Ontario EcoSchools Certification Guide

certification guide 2015-16

ontarioecoschools.org

Acknowledgements

This guide is an adaptation of the EcoSchools Certification Guide and Planner produced by the Toronto District School Board (TDSB). The TDSB has donated this resource to the Ontario EcoSchools Program as part of its in-kind contribution to the project.

Ontario EcoSchools: Certification Guide 2015-16. Writers: Steve Bibla and Eleanor Dudar, Toronto District School Board (TDSB 2010 version) Adaptation and Revision: We have gathered feedback from schools, board representatives, and certification site assessors to guide revisions

to the certification application and process. © 2010 Toronto District School Board (Ontario EcoSchools Revised 2015) Ontario schools, school boards, post-secondary institutions, and government agencies may reproduce and adapt this publication in whole or in part for educational purposes without special permission from the copyright holder, as long as acknowledgement of the source is provided. If adaptation occurs, a clear distinction must be made between the original material and that which is added as part of the adaptation. To apply for certification, schools must complete and submit the online certification application. Applicants must complete the application at http://certapp.ontarioecoschools.org; other types of electronic submissions will not be assessed. Paper submissions will not be assessed. Only a process determined by Ontario EcoSchools staff or its designate can lead to certification and recognition as an Ontario EcoSchool. Additions/adaptations to the online application are not considered in awarding points for certification. For more information, please see www.ontarioecoschools.org. Design: Comet art + design

About the cover Students at Académie catholique Ange-Gabriel (CECCE) in Brockville use their outdoor space throughout the year and are actively engaged in School Ground Greening projects. In the spring they planted new trees for their outdoor classroom and in the winter, students bundled up to exercise outdoors. Their vibrant EcoTeam (“club vert”) also recently built waste sorting centres and implemented a waste-free lunch program.

Would you like to see your EcoTeam on the cover of the certification guide? Send photos of your EcoTeam or whole school doing eco-actions to [email protected].

table of contents Page

2 3 4 5 6 7

20

Program Overview Quick Reference: Steps to Certification Quick Reference: Levels of Certification Suggested Timeline Yearly Planner Certification Questions and Tips for Success 8 Teamwork and Leadership 10 Energy Conservation 12 Waste Minimization 14 School Ground Greening 16 Curriculum 18 Environmental Stewardship How to Complete Your Online Application 21 Register Your School 22 Assessment and Scoring 23 Input Your Initial EcoReview Results – Meet the January 29 Deadline

24 How to Upload Portfolio Documents 25 Complete and Submit your Application 26 Site Visits

27-28 Portfolio Requirements Checklist

http://certapp.ontarioecoschools.org

1

welcome: the ontario ecoschools program Ontario EcoSchools works with school communities from kindergarten to grade 12 to develop ecological literacy and environmental practices. The program structure is modeled closely on the Ontario Curriculum and is aligned with Acting Today, Shaping Tomorrow, Ontario’s environmental education policy framework. From reducing energy use to growing school gardens, students who participate connect daily actions with environmental learning. In 2014-15, over 1,760 schools in 52 school boards took part, and over 730,000 students were engaged. Through these collective efforts Ontario students are making a difference, both inside and outside of school walls. Thank you for joining us.

“Ontario EcoSchools is helping the world improve, one action at a time.” Nina, grade 6

How to use this Guide This guide is designed to support your school throughout the certification process. It provides helpful tips, outlines the six sections of the program, and will give you a sense of how to prepare for the year ahead.

Teamwork and Leadership

Energy Conservation

Waste Minimization

School Ground Greening

Curriculum

Environmental Stewardship

All six sections of the program are closely interwoven and build upon one another. In the guide, each section includes an overarching Guiding Question, followed by a series of numbered questions that correspond to specific certification expectations. Please read through everything carefully in order to plan for success. For Platinum certification and the Experienced EcoSchools Certification Cycle, please see the guides on our website for detailed instructions. Not sure if you’re eligible? Visit our website www.ontarioecoschools.org and click “Get Certified” or contact us at [email protected] for more information.

Certification Updates • All Energy Conservation and Waste Minimization campaigns should now be claimed in 2.11 and 3.11. • Regular boomerang and waste-free lunch programs should be claimed in 3.3.

Key Dates to Remember

2

September 30

January 29

April 15

April 29

Registration opens

Inital EcoReview deadline

Early bird deadline

Online application due!

Certification Guide 2015-16

quick reference:

steps to certification 2015-16

1 2

your results into your online certification application by January 29, 2016:

• Engage students and the EcoTeam in the assessment of your school’s energy and waste practices

Step Establish your school’s EcoTeam and register your school online at http://certapp.ontarioecoschools.org.

All schools, new and returning, must register each year. Registration opens at the end of September.

Step Conduct your school’s Energy Conservation and Waste Minimization Initial EcoReviews and input

by conducting your EcoReviews. • Schools must input results for 18 out of 18 EcoReview questions (2.1-2.9 and 3.1-3.9) by January 29

to be eligible for certification. If a school is not attempting or addressing a question, it should select a level 0.

• P lease note: Schools have until April 29 to complete the rest of the application. For details, see pg. 20.

3

Step Implement your Ontario EcoSchools action plan and input your school’s ongoing achievements

in your online application. Conduct your Follow-up EcoReviews three months after your Initial EcoReviews and input your results online.

4

Step Upload all portfolio requirements needed to support your application by April 29. The online Application

Tracker will identify questions which require portfolio requirements (found on the “Review and Submit” page).

5

Step Complete the online application by answering all applicable questions by April 29, 2016.

Review the “Review and Submit” page, then click on “Submit to Ontario EcoSchools”. (Please note: Schools need to claim a minimum of 50 points to receive an assessment.)

Certification Deadlines: • January 29: Input results from the Initial EcoReviews (questions 2.1-2.9 and 3.1-3.9) into the application. • April 29: Complete all applicable questions, including results from the Follow-up EcoReviews, upload all required portfolio documents, and finalize and submit the application (early bird deadline - April 15).


3

quick reference:

levels of certification Ontario EcoSchools certification provides a rigorous province-wide set of criteria to assess achievement of environmentally responsible actions and learning. Engagement in Ontario EcoSchools reflects a commitment to the environment. There are four levels of Ontario EcoSchools certification:

Level

Bronze

Silver

Gold

Platinum

50–65

66–74

75–100*

See Platinum Certification Guide

Total points

A minimum of 50 points must be claimed to be eligible for certification.

*Going for Gold? Gold level status indicates that a school has taken a comprehensive approach to becoming an Ontario EcoSchool and has achieved significant results in each section of certification. Avoid disappointment by reviewing your application to ensure that you have claimed the necessary points for Gold. To earn Gold status, a school must achieve a minimum of 75% of the possible points in EACH of the six sections of certification, as outlined in the table below:

Total points available

Minimum points to achieve Gold

Section I

Teamwork and Leadership

16

12

Section II

Energy Conservation

20

15

Section III

Waste Minimization

20

15

Section IV

School Ground Greening

14

10.5

Section V

Curriculum

14

10.5

Section VI

Environmental Stewardship

16

12

100

75

Total

Schools that achieve more than 75 points in total, but do not accomplish the 75% minimum in points in one or more of the sections will be awarded Silver level.

Legend of application icons EcoReview Requirement: This symbol indicates questions that require schools to input the results of both the Initial and Follow-up EcoReviews. Applicants must input their results twice – once before January 29 (Initial) and once before April 29 (Follow-up). Portfolio Requirement: This symbol indicates questions that require schools to collect and upload supporting documentation (e.g., newsletters, site plans, student work). Look For: For schools scheduled to receive a site visit, this symbol indicates questions that will be verified during the walkabout portion of the site visit. Text Box: This symbol indicates when a text box answer is required in the online application.

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NOVEMBER-DECEMBER

SEPTEMBER-OCTOBER

suggested timeline for ontario ecoschools certification • Establish the EcoTeam • Registration opens – http://certapp.ontarioecoschools.org • A sk for support – parent council, staff meetings, community organizations, Ontario EcoSchools board representative • Review the certification questions and create a plan for the year’s Ontario EcoSchools initiatives • Develop a communication strategy • Prepare fundraising applications to support large-scale plans

• Complete Initial EcoReviews (Energy Conservation and Waste Minimization) • B ased on the results of the EcoReviews, complete and implement Action Plans for Energy Conservation and Waste Minimization • Start planning for School Ground Greening • Plan and initiate Environmental Stewardship campaigns/activities • Conduct a Waste Audit and communicate results

JANUARY-FEBRUARY

• Input results of Initial EcoReviews and other information as applicable into online application • Deadline: January 29 to input results of Initial EcoReviews • Continue to implement Action Plans • Continue inputting information/answers into certification application • Upload portfolio requirements • Communicate feedback! Tell the school how they are doing and strategies for improvement • Gather submissions for Curriculum section – complete online templates and upload student work

• Complete Follow-up EcoReviews (Energy Conservation and Waste Minimization)

MARCH-APRIL

• Complete and review your online certification application • Save a copy of the “Review and Submit” page for your records • Submit application from “Review and Submit” page • Deadline: April 29 for submitting application (Early bird deadline - April 15). • Prepare for site visit • Your board representative will advise you of the time/date of the site visit (May or June) if applicable


5

yearly planner

Use this worksheet to plan your campaigns, action items, and monitoring schedules. Identify barriers and opportunities at the beginning of the school year to ensure success! Opportunities: Identify the best and most appropriate times to implement a campaign (e.g., Earth Day/Week, Earth Hour, Waste Reduction Week).

Barriers: Identify times of the year when it might not be appropriate/easy to launch a campaign (e.g., exams, holidays, any other major school-wide events).

SEPTEMBER

OCTOBER

NOVEMBER

DECEMBER

National Organic Week

Walk to School Month Waste Reduction Week

Buy Nothing Day

JANUARY

FEBRUARY

MARCH

APRIL

January 29: Initial EcoReview deadline

National Sweater Day

Earth Hour World Water Day

April 29: Application submission deadline (early bird April 15)

Campaign ideas Let’s brainstorm: • What could this look like? • What are our longterm goals? Events to note Support • Who do we need to talk to? • What resources will we need?

Campaign ideas Let’s brainstorm: • What could this look like? • What are our longterm goals?

Events to note

Earth Day/Week Support •W ho do we need to talk to? • What resources will we need?

MAY

JUNE

JULY

AUGUST

Ontario EcoSchools site visits

Ontario EcoSchools site visits

International Day for Biodiversity

UN World Environment Day National Clean Air Day

Summer maintenance of School Ground Greening projects

Summer maintenance of School Ground Greening projects

Campaign ideas Let’s brainstorm: • What could this look like? • What are our longterm goals?

Events to note

Support •W ho do we need to talk to? • What resources will we need?

Available in 11” X 17” format. To download, visit ontarioecoschools.org. Adapted from Toronto District School Board Certification Toolkit

principal/school administrator signature (for eecc pledge year) 6


certification questions and tips for success To complete the application, visit


Certification Deadlines:

> January 29: Input results from the Initial EcoReviews (questions 2.1-2.9 and 3.1-3.9) into the online application.

> April 29: Complete all applicable questions, including results from the Follow-up EcoReviews, upload all required portfolio documents, and finalize and submit the application (early bird deadline - April 15).

If you have any questions or experience any computer errors while completing your online certification application, please contact your Ontario EcoSchools board representative or email [email protected].

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tips for success – teamwork and leadership Helpful Resources • Yearly Planner: Use this to plan your campaigns, action items, and monitoring schedules. Identify barriers and opportunities at the beginning of the school year to ensure success. • Getting Started Video: This video outlines strategies for a successful first year as an

Ontario EcoSchool.

Find it at www.ontarioecoschools.org

Tips for Success in Teamwork and Leadership 1.1

Regular EcoTeam meetings – A strong foundation for action EcoTeams may choose to meet as frequently as needed in order to establish subcommittees, goals, and objectives and follow through on action plan items.

Roles and subcommittees – “Many hands make light work” Best practices show that EcoTeams with subcommittees and/or defined member roles are better equipped to take on all aspects of the program.

1.2-1.3

Diverse EcoTeams build capacity The most successful EcoTeams include representatives from throughout the school community and student leaders from different grades and/or school programs (e.g., ESL, students with exceptionalities, etc.).

1.4

Administrative support can make Ontario EcoSchools a part of school life The most successful Ontario EcoSchools have internal administrative support that incorporates environmental programs into the everyday culture of the school. Administrators can offer support by: • Providing funding for initiatives/release time for planning • Promoting environmentally responsible behaviour at school events/hosting eco-friendly meetings and parent-teacher nights • Inviting regular reporting on Ontario EcoSchools at staff meetings, school council meetings, and/or parent council meetings

1.5

Nurturing student leadership Offer students opportunities to build skills by creating and delivering fun P.A. announcements, classroom presentations, or assembly skits on key action items to rev up your school and meet your Ontario EcoSchools goals.

1.6-1.7

EcoTeam visibility, communication, and celebrating success Communicating regularly and having a visible program is crucial to building support within an Ontario EcoSchool. Providing school-wide updates and feedback on Ontario EcoSchools initiatives at least once a month ensures that students and staff are aware of the program goals and achievements.

1.8 a,b

Skill building through expert training Every member of an EcoTeam can benefit from quality skill-building opportunities. Check with your board and local organizations to learn what opportunities are available for both staff and students. This includes interactive workshops and presentations, webinars, partnerships, and EcoTeam focused activities.

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certification questions and criteria 2015-16

section i.

teamwork and leadership Guiding Question: How does your whole school build capacity and communicate feedback to create an environmentally responsible school? POINTS

1.1

Does your EcoTeam meet regularly and have defined goals? Portfolio requirement: one set of meeting minutes demonstrating EcoTeam planning (actions, campaigns, goals) OR a completed copy of the Yearly Planner.

2

1.2

Does your EcoTeam reflect all parts of the adult school community (Level 4 = three or more groups represented: teachers, parents, community members, custodial staff, principal/administrator, office support staff)?

2

1.3

Does your EcoTeam include different groups from the student population in the school (Level 4 = three or more grades and/or different student groups represented)?

2

1.4

Does your principal and/or other administrators make Ontario EcoSchools a part of the school culture (e.g., set aside school time for EcoTeam leaders to plan and implement the program; include Ontario EcoSchools goals in the school improvement/success plan; incorporate green awards at school ceremonies)?

2

1.5

Does your EcoTeam nurture student leadership and/or team building within your school (e.g., develop communication skills by using the P.A. system; deliver classroom presentations and/or school assemblies; take the lead in developing campaigns; foster mentoring of younger students by older students)?

2

1.6

To what extent is your environmental program visible throughout the school (e.g., use of bulletin boards; signs for proper recycling, lights off, monitors off, garden areas, communicating feedback, inspiration; eco-themed displays in classrooms and in the halls; Ontario EcoSchools and enviro awards in prominent areas)?

1

Does the EcoTeam communicate successes and areas for improvement with the whole school community on a regular basis? Portfolio requirement: copy of newsletter, announcement, agenda item for staff and/or parent/student council meetings, picture of bulletin board, poster, or assembly, etc.

1

1.7

1.8a 1.8b

TOTAL points in this section http://certapp.ontarioecoschools.org

Example of online application question Workshop/Partnership

2 2

1. Name of participants Sylvie Green and Bob Tree 2. Title of campaign Workshop (with outside presenter)

Did staff, EcoTeam, and/or students develop environmental knowledge or skills through participation in workshops, partnerships, presentations, or webinar series? To qualify, the following criteria must be met: 3 Clear connection to developing ecological literacy and/or environmentally responsible practices 3 Must occur during the current school year (including summer sessions)—July 1, 2015 to June 30, 2016. 3 One entry per session—if two people attend the same session only one can be claimed. Workshops: an interactive session with diverse participants engaged in facilitated activities with outside presenters School-to-school partnerships: EcoTeams meeting/collaborating multiple times in the year Presentations: whole school, divisional, or EcoTeam attendance at presentation with outside presenters Webinars: attendance at two or more webinars per submission (live or recorded)

3. Date of event and length (half day/full day): October 20th 2015 – full day workshop 4. Description of event: Intro to Ontario EcoSchools workshop Presented by Ontario EcoSchools. Provided information, resources, and student engagement strategies. 5. What impact on environment related teaching/decisions/ activities resulted from this event? reen Leaf PS is focusing on Waste Min.: Students conduct G a whole schools waste audit, present findings at school assembly; track contamination in recycling bins and awarding ‘golden garbage cans’.

SAVE

16 9

tips for success – energy conservation Helpful Resources • Energy Conservation Walkabout Worksheet (WAW): Students can use the Energy Conservation WAW to monitor behaviour and communicate successes to the school community. The Energy Conservation WAW can be linked to curriculum expectations in mathematics, science, geography, etc. • Classroom Lighting Assessment: Use this updated resource to explore how much electricity your school uses for classroom lighting. Communicate the results to the rest of the school to support your Energy Conservation goals.

Find it at www.ontarioecoschools.org Tips for Success in Energy Conservation 2.1

Clear consistent messages – Lights OFF make an impact Turning off the lights is not about learning in the dark; it’s about identifying opportunities to learn and model environmentally responsible practices. EcoTeams have succeeded by: • Using a tracking chart to monitor progress (by class or for the whole school) • Communicating expectations and celebrating consistent achievement • Idea! On bright days, using natural light or half-bank lighting to conserve energy can model opportunities to deepen energy conservation practices. • Idea! Consider using the Earth Hour model to have a “lights off” hour once a month or once a week.

Automatic light sensors • If your classroom has light sensors ensure that your students understand how they work and why they are in place. If possible, encourage students to continue to turn off the lights when they leave the room to support energy conservation behaviour.

2.2–2.4

“Look, listen, and feel” to detect energy waste Electricity is being used by electronic devices if: • Look: there is any light (including screen savers) • Listen: you can hear a fan running • Feel: you can feel heat (often from the adaptor on a power cord) Establish daily routines and regular checks to help conserve energy in your school.

2.5–2.7

Heating and cooling – Keep it efficient Closing blinds and curtains at the end of the day moderates room temperature and eases the load on a building’s heating and ventilation system. Clear vents ensure effective functioning of air circulation systems (cold air returns) while closed doors reduce direct heat/cold loss throughout the year.

2.8–2.9

Caretakers and custodians’ important specialized practices Active involvement of custodial staff leads to success! They are most knowledgeable about the school’s building operations. Regular maintenance routines, as well as effective use of HVAC/BAS systems can significantly reduce your school’s environmental impact.

2.10 & 2.12

2.11

Student monitoring and inquiry Student monitoring systems can provide authentic primary source data to help students understand Energy Conservation practices and identify what is working/needs improvement. Engage students in inquiry-based learning activities to further develop their understanding of the impacts of energy use.

NEW! Energy Conservation campaign Share campaign goals and results with the whole school community to establish or strengthen school-wide Energy Conservation practices.

10



section ii.

energy conservation Guiding Question: How does your school make decisions and follow daily routines and operational practices that significantly reduce the use of energy and its impact on the environment? Certification Deadlines: • January 29: Input results from the Initial EcoReviews (questions 2.1-2.9 and 3.1-3.9) into the application. • April 29: Complete all applicable questions, including results from the Follow-up EcoReviews, upload all required portfolio documents, and finalize and submit the application (early bird deadline - April 15). Please note: The Follow-up EcoReview should be completed three months after the Initial EcoReview.

POINTS

lights and equipment

2.1

Do students and staff turn off lights when they are not required (e.g., when classrooms are not in use, in stairwells and corridors with extensive natural lighting, outside lights adjusted seasonally)?

3

Do students and staff turn off electronics (monitors, LCD projectors, smartboards) when not in use?

3

2.3

Are printers, scanners, and photocopiers on standby when not in use and turned off at the end of the day?

1

2.4

Has your school’s equipment been consolidated to ensure that energy is not wasted by using more equipment than is necessary (e.g., reducing the number of computer printers through networking)?

1

2.2

heating and air conditioning

2.5

Do students and staff ensure that blinds and curtains (if present) are closed when appropriate to minimize heat loss?

1

2.6

Do students and staff consistently monitor to ensure that the space around vents on walls, ceilings, or window sills is kept clear (to ensure effective cold air return)?

1

2.7

Do students and staff ensure that doors to the outside of the building are not left open unnecessarily (to reduce energy/heat loss)?

1

specialized practices of caretakers/custodial staff

2.8

Does your school adhere to board standard room temperatures and make maximum use of its computer-controlled temperature system (HVAC/BAS, if available) (e.g., ensure that heating/cooling equipment is adjusted/maintained to minimize the school’s energy consumption)?

1

2.9

Are regular inspections of mechanical equipment and water faucets conducted and problems reported promptly (e.g., fix broken valves; check roof vent seals, dampers, louvers, filters for school and portable motors, window/door seals)?

2

student monitoring and communication

2.10 2.11 2.12

Do students regularly monitor Energy Conservation practices throughout the school? Portfolio requirement: Energy Conservation Walkabout Worksheet or equivalent monitoring sheet (Level 4 = a completed Walkabout Worksheet with a minimum of three tracking dates across ten classrooms).

2

Do students effectively communicate Energy Conservation goals, successes, and areas of improvement with the whole school community through campaigns and regular updates?

2

To what extent do students actively explore energy use and energy conservation behaviour within the school? Portfolio requirement: copy of a completed Classroom Lighting Assessment worksheet (Parts A & C required Part B optional) or equivalent worksheet.

2


20 11

tips for success – waste minimization Helpful Resources • Waste Minimization Walkabout Worksheet (WAW): Students can use the Waste Minimization WAW to monitor contamination in both recycling and garbage and communicate successes to the school community. The Waste Minimization WAW can be linked to curriculum expectations in mathematics, science, geography, etc. • School-wide Waste Audit (instructions and worksheets): Conduct a school-wide waste audit and target a key item in your waste stream for a marked impact. Communicate results and create an informed school ready to reduce waste.

Find it at www.ontarioecoschools.org Tips for Success in Waste Minimization 3.1-3.2

Double-sided and electronic – Make the switch to save more trees! Offer mini-tutorials for teachers on how to double-side when printing, and reinforce behaviour by posting reminders and instructions around photocopiers/printers. Offer electronic versions of newsletters and other communication materials to parents whenever possible.

3.3

Revolutionize lunch – Waste-free, boomerang, or composting/organics program Food-related waste makes up a significant portion of what a school sends to landfill. Schools can reduce food waste by: • Establishing an effective cafeteria composting/organics program (effective in secondary schools) • Implementing regular waste-free or boomerang lunch programs • Idea! Communicate regularly with parents and students and celebrate active participation.

3.4

GOOS or Reuse it Systematic implementation of Good On One Side paper (also called “Reuse it” paper) is an effective way to reduce paper use. Decorate your GOOS boxes and offer suggestions on how students and teachers can use single-sided paper (quizzes, rough work, late slips, notepads, etc.) to encourage use.

3.5-3.6

Lead by example – Waste-free meetings and events Waste created at school events and meetings is often overlooked; using reusable dishes and cutlery at events reduces waste and models environmentally friendly practices.

3.7-3.8

Pair garbage and recycling bins to increase effectiveness Studies show that people choose to recycle when given the opportunity. Providing recycling bins and garbage cans in key locations, while actively engaging students in regular contamination tracking and communication of results, are effective ways to reduce your school’s impact on the environment.

3.9

Check with your board to recycle toner and printer cartridges Many regions in Ontario have recycling programs that can also generate funds for the EcoTeam. Contact your Ontario EcoSchools board representative to inquire about services available to your school.

3.10 & 3.12

3.11

Reduce contamination, increase impact Track if recyclable items are being put in the garbage and if garbage items are found in the recycling. Regular monitoring of school practices (at least three times per year), can offer students an opportunity to observe trends in behaviour and suggest strategies for improvement. Student-led waste-audits are a valuable learning experience and targeting specific items can make a difference school-wide.

NEW! Waste Minimization campaign Share campaign goals and results with the whole school community to establish or strengthen school wide Waste Minimization practices.

12



section iii.

waste minimization Guiding Question: How does your school make decisions and follow daily routines and operational practices that significantly reduce its impact on the environment through waste reduction? Certification Deadlines: • January 29: Input results from the Initial EcoReviews (questions 2.1-2.9 and 3.1-3.9) into the application. • April 29: Complete all applicable questions including results from the Follow-up EcoReviews, upload all required portfolio documents, and finalize and submit the application (early bird deadline - April 15). Please note: The Follow-up EcoReview should be completed three months after the Initial EcoReview.

POINTS

reduce

3.1

Do students and staff reduce paper consumption by photocopying/printing on both sides of paper whenever possible?

1

Does your school regularly use electronic methods (email, website) to communicate with parents or, if printed communication is necessary, use a sibling list?

1

Do students and staff work towards reducing food related waste (composting, classroom/cafeteria organics or green bins, waste-free lunch programs and blitz, boomerang lunches, etc.)? (Level 4 = consistent, weekly programs.)

3

3.4

Has your school put in place systems to reuse paper with Good On One Side (GOOS)/Reuse it boxes placed in key locations throughout the school (e.g., classroom, office, library, photocopy room)?

1

3.5

Do students and staff have waste-free events/meetings by ensuring reusable dishes/serviceware are used?

1

3.6

Does your school reuse and/or recycle computers and other surplus goods (e.g., through internal board postings or by using an environmentally responsible recycling company)?

1

3.7

Has a school-wide paper recycling system been effectively implemented (i.e., bins strategically placed throughout the school containing minimal contamination from non-recyclable items)?

2

3.8

Has a school-wide container recycling system been effectively implemented (i.e., bins strategically placed throughout the school containing minimal contamination from non-recyclable items)?

2

Does your school recycle photocopier toner bottles and printer cartridges?

1

3.2 3.3

reuse

recycle

3.9

student monitoring and communication

3.10

3.11 3.12

Do students regularly check for contamination in the garbage and recycling bins using the Waste Minimization Walkabout Worksheet or equivalent monitoring system? Portfolio requirement: Waste Minimization Walkabout Worksheet or equivalent monitoring (Level 4= a completed Walkabout Worksheet with a minimum of three tracking dates across ten classrooms).

2

Do students effectively communicate Waste Minimization goals, successes, and areas of improvement with the whole school community through campaigns and regular updates?

2

Have students participated in a school-wide waste audit which includes a breakdown of contents of both garbage and recycling and communicated the results to the whole school? Portfolio requirement: Ontario EcoSchools School Waste Audit or comparable audit analyzing a representative sample of both garbage and recycling. Classroom and lunch waste only audits do not meet criteria.

3


20 13

tips for success – school ground greening Helpful Resources • NEW! 4.1a: Highlight new and existing projects that improve biodiversity and/or create useful shade. Describe your school’s active involvement in School Ground Greening during the school year. • School Ground Greening Fact Sheets: Find helpful guidance to better understand biodiversity, tree care, mulching, and watering as you plan for your School Ground Greening project.

Find it at www.ontarioecoschools.org TIPS FOR SUCCESS IN SCHOOL GROUND GREENING (SGG) 4.1a

Focus on quality not quantity • School Ground Greening projects take work. Take your time to plan, plant, and care for a project that best suits your school’s need and capacity. • Idea! If you are not working on a new School Ground Greening project, but have mature trees on your school grounds that offer useful shade, provide regular care and use them for teaching and learning.

4.1b

Involve students every step of the way Involve students during each phase of your project. New projects can focus on design, research, and fundraising, while existing projects can concentrate on maintaining School Ground Greening projects from previous years. • Planning phase: students can organize and complete surveys, run design contests, map school grounds, research native species, present to parent council, write grant proposals and/or fundraise. • Planting phase: students can organize planting/mulching days and/or create signs. • Regular care phase: implement a student-led maintenance schedule specifying activities for the entire school year (e.g., weeding, watering, mulching, plant replacement, caring for mature trees, etc.).

4.2

Harnessing the power of community EcoTeams with strong connections to community resources experience the most success in these major undertakings. Tap into parent and community expertise (local organizations, landscapers, conservation authorities) for help during each phase of your project.

4.3

Beyond beautification – Improving biodiversity • W HY promote biodiversity: Biodiversity helps ensure a robust ecosystem that will support and maintain a healthy balance of living and non-living components. • HOW to improve biodiversity: Plant native species! Native trees, shrubs, and plants are hardier, require less maintenance, and provide habitat for local pollinators. Stop mowing a designated area of your school ground to create a nature study zone. • HOW to encourage ecological sustainability: Be water-wise and create a drought-tolerant garden, or eat local by growing food-producing plants.

4.4

Useful shade creates sun-safe areas • Useful shade is shade provided by plants, trees, or shrubs in active play/learning areas or shade that will provide energy conservation benefits for the building. Work with students to identify and map active play areas in the schoolyard to determine locations for optimal sun protection. • Temperatures in shade are often 10-20˚C lower than adjacent asphalt surfaces. When planning for shade, be sure to focus on areas of active play.

4.5

Use your School Ground Greening project for teaching and learning Outdoor experiential learning can provide opportunities for inquiry-based learning, hands-on activities, and systems-thinking exercises. Encourage multiple classes to explore and use your School Ground Greening project(s) as the context for learning at different times throughout the year. Incorporate mature trees that provide useful shade into learning experiences.

14



section iv.

school ground greening Guiding Question: How does your school engage students and staff in projects that care for the natural environment, encourage teaching and learning in the outdoors, and increase biodiversity on the school grounds? 4.1a

POINTS

Is your school actively involved in School Ground Greening project(s) that improves biodiversity and/or creates useful shade? Please check all relevant boxes and indicate if the project is new or existing in the text box.  Useful Shade/Tree Planting  Native Species Garden/Project  Nature Study/ No-Mow Zone  Pollinator/Butterfly Garden  Food Garden  Drought-Tolerant Garden (xeriscaping)  Other: ___________________________________

2

Please note: You only need to be involved in one project to receive full points. Bulb planting does not meet criteria.

4.1b

How have students been actively engaged in your School Ground Greening project(s) during the current school year? Please check the phase(s) of the project in which students are engaged:  Planning  Planting  Regular Care Portfolio requirement: • Planning: student-drawn site plan, photo of students presenting to parent council, evidence of student-driven fundraising • Planting: photos of students planting, mulching, watering • Regular care: sign-up sheet/maintenance plan specifying activities, photos of students caring for the project

4.2

Were members of the wider school community involved in the planning, planting, or regular care of your School Ground Greening project(s) during the current school year and summer months? Please specify who by checking all relevant boxes:  Conservation authority  Landscaper  Parent council

4.3

4.4

 Granting body  Local organization/business  School board

 Families/community members  Municipality/local government  Other: ________________________

Does your School Ground Greening project: • Improve biodiversity (e.g., provide habitat, include diverse plant species, establish a nature study area) and/or • Encourage ecological sustainability (e.g., native plant species, drought-resistant perennials, foodproducing plants)? (e.g., Level 4 = majority of plants listed are native or drought-resistant or provide habitat/food.) Does your School Ground Greening project(s) provide useful shade for students (currently or in the future)? • Useful shade is shade provided by plants/trees/shrubs in active play/learning areas or shade that will provide energy conservation benefits for the building. Portfolio requirement: • Photos that clearly show evidence of students using shade • Copy of detailed site plan (can be student drawn) indicating useful shade • A completed shade survey of your school ground

4.5

Do students and teachers use the School Ground Greening project(s) mentioned in 4.1 to enrich student learning and recreation throughout the school year?

TOTAL points in this section

4

1

2

2

3

14

* If your school is unable to engage in School Ground Greening due to leasing restrictions or other factors, please contact Ontario EcoSchools at [email protected] before the April 29th certification deadline for alternate criteria.


15

tips for success – curriculum Helpful Resources Consider using Ontario EcoSchools’ bilingual curriculum resources for both elementary and secondary grades.

Find it at www.ontarioecoschools.org

Focus

Strategies for developing ecological literacy

Developing a sense of place

IN

the environment

Strategies

• Organize out-ofclassroom experiences • Schedule routine outings (e.g.,Walking Wed., season walks) • Engage in place-based learning by exploring local community features (natural, built)

16

How nature works in systems. Discovering interdependence

ABOUT

the environment

• Develop systems thinking (change one part and affect the whole) • Enhance curiosity through inquirybased, hands-on, and criticalthinking learning strategies • Explore the interconnectedness of political, economic, enviro, and social issues

Examine human impact and advocate for change

FOR

the environment

• Focus on local issues and actions • Foster hope through positive actions • Collaborate with interdisciplinary teaching strategies • Promote active citizenship skills throughout student lives



section v.

curriculum Guiding Question: How do students learn in, about, and for the environment as a regular part of teaching and learning? To qualify, curriculum must meet all of the following criteria:

3 Include environmental learning: Demonstrated learning in/about/for the environment. 3 Taught over at least two periods 3 Include completed student work: One copy of one student’s completed work per submission. Student work is not needed for off-site field trips.

3 Completed during the current school year, September 2015 to June 2016 (lessons taught after the April 29 deadline may be submitted with evidence of planning/lesson plan as the portfolio requirement). ** Please include one submission per lesson (points are awarded per lesson, regardless of the number of times it is taught).

Off-site environmental field trips: Half-day/full-day off-site field trips are recognized as valuable learning opportunities and can be claimed in this section. Complete the Curriculum template online; student work does not need to be submitted for off-site field trips. Portfolio requirement: One copy of one student’s completed work for each submission, except for field trips. Non-paper student work (presentations, 3D art, videos, online work, etc.) can be captured in a photo or screen capture. Lesson plans are ONLY accepted for submissions occurring after April 29. POINTS

5.1

2

Example of online Curriculum template Curriculum Submission #1

5.2

3. Subject

Gr. 10

Secondary – Can. & World Studies

4. Number of periods for instruction?

5. Completed?

3

Yes

2

5.5

2. Grade

5.4

2

Lesson was an off-site field trip

5.3

1.

6. Describe the environmental lesson and what students learned about the environment: Using Enviro. Canada data, students investigate the potential impacts of climate change overtime for assigned regions of Canada. They created maps and wrote an MP suggesting actions. Students learned about the potential impacts of climate change on both human & natural systems in different regions of Canada, potential mitigating initiatives and how to advocate for change.

2

2

Assessment: annotated maps and copies of letter that suggested actions.

5.6

2 SAVE

5.7

2 Maximum of 7 submissions x 2 points each


14 17

tips for success – environmental stewardship Helpful Resources • Environmental Stewardship Guide: This comprehensive guide includes tips for success, tools for

designing an effective campaign, and details on how schools can meet certification criteria. • Campaign Kits: These easy-to-use toolkits include communication templates, whole school activities,

and lesson plans for popular Environmental Stewardship campaigns.

Find it at www.ontarioecoschools.org By connecting learning to action, the whole school community deepens its understanding of an environmental issue while collectively making a difference. Below are some examples of comprehensive campaigns that actively engage the whole school in environmental learning connected to action. Please note: Energy Conservation and Waste Minimization campaigns (including Lights Off and Electonics Off and Waste Free Lunch Challenge) can be claimed within their respective sections (2.11 and 3.11).

Tips for Success in Environmental Stewardship Program/Idea

Environmental Learning

Environmental Action/Campaign Ideas

Active and Sustainable Transportation

Climate change; impacts of carbon emissions; fossil fuel use and impact

Whole school participates in a walk-to-school week to kick off campaign; throughout the week/month/year students track their steps to school; celebrate with a “Golden Shoe Trophy” presented at an assembly

Earth Day/Week

Biodiversity; climate change; sustainability; stewardship; personal actions; ecological footprint

Earth Day assembly for whole school; daily activities/ workshops for students; week culminates with ecopledges, community event, or other actions suitable for the local community

Earth Hour/Power Hour

Climate change; renewable vs. non-renewable energy; where does electricity come from

Whole school participates in Earth Hour, turning off all lights and electronic devices for one hour; students are encouraged to participate at home

Environmental/habitat restoration; urban renewal; conservation; water quality; impact of littering; local habitat protection

Whole school participates in clean up on school grounds/ in local community; each class assigned to an area; bags of garbage collected and counted; students share results with school and wider community (e.g., in the newspaper)

Waste reduction/diversion; impacts of disposable bottles and alternatives; landfill issues explored; water issues

Whole school participates in a Ban the Bottle campaign; campaign launched with assembly about impact of plastic on environment; EcoTeam sells reusable bottles or fundraises for new water coolers; signage above water fountains educates school community about water issues

**Extension: anti-idling campaign, walking school bus program

**Extension: weekly/monthly Earth Hour/Power Hour

School Grounds Clean Up (e.g., 20-minute Makeover; Pitch-In Canada; Great Canadian Shoreline Clean Up)

Bottled Water-Free **Extension: Ban the Bottle campaign

Citizen Science Programs (e.g., FrogWatch, Project Nestbox)

Biodiversity; endangered species/ EcoTeam writes grant for nestboxes; boxes installed on species at risk; habitat loss/ World Habitat Day; each classroom is assigned periods to restoration monitor/report on bird activity; species tally charts posted on EcoTeam bulletin board

Local Food/Sustainable Food Climate change; food options; food miles; water consumption; energy use in food industry

(e.g., Big Crunch, Meatless Mondays, garden harvest)

18

Whole school participates in local food event, movie screening, and taste test of local farmer or garden produce; vegetarian options served at cafeteria once a week



section vi.

environmental stewardship Guiding Question: How does your school foster Environmental Stewardship through whole-school and community engagement? To qualify, Environmental Stewardship activities must meet all of the following criteria:

3 Environmental learning: Clear, well-communicated connection to learning about an environmental issue (e.g., conserving resources, mitigating the impacts of climate change).

3 Environmental action: Engage the whole school community in active participation focused on a specific environmental issue (e.g., campaigns/presentations/assemblies with action initiatives).

3 Above and beyond: Include school-wide initiatives that go beyond other sections of the Ontario EcoSchools program (i.e., cannot be initiatives that have already been allocated points – for example, lights and electronics off, general recycling or contamination, waste-free lunches, and GOOS paper campaigns). Portfolio requirement: One supporting document that verifies that a specific environmental issue has been the focus of student learning and action for each submission (e.g., announcement, newsletter, picture, or poster sharing information about an environmental issue). * Active and Sustainable Transportation programs can be claimed in two separate submissions/ templates for a total of 8 points if they run the entire school year and involve the whole school community.

6.1

POINTS

4

Example of online Environmental Stewardship template Environmental Stewardship Submission #1 1. Campaign Type Bottled Water/Great Gulp

6.2

4

2. Title of campaign Ban the bottle

6.3

3. Who organized this campaign?/ Who actively participated in this campaign? he EcoTeam took a lead in organizing the campaign. All members of our school community including teachers, students, T and the administration participated in the various campaign components.

4

4. How did students communicate the campaign and its impacts to the whole school community?

6.4

hree-part story in newsletter, info posters, assembly launch, audit results announced, reusable water bottle sales in T cafeteria, visiting sports teams and encouraged not to bring DWB.

4

5. Describe what students LEARNED about an environmental issue through this campaign: S tudents learned facts about the environmental impacts of disposable water bottles when they end up in the landfill. They also learned about the resources it takes to produce a single water bottle and the benefits of using a reusable water bottle. 6. Describe the environmental ACTION students were engaged in through this campaign: about the campaign he whole school participated in Bottle Water Free Day and two audits were conducted by counting the number of T disposable water bottles in the waste bins. The campaign was launched at an assembly and reusable water bottles were sold. Signage was placed above water fountains to educate about the issue. 7. Were points claimed for this action in other section(s)? No points were claimed for this campaign in other sections.

SAVE

16

TOTAL points in this section Application TOTAL http://certapp.ontarioecoschools.org http://certapp.ontarioecoschools.org

100 19 19

how to complete your online application Complete your school’s certification application online at:


20

register your school Go to http://certapp.ontarioecoschools.org

 Login page ENGLISH

Sign In After you have registered, use your email address and the password you have created to sign in to the application. Registration All schools, new and returning, must register each year. Select your school board and school to register.

Technical requirements: The application is best viewed in Google Chrome or Firefox 3 and higher. Ensure your computer’s screen resolution is set to 1280 x 800 or higher. To adjust the screen resolution on a PC, right click on FRENCH your desktop, select “Properties” or “Screen resolution” from the dialogue box and ensure the screen resolution slidebar is set to 1280 x 800 pixels or higher.  Teamwork & leadership landing page Sections of the Online Application ENGLISH How to Get Started This section has quick tips for starting your application and assessing your school’s achievements.

Edit School Profile This section allows you to edit you school’s information and personal profile.

Certification Application This section has six parts and is where you input your school’s achievement levels and accomplishments. The “Review and Submit” page provides an ongoing summary of your application.

FRENCH


21

rubric

assessment and scoring The Ontario EcoSchools level of achievement is evaluated using this self-assessment rubric: Level 0

Level 1

Level 2

Level 3

Level 4

0% of points

25% of points

50% of points

75% of points

100% of points

No evidence

Emerging

Approaching Implementation

Implemented

Comprehensive

Not attempted or addressed

Awareness, but no active participation or limited practice/ results

Inconsistent/ some practice, participation, or results

Consistent/ considerable practice, participation, or results

Frequent and consistent/school-wide/ comprehensive practice, participation, or results

Text box and template

Scoring for rubric questions: For example, Question 1.1 is worth 2 points. If Level 3 (75% of points) is selected, then 1.5 will appear in the Points Claimed column. This is an automatic calculation. For questions that require Follow-up EcoReview results, points will be calculated when the Follow-up EcoReview results have been inputted (after January 29).

Text boxes are used throughout the Ontario EcoSchools online application and must be completed in

 1.3 – text box example (We do have question 1.2 which is also a text box question) order to receive recognition. ENGLISH

Scoring for text boxes: An Ontario EcoSchools assessor will evaluate the text boxes.

FRENCH

Scoring for template questions: An Ontario EcoSchools assessor will evaluate the online submission along with any required portfolio documents.

 Initial eco review clicky buttons, 0/18 graphic, completed graphic ENGLISH

22


Input your EcoReview results (Page 23 of the 2015-16 Cert. Guide)

input your ecoreview results

English

Meet the January 29 deadline

4

Save your data: Scroll to the bottom of the page and click on the “Save” button to save the data you’ve inputted.



1

Conduct the EcoReview with your EcoTeam and engage students in the process.

2

Click on “Energy Conservation.”

5

Click on “Waste Minimization” in the navigation bar 1.3 – text box example (We do have question which on 1.2 the left sideisofalso youra text box question) screen and repeat steps 3 ENGLISH and 4, inputting the levels achieved in questions 3.1 to 3.9 and save your data.

3

Input levels achieved: Questions 2.1 to 2.9 on this page are related to the EcoReview. Input the levels your school has FRENCH achieved during the Initial EcoReview by clicking on the top row of buttons. A check mark will appear next to each question when your data has been recorded. Points will be calculated after you have inputted your Follow-up EcoReview results.

The top set of buttons is for inputting Initial EcoReview results before January 29.

eco review clicky buttons, 0/18 graphic, completed graphic The bottom set of buttons is for inputting  yourInitial Follow-up ENGLISH EcoReview results between January 29 and April 29. APPLICATION STATUS: The Application Status widget will let you know how many EcoReview questions you have completed. A checkmark will appear when all 18 questions have been inputted. Please note: Schools must input 18 out of 18 questions to be eligible for certification. If you are not attempting or addressing a question, click on level 0 to complete all questions.

FRENCH

Beyond the EcoReview - Filling in Your Application The EcoReview represents 18 of the 48 questions in the application. Be sure to input information and answer all applicable questions for maximum recognition of your school’s achievement. Check the “Review and Submit” page for a running tally of the total points claimed by your school. Schools must claim a minimum of 50 points to be eligible for certification. How are points calculated for EcoReviews? Points are calculated when the results of the Follow-up EcoReview are inputted, between January 29 and April 29. http://certapp.ontarioecoschools.org

23

how to upload portfolio documents

 1.1 question ENGLISH

1

Click on found under the question number.

 Upload Screen ENGLISH FRENCH

To edit Your uploaded file will be displayed under “File”. Click “Edit” to change the description or to replace the file. Click “Delete” to remove the uploaded file from the application.

2

Click on FRENCH“New File”

3

Click on “Browse” to select the file you wish to upload from your computer

4

Fill in the description

5

Click on “Upload”

portfolio tips & suggestions How to Create a Paperless Portfolio: •

ou can upload up to five files per portfolio Y requirement question. We encourage you to submit one file per requirement to minimize time/effort needed to complete the the application.

•

he following file formats are permitted T for upload: PDF, Microsoft Office files, OpenOffice, WordPerfect, and common image and video formats. PDF and JPEG file formats are recommended.

Take a Picture! The easiest way to make an electronic version of a portfolio requirement is to take a picture! Tips for taking a good picture of your portfolio requirement: • Place the document on a flat surface • Ensure that the room is well-lit – shadows can make the document difficult to assess • Take the picture from above, not from the side or on an angle • Frame the document within your viewfinder to ensure the whole document, including important dates, is visible • Save your picture in a location that is easy to find when uploading

24


complete and submit your application •

Ensure the Portfolio Requirements have been collected and uploaded: Some questions require supporting documentation (e.g., newsletters, site plans, student work).

•

Review and submit your school’s application: Click on “Review and Submit” on the left navigation bar and review your application to make sure it is correct and complete. Click on “Submit to Ontario EcoSchools” at the bottom of the page. Please note: You cannot change or add to your application after it has been submitted. You can save a copy of your application by clicking on the “PDF/Print” button at the top of the “Application Summary” page.

application tracker Where can I find it? It is located at the top of the “Application Summary” page What does it do? Ensures that every school submits the most complete application possible. How does it work? The Application Tracker identifies questions that are incomplete. Some questions may require a textbox to be filled out, others a portfolio requirement uploaded or a level to be claimed. How do I clear my list? The list of items will gradually decrease as a school completes its application. If your school is not participating in a question click “level 0” to clear the item from your list. A school can hide the Application Tracker on the “Application Summary” page by clicking the “Hide” button. Clicking “Show” will reveal the list again. Application Tracker with items listed:

Application Tracker with items completed:

I cannot submit my application, what do I do? Schools will be unable to submit an application until every item listed in the Application Tracker has been addressed and a check mark appears. Make sure that all questions have been completed and all required documents were successfully uploaded.


25

site visit information In consideration of the environment, as well as limited funding, Ontario EcoSchools visits a portion of the schools that apply for certification each year. In April, your board representative will advise your school if it will receive a site visit. Site visits typically occur in your first year of certification and then on a twoyear cycle. What happens at a site visit? To provide comprehensive evaluation, rich feedback, and to celebrate the achievements of students and staff, there are two parts to the certification site visit: 1. A discussion with the EcoTeam (students, staff advisor(s), custodian, principal, other team members) 2. A walkabout of the school to check the Look Fors and verify the application

When will the site visit take place? Site visits will occur during the school day throughout the months of May and June. Each site visit will be approximately 45 minutes long. When will we find out if we are certified? After all the schools in your board have been assessed the “Application Summary” section will be updated to include the assessor’s evaluation and feedback as well as your school’s final standing.

Who should be at the site visit? Students are central to the site visit; they can participate in all aspects of the discussion and walkabout. It is important for as many EcoTeam members as possible to participate in the site visit.

Further site visit information will be available in the spring at www.ontarioecoschools.org or from your Ontario EcoSchools board representative.

26


portfolio requirements checklist ontario ecoschools certification 2015-16

Some questions require you to collect supporting documentation (e.g., newsletters, site plans, student work). Check the “Application Summary” page for a list of your school’s portfolio requirements.

Uploading Your Portfolio Please upload supporting documents only for questions in which you are claiming points. Below is a summary list of every possible portfolio requirement: No.

Certification Question (short)

Portfolio Requirement

Part I. Teamwork and Leadership

1.1

Does the EcoTeam meet regularly and have defined goals?

One set of meeting minutes demonstrating EcoTeam planning (actions, campaigns, goals) OR a completed copy of the Yearly Planner.

1.7

Does the EcoTeam communicate successes and areas for improvement with the whole school community on a regular basis?

Copy of newsletter, announcement, agenda item for staff and/or parent/student council meetings, picture of bulletin board, poster, or assembly, etc.

Part II. Energy Conservation

2.10

Do students monitor energy conservation practices throughout the school?

Copy of completed Energy Conservation Walkabout Worksheet or equivalent monitoring sheet displaying a minimum of three tracking dates.

2.12

To what extent do students actively explore energy use and energy conservation behaviour within the school?

Copy of a completed Classroom Lighting Assessment sheet or equivalent worksheet.

Part III. Waste Minimization

3.10

Do students check for contamination in the garbage and recycling bins using the Waste Minimization Walkabout Worksheet or equivalent monitoring system?

Copy of a completed Waste Minimization Walkabout Worksheet or equivalent monitoring sheet displaying a minimum of three contamination tracking dates.

3.12

Have students participated in a school-wide waste audit (must include a breakdown of contents of both garbage and recycling) and communicated the results to the whole school?

Ontario EcoSchools School Waste Audit or comparable audit analyzing both garbage and recycling. Please note: Classroom and lunch waste only audits do not meet criteria.

Part IV. School Ground Greening

4.1b

How have students been actively engaged in your School Ground Greening project(s) during the current school year? Please check the phase of project in which students are engaged:  planning  planting  regular care

• Planning: student-drawn site plan, photo of students presenting to parent council, evidence • of student-driven fundraising • Planting: photos of students planting, mulching, watering • Regular care: sign-up sheet/maintenance plan specifying activities, photos of students caring • for the project

4.4

Does your School Ground Greening project(s) provide useful shade for students (currently or in the future)?

• Photos that clearly show evidence of students using shade • Copy of detailed site plan (can be student drawn) indicating useful shade • A completed shade survey of your school ground


27

portfolio requirements checklist ontario ecoschools certification 2015-16 No.

Certification Question (short)

Portfolio Requirement

Part V. Curriculum To qualify, curriculum must meet all of the following criteria:

3 Include environmental learning: Demonstrated learning in/about/for the environment. 3 Taught over at least two periods. 3 Include completed student work: One copy of one student’s completed work per submission.

3 Completed during the current school year: Sept. 2015 to June 2016 (lessons taught after the

Student work is not needed for off-site field trips.

April 29 deadline may be submitted with evidence of planning/lesson plan as the portfolio requirement).

5.1

Fill in template online

One completed copy of one student’s work for this lesson/submission (photos are acceptable for performance or non-paper student work).

5.2



5.3



5.4



5.5



5.6



5.7



Part VI. Environmental Stewardship To qualify, stewardship activities must meet all of the following criteria:

3 Environmental learning: Clear, well-communicated connection to learning about an environmental issue

3 Environmental action: Engage the whole school community in active participation focused on a specific environmental issue

3 Above and beyond: Include school-wide initiatives that go beyond other sections of the Ontario EcoSchools program

(e.g., conserving resources, mitigating the impacts of climate change). (e.g., campaigns/presentations/assemblies with action initiatives).

(i.e., cannot be initiatives that have already been allocated points. For example: lights and electronics off, general recycling or contamination, waste-free lunches, and GOOS paper campaigns).

6.1


One supporting document (poster, newsletter, announcement, picture, etc.) that verifies that a specific environmental issue has been the focus of student learning and action.

6.2



6.3



6.4



28


This guide is an adaptation of the EcoSchools Certification Guide and Planner produced by the Toronto District School Board (TDSB). The TDSB has donated this resource to the Ontario EcoSchools Program as part of their in-kind contribution to the project.

current project partners

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www.ontarioecoschools.org 08/15