Surgeon General Tastes Healthy Schools’ Recipe in Chicago

student chefs with Surgeon General

Greene 5th grade chefs Daisy Salgado (left) and Gilberto Castaneda share healthy cooking tips with the Surgeon General and Mildred Hunter of the U.S. Dept of Health and Human Services – Region V. Photo courtesy of the Healthy Schools Campaign

Everyone wants healthy school environments, but limited funding, space and time can challenge robust plans. The Healthy Schools Campaign has helped some Chicago schools build innovative partnerships and strong parental support to work around those issues, and U.S. Surgeon General Regina Benjamin, MD, got a taste of the results during a recent visit to Chicago’s Nathanael Greene Elementary School.

During her visit, the Surgeon General chopped fresh salad greens with Greene 5th graders and volunteers, dug-in with 2nd graders planting some of those same vegetables, and teamed-up with students jump-roping and other rainy-day recess activities in the school’s limited indoor space.

“As America’s doctor, I can tell you that what you’re doing here is special,” said Dr. Benjamin to parents representing Greene and other Chicago schools of Parents United for Healthy Schools/Padres Unidos para Escuelas Saludables  — formed by HSC in 2006 to combat growing health disparities in Chicago.

Parents told the Surgeon General about after school classes like Zumba and healthy cooking they’ve helped implement in their schools. Many also helped their schools begin to serve nutritious breakfasts – now a standard throughout Chicago Public Schools.

“These activities make a difference for kids. We helped to make them happen,” said parent Jose Hernandez of Calmeca Academy Elementary School.

Local community and government leaders joined Benjamin for a lunch made of locally grown and sustainable items. The meal was developed and cooked by CPS high school chefs as part of a recent Cooking up Change competition.

“Three years ago, we began working with the district to challenge schools across the city to make changes to nutrition education, physical activity and other areas to meet the high standards of the Healthier U.S. Schools Challenge,” said Rochelle Davis, founder and executive director of HSC, which recently exceeded its initial goal of helping more than 100 Chicago schools to receive HUSSC certification. HUSSC is promoted through First Lady Michelle Obama’s Let’s Move campaign against childhood obesity.

Healthy schools are a cornerstone of the National Prevention Strategy (NPS) to improve Americans’ health and quality of life.  Benjamin leads the NPS charge that incorporates the work of 17 federal agencies, including the U.S. Department of Education, which last week announced the 2013 U.S. Department of Education Green Ribbon Schools and District Sustainability Awardees that are helping to create healthy and sustainable learning environments.

Julie Ewart is the Director of Communications and Outreach for the Great Lakes Region of the U.S. Department of Education

Celebrating Sustainability on Earth Day

Duncan at Green Schools Announcement

Secretary Duncan kicked off Earth Day today by announcing the 2013 U.S. Department of Education Green Ribbon Schools and District Sustainability Awardees. Official Department of Education photo by Paul Wood.

U.S. Secretary of Education Arne Duncan kicked off Earth Day today by announcing the 64, 2013 U.S. Department of Education Green Ribbon Schools and 14 District Sustainability Awardees during a visit to Mundo Verde Bilingual Public Charter School in Washington, D.C.  Joined by Chair of White House Council on Environmental Quality Nancy Sutley, Acting Administrator of the EPA Bob Persiacepe, and eager early learners, Duncan praised the selected schools and districts and reminded the classroom that: “Healthy, safe, educationally adequate facilities; wellness practices like outdoors physical activity and good nutrition; and environmental education are part of a vital cradle to career pipeline.”

From 29 states and the District of Columbia, this year’s honorees provide concrete examples of how all schools can reduce costs and environmental impact, promote better health and wellness; and ensure effective environmental education, including civics, STEM and green career pathways.  Among the honored schools, 54 are public, including seven charter, five magnet and four career and technical schools, and ten are private schools. More than fifty percent of the awardees serve disadvantaged populations.

In both new and aged facilities, these schools and districts are making school environments healthier, reducing waste, and saving millions of dollars in utility costs.  Students are learning outdoors, staying physically active, and preparing and consuming nutritious food to fuel their well-rounded learning.  Echoing his recent Video PSA, Secretary Duncan said that “environmental education provides a natural link to the careers of the future and to environment, technology and natural resource majors, which require creative thinking, problem solving and a strong foundation in STEM subjects.”

These schools and districts provide examples of how to excel in all of three award Pillars – whatever a school or district’s resources.  In fact, the selected districts are saving millions of dollars as a result of their greening efforts.  Read all about their exemplary, yet replicable, practices here.  Then, your school can draw on the same free tools these honorees use through the U.S. Department of Education’s Green Strides Resources and Webinar Series.

With the help of these tools, next fall you may even be eligible to apply to your state for its nomination to ED!  For next year, ED will provide 2013-2014 criteria to states in July.  State education agencies are encouraged to indicate their intent to nominate next spring by August 1, 2013 and schools and districts to contact their state agencies for more information on applications.

Watch the announcement of the 2013 Green Ribbon Schools here.

Kyle Flood is a confidential assistant in the Office of the General Counsel and social media manager for the ED Green Team.

National Park Week…Did You Know?

Did you know that each year in April, America celebrates National Park Week, a chance to hike, learn, share, and give back in the Nation’s nearly 400 National Parks coast-to-coast? National Park Week is a chance for educators to get active and experience the powerful content knowledge, values, and skills embodied by our Nation’s remarkable cultural, natural, and recreational heritage — all for FREE!Students playing in park

This year’s National Park Week runs from April 20th to April 28th, with free admission to all national parks from Monday, April 22nd, to Friday, April 26th. There is a lot for school communities to discover about National Parks. For instance, Did Your Know…?

…That, over 250 teachers participate in a summer professional development experience called Teacher Ranger Teacher each year with the National Park Service? Teachers learn about park educational programs and resources while experiencing ranger talks, interpretive hikes, or monitoring wildlife in National Park Units.

Night Sky

…That, parks across the country will offer kid-friendly programs on National Junior Ranger Day – Saturday, April 20th. Last year, more than 800,000 children became Junior Rangers! In addition, the “Songs for Junior Rangers” CD has been awarded the Gold Seal from the Parent’s Choice Foundation in Spring 2013. The set includes a 20-page illustrated booklet of lyrics and photos, and a poster map.

…That many National Parks provide outstanding views of the night sky, and are a great place to be acquainted with our galactic neighborhood and look beyond our planet? The National Park Service has developed a Junior Ranger Night Explorer program, encouraging young park visitors to explore the dark side of their national parks.

Park ranger with students

…That Research Learning Centers (RLCs) provide the opportunity for educators to bring real-world, place-based science to students in accordance with state education standards? RLCs can help create an engaging and relevant experience for your students. In 2012, the RLCs partnered with over 200 K-12 schools and other educational organizations.

…That Hands on the Land, a national network of field classrooms, connects students, teachers, families, and volunteers to these special places all across America. Within the communities of Hands on the Land sites, public, non-profit, and private partners customize hands-on experiences using local natural, historical, and archaeological settings to bring classroom learning to life.

… That the National Park Service (NPS) is engaging in “Biodiversity Discovery,” a variety of efforts, such as bioblitzes, in which members of the public, including scientists, students, and visitors work together to discover living organisms in the parks.

Find a list of ranger-led programs and plan your adventures here. You can also use the website to share your park experiences and photos and help support parks.  Whether you are a teacher searching for classroom materials or a student doing research or service learning, find your local National Park here 

Celebrating National Environmental Education Week

Yesterday we kicked off National Environmental Education Week. This year’s theme spotlights ways technology can enhance environmental learning.  Secretary of Education Arne Duncan offered his perspective in a new public service announcement to celebrate EE Week. “We know so many of the jobs of the future are in the STEM fields,” Duncan said. “There are so many great ties between STEM education and environmental education. If we really want to keep those good jobs in this country, if we want our students prepared – I think there’s no better way to start to get at that, whether it’s in 2nd grade or in 11th or 12th grade, than to get kids out in the outdoors with environmental education.”

This also includes preparing for new ideas on how to get students outdoors and learning. To help accomplish this, Duncan will announce the second annual U.S. Department of Education Green Ribbon Schools and first-ever District Sustainability Awardees on April 22nd at 10:30am EST (watch the event live). Honored schools and districts will have an important role to play modeling best practices for other schools that wish to provide an education geared toward the challenges and jobs of the future, which is why ED will release a report with case studies on each of the honorees.

Happy National Environmental Education Week and, get ready, the Ribbons are coming….!

Click here for an alternate version of the video with an accessible player.

Andrea Falken is director of U.S. Department of Education Green Ribbon Schools

Local School Communities Get Outdoors at Urban Waters Sites

The Urban Waters Federal Partnership, a 13 agency initiative, aims to stimulate local economies, create jobs, improve quality of life, and protect health by revitalizing urban waterways and the communities around them, focusing on under-served urban communities. At Partnership sites across the country, federal, state and local governments, non-profits and schools are working together to safeguard natural resources for generations to come and ensure that students receive effective environmental education.

Adminstrator Jackson with students at Scott School rain garden

Adminstrator Jackson with students at Scott School rain garden.

In the Los Angeles, Calif., Paddling and Safe Routes

The National Park Service, the LA Conservation Corps, and partners created the “Paddle the LA River” program. Over 1,000 people, including urban school children, have now kayaked or canoed the river. The National Park Service is also developing “Safe Routes to the River” that will connect Los Angeles Unified School District school sites to river gateways with enhanced trails.

In New Orleans, La., a New-Old Watershed Education Center

The Lake Pontchartrain Basin Foundation has raised over $1 million in private funds to rebuild a lighthouse as an educational center for water quality and water resources.  The new-old Canal Lighthouse Education Center will serve adults and children and feature interactive displays on the history of the lighthouse and the canal, the ecology of Lake Pontchartrain, and the impacts of Hurricane Katrina.

On the Anacostia River, Washington, DC, Youth Paddling and Greener Schools

As part of the Youth Paddling Program sponsored by the National Park Service, 1,000 kids from DC area schools enjoyed learning about recreational opportunities and participating in watershed education while paddling the Anacostia. Meanwhile, the National Fish and Wildlife Foundation implemented low environmental impact development practices at seven schools, reducing pollution to the river and educating students about the importance of managing storm water. As part of the project, DC Greenworks, a local non-profit, engaged 150 volunteers to design and install green roofs, rain gardens, rain barrels, permeable pavement, bio-retention plantings and other storm water management technologies at schools. The lessons developed during the collaborative design process will be introduced into the schools’ curricula with the help of local non-profits.

In Denver, Colo., Youth River Rangers and a Children’s Forrest Corridor

Youth River Rangers, a green jobs pilot, gives urban youth the opportunity to sample, analyze, and map water quality, complete green jobs internships, and apply for environmental education certification.  The Greenway Foundation of Denver will oversee the scaling up of this youth training program.  In addition, with funding from the U.S. Forest Service and the EPA, Johnson-Habitat Park will soon house a children’s forest corridor for kids to explore along the South Platte River and a virtual online “base camp” to help connect youth to these outdoor recreation opportunities.

In Baltimore, Md., Career Exploration and on-the-Job Training

The U.S. Forest Service helped Maryland fund green jobs for watershed restoration, including urban youth positions with paid arboriculture training and work experience which allowed them to improve the heavily urbanized Gwynns Falls Trail.

In Portland Ore., Local School Develops a Rain Garden 

Adminstrator Jackson at Scott School

Adminstrator Jackson at Scott School

The Lower Columbia Estuary Partnership worked with the Harvey Scott School to design and build a rain garden on a school site that had been a safety hazard.  The project involved classroom visits, field trips to other sustainable stormwater sites and a community design charrette.  In addition, partners provided classroom environmental education lessons on soils, watershed, and native plants.  Students cleared the project site of weeds, dug the infiltration swale, and planted the swale and an outdoor classroom with 1,210 plants.

Across the nation, Urban Waters partners are connecting environmental practitioners to schools who help students — especially the neediest – connect to and learn about their urban waters and spark their interest in environmental careers.  These partnerships are ramping up green infrastructure efforts, engaging children in hands-on projects and the science, math, engineering and technology behind them, and providing jobs and skills to teenagers in the promising green sector.  Together, partners are revitalizing local economies, preserving precious local resources and protecting the health of the neediest.

Now that’s the kind of community partnership green schools are made of!

Read about the Urban Waters Federal Partnership.  Find resources, including partners and grants, and informational webinars to make your school community safer, healthier and more sustainable.

Colleges and Universities Lead the Way in Sustainability

A USGBC Students group at the University of California-San Diego helps to divert waste from the landfill during freshman move-in for their ‘Don’t Be Trashy’ event.

Over the past year, ED has highlighted the exemplary efforts of K-12 schools to reduce environmental impact and costs; improve health and wellness; and teach effective environmental and sustainability education. However, healthy, safe, cost-efficient facilities, practices and learning are not limited to primary and secondary educations. In many ways, colleges and universities, and their students, have been the vanguards of the sustainability movement. Here are some of the ways post-secondary institutions are making fantastic strides toward sustainability goals:

Arizona State University’s Global Institute of Sustainability offers trans-disciplinary sustainability degree programs in business, design, technology, engineering, law, humanities, social sciences, and public affairs, among other subjects.

At the University of California, Santa Barbara, students voted in 2006 to self-levy a tax of $2.60 per quarter, contributing approximately $182,000 a year toward The Green Initiative Fund.

At Portland State University in Ore., the Institute for Sustainable Solutions hosts an annual International EcoDistrict Summit. The Institute’s 2013 Solutions Generator offers awards for up to 16 groups of students to design innovative solutions to pressing sustainability issues.

The College of Lake County, in Grayslake, Ill., works to facilitate important sustainability conversations for the community through the annual County Green conference. In addition, the college offers faculty professional development courses in integrating sustainability into classes.

At Maine’s Unity College, students live in one of the first super-efficient, certified “passive house” student residence in the country, and built a campus root cellar and animal barn. Its Environmental Citizen Curriculum engages students of every major with sustainability science and environmental challenges.

At Furman University in Greenville, S.C., the Shi Center, a demonstration site for different sustainable technologies, has attracted over a dozen national and regional sponsors. With a $2.5 million Department of Energy grant, the school will replace all of its 11 aging heat pumps with ground source geothermal varieties by 2014.

At De Anza College in Cupertino, Calif., students can join one of many environmental committees and enroll in sustainability-focused classes. The college offers reduced rates on public transport and bike rentals.

In Muncie, Ind., Ball State University boasts the largest geothermal heating and cooling system of its kind in the nation. When completed, the system will allow the university to save $2 million per year in operating costs and cut its carbon footprint roughly in half.

At Sterling College in Craftsbury Common, Vt., 20 percent of food is raised and harvested by students in campus gardens, fields, farm, forests, and orchards. What products can’t be grown on campus comes from local, sustainable, organic farms. The Sterling Farm and Gardens serve as laboratories for best practices in sustainable agriculture.

These are only a few examples of two and four-year colleges and universities reducing environmental impact and costs; improving health and wellness; and graduating engaged environmental citizens. And students are taking notice: according to the Princeton Review, 68 percent of likely college applicants say a college or universities’ commitment to sustainability would affect their decision to attend.

View more resources and webinars for all schools here.  Connect with the ED-Green Ribbon Schools network on Facebook. Sign up for the ED-GRS newsletter.

Sandy Underscores Maintenance, Utility Cost Control, Schools as Shelters, and Environmental Education

While U.S. Department of Education Green Ribbon Schools (ED-GRS) honorees are outstanding examples of healthy, safe and efficient school facilities and outdoor environments, ensuring that all schools meet basic standards of health, safety, efficiency, and modernization, so that students and staff can achieve to their full potential, is our goal. The impact of Hurricane Sandy on schools underscores the importance of facilities’ maintenance and environmental health, controlling school utility costs, and schools as emergency shelters. It also highlights the need for effective environmental education.

We know that capital projects and maintenance expenditures are often scaled back when budgets are tight. The result is an accumulation of deferred maintenance, which leads to higher school operational costs and more equipment malfunctions. When maintenance is deferred in school buildings, these facilities are more vulnerable to damage from natural events. For example, a roof with old flashing, is more likely to come loose and tear off in high winds; masonry in need of repointing is at greater risk for collapse; and trees that have not been maintained are more subject to falling and damaging nearby structures.

As many of our ED-GRS honorees have discovered, by redirecting a portion of utility savings, they can undertake health and safety promoting maintenance and infrastructure improvements.  These honorees stay on top of repairs by controlling their utility costs with behavioral changes and retrofits to existing buildings. They also adhere to strict contaminant controls and other indoor environmental health standards. Because of their regular upkeep and healthy environment efforts, there are potentially fewer dangers, such as lead, chemicals, and asbestos that might contaminate debris or water, at all schools that follow Green Ribbon practices and make use of available resources, when storms hit.

The storm also reminds us of public schools’ role in their communities as vital emergency shelters and polling stations. During Sandy, New York, New Jersey and Rhode Island schools served as community evacuation centers, including 2012 ED-GRS honoree, Alder Avenue Middle School, in Egg Harbor Township, N.J., which served as an evacuation center.

Importantly, Alder Avenue and fellow ED-Green Ribbon Schools implement environmental education programs that teach students about the dynamic relationships among human, ecological, energetic, economic and social systems. This includes how human activity can cause meteorological changes on our planet. Alder Avenue takes students out of the traditional classroom setting and introduces them to tangible outdoor learning excursions. Their Catawba Project program is packed with differentiated instruction that incorporates core content standards and appeals to all students. It also is infused with character-building service-learning initiatives designed to partner middle school students with township leaders, environmentalists, parents, and community members to work together to help solve real environmental problems.

A wealth of resources is available to help inform a safe and healthy post-hurricane cleanup in our schools and communities, among them FEMA repair grants and food assistance from the USDA. In addition, there are countless tools for getting utility costs under control and teaching environmental education on the ED-GRS resources page.  Sign up for the ED-GRS newsletter or find us on Facebook.

School Lighting Upgrades Save Money, Allowing Schools to Make Health and Achievement Promoting Repairs

America’s schools spend more than $8 billion each year on energy – more than is spent on textbooks and computers combined.  About 26 percent of electricity consumed by a typical school is for lighting alone. Often, even more is spent to compensate for the heat generated by outdated lighting fixtures.  These expenditures on utilities could be redirected toward ensuring the general good condition, health, safety, and educational adequacy of school buildings, particularly for those in greatest disrepair.  If your school hasn’t updated its lighting in the past five years, a lighting retrofit could present an opportunity to reduce the amount of energy you use for lighting by 30 to 50 percent and for cooling by 10 to 20 percent.

The health benefits of lighting upgrades are both indirect and direct: cost savings generated by energy efficiency upgrades can be used toward health and safety promoting building renovations and the upgrades themselves can have positive health impacts.  For example, upgrading to newer lighting fixtures can reduce the risk of exposure to harmful contaminants, such as Polychlorinated Biphenyls (PCBs), carcinogens that can lead to a variety of adverse health effects on the immune, nervous, and endocrine systems.  Trained personnel can carefully dispose of old PCB-containing lighting fixtures and replace them with new fixtures free of PCBs.

Attention to appropriate lighting levels and an increased use of natural daylight can also improve student performance. A 2003 study found that classrooms with the most daylighting had a 20 percent better learning rate in math, and a 26 percent improved rate in reading, compared to classrooms with little or no daylighting.  Improving daylighting doesn’t have to involve a renovation.  It can be as simple as moving stacked supplies away from windows to let the natural light shine in!

Des Moines Central Campus High School in Des Moines, Iowa, a 2012 U.S. Department of Education Green Ribbon School, improved its energy efficiency through targeted lighting upgrades, completing extensive renovations that transformed the Central Campus building from a 1918 Ford car factory into a modern educational space with energy-efficient lighting.  Renovations to the school’s facilities took advantage of available natural light and reduced the need for artificial light.

Increasing the lighting voltage – or the energy required to move the electronic charge along the circuit – from 120V to 277V helped to improve the lighting circuit efficiency. Replacing all fluorescent T12 magnetic fixtures with more energy-efficient T8 fixtures improved the quality and efficiency of the lighting. Finally, sensors installed in the school eliminated energy waste in unoccupied areas.

As of 2012, these and other improvements have helped Des Moines Central Campus to reduce its energy use by 28 percent compared to a 2008 baseline. The school regularly tracks its energy performance using Portfolio Manager, EPA’s free ENERGY STAR measurement and tracking tool.  As a result of Des Moines Central Campus High School’s success in reducing environmental impact and costs, the school earned the ENERGY STAR from the EPA.  This work in Pillar I, coupled with its efforts to improve health and wellness and provide effective environmental and sustainability education made it a 2012 U.S. Department of Education Green Ribbon School.

To learn more about how efficiency upgrades can save your school energy costs and allow it to address critical facilities health and safety, ensuring students have a fair shot at performing at their best, visit Energy Star for Schools and the ED-GRS resources page.  Hundreds of schools across the country are proving that you do not have to wait to improve the quality of your school facilities.  Lighting upgrades are but one way that energy efficiency upgrades and the cost savings they produce can support healthy, safe, and high achievement promoting school environments.

Andrea Falken is director of U.S. Department of Education Green Ribbon Schools

ED-Green Ribbon Schools Inspire Other Schools

At the inaugural ED-Green Ribbon Schools awards ceremony, the 78 winning schools were given an important homework assignment.  Each school was challenged to return to their community and adopt a future green school.  These partnerships will help to share best practices in reducing schools’ environmental impact and cost; improving health and wellness; and providing effective environmental and sustainability education. Several 2012 ED-Green Ribbon Schools have already begun to work with schools in their communities:

  • Longfellow Elementary School in Long Beach, California has partnered with a local middle school to form a green schools coalition in order to disseminate good practices to area schools.
  • Hilltop Elementary in Wheeling, West Virginia has created Sustainable Schools Learning Kits for area schools through the use of a $54,000 grant from an anonymous donor.
  • Fishburn Park Elementary School in Roanoke, Virginia participates in a “Green Spot” on a local radio station and previously filmed a segment on “what it takes to be green” for Blue Ridge Public Television. Summer school students weed a neighboring middle school’s garden through the summer, getting a practical lesson on being a good neighbor.
  • Grand View Elementary School in Manhattan Beach, California has received visits from three local principals interested in replicating their greening efforts.
  • At Sidwell Friends School in Washington, D.C. students work with children at Brightwood Elementary School, Phoebe Hearst Elementary, and St. Coletta’s, a school for students with developmental disabilities.

As you can see, the work is never done for ED-Green Ribbon Schools. In addition to inspiring tomorrow’s biologists, chemists, nutritionists, and engineers, ED-Green Ribbon Schools also have the job of inspiring tomorrow’s green schools. Learn more about the work ED-Green Ribbon Schools are doing in their communities here.  Find resources to help move toward the three Pillars of the award here.  Connect with ED-GRS on Facebook.

Kyle Flood

Indoor Air Quality Management Helping to Improve Academic Achievement

Every school district values educational achievement, low absentee rates, high grades and test scores, and an active and engaged student body. To achieve these aims, schools across the country are focusing on creating healthy indoor environments.

With two 2012 ED-Green Ribbon Schools located in my district, I am excited to share the story of Omaha Public Schools (OPS) in Nebraska in creating healthy indoor environments for our students. Our school district has proactively addressed student environmental health issues for the past 13 years and has also earned EPA’s IAQ Tools for Schools awards.

EPA’s Framework for Effective School

This is an image of EPA’s Framework for Effective School IAQ Management. Click on the image for a larger, interactive version of the Key Drivers.

To ensure a healthy indoor school environment—a critical Element of Pillar Two of the ED-GRS award—OPS implemented EPA’s IAQ Tools for Schools Framework for Effective School IAQ Management. This helped our district organize an effective IAQ management program that was tailored to meet our needs, and effectively communicate best practices and concerns with building and grounds departments, facilities and maintenance staff members, administrators, teachers and parents. Communication with the school community is one of the most important steps to ensuring a successful and sustainable IAQ management program.

Recent research has demonstrated that poor IAQ can affect the health and comfort of students by causing allergy and asthma attacks, headaches, tiredness, and other symptoms, making it difficult for students to concentrate and excel in school. To assess IAQ concerns, OPS conducted school walkthroughs to detect: nuisance odors; radon and other source contaminants; chemical exposure; and asthma triggers including dust, mold growth and vehicle exhaust. We used checklists in EPA’s IAQ Tools for Schools Action Kit to plan how to address IAQ concerns, including problems that could be fixed relatively easily and those to be incorporated into a long-term IAQ management plan.

Another key component of our IAQ management plan is to evaluate the impact our program has on student and staff health, productivity and performance. OPS found a decrease in the frequency and severity of asthma attacks with the implementation of our plan. By collecting data, we were also able to effectively communicate the results of our program and secure buy-in among school administrators.

An easy way to take action is to reach out to mentor school districts to learn about IAQ management best practices and form partnerships within your community. The Omaha Public School District has partnered with several other organizations and programs including state and local agencies, which is a fun and engaging way to improve and refine your school’s IAQ management program.

I am proud to be a part of Omaha Public Schools’ success over the past 13 years; we have overcome challenges and created a green and healthy learning environment for our students.

Shelley R. Bengtson, Environmental Specialist, Omaha Public Schools, Nebraska

ED-Green Ribbon Schools Preparing Graduates for Green Careers

Many ED-Green Ribbon Schools use an inquiry-based approach that allows students to engage with the environment, sustainability, and their community through real life application.  This week, we look at how high schools are preparing their graduates for future careers in natural resource conservation, clean energy generation, and medical and biological sciences.

At Wyoming County Career and Technical Center in Pineville, W. Va., the school is offering the following classes: Building Construction designs energy efficient modular homes; Diesel Technology manufactures biodiesel; Electrical Technology retrofits golf carts; Automotive Technology recycles used oil; Welding developed an electronics recycling program; and Industrial Equipment Technology designed and installed a 42-panel solar power system atop their school building.

At Clarkston High School in Clarkston, Mich., students reuse a local refrigeration design company’s scrap and waste insulation in their prototyping, modeling and aerodynamic analyses.  They also refurbish 55 gallon drums into rain barrels, design commercial structures and homes using Habitat for Humanity guidelines, and design, build, and test circuits to power electrical devices from donated solar panels.

At A.W. Beattie Career and Technical Center in Allison Park, Pa. science students grow herbs and vegetable seedlings to supply the culinary program, cosmetology students study chemical usage and disposal, automotive students study environmental regulations, and the carpentry program designed a pavilion for a local elementary school and bird and bat houses for the campus.

At Gladstone High School in Gladstone, Ore., Environmental Leadership, Ecology and Renewable Energy courses focus on reducing the environmental footprint of the school and community through project based learning on sustainability topics.  Culinary Arts covers sustainable and local food; Drafting explores energy efficiency in buildings; Computer Technology teaches electronics recycling; Environmental Science examines native habitat restoration; and Biology follows how resource management affects food chain sustainability.

At Des Moines Central High School, in Des Moines Iowa, Home Building students use recycled materials to turn old bleachers into hardwood flooring; Aviation salvages old jets and helicopters; Welding recycled over 43,000 pounds of scrap metal in 2011; Design students study sustainability principles and devise constructions that incorporate LEED criteria; and  Horticulture students offer their landscaping services throughout the campus.

At The Athenian School in Danville, Calif, students produce school bus biodiesel in their science labs, learn permaculture garden techniques, harvest and press olives, construct an aircraft, design robotics, and previously converted a car to electric power.

These are just a few examples of how 2012 ED-Green Ribbon Schools are using environment and sustainability to prepare students for the green careers of the future. To learn more about their innovative practices, see highlights from their applications.  Also register for any of several Green Strides Webinar Series green career-focused sessions featuring U.S. Environmental Protection Agency, Department of Agriculture, NASA and Department of the Interior experts and programs!

Kyle Flood is a confidential assistant in ED’s Office of the General Counsel and a member of the ED Green Team

For ED-Green Ribbon Schools, It’s Quite Organic to Teach Civics!

“A foundation in civics is not a luxury but a necessity,” Secretary Duncan said earlier this year. “Students today absolutely need a sense of citizenship…they need to know their rights–and their responsibilities. Civics cannot be pushed to the sidelines in schools.”

Earlier this year, ED released a Road Map and Call to Action to ensure that today’s youth are educated to become informed, engaged, and effective citizens. At many of the U.S. Department of Education Green Ribbon Schools (ED-GRS), integrated civic education begins early; it lies at the core of robust environmental, STEM and green technology education. The 2012 ED-GRS honorees are using experiential service learning on sustainability topics to hone students’ core subject knowledge and to cultivate deep ties with their communities:

  • In St. Louis, Crossroads College Preparatory School students contributed over 4,000 hours of community service in the local area, partnering with 16 nonprofits that focus on environmental issues. Activities included growing organic food, recycling and reusing bikes, restoring native habitats, removing invasive species, and constructing rain gardens.
  • In Allison Park, Pa., the A.W. Beattie Career Center Carpentry program designed, constructed and donated an energy efficient model home to the Pennsylvania gaming commission.
  • Students at the Learning Gate Community School in Lutz, Fla., send the produce from their garden to a community organization that feeds the homeless, donating over 2200 pounds in the 2009-2010 school year.
  • Fishburn Elementary School in Roanoke, Va., collects gently worn clothing and goods and holds an annual environmental fashion show and resale to showcase the items, raising money for future environmental activities.
  • At Environmental Charter High School, in Lawndale, Calif., students research and present their findings to elected officials, helping authorities to adopt environmentally and cost effective policies.

You see, for ED-Green Ribbon Schools it’s quite organic that students use environment and sustainability concepts to engage with their community.  Honorees have long understood what ED’s 2012 civic road map highlights – that civic learning not only promotes civic skills and attitudes, but also builds twenty-first century competencies and increases student and community engagement.  The civics projects of 2012 ED-Green Ribbon Schools can be implemented by any school to improve student outcomes.

De’Rell Bonner works in ED’s Office of Communications and Outreach