

Questions? Please contact Wendy Abbot at [email protected]

—————————–——————



Getting Ready for Your

Certification Audit



EcoSchools audit FAQs

1. When will your annual certification audit be?

You will be contacted by EcoSchools with the date and time

approximately two weeks prior to your audit (May-June).

2. Who should attend?

It is important to have the principal, head caretaker, and main

EcoSchools contact person present for at least part of the audit.

Please encourage student EcoTeam representatives to be present as

well (this is particularly important in secondary schools). Other

EcoTeam members are also welcome.

3. How long is the audit?

1 hour for elementary and 1½ hours for secondary schools

4. What do auditors do during the audit?

The EcoSchools auditor will:

i. Take at least a partial walk-through of the school with key team

members—keeping an eye out for the 12 look-fors

ii. Sit with the team for a short discussion and follow-up questions

iii. Review the EcoSchools portfolio

Audit preparation checklist:

Complete the EcoReviews and submit your online application

Gather the required materials for the portfolio (see Portfolio

Requirements guide available for download at

ecoschools.ca>Resources>Certification Guides)

Look-fors are often overlooked by school teams. Review this

guide for clear ideas about how to meet these requirements.

For example: Are all of your garbage and recycling bins paired

and labelled?

Write down any questions you may have for your auditor

—————————–--——————

PLEASE NOTE:

A school’s final audit score will only be known after the auditor has assessed and entered the

data related to the “look-fors.”

All schools will receive notice of

their standing before the end of June.

—————————–--——————

—————————–--——————

TIP: Ensure that student work and lesson summaries demonstrate ecoliteracy from different grades and collectively represent learning and, about,

in, and, for the environment.

—————————–--——————

Getting Ready for your certification audit



The Look-fors

The school visit look-fors are used by the auditors to assess key aspects of each school’s EcoSchools

program. During the audit, an auditor will assess the following look-fors:

Section 1: Leadership and Teamwork (25% of section total)

1.7 To what extent is your environmental program evident throughout the school (e.g., EcoSchools plaques, environmental awards, bulletin boards, a recycling centre, signs for garden areas, displays in classrooms and in the halls)?

1.8 All portfolio requirements have been met in an electronic or print copy of the portfolio.

Section 2.1: Energy Conservation (50% of section total)

2.1.8 Lighting is used only when necessary (e.g., lights are turned off when adequate light is available from the sun, or when rooms are not being used; use task lighting where appropriate).

2.1.9 Energy practices are recorded on the Energy Walkabout Worksheet and communicated to the school.

2.1.10

To what extent has the school implemented targeted energy conservation strategies?

Section 2.2: Waste Minimization (40% of section total)

2.2.12 Garbage cans and recycling bins are paired and labelled to improve sorting.

2.2.13 To what extent has the school analyzed its waste to determine key issues and implemented targeted waste reduction strategies? Note: EcoSchools waste audit = Level 4

2.2.14 The school's bulk garbage bins/toters do not contain recyclables. Recycling bins/toters do not contain garbage.

2.2.15 To what extent has the school implemented the Green Bin program?

Section 3: Vibrant School Grounds (15% of section total)

3.4 The school's grounds appear to be well cared-for (e.g., the trees and gardens have been mulched and litter and invasive species have been removed from gardens).

Section 4: Ecological Literacy (30% of section total)

4.8 Is evidence of the collaboration described in 4.1 included in the portfolio?

4.9

Does the portfolio include student work samples from several grades and subjects that demonstrate an understanding “about”, appreciation “for”, and experience “in” the environment? Is each sample accompanied by the EcoLiteracy Checklist form (Certification Toolkit p.167)?

- Portfolio Requirement

NEW

NEW


Helpful tools in the

Certification Toolkit:

Team Structure p.18

EcoTeam Timeline p.27

Students, Have Your Say!

p.16

Designing a Campaign p.25

1.0: Leadership and Teamwork (25% of section total)

EcoTeam displays help to share key messages and encourage action.

1.7 To what extent is your environmental program evident

throughout the school (e.g., EcoSchools plaques,

environmental awards, bulletin boards, a recycling

centre, signs for garden areas, displays in classrooms

and in the halls)?

1.8 All portfolio requirements have been met in an

electronic or print copy of the portfolio.


1.0: Leadership and Teamwork (25% of section total)

Clear communication about a whole-school initiative is part of Leadership

and Teamwork. This anti-idling campaign builds support for a community

initiative in section 5.

Recognition for exceptional student

work helps build school spirit.

The Portfolio Requirements guide

provides a framework for documenting

eco-activities in your portfolio—you can

download a copy at

ecoschools.ca>Guides and

Resources>Certification Guides.


Exemplary energy conservation: lights,

computers, Smart Board off; blinds down.

2.1.8 Lighting is used only when necessary.

2.1.9 Energy practices are recorded on the Energy

Walkabout Worksheet and results are

communicated to the school.

2.1.10 Evidence the school has implemented targeted energy

conservation strategies.

2.1: Energy Conservation (50% of section total)



Energy Walkabout Worksheet

pp. 39-40

Energy Conservation Work Plan

p. 41

Campaign Reflection p. 28

Monitoring Charts (Let the

Sunlight In, Let the Air Flow) can

be used to support 2.1.10:

ecoschools.ca>Resources and

Guides>Charts and Posters

Order Lights-off stickers from:

ecoschools.ca>Forms>Order Form

Displays communicate energy

walkabout results.

Energy practices are recorded on

Energy Walkabout Worksheet.


Student-made signs provide energy saving tips and help

promote energy conservation initiatives to the whole school.

This sticker invites students to decide with their

teacher when lights should be turned off. Highly visible photocopier sign

makes it hard not to do the

right thing!

2.1: Energy Conservation (50% of section total)


2.2: Waste Minimization (40% of section total)

Engaging signs, providing clear labels for garbage

and recycling containers, and side by side placement

makes it easier to put things in the right place!

These recyclables were found in the bulk

garbage bin!

A waste audit display that includes waste audit

results and a waste reduction work plan represents

a level 4 for the school waste look-for (2.2.13).



The Waste Audit: A “how-to”

tip sheet p.53

Waste Audit Results pp.56

Waste Reduction Work Plan

p.56

What Can You Recycle? p.57

Campaign Reflection p. 28

Label your green bins and pair them with

recycling and garbage receptacles to

improve waste sorting practices.

2.2.12 Garbage cans and recycling bins are paired and

labelled to improve sorting.

2.2.13 To what extent has the school analyzed its waste

to determine key issues and implemented targeted

waste reduction strategies?

2.2.14 The school's bulk garbage bins/toters do not

contain recyclables. Recycling bins/toters do not

contain garbage.

2.2.15 To what extent has the school implemented the

Green Bin program?


Golden recycling bin sparks

friendly class-to-class

competition to be the best

recycler.

2.2: Waste Minimization (40% of section total)

This playful waste-free lunch poster depends on clear

images to educate while giving this campaign an

alluring personality.

Colourful posters help to raise awareness and

organize team initiatives. Clear signage helps remind students

and teachers that disposable coffee

cups go in the garbage and not in

the recycling bin.


This tree is well-mulched. The

doughnut shape prevents mulch from

being pushed against the tree trunk

itself; ideally the mulch extends to the

drip line. The grounds are also free of

litter.

Avoid mulching trees in concrete. Mulch

should never touch the trunk’s bark.

(See doughnut illustration above.)

3.0: Vibrant School Grounds (15% of section total)

Helpful tools in the Certification

Toolkit:

Mulch is Magic p.91

Design Consultation Process p.105

Request for Design Consultation p.106

Seasonal Stewardship Plan p.86

Invasive Plant Species List p. 93

3.4 The school's grounds appear to be well

cared-for.

This older tree’s

exposed roots

need mulch to

protect them,

to help the soil

retain moisture,

avoid

compaction, and

remain cool in the

summer.


Clear signage and well maintained grounds contribute to excellent learning spaces.

3.0: Vibrant School Grounds (15% of section total)


Learning FOR the environment

Assessment charts (Energy Walkabout

Worksheet p.40 , Save our Resources

p.60)

Are You an Environmental Citizen? p.155

Writing Letters and E-mails p.154

Learning IN the environment

Tips for Teaching Outdoors p.163

Interpretive Hikes p.159

Learning Trails tools pp.157-158

Create a Tree Tour p.161

Learning ABOUT the environment

Scenario Mapping p.128

Dependency Webs p.131

Consequence Mapping p.135

Concept Mapping p.142

MAKE CONNECTIONS THROUGH:

4.0: Ecological Literacy (30% of section total)

Not sure where to get started? Check

out the Unpacking Ecological Literacy tools in the Certification Toolkit.

Education ABOUT p.126

Education FOR p.147

Education IN p.156

4.8 Is evidence of the collaboration described in 4.1 included in the portfolio?

4.9 Does the portfolio include student work samples from several grades and subjects that

demonstrate an understanding (“about”), appreciation (“for”), and experience (“in”) of

the environment. Is each sample accompanied by the Ecoliteracy Checklist form on

p.167 of the Certification Toolkit?


We know that this is a challenge for everyone! Here are some helpful tips:

Strategies for collecting materials

Distribute the Ecoliteracy Checklist form to

colleagues at the start of the year and then

follow up

Take a picture of a great bulletin board and

speak with the teacher to see if he/she

would be willing to fill in the form (or fill it

in after speaking with them)

Have students fill out parts of the form and

give an example; ask teachers to complete

the rest

Showcase examples of ecological literacy

somewhere in the school (staff room, hall-

way); collect student work and fill in form

Place a folder or binder in the staff room

where teachers can place examples of

work

Request examples during staff meetings

Try to collect samples that collectively

represent education about (e.g.,

human-nature interaction), for (e.g.,

action-based projects and campaigns) and in

(e.g., mapping of school grounds) the

environment in multiple grades and subjects.

Assembly of the portfolio

Consider having students organize all of your

documentation into the portfolio sections,

have them upload the documents to the online

application using the paperless portfolio

feature. It spreads the workload and gives

them work with an important purpose.

4.0: Ecological Literacy (30% of section total%)


In this section, auditors will want to learn about the ways you have been building community within your

school, in your Family of Schools, with parents, and how you take part in local and global initiatives as

you share ideas and promote positive action. Although this section has no look-fors, there is a portfolio

requirement: provide up to 3 examples of your team’s best community engagement projects that show

environmental action and learning.

Tools and examples

Sun Safe Behaviour p.177

Bike racks p.176

Fun fair, video night, garage sale, environmental performance p.179

Walk to school days

Cycling-themed events

No-idling policy

Mentoring other schools

Participate in initiatives of local and global environmental groups

5.0: Healthy, Active and Safe Communities

The golden shoe award recognizes

walk-to-school champions!

Hosting a cycling-themed event can help to teach

students cycling safety and skills while building

community within your school.

PLA

NN

ING

TO

OLS

Portfolio Requirements This how-to guide for the portfolio requirements outlines

what each submission should include.

Best Practices Looking for new ideas? Explore exciting examples from schools

across the Board.

Certification Guide and

Planner Outlines all of the program

basics including an overview, steps to becoming certified, and how to assess your EcoReviews.

Certification Toolkit

Provides ‘one-stop-shopping’ with tools and tips for all areas

of the program.

Available for download at:

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