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ABSTRACT

DOCUMENT RESUME

SO 015 477

Schwarzbach, C. Dicksbn; Philbin, Janti

How. to. Motivate Staff and Students: to Save Energy: AGuide to Methods and Techniques That Work.California Energy Extension Service, Sacramento.Department-of Energy, Washington, D.C.Jan 84_22p.; Pages 3 and 17-19 contain small print.California Energy Extension Service, 1400 Tenth Si.,Sacramento, CA 95814.Guides - Non-passroom Use (055)

A.

MF01/PC01 Plus`PostageAdministrator Guides; Change Strategies;*Conservation Education; Elementary SecondaryEducation; *Energy Condervation;_Guidelinis;*Motivation Techniques; -Program_Descriptions; *SchoolActivities; Staft Development;'Student MotivationI*Student Participation; Teacher Motivation; *TeacherParticipation*Energy Management; Pt Project

This two-part publication deAcribes techniquei andapproaches that many California school districts are'usingMiccessfully to involve staff and students in efforts to reduceenergy`waste'. Topics that are covered include: (1) ideas forgenerating student and staff-awareness of the cost of energy wasteand their role in reducing it; (2) specific.actions that staff andstudent's can take to save energy; (3) recommendations on the content,format, and organization of staff development programs; and (4)strategies for communicating energy issuesoand activitiesdistrict-wide, Part one discusses how to motivate staff to saveenergy (including ways to -communicate energy costs testaff andactions that staff can take) -and how to motivate students to saveenergy and involve them in energy-saving activities. Part_ twoprovides guidelines for specific activities including contests,student energy patrols, staff development workshops, and energycommittees. Also included are brief program descriptions for 15 ofthe 21 California school districts that received Energy Action inSchools (EATS) funds to develop model energy'education and energymanagement programs. .(DC).

************************************************************************ Reproductions supplied by EDRS are the best that can be made le.

* from the original document.' t. *

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NATIONAL INSTITUTE OF EDUCATIONEDUCATIONA RESOURCES INFORMATION

CENTER (ERIC)docUn ant has been reproduced as

OlfiCie Of-Plia'Oning and liottattli' ,IOC) Tenth Street- iTsi

Se cranr..nto, California 95814"George petikn6ejiank7Governor

received (con the person or organizationoriginatmi itmvoT c angel have been made to improverepro, actiqn quality

r.nms of view or opinions stated in this claw,- mint ad not necessarily represent official NIE

potation Or policy

"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED EY

Bonnie J. CormieII

TO_THE_EDULAILONALR_ESO_URCESINFORMATION CENTER (ERIC

-.Energy Action in Schoc,is Program

of theCalifornia Energy Extension Service

Governor's Office of Planning and ResearchGeorge_ Deukmejian, Governor

Written by: C. Dickson Schwarzbach and Jan PhilbinEdited by: Bonnie CornwallGraphic Designer: Bill McC re ,Production Coordinator: Dawn InmanProduction Assistance: Jacy Pasco-al

.

Additional copies may be ordered from the j,

California Energy Extension Service; 1400 TenthStreet, Sacramento, CA 95814. Other documents youmay be interested in are Animated Bibkography: ASampler of Energy Education Materials, EnergyReports: Organizing and Communicating Yoilr EnergyData, and Developing an Energy Action in Schools.ftograin. ff you have any questions ahout these or anyother LEES documents, please contact us at (916)3234388

.

ACKNOWLEDGEMENTSThis guide would not have been possible without the

cooperation of all those teachers, administrators, -

maintenance staff and students who operated modelprograms.for the California Enelgy Eictension Servicein 1981 and 1982. This guide reflectS their talent andcommonsense. In our attempt to collect their wisdom

-and compileit, it is. inevitable that some of the goodideas would be overlookedi although theircontributions could never be. To all of these 21programs; we say thank you for the information 'andinspiration that you have given us.

NOTICEThe preparation of,this document was financed

through an Energy Extension Service grant from the.U.S. Department of Energy. The views and opinions ofthe authors expressed herein do not necessarily stateor reflect iho,se of the State of California or the US.Government. These parties and their employees makeno warranty, expressed or implied? or assume any legalliability or' responsibility for the accuracy,completeness; or, usefulness of any information;apparlItus, product or process disclosed.

In the hope of sharing lessons learned by ourprograms, material contained in this guidebook may bereproduced freely so long_as proper-credit is given.

The Calgornia Energy Eictension Service is anenergy management action ip rogram of the Governor'sOffice of Planning and Research. CEES works withsmall businesses, local governments; school districts andcommunity groups to develop programs that promoteenergy efficiency by providing direct; personalizedservices at the local lev_el. Interested readers rnayreceive updates on CEES program activities bysubscribing to SaveEnergy which is distributed free ofcharge.

a

Introduction

PART ONE How to Motivate Staff and Students

.2

te Eneto SavrgyI. How to Motivate Staff to Save Energy 3

A.. Communicating with Staff 3B. Actions Staff Can-Take 4

II. How to Motivate Students to Save Energy, 5A. Ways to Involve Students in Activities ,B. Ho* Can Students Get Involved

.

-' 5

6._

PART TWO, Specific ActivitiesI. Contests

.H. gnergy Patrol710

; HI. Staff Development 12IV. Energy:Committees 14

introductionMany schocit districts in Califor=

iiia retognize that file obstacles toschool energy- mimagenimt are oq-ten behavio4alicild iristitntional, notjust technical. If your district un-derstands that installing eneigy-ef-ficiefit equipment is only a partialanswer to its energy problems, txrci:is flaking 'What cdri we do to ga:nthe support of staff and students toreduce energy use ?', then this pe...i-lication may be just what .3 ou':olooting for.

This publication describesfugues and approaches that 2.1.Rtlydistricts are sticcessfully using to involve their staff and students indittriet=wide efforts to reduce ener-gy waste: You will find:

ideas fo# generating studentand staff awareness of the 1

costs of energy waste andtheir role m reduCing it;sPeCific actions that staff aridstudents. can take to save en-ergy;recommendations on the con-

; tent; forniat; and organization. of staff development pro-

grams; and;strategies for communicatingenergy issues and activitiesdistrict-wide;

The techniques and meth;ds de-scribed in this publication arederived_ from the experiences of 21School districts which received con-tract ftinds fro:-.. the Energy ActionIn Schooli Pxogr4m ofihe Califor=nia Energy Extension Service in1981 and 1982. These districts (see 'listing on page 17) were funded todevelop models of ComprehensiveEnergy Manageinent Programs.Comprehensive energy Manage-ment reduces energy wastethrough a combination of energyconter-ving behavior and hardware..Ustng this approach; these districtshave already saved $2.14 in energycosts_for every state dollar invest-ed, showing that comprehensiveenergy management is a sound in

2 vestment for school districts.

Cr ,

tivate Staffve

A. COMMUNICATING WITH STAFF .

0'

7 used to leave the l fits on in my classroom and the radio playingwhen I wasn't there; but I don't any more.' I have developed some

_good habitai a result of the (energy) program.' (teacher in Newcas-tle School. District)

. ,

Staff cooperation and support-start with effective communication:Administratqrs; teachers or certi-fied staff typically do not knowhow much it costs fok energy tooperate the school; and are aston-ialied by utility coatss An obviousway to heighten staff awareness ofenergy waste is to regularly com-municate energy costs; How thesecosts_ are communicated can makethe difference behAk:en staff beingonly milely interested in saving en-ergy or'highly motivated to:take anactive role in conservation. The im-pact of energy waste comes to lifewhen_ energy costs are expressed innumbrs of teaching- positions ortextbooks instead of just dollars.What follows are suggestion's forcommunicating energy use to staffin such a way that generates inter-en-7. in changing wasteful habits..

1) DISCUSS ENERGY COSTS fil.t

AND HOW TO REDUCEENERGY WASTE AT STAFFMEETINGS

One high school riad a staff meet-ing where home as well as schoolenergy management was present-ed. Two teachers talked a local -hardware store into giving teachersat the school a diseount on energyconservation purchises (see flyer).The enthusiasm for saving moneyat hothe was carried over to savingenergy and money at school.

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2) DISPLAY LARGE CHARTS. SHOWING ENERGY

CONSUMPTION IN VISIBLEPLACES

Large eharti shoWing gas and elec-trical savings canhe displayed inconspicuou& places such as the cafe-teria or a hallway; A class or clubcan take responsibilky for keepingthe monthly therm and kWli.con-sumption up to date. In someschools; students read the electricand gas meters daily and graphthese numbers.' Student interest .

and.question.s motivate staff to stayon top of this information.

,

3) CONDUCTMONTIILYENERGY CONTESTS ONSCHOOL ENERGY.-.USE

A regular monthly-contest toguess elettricity and/or gasconsumption for the previousmonth draws attention toschool energy use while

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teaching basic energy facts(i.e., What is a kwh or therm?).Teaehirs need fun ways tolearn information just asstudents do. In addition tostaff competing against eachother, their administrationof the contests keeps themabreast of the informa-tion. -

JINN.

B. ACTIONS STAFF CANTAKE

Once staff are aware of the im=-pact of energy costs on the school'sbudget and are motivated toreduce energy waste, what oppor-tunities do they have to becomepart of the solution? The most ob-vious energy actions t o t ake arethose related to Creating and main -taining%n energy efficient class-room and school environment. Fol-lowing is a "laundry list" of someofose actions.

I t tbe Classroom'Turn off lights when they

aren't needed ... re. when-_ever the classroom is unoc-

leuPied AND during classroomuse when natural light levelsare adequate.Use task lighting when work=mg at your desk M an em_pty,classroom, of only the lightsabove your desk.Keep windows and doorsclosed when the heater or air-conditioner is operating.

o Measure the rbQm tempera-ture with a theoineter todetermine if the thermostat isfunctioning properly.

. Remove 'desks; bookcases; 'Orfiling cabinets that are placedin front of vents. Blockedvents prevent the room frombeing heated or cooled even-ly.Keep hallway or exteriordoors closedas well as win-dows and transoms when the

,

heating or cooling 'systems areoperating. Any opening to theoutside becomes a majorsource of heat loss or heatgain. .Infuse energy edumion intothe curriculum.Sponsor contests in your class-room.

In the SchoolAsk the principal to obtaincopies of your school energybills from the district businessor energy office to generateawareness.Graph the school's energy usein kwh and therms for thepast school year to use as acomparison to this year's use.

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Find out if your school has -.had an energy audit by thelocal utility. If noe suggestthat one be scheduled_ (thereit no cost to the school).Organize a school energycommittee that includes theprincipal; head custodian; in-terested teachers, classifiedstaff, and students.. The com-mittee can monitor schoOl en-ergy use, set energy savinggoals, and implement an ener-gy saving plan (see EnergyCommittee; pg 14 ) .`Organize a student energypatrol at the elementary level(see Energy Patrol, pg 11), ora student energy cortunissimat the seconary level tomonitor school energy useOrganize' parent-student workparties to do such things asweatherstrip windows, washflourescent light covers, ete-.Organize an energy staff de-velopment program for classi,fled -and certificated staff (SeeStaff Development, pg12) ..Communicate your school'senergy saving successes to thecoMmunity through schoolnewsletters and the localmedia.Organize energy awarenesscontests (see Contests, pg 7 ).

II. How toto Save

A. WAYS TO INVOLVE.STUDENTS IN ACTIVITIES

Teachers can add to the momen-turn of their school's comprehen-sive energy management programwhen'they involVe_students inthose programs. Why is it valuableto involve students in an eneigyprogram? Because

S Students have an ocii:tilnityto learn energy saving skillsthey can use both t homeand at school. .

By analyzing an reducingschool energy use, studentsgain satisfaction from resolv,ing a real problem.Students can chart and organ-

..ize schoc` energy data; savingStaff tune.Students;feel pride in their

school when they work tomake it a better place;

s_

tivate Stu ents

A WAYS TO INVOLVE'DE IN ACTIVITIES

Teachers can add to the momen-tum of their school's comprehen-sive energy management programwhen'they involve-students inthose programs. Why is it valuableto involve students in an energyprogram? Because

Students have an oppoiti--iityto learn energy saving skills

.they can use both t homeand at school. .

By analyzing an reducingschool energy use, studentsgain satisfaction from resolv-.ing a real problem.Students can chart and organ-ize schoc energy data, savingstaff time.Students;feel pride in their

school when they work tomake it a better place;

A'

Since there are more studentsthan staff, involving studentscreates many more energysavers.Staff are more _likely to saveenergy when they are re-minded by students.Students learn analytical sla.11Sof direct benefit to the com-=nifty;

Teachers can encourage studententhusiasm and involvement in en-ergy saving activities by:

giving 'students a challenge;letting them know they can

. make a difference in energye.ostS;providing op7ortunities forrecognition; and,spoliSorinig awareness activi-

'ties such as contests, etc. (seeContests).

It is easier to involve andmoti-vate elementary students"in energyprograms than high school studentsas younger students are more re-sponsive to teacher praise iiid havefewer outside interests. However, itis possiblemnd just as valuable toinvolve high school students. Highschool students can be challengedby.more detailed. energy detectingwork, such as night time energypatrols; building eneu.k retrofitsand analyzing school%fility bills.More.speoifies on activities for licithprimary and secondary studentswill be in Part II of this-publication.__High school tudents at *FoothillHigh School in \the.F.aSt SideUHSD attended. a POlie UtilityCommission and discov-ered that their trict had beenovercharged one onth. This hap-pened because th utility read theschool meter eve _other month.Towards the end of one two-monthperiod, there was a major rate in-crease. The students discoveredthat the 'School hadl?-een charg&dat the higher rate foNthe entiretwo months. Since the students hadrecorded their meter readings ev-ery day during these two months,

e bill was recalculated using thestudent readings and the districtsave t a substantial amount Ofmoney.

HO* CAN STUDENTSGET INVOLVED?

Once you motivate students tobecome involved, you need to givethem a number of opportunities tobecothe involved. You need to besure that they are retognizedtheir involvement and emknow they can make a difference.Below you will find a variety of de=I:iv...Wes-ler different types of stu-dents. You can...

Involve the entire student bodyAppoint_ or elect a student en-ergyeommissioner to monitorscho a energy use and organ=ize a student energy taskforce.Survey the principal; leadcustodian; and departmentheacls to determine the teal=nical and edudational stepstaken by the school to reduceenergy use.If the school has had an ener-gy audit, Fee what reconunen-dations can be implemented.Survey students for energytopics about Which theywould like to learn in theirclasses.

44'

Schedule Student budy activi-ties and functions with energyconservation in mind.Organize a student carpoolingboard.. ,

-Give students_,the lead incommunication

By the school en trance, postschool energy costs per monthor year:Obtain the school energy- billseach month and have 'Stu=dents graph energy use com-pared to the previous year. -

Put energy conservation tipsin the school bulletin andnewspaper.Write articles about yourschool energy conservation ef-fofts for local newspapers.Invite local media to attendyour school's energy activities.Put out a suggestion box for .

energy saving ideaS.

Schedule students from theenergy class to make presen-tations to other classes.

whooLstaffCheck with your district ner;gy manager or the head ofmaintenance to borrow lightmeters and whetherthe lighting intensities arematched to work activities.Appoint an energy monitorfor each room;Concludt an energpatrol toturn off lights in emptyrooms.Conehict a night raid to see iflights are left on in the schoolduring the night;Calibrate the thermostatswith a tuermometer to see ifthe readings are the same.Chart roorii temperatures

'during various -times _of theday and give the informationto the energy manager foranalysis.Recommend to your adininis-tratbit that they adopt an in-.centives or recognition pro-gram to get everyoneinvolved.Mike recommendations foe '-landscaping that' ill provideshade on southern and west-ern walls.Wash fluorescent light-coversto increase lighting efficiency.Make a map of the switchesand in the school.Make an energy calendarwith recommendations sug-gested by the district energymanager for actions teachersand students can take to.reduce school energy use dur-ing w7kends and vacations::

Create student awareness throughassemblies , -

b. ,Sponsor an energy week withan energy fair, energy speak-ers, energy contests_ late Con -tests) and energy activities inclasses;Contact utilities other schooldistricts and the ,city energyoffice for spe;'uters; resources,or films.

Itint TwoSpecific Activities

In the previous section, we introduced certain activities and putthem in context Tor you. In this section; you will find more specifies forinvolvinstudents and staff As mentioned previously, these specificsare twee/ on actual experiences of the 21 school districts which it.-

,ceived contract funds. For students; we are highlighting con tests Andenergy patrols. For staff we are highlighting staff development. Bothstaff and students can he involved in site energy committees.

.4.01

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1. ContestsContests are a fun way to draw

the attention of both staff and stu-dents to energy conservation.There are two basic types of con-teat:

Project-fype contests wherestudents create a productsuch as a poster, limerick, ormay. (Time Frame: long)Quiz -type contests where par-ticipant.; complete a cross-word puzzle, do a wordsearch, or estimate theschool's energy use. (TimeFrame: short)

Before organizing either type ofcontest, yOu thould give some

thought o your goals and con-rtraints. me critical areas are or-

strategies, judging, andprizes./

Organizing StrategiesAllow students to plan and runcontests with adult guidance.Students should compete withother students at their grade lev-el,particularly if the contest itdifficult.Involve staff in contests, wherethey competeagainst one an-other.. .

Do not schedule contests attimes when otlfer drives are o-ing on:The best times for'projects' to end appear beback-to-school night, open hou.se,

or public schools' week so thatresti/.0.:, can be displayed promi-nently.Distribute quiz-type contest onMondays because that is the most

.likely day when classes will havesome ftee time. Announce win-,ners on Fridays. '1

PrizesGive everyone who enters quizcontests some typecor prizesuch as a button or sticker.Ih.an elementary school; give aprizz.. either to one student in ev-ery classroom or grade level.Project contest prizes are gener-ally plaques, medallions, ormonetary awards.Quiz- type -prizes are theater tick-ets; record alliunis; movie poster;t- shirts, or gift ceitificates. Asklocal businesses to donate prizesto supliort your energy-saving ef-foit.S.

With project contests, the awardceremony is generally muchmore elaborate; often a luncheonbefore outside groups or a Ares-

ntation at a board meeting or-city council-meeting. Much pub-licity is given to the winners andthe_projects are usually displayedprominently in some public placesuch as the district office; a shop-ping mall or city hall.

JudgeSince students spend a good dealof time on projects, these con-tests generally haVe 'prestigious'judges such as favorite high ischool or college athletes, local , .

sports team favorite, TV or radio.personality; principal; utility'company representative, schoolboard member, school site ener-gy chairpersorr; class officer;

Examples of two word contests developedby EMS model programs we featured on thefollowing pages. The first is an excerptthe Eneny Tech-Knowkerg* Resource, Cul&developedCujpertino Union ElementarySchool District and available for K4 grades.The second is from irmide Meets the E:R, acoloring and itorybnok by students of Newcas-thi Elementary Selina Taachnrs who diremore contest examples for all grade levels cancontact CEES and request the MIS armrestItthet 7

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or public schools' week so thatresuP..; can be displayed promi-nently.Distriblite quiz-type contest on ,Mondays because that is the most

.likely day when classes will havesome ftee time. Announce win-ners on Fridays. '1

PrizesGive everyone who enteis quizcontests some typ6of prizesuch as a button or stickcr.ft-Lan elementary school; give apriv.. either to one stucient in ev-ery classroom or grade level.Project contest prizes are gener-ally plaques, medallions, ormonetary awards.Quiz-type prizes are theater tick-ets; record illbuffis; movie poster;t- shirts, or gift certificates. Mklocal businesses to donate prizesto support your energy-saving ef-foitiWith project cobtests, the awardceremony is generally muchmore elaborate; often a luncheonbefore outside groups or a pies=ntation at a board meeting or-

city council-meeting. Much pub-licity is given fi) the winners andthe protects are usually displayedprominently in some public placesuch as the district office, a shop-ping mall or city hall.

JudgesSince students spend a gem:id dealof time on projects, these con -tests_ generally have 'prestigious'judges such as favorite highschool or college athletes, local ,sports team favorite, TV or radiopersonality;principal; utility'company representatiyei schoolboard member, school site ener-gy chairperson ; class officer;

Examples of two word contests developedby EMS model programs are featured on theMowing pages. The first Is an excerpt fromthe Eneny Tech-Knowkergy Basourat Cul&developedCujpertino Union ElementarySchool District and available for K4 grades.The second from irmide Afeeb the 11:E, acoloring and norybeok by students of Mamas-de Elemenbiry Schoel. TaicMrs who moiremore contest examples for all grade leveb cancontact CEES and request the EMS: armrestItthet

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9 EACH_ALPHABET HAS A LETTER MISSING.WRITE THE MISSING LETTERS ON THESPACES IBELOW.

F1ND_OUT HOW YOU CAN SAVE ENERGYAT HOME:-

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ABCIIEF 6-IJKINNOPORSTOVWXYZ7. ABCDEf 11 IJ.KLMNPORSTAVWXYZ68.-ABeDEFGHIJKLAN0P05TUVWXYZ9. ABC11,.EF6HIJKLO 0.13 RstIVWXYZ

AB-CDEFGHIJKLMMOPOR-TAIVWXY 7ABeti,EF 6 I JKLP.IttOP 0.R'STUVWXYZ

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ABCDE-F6H1JKLMNOPOSTUVIVXYZ16: ABCDEF 6 HIJKLMMOPARTUVWXYZ

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With quiz contests, there may beso many correct entries that theactual winners are drawn from alottery. The winner's picturemight be.displayed in an awardcase and announced in the schoolbulletin.'

Studentorcan correct quiz-type. contests and draw the winner.

'Many ideas for contests havebeen generated, although you maybe able to think of many moreContests, particularly projects, maybe between schools, betweenclasses at the same grade level orhetween grade levels. Particulartypes of projects May be more suit-ed to particular subject areas.

English: editorial on energy tobe_subrnitted to local papers.Art: logo for the energy com-mittee.Physics: research paper on en-ergy topics.Math: charts pf energy use,estimates of savings potential.Social Studies: proposed ever=gy legislation.Industrial Arts: designed ener-gy-efficient structure.Computers: development ofenergy games or software.All: energy conservation lime-rick, poster, or light switchcontests.

These quiz contests were devel-oped at Venice High School in theLos Angeles Unified School Dis-trict. Popular ideas'include cross-word puzzles and word,searches.Elementary children might searchfor the energy wasters in a picture.

MPIX:CONDUCT MONTHLY ENERGYCONTESTS ON SCHENERGY USEA regular monthly contest to.guesselectricity and /or gas consumptionfor the previous month draws at-tendon to school energy use whileteaching basic energyfacts, (i.e.,what is a kwh or therm?) . Teachersneed fun ways to learn informationjust as studentt do In addition totstaff competing against each other,their administration of contestskeeps them abreast of the informa-tion. At the elementary school, stu-dents in younger grades may needhelp from teachers with large num-bers. When selecting the winners,ties may be a problem since young-er students are inclined to messvely round numbers (e.g. 9,000 or10,500). Teachers can remind themto make their guesses morelike9,849. In addition, it is helpful' tergive studentt a range; for example,between 7,000 kwh (last month'slovh) and 11,000 (last year's kwhfor tht,same month).

gYPatrol.

. An energy _patrol is made up of ateam'of students who check clait-rocms, office areas; portables and

.storage rooms each recess, at lunchand after school. When lights_ arefound left on; the team memberssimply turn them off.

The program originated at theDeVargas Elementary SchoolCupertino Union School Districtaildhas been a popular programreplicated in other districts such asWaterford Watt Watchers in asmall; rural Centrralley atria.In surveys eondu ed after EnergyAction in schools' Staff Develop-ment Workshops; energy patrols -

are the most frequently mentionedactivity schools note having adopt-ed.

The following article byThayer; Categorical Programdilutor, DeVargas &hool, was 'ex-cerpted from the CEES newsletter,SaveEnezgy, Spring 1982.

the Energy FairoiR frig $103a0 per month;

Our IleVargas School Energy Patrolhas saved over $3,000 in energy costs injust three months! Sound too good tobe true? After a 51,000 saving the firstmonth, we too thought that somethingmust' be wrong...but each month as thePG&E bills come in, the resultscontinue to be fantastic.

TheDeVargas Energy Patrol is made.up of 20 fourth;fifth and_sixth graderswho check each classroom, the officeareas, portables and store rooms atrecess, lunch and after school. Whenlights are found on, they are quicklyturned off by this conservation mindedgroup. Periodically thermostats are alsochecked to see that they stay at anenergy saving 65 degrees.

When our principal got the idea ofour Energy Patrol, he realized' thatthere needed to be something specialabout such a group that would attractand motivate fourth; Mt and sixthgraders. He went to the CupertinoSchool District's AssociateSuperintendent of.Business and askedfor :100 to use for Energy Patrol start-,ur expenses. In exchange for themoney, he promised that we wouldsave $100 on our utility bill the mstmonth and each month thertafter.With the funds we purchased fourjackets that say "DeVargas SchoolEnergy Patrol" on the front, and have

,Fourssave t

fifth and sixth graders*r school Sl.000 per

month with theEnergyPatrol

Three veterans ofthe De VargasEnergy Patrol in S-an Jose describetheir activities to teams ofstudents, teachers, administratorsand operations and maintenapcepeople from other schools whoattended an Energy Action inSchooh workshop in San Rafael.shown in the photograph on p 5.

our symbol, the lightning bolt, on theback. We also got plibto'identificationname tags for eachEnergy Patrolmembir. Members wear a jacket andtheir name tag when they are on duty._

Our Energy Patrol routine issimpleone of our-main criteria whenwe started. The members wererecommended by their teachers; good;responsible students that could beirusted with keys to the buildings andwho would need little supervision.There is no teacher involvement otherthan enthusiastic support of theprogram. Administrative involvemznt,after initial startup and-proceduresetting with the Energy Patrolmembers, is minimal.

Four students are on duty each day.One team of two students checks halfihesooms and two check the otherhalf. It now takes them about fiveminutes. They come to the office wheretheir jackets, name tags.and clipboardsare kept in one corner of a storeroom.They get into uniform and pick up thekeys, which are kept near thesecretary's desk in a secret hiding plaheknown only to Energy Patrol members!they do their rounds; keep records ofwhose lights are on or off, bring backtheir materials and go to recess. It'seasy and quick!

Activities for our Energy Patrol havegone beyond our original plan. Thisenthusiastic group has increased its --awareness of energy vonservation and

-has requesttd to explore problems_theyfound and to expand theh duties. Theyhave made bulletin boards on conserva-tion., put "Save Energy" signs by every

`light switch. visited PG&E to heartheir suggestions for chrnervation, andperformed 'an air flow study and sent.;results to the District Office; the resultsof which led to many new thermostatsand some woe on the heating system.They have made a School Sodpresentation and e"en appeared on TVnews. One of th activities, b5yondturning off li.ts, that has mostdirectly helped their conservationactivities was their creating a reminder ,,that says "Oops, you forgot to turn offyour lights." The little 3x3 piece ofpaper with the picture of an unhappylion,,our DeVargas ascot, is tapedover the light switches that are left on

__Iit_unnsed-rooms. It has increased thoawareness of students and staff.Nobody wants an unhappy lion toremind them that they are not helpiggin our conservation efforts: Awards arepresented at each of our monthlyassemblies-to classes that have done agood job of turning off their ownlights. However, the basic activity ofgetting lights turned off at recess, lunch'and after school and encouraging otherstudentsnand teachers to do the same isstill our basic activity and all that'sreally necessary for _success.

Did we save our $100 the firstme .th? That and more! We haveaveraged a savings of over 51,000 amonth for the months we have been atwork. Our electrical usage hasbeen reduced 36% find gas use40%. Kids can make a difference!For more inlbrmation, including start-up and procedure checklists and otherforms. write to DeVargas School, 5050Moorpark Ave.. San Jose 95129.

Jerd Ferratuoto,Principalat DeVargas Scho&PH:Ely had abetter ideawhen he createdthe EnergyPatrol.

14

11

III. Staff I

When teachers in a disunderstand thiit using enly in their classrooms antheir students to identifywaste can have a substanon their school energy btthen dt energy savings Igreat. X.,/

This section assimilatesevaluation comments froiwho sponsored staff deveprograms to increase teaport of district energy ,mprograms. The purpose cworkshoips was to providiwhere speakers from schsuccessful energy progralshare their ideas and exwith representatives fromdisbicts. We hope you wto put together s devoprogrtinis to gener te thi

ea/

12

When teachers in a district reallyunderstand that using energy wisely in their classrooms and teachingtheir students to identify energywaste can have a substantial impacton their school energy budgetthen dtt energy savings will begreat. 1.1

This section assimilates Workshop.evaluation comments from districtswho sponsored staff developmentprograms to increase teacher sup-port of district energy ;managementprograms. The purpose of theseworkshops was to provide a forumwhere speakers from schools wtthsucceisfid energy programs couldshare their ideas and experienceswith representatives from other -

districts. We hope you Will be ableto put together s developmentprogradis to geneiftte this under-

12

/apsthnulate comments

such as:

.

'It was good to be exposed to newmaterials on energy I enfoyfd thespecifics of our district's energy _

costS and why they are so high. Itmakes one aware of how importantconservation is in our ClaSST001123'.#(C4mnent _froth 6th grade teacher; -Mt. Diablo USD)

>---WHAT WORKSHOPACTIVITIES DOTEACHERS LIKE MOST?

To assisi yo& we have dividedour comments into recommenda-tions that address three questions:

1. What workshop activities do,teachers like most?

2. What encourages teachers to.. attend workshops?

3. What is the best: time fOrteacher workshops?

"Workshops usually are a waste ofqme if what w011eszn is not appli =cable to the clossroom.1"-(kith gradeteacher)

&Ed it most helpful to not onlybe jazzed up; but to have items Ican really use without taking threeweeks- of Iny time for preparation.(teacher in Stanislaus County)

Whet gets teachers "jazzed up"at workshops? Teachers are enthu-siastic about workshops where theyare introduced to relevant informa-tion, and are provided with.cur-riculum materials and ideas theycould use with their classes the fol-lowing day.

Energy education/managementworkshops can easily fit theft crite-ria. School energy use' is 'relevant _because it affects the :availability offinids for the instructional program,and because staff and students feelthe iMpact at home of rising ener-gy costs. Educating teachers kliorschool energy costs is a first steptowards reducing usage;"I had no idea that so much is =

spent on energy and how muchcan be saved by conserving!'

Once teachers are informedabout the cost of energy, chits-Momctions and ready-to-use energy

-15

Curriculum materials can be. pre-sented. Teachers appreciates having:the necessary tools to contribute tosaving energy dollars at school andat home. By,.using_claisroom 'follow-up activities; teachers are in theposition of making a valuable--con-tribution to their schools' academicprogr- arn and budget.

. Following_ are some Workshop ae-_,tivities rated highly by teachers:

hanck=on activities they canuse with their classes;participatory activities-whichdemonstrate a skill ormethod; .

developing teaching tools(i.e., making meter boards);introducing' a currieuluinpacket they receive at theend of the workihoP;deindnstrations using equip-ment available at school, suchas light meters and flow vol-ume meters;

'presentations involving stu-dents (i.e., student energy pa-;trolt);participation impracticalschool audits which show howto- save energy/money atschool and at home; .

pailicipation in quiz-type con-tests which Mill require alot of work and have a prize;observing,on-site pilot pro-grains; and,exchanging ideas with otherteachers.

WHEAT_ENCOUTIAGESTEACHERS TO ATTENDWORKSHOPS?

It is not necessary or very likelyto have every teacher in a schoolor district. enthusiastic about savingenergy at school. On. any teachingstaff, there will be those teacherswho are:

Group 1: already interested inenergy education/man-agement;

Group 2: unaware of energy edu-cation /manageuent, 'bu-t could_become Inter-etited if they knewmore ahout it; and,

.T.4

Group 3: not interested in ener-gy education/manage-ment now, and proba-bly never will be.

By organizing the efforts of thefirst two groups, school can havea highly successful eneroiviogram.The easiest and most sensible wayto id atein an energy workshop is to inviteteachers who have already demon-strated an interest din energy(group 1). The following tech-niques have been successful in at-tracting teachers who-would besupportive if they knew moreabout energy education/manage-ment (group 2):

provide substitutesannounce the workshop wellin advanceprepare the agenda in ad-

. vancemake it fun with refresh-ments, contests, and doorpirzeskeep the meeting shortorient part of the meeting to-wards curriculumdistribute cir:lturi- materi-alsfeature recognized speakersgive in-service creditpay stipendsprincipal recognizes teachersfor participation

let teachers know that theirefforts are paying off at schooland can pay off at homeget a contest going betweenthe classes whose teachers at-tend

WHAT IS .THE BEST TIMEFOR TEACHER .WORKSHOPS?

there is nb generalized "besttime" of the day for workshops.Districts have successfully heldworkshops at varying times of thework day as well as during even-ings and weekends. Union con-tracts and financial constraintsmust be taken into consideration indeciding when to hold workshops.The best approach is to ask theteachers you want to participate

'what the best time is for them. Thehollowing workshop times workedwell:

after school on minimum daysbecause substitutes were notneeded and the teachers werea captive audience;late afternoons and eveningswhen a meal or stipend wasprovided;providiiig substitutes forteachers so they cquld attendtraining because teacher at-tendance is guaranteed alidthey are not already tiredfrom a full day's cwork. Ele-mentary teachers especially,may riot like to be out oftheir clasiroom due to the ex-tra _preparation time they .

have to put in for a substitute;o, half-day workshops with iub-

stitutes in the mornings be-cause to

---hers were fresher..

The Best Mes of the year forworkihops appear to be in the

fall, at the beginning of the see- .

ond, semester and, for follow-upworkshops, in the early spring. Ere=cemher andjune are not goodmonths or workshops; In sehedul-ingi avoid public'schoOla' weelc, -.back-to- school night, parent, con-ference, district testing periods,and the end of each term, and,sporta events.

TV Energy Comm

Sch obi staff will support compre-hensiVe energy management pro-grams when they are included inthe energy decitionothat affectthem. Since energy use is an issuethat affects all people in a schooldistrict, mapy diStricts organize dis:trict and site energy committees todevelop and implement a compre-hensive eiiergy management plan.This section describes who typicallyserves on 1) district and 2y site en-ergy committees and outlines thetopics each address.

WHO SERVES ON ADISTRICT ENERGYCOMMITTEE?

Chair: District_person responsiblefor energy managers programDirector of Maintenance & Op-erationstissociate Superintendent of Busi-ness ServicesDirector of FacilitiesDirector of Food ServicesBoard memberPTA PreSidentHigh school teacher . .

Elementary school teacher,Eneigy committee. chairpersonor principal from each siteUtility representative

. Student representative (schoolnewspaper editor, school energycommissioner)

WHAT ARE ACTIVITIESOF DISTRXT ENERGYCOMMITTEES?

The District Energy committee'sthree main functions are to:

recommend energy conserva-tion funding priorities forboard approval;

. communicate energy goalsand trends in energy use withindividual sites; and,

initiate and coordinate 'dis-trict-wide energy activitiessuch as competitions and con-tests, staffidevelopment andgrant applications for energyconservation activities.

The district energy committeechairperson is usually the personresponsible for the energy man'age-merit program. Topics on theagendaat a minimum include:

.-;_;ift

monthly energy report, siteby site for the district;'status report on implementa-tion of energy plan;

. reports of'activities at eachsite represented at the meet-ing (this depends on, the sizeof the committee); and,time to troubleshoot specific(problems and/or plan the'next step in the energy plan.

TO give you a flavor of the con-tent of these meetings, we havdrawn from the minutes of sevbralschool_district's energy committees.

"A discuision took place regard-ing utilizing outside, non-district

energy managenient &Mi. The -consensus of the district energycommittee was that the districtshould, tdtally exhaust all possiblelow and no=cost forms of retrofit=tingsand energy-saving modifica-tions and receive 100% of the

savings, Ftirthermore;it was suggested that if additionaliiionewas necessary for essem-tiaLretrofittingsove pursue. theidea of tapping the district's oWtiresoprces and borrowing fromfunding Within thedistrict; suchas a'reserve fund, and simply paybadk from the savings generated..Such action might necessitatewriting a proposal and submit-ting it to the Board for approval".After all these efforts have takenplace, then, acid Only then;shfuld the committee considerthe liecessitY/advisability of as.;sistance from outside firms;"

Eiamples of Communicating En-ergy Goals and Activities:

October gas and electric umigpcompared to last year representsa612,595 cost-avoidance saviiigt.This savings is attributed_ to a36% and 11170 reduction in gasand electricity respectively.Please share this informationwith your staff and community;Energy con.servatioii projectscurrently-underway in the dis-trict include:1. Participation in a PC&E light=

hag conversion refund pro-.gram which provides lip to a56%- rebate for replacement ofincandeieent lighting withflourescents. There remain tip,proximately 600 incandescentlamps in the diStrict, Most Aifthese will be replaced byJanuary 15th through- thePG&E conversion refund pro=

2. RedWOod and Silverado gyni;nasiums will be relaniged .

from incandescent to high-pressure sodium lighting;which_ is the most -energy=effi;

r. eient lamp on the market!This project is being fundedby a federal matching grant.

Example of staff development

pit

."Six three-hour in-service train-ing sessions have been planMdfor our site energy coordinators.The first sessions was held.No-vember 22nd with all but twoschools represented. Thesemonthly sessions are designed toequip our site coordinators to dis-seminate energy conservationideas an materials within yourschool; They are receiving a $30stipend for-attending each of theworkshops.""Boh reported on plans for a cus-todial energy in-service meetingto be held on February 25th. Thepurpose will be to introduce thecustodial staff to what they cando to help conserve energy." .

'Recognizing the crucial rolethat school plan managers play inthe school site conservation pro-gram, it was recommended thattheheprovided energy man-agement in-service for the 83-84school year Hopefully, in- serv--ice credits could he. made avail-able: Al and Pat vvagive thissuggestionfurther study and con-sideration."Examples of incentives programs-

discussion:"Committee membrs then ex-

, Riessed opinions and Ideas regard-ing ways the incentive componentshould be administered as addition-al schools officially enter the con-servation program: Severalthoughts were expreised:

1. The 1982=83; 25% -75% incen-tive proposal should be recon-sidered: A possible revisionsmight be to return 25% (orless) to the school site for en-ergy conservation retrofittingsand put the remaining 75%into a trict 'conservationpool' t he used where mostappro riate ... i.e., wheremaximum savings can beachieved in a relatively shortpay-back period.

2. It was suggested the commit-tee develop a process/proce-dure wherein savings that re-trofittirig and equipmentmodification generate be sepa-rated from savings thatchanges in people's attitudes

a

and habits generate; hence;end of year 'cost avoidance'monies- will be distributedequity y. For example; if thehigh schools have pool coversinstalled, there would be asayings of approximately.$70000. This money would beput into the district's conser-vation pool rather than re-turned to personnel at theschool site.

3. A suggestion was made -to tapthe student resources of near-by colleges and_ universities forcurrent suggestions on energy

. management tecjuriques."

WHO. SERVES ON THESITE ENERGYCOMMITTEE?The site energy coordinatorPrinCipal (of day and night schOol)Head custodian/Plant manager(day and night) .7.,

Student representativesuggested students include:studeht council memberclub presidents ,

elementary: one from primaryand one from intermediate

middle or high school: one fromeach grade level, class officers

PTA representativeParentOutside Users .

Cafeteria ManagerTeachers

suggested teachers include:elementary: one from_priniary,

one from intermediatemiddle or high school:

science teacherdept chairpersons

. student body advisorenergy advocate

WHAT ARE THEACTIVITIES OF THE SITEENERGY COMMITTEE?

The site energy committee is re-sponsible for communicating dis-dict-wide energy goals and activi-

18

ties to staff and students.. To do thisthey:

suggest and recommend ener-gy conservation priorities tothe principalcommunicate school energyuse to staff and studentscoordinate school-wide energyprojects such as energy_pa-trots, energy contests, andprovide curriculum for teach-ersdetermine how to use incen-tive money if the district hasan inentives program

Site level energy committees areusually chaired by the site energycoordinator whd might be a teach-er, the principal or a plant man-ager. Topics usually include:

the monthly energy use re-port and how to communicateresults to stafkand studentsreport of progress or energyretrofitsreport on completed aware-.ness activities cricl planningfor upcomin_g'awareness ac-tivities for staff and studentstroubleshooting specific ener-gy-related problemsdiscussion of staff develop -ment opportunities availableor desired.

Here are some accounts from theminutes of Site Energy Committeemeetings:

"Their. High School EhergyCommittee held it's first-meet-ing. Staff Members, our custo-dian, parents and students met todevelop a plan for our school toconserve energy; The UnifiedSchool District has a goal of 10%reduction iii energy-costs foreach school. Hill has reduced it'senergy consumption by 251, thusfar compared.to last school year.The committee created a plan ofaction to spreird the word to allwho share OUP campus that ener-gy conservation is on importantway to save money that wewould ratheaspend on educa-tional materials and programs.""Each school has set upan ener-gy team to develop energy ac-

.

tion plans. Some ideas being Sug=.Bested (gleaned from minutes):

charts-on energy output;graphing percentage increaseand dedrease (Rancho, Lyn-wood)poster /composition contests(Rancho, Hill, Lynwood)student energy patrols_toreadmeters, check on lights (No;vato High; Rancho)"

"In addition to the school sitecommittee,,, a_student EnergyWatch Doi Team has beencreated.- The team consists ofthree students -who will do amonthly audit. Additionally, eachclassroom has an energy monitor-with a daily checklist: Largecharts showing gas and electricalsavings are displayed in th.2 cafe-teria. Energy usage guessing con-

test, .public spes ,g; and postercontests have been held. Otear.was pleased to rAtiOrt.a 54% re-duction in gas use during themonth of October; November,3% savings; electiiCial savingshat7e been running around 20 %.to 30%.""Jim, custodial Manager, report-ed the _School Energy Committeemeets first period with repre-sentatives from each room. Theyare designing posters and chartswhich will beplaeed in strategicplaces throughout the school. Anenergy chart has been developedwhich will show riorithly entries.Each departmentels going to un-dertake an energy conservationactivity. AtteiribliOt have beenformed. Plant manager has trieda variety of conservation activi-ties; including "coasting" (turn-

ink heat down earlier), and usingred dots on light.panels thathave been turned off and/orremoved that calls attention to-ward conservatio steps. The dotsalso alert other custodial helpthat they don't_ have- to replacethat light as it has been turnedoff for conservation reasons. Jimadded he has returned to theschool site at night time andfoiind much unnecessary lightingWAS taking place. Steps are beingtaken to improve this. The schoolalto used red dots ICI mark whichlights are to be turned on atnight (to alleviate any ;questionand uncertainty). Jim is workingWith the night crew on energyconservation. He has changedcorridor lights from 100 to 45watts."

ENERGY CONSERVATION COMMITTEEMinutes of Meeting held December 6, 1982 at 3:00 P.M. at Lynwood School: .

Present: Suzanne; teacher; Nadine; custodian; Matt, student; and Donald, principal.Background information on Energy Conservation in the U.S.D. was given to the group by Don.The following suggettiont for improvement of Energy Conservation at teliticil was given by the E.C.C. atschool:

1. Energy consumphbii report to be given to students anJl teachers monthly.a. Students could make charts and grapht'showing ciiangenS consurription.b. Students could make, postert encouraging Oritiservapon of resources.

2 Thermometers are to be purchased for each,a. Comparisons could be made between indicated temperature and temperature on classroom ther-

mometer.3: Repairbroken thermostats in classrooms.

a. Replace broken covers on the:tmostats.4. Check with PG&E for actual light level needed in classrooms. p6a. Caletilate amount of electricity

consumed per hour with .9- 750 watt lamps in each room.b. Check on avialability and- cost -of dimmer switehet for elassrcionic. At recess time with an aide left in room with few students, cut lights to one bank only.

5. Hatie PG&E Calculate the amount of electieitY and gas consumed by the.district k.tchen,at Lyn-

wood.a. Encourage Food Service tc serve one cold lunch per week

6. Haye district maintenance pull a Saintiling of fu mace filtprs to see what condition they are in. If dirhave them replaced._

7. Separate aluminum foll'in room at lunch time.a. Recycle and use money for school fund which would benefit all students.

8. Recycle all used ditto paper.a. Storage might be a problem;

9. Students and teachers are to he encouraged to shut off faucets that are dripping.a. Report needed repairs to the office.

10. A sampling of 4th, 5th, and 6th grade students will be given an energy conservation survey on Fri-day, December 10 at 9 :00 A.M. in the Lynwood Library.

11. Charles, District Energy Coordinatori will talk to staff on January 19th.

19

A11116.

kla

During 19817E2 ENERGY ACTION IN SCHOOLS (EAIS) contracted with California School districts to develop_and im-plement model energy education and energy management programs that reduced school energy consumption by 10 12% andincreased student and staff Oiderstanding of how energy is used'in.schools. _

-=---='--------McKinleyvilletnurnholrit County Pollack Pines' Sacramento- CountyDOW'S PRAIRIE SCHOOL- SLY PARK AU-DITING-FORMcKinleywille Union School_District CONSERVATION OF-ENERG-Y1st 6th (See page 14.) k Sacramento County Office of Education

. 5th. 6th (See page 18.)Overview:Students- monitored classroom energy Overview:use. ccinducted classroom energy audits Students monitored their cabin's_ energy_ .

and developed a school energy awareness use during their_fivs_day stay _at Sly Parkcarnpaign._An incentives program _ to icarn_how their actions influencereturnedla% of the savings to use for energy use.energy education projects. Outcomes:

CuperrinalSanta Clara County' ..--CUPERTINO ENERGY-ACTIONPROJECT /Cupertino Union School District. 8th (See page 10.)

Overview:students initiated a school-wide effortto reduce energy consumption tocomplement the district management

Ouicomest_School energy Education programwith special emphasis on programsfor the _gifted,career education,and scienceEnergy workshops for staffTeacher designed curriculum packetsto inftte energy into all classesIncentives program ..Energy fairEnergy page in school newspaper fordistribution to the community.

program. Outcomes:Energy instructionalguidesComputer softwareStaff developmentfor all staffStudent incentiveplanCommunityawareness programEnergy education

infukd Into allcurriculum

areas

_ .

Ilaywardl Alameda_ County.SUNSET ENERGY EDUCATION CENTERSu nut High School 9th-12thHayward Union High School District (See page 16 )Overview: _

Students participated in_a semester-long energy educationenergy managerrient class. Students and staff developed amodel energy education[energy management center andresource library and retrofited an unused wing of the school

Outcomes: Students trained in energy auditingEnergy efficient "wring" at the.school and energy management,proceduresWork/learn energy curriculum Energy center and resource library.

Los An esl_Los Angelis_ County11FRENDO ENERGY_SA_VING_T_EAA (BEST)_Los Angeles Unified School District. 6th-8th (See page 8.)Overview:

"Think Eitergy" a school-ww::: campaign publicized .ways stUdents and communitycan conserrc cacrzy and an energy education program stranded energy Intoall subject areas.

Otitcomes:Energy management reporting systemSchool energy -vie chartSubject area energy packetsBidingual energy conservationvideotapes-for-closed circuit TV and

access_chan_nelIncentives program.

Energy Education In-service forteachers whose classes come to SlyPark

. Pre and post energyeducation/management curriculumpackets for classroom teachersComprchr nsive energy educationcurriculum for residentialenvironmental education Program,Staff development for residentialteachersStudent incenti programs topromote enertry anagement..

LLojayeuel Contra Costa CountyENERGY WATCHAcalanes Union High School District

(See page 6.)

Overview:Fifty students were trained as energy

auditors and received job interviewtraining during a semester-long

class at four high schools.

Outcomes:Curriculum for energy au4itor

_ training class 'Energy audits of-four elementary

schoolsCommunity energy presentations bysit:skins_Enemy exhibits_at_Acalanes ,DistrictIntemational Fairestyents teaching students.aboutenergy management.

Lo MesalSan Ditgo_CountySTUDENT AND STAFF ACTIVITIESTO VALUE ENERGY (SAVE)Grossmont Union High School District9th -12th (See page 12.)

Overview:Students and staff developed schoolenergy management plans to reduceenergy use and return saved energy

dollars to the school. Staff reviewedenergy education matetials and designeda program for local use ?hat emphasizes.ene, v manktigt ment in the school, thehome, and tlfe community.Outcomes:! District-wide incentives program

biuriet energy education programStaff developmeAL .

(17

Califonla

Ent n n.Ed oer%Service,State offairk*nsaGeditje Deuletsiemn:Governot.

Model Programsfor 1982-S3

EMS staff: work with schooldistricts to integrate energymanagement programs with energyeducation to achieve the immediategoal of reducing osculating schoolenergy costs and the long -term goalof developing an energy use ethicin students and staff.

The unique emphasis of theEAIS program is on involvingeveryone at the schooladministrators, board members,teachers; maintenance andoperations staff; custodians; andthe students in programs thatencourage.the wise use of energy.

In addition to_the_ eight modelprograms for 1982-83 describedhere, EAIS has_ funded eight StaffEnergy Action. Projects (max:$2,500) to provide in-service inenergy education and managementskills for school personnel. Schools

receiving contract awards includethe Etella.ViSta Elementary SchoolDistrict; Mt. Diablo UnifiedSchool District, San Juan Unified&chool.District, Los Altos

.ElementarY School District, RoundValley Unified School District,and the Stanislaus Countydepartment of Education.

.oramento CountySAVE (itscramentoAwareness ofValue of Energy)

Sacramento Unified SchoolDistrict P...a BoxSacramento CA 95810. (915)

37 Gradei 1C--0 $14100.Contact Patricia Smith.

Overview. A district-wideprogram will be piloted thisyear. Students will learn energyconservation practices they canapplynt home and at schook -Energy education will lieinfused into major_sultectareas. Stiff will participate inenergy awareness staffdevelopment.

To Produced:-. Description of student

incentives program .Comprehensivedistrict -wide energyeducation planComputer energyeducation softwareStaff development Modelsfor princiiwh, central staff,board members, teachers,ciptodians fond serviceemployees and clericalpersonnel EJ

Los '4ljg-dee County

ESP ENERGY SAVINGSPLAN

Venice Nigh Schdol, LeisAngeles Unified School Diankt,13000 Vas ice Blvd,-, LosAngel** CA 9006642a_3X7g8.1. CrkdeS 10-1* $14000.Contact Pricilfr Lee or WilkeAndersvp.

Oveniew: An energycommittee will be formed

Napa County

SENSE (Saving EnergyInNapa Schools isEssential) .

Napa .11-alfry_Uraed SchoolDistrict, Nit5 Jefferson St.,Napa CA 9055 (797) 25.24.075Grades K-12 015,000 ContactPhil Moreno.

Overview: A teacher energycoorclMatoi in each school willreceive instrucUon in 6

' three-hour workshops on howto work with staff and studentsto monitor school energy useand infuse energy educationinto the curriculum.Elementary students willparticipate in hands -on projectsold_ become pen pals, with _-

students in other districts withenergy management programs.Secondary! students will

.! construct a district energyresource renter. The computerChia:fa' will generate a monthlyenergy rewrting form for useby the district energy manager.A district -wide white -paperrecycling program will beim_plemezited.

Produced:Distribt-wide energycurriculum kik ininionStudent-developed energy

' &Ut.computer program foruse by energy managerEnergy Wu-cation resourceslibrary and 'tool kite forstudent projectsStudent energy projecu

. Itow to set up an energypen patexchange.

representing the 9 --12th dayschool, the adult school..and thecontinuation school to ensureenergy reduction throughoutthe day. StUdents will readmeters. in the morning andevening to monitor energy use.Staff will receive inservice onhow to inf se energy education-into their daises and-reduceenergy use in their clinsioornsand homes:The _computercsses will develop energyeducation softWare. An energy

18

fair Will be held to kiTtreasestudent and community-awareness.

To Be Produced. Energy education software

Description of how to addan energy component to ahigh school science fairInfusion plan for energyeducationSurvey form for monitoringhomp energy useStaffnergy in-servicemodel. El

. CaliforniaEnergy,ExtensionService

Marin County

I EM EE = ECNovato Unified School

District 1015_Seventh St.;Nnvato,_C4_,945147.(415)892 4201. GifideS

'A:4229,500. Contact PaulMobley or Charles Johnson.

Overview: The school siteenergy teams will be trained tomonitor energy use and makeenergy conservation-recommendations. Themaintenance and custodialcrews will ree-.-: tra:aing onpreventati ...ntenance. The

*cfentk:,., committee willive extensive training in

the fall and springto developcomprehensive energyconservabon plans and toinfuse energy into thecurriculum.

TO Be ProduMonthly energy- newsletterfor distribution to schooland community

. Energy education resourcelibraryStaff development planWritten criteria forselecting energy educationmaterials'.

Meilifocino County

ENERWYCURRFC_LILLIMMANAGEMENT WITHCOMPUTER BOOKLETOUTREACH

Arena Union Elementary andHigh_School Distrit.t4 200 LawSt, P.O fink 136 Point Arena,CA 95455 (707) 582-2557.Grades K-12 $10,000. ContactArt Sussman.

Overview: Elementarystudents will serve on anenergy patrol with junior highstudents, collecting energy dataand sponsoring contests. High .

ischool students will participatein an energy club to monitorenergy use in rooms,dissemMate energy informationand actually help carry out siteenergy management projects.Junior and senior high st, dentsWill produce a booklet thatdocuments energy conservationand education activities at theschools and describes how tosave energy at ho e. Studentsand teachers will developenergy related fomputersoftware.

To Be Produced:School and home energyconservation booldet

. Energy-related computersoftware

. Description of how toincorporate energyeducation into driver'seducation. El

Plover CountENERGY WISE;PENNY-WISE

Newcastle Elementary SchoolDinrict, P.O. Box 197,Newcastle; CA 95(88. f916)663-3707 Grades K-8 $5900.Contact Jekinta Ives.

Overview: Students willpresent an energyconservation-education plan totheir school beard, participatein a school energy week tolearn where energy is used andhow if can be conserved;continually monitor school andhome energy use, and visitenergy efficient businesSes inthe co unity. The custodialand ria staff will share

with students what they aredoing to conserve energy.Students will design and wriisia book on energy conservationfor kids and develop an energyfilm or videotape. The annualscience kik will include anenergy division.

To lie Produced:Energy patrol

. An illustrated book by kidsfor kids on how toconserve energy at schooland in the communityAn energy drama filin forshowing to the school andcomniunitySchool-wide energy plan

. Description of how to addan energy component to ascience fair. El

Alameda CountySITE ENERGYCOMMITTEES

Fremoht Unified SchoolWet, 407V5Fremont.Vly

remont; CA *kid_ (415)657-2750, eat 258 Gradei K-12$15,000Blake Heitzman or GilYee.

Overview: 'Teacher site .

energy coordinatorkwillparticipate in a 15 sessiontraining program, The-districtenergy coordinator will aliowork one-to-one with teachersto demonstrate and co-teachenergy education lessons .

Energy education materials'Will be infused throughout thecurriculum.

To Be Producd:Training materials pacfor teacher energycoordinatorsManual for implementingan incentives, rebate plan

. Paper describingprocedure for establishingteacher training course fOrcollege credit. El

Stanislaus CountyWATERFORD WATTWATCHERS

Waferford Elementary :schoolDistrict, Pa Bar270,_Waterror&C4 95385 (209)872.782 Grades IC-5 $3,885.'Contact Kim

Ofterview: Through aweatherizationtrainingprogram students, staff andparent volunteers willweatherize the classrooms asthe schools. A districtawareness campaign will beconducted and a resource fileof married= materials wilLbecompiled. Students and staffwill present their program' atthe Stanislaus County Office ofEducation's SpringMini-conlerence. .

To Be Produced:Student energy patrolDescription of classroomweatherization activitiesfor studentsArticles for localnewspapersProiioSed district -wideenergy plan. El

7-8?70-725 3/84 4M 3SP.