San Diego Unified School District Sustainability Plan

Develop an SDUSD Climate Action Plan .
Complete an SDUSD Community Choice Aggregation

Feasibility Study . Go Off-Grid with Solar . Adopt Net Zero Energy . Flip the Switch to LED Lighting
. Maximize Water Conservation . Buy Local! Source Produce and Other Food Locally . Adopt Net
Zero Waste . Establish or Join Large Purchasing Cooperatives . Rescue Uneaten Whole Fruit and
Unused Packaged Foods . Support School Gardens to Grow Produce for Food Services . Embed
Sustainability into the Fabric of Leadership and Learning . Improve Transportation Sustainability
1
DREAM BIG SOLUTIONS FOR A SUSTAINABLE FUTURE
CONTENTS
EXECUTIVE SUMMARY
OPPORTUNITY MATRIX
TIMELINE
DEVELOP AN SDUSD CLIMATE ACTION PLAN
12
COMPLETE AN SDUSD COMMUNITY CHOICE AGGREGATION FEASIBILITY STUDY
16
GO OFF-GRID WITH SOLAR
24
ADOPT NET ZERO ENERGY
34
FLIP THE SWITCH TO LED LIGHTING
42
MAXIMIZE WATER CONSERVATION
56
BUY LOCAL! SOURCE PRODUCE AND OTHER FOOD LOCALLY
60
ADOPT NET ZERO WASTE
66
ESTABLISH OR JOIN LARGE PURCHASING COOPERATIVES
70
RESCUE UNEATEN WHOLE FRUIT AND UNUSED PACKAGED FOODS
74
SUPPORT SCHOOL GARDENS TO GROW PRODUCE FOR FOOD SERVICES
78
EMBED SUSTAINABILITY INTO THE FABRIC OF LEADERSHIP AND LEARNING
82
IMPROVE TRANSPORTATION SUSTAINABILITY
EXECUTIVE SUMMARY
HE SAN DIEGO UNIFIED SCHOOL DISTRICTS BOARD OF EDUCATION

ESTABLISHED THE ENVIRONMENTAL SUSTAINABILITY ADVISORY COMMITTEE
(ESAC) IN LATE 2013 TO CONSIDER OPPORTUNITIES FOR IMPROVING
ENVIRONMENTAL SUSTAINABILITY. ON JULY 8, 2014, THE ESAC PRESENTED A
REPORT TO THE BOARD ENCOMPASSING THIRTEEN DREAM BIG IDEAS, INCLUDING:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Develop an SDUSD Climate Action Plan

Complete an SDUSD Community Choice Aggregation Feasibility Study
Go Off-Grid with Solar
Adopt Net Zero Energy
Flip the Switch to LED Lighting
Maximize Water Conservation
Buy Local! Source Produce and Other Food Locally
Adopt Net Zero Waste
Establish or Join Large Purchasing Cooperatives
Rescue Uneaten Whole Fruit and Unused Packaged Foods
Support School Gardens to Grow Produce for Food Services
Embed Sustainability into the Fabric of Leadership and Learning
Improve Transportation Sustainability
The Board requested a 90-day preliminary feasibility study in response to each of these
Dream Big ideas. In this report, each idea was examined on the following premises:
SDUSD Achievements
ESAC and Additional Recommendations
Prioritization in Light of Guiding Principles, including:
- Potential to Reduce the Districts Environmental Footprint
- Opportunities for Student Leadership and Learning
- Potential for Revenue Generation, Cost Containment, or Reduction
- Cost to Implement (Strengths, Weaknesses, Opportunities, Threats)
Issues to be Examined
Implementation Plan
Stakeholder Involvement Process
Timeline for Development and Execution
Dashboards and Metrics Required
This report is intended to be used as a Phase 1 Implementation Study. The next step is
a Phase 2 Implementation Action Plan, accompanied by calculations, cost estimates,
and detailed schedules necessary to determine actual implementation costs and
benefits. Ultimately, this process will culminate in staff recommendations to the Board.
A project Opportunity Matrix follows this summary, along with a proposed Project
Implementation Timeline.
EMBED SUSTAINABILITY INTO THE FABRIC OF LEADERSHIP AND

LEARNING
e
r
COMPLETE AN SDUSD COMMUNITY CHOICE AGGREGATION

FEASIBILITY STUDY
A. MAXIMIZE WATER CONSERVATION

(RECYCLED WATER AND GRAYWATER)
B. MAXIMIZE WATER CONSERVATION IRRIGATION (NOT
INCLUDING GRAYWATER OR RECYCLED WATER)
BUY LOCAL! SOURCE PRODUCE AND OTHER
FOOD LOCALLY
RESCUE UNEATEN WHOLE FRUIT AND UNUSED

PACKAGED FOODS
SUPPORT SCHOOL GARDENS TO GROW PRODUCE FOR
FOOD SERVICES
EMBED SUSTAINABILITY INTO THE FABRIC OF
LEADERSHIP AND LEARNING
1
2
3
4
5
6
6
7
8
9
q
w
e
r
DREAMBIG
SUPPORT SCHOOL GARDENS TO GROW PRODUCE FOR FOOD

SERVICES
TIMELINE
RESCUE UNEATEN WHOLE FRUIT AND UNUSED PACKAGED

FOODS
JAN 2016
JAN 2016
JAN 2016
JAN 2016
JAN 2018
JUL 2018
JAN 2018
JAN 2019
JAN 2019
JUL 2020
COST CONTAINMENT,
REVENUE GENERATION,
AND/OR COST
REDUCTION
JAN 2018
JUL 2017
POTENTIAL REVENUE
GENERATION
JULY 2015
JULY 2016
JANUARY 2016
JULY 2017
8
9
JANUARY 2017
BUY LOCAL! SOURCE PRODUCE AND OTHER FOOD LOCALLY
JULY 2018
JANUARY 2018
B. MAXIMIZE WATER CONSERVATION IRRIGATION (NOT

INCLUDING GRAYWATER OR RECYCLED WATER)
JULY 2019
JANUARY 2020
A. MAXIMIZE WATER CONSERVATION

JULY 2020
JANUARY 2021
JULY 2022
POTENTIAL TO REDUCE
THE DISTRICTS
ENVIRONMENTAL
FOOTPRINT
JULY 2023
JULY 2024
JANUARY 2024
JULY 2025
JANUARY 2025
COMPLETE AN SDUSD COMMUNITY CHOICE AGGREGATION

FEASIBILITY STUDY
JULY 2026
JANUARY 2026
JANUARY 2023
POTENTIAL REVENUE
GENERATION, COST
CONTAINMENT,
OR REDUCTION
FALL 2014
JUL 2030
JUL 2030
OPPORTUNITIES FOR
STUDENT TEACHING
AND LEARNING
$$
$$
$$
$$
$$$
$$
$$$$
$$$$
$$
$$
COST TO IMPLEMENT
JULY 2027
JULY 2021
LOWER POTENTIAL
JULY 2028
OPPORTUNITIES FOR
STUDENT LEADERSHIP
AND LEARNING
JANUARY 2027
COST TO IMPLEMENT LOW TO HIGH: $-$$$$
JANUARY 2028
POTENTIAL TO REDUCE
THE DISTRICTS
ENVIRONMENTAL
FOOTPRINT
JANUARY 2022
MODERATE POTENTIAL
JANUARY 2029
DREAMBIG
JANUARY 2019
HIGH POTENTIAL
JULY 2029
OPPORTUNITY MATRIX
JANUARY 2030
JANUARY 2015
LEGEND
JULY 2030
1 DEVELOP AN SDUSD CLIMATE ACTION PLAN
SDUSD ACHIEVEMENTS
San Diego Unified School District (SDUSD) has made significant advances into
climate action through transportation management, sustainable energy production
via solar installations, energy-use reduction, water management, waste reduction
and recycling, local food sourcing, and other endeavors that reduce SDUSDs
greenhouse gas (GHG) emissions.
ENVIRONMENTAL SUSTAINABILITY ADVISORY

COMMITTEE (ESAC) RECOMMENDATIONS
Engage San Diego Gas & Electric and the Energy Policy Initiatives Center
(EPIC), a non-profit academic and research center of the University of San
Diego School of Law that studies energy policy.
Hire a consultant with expertise in facilitating discussions with internal and
external stakeholders.
Create a staff position to spearhead the endeavor.
POTENTIAL OF CLIMATE ACTION PLAN IN LIGHT OF GUIDING PRINCIPLES

RANKING OF NET ZERO WASTE IN LIGHT OF GUIDING PRINCIPLES
Potential
1
3
2
Principle
Potential to reduce the Districts

environmental footprint
An overarching Climate Action Plan

would provide a framework for all
facets of SDUSDs environmental
sustainability initiative.
Opportunities for student leadership

and learning
Advanced high school students may be

interested in a high-level program such
as the Climate Action Plan.
Potential revenue generation, cost

containment, or reduction
All goals would be accomplished

through direct efforts of utility, energy
and water savings, and waste reduction,
which will ultimately reduce costs.
Strengths: Ultimate cost savings
could offset the initial investment
costs. A Climate Action Plan provides
a strategic plan with metrics and
dashboards for all environmental
activities at the District.
ADDITIONAL RECOMMENDATIONS
Weaknesses: Funds for implementation

would come largely from operational
budgets, except in the case of capital
improvements, and operational budgets
are generally constrained.
The City of San Diego released its draft Climate Action Plan in September 2014
under Mayor Faulconer. Work with the City to coordinate SDUSDs Climate Action
Plan with the Citys.
$$
Comments
Cost to implement
Opportunities: The City of San Diegos

inroads in energy management
and waste reduction may allow for
partnering to be a successful strategy
in accomplishing climate reduction
goals for both entities. Grants and other
funding opportunities may be available
to implement this plan, including
SDG&Es community partnership funds
and EPICs San Diego Foundation funds.
Threats: Significant funding will be
required to develop and implement a
comprehensive, long-term climate plan,
including a CEQA analysis.
1 DEVELOP AN SDUSD CLIMATE ACTION PLAN

NEXT STEPS
Issues to be Examined:
The feasibility of developing a Climate Action Plan (CAP) will be examined by
SDUSDs staff and its consultants in meetings with EPIC and SDG&E.
Implementation Plan:
The CAP is the comprehensive roadmap that SDUSD will use to reduce its
carbon footprint and achieve sustainability goals such as net zero energy,
development of a Solar Master Plan, and evaluating a Community Choice
Aggregation (CCA) alternative (see section two). During the long-term Solar
Master Plan, staff will work with EPIC and SDG&E. The City of San Diegos
CAP which was recently completed will be used as a guide. A consultant with
expertise in facilitating discussions with internal and external stakeholders on
this subject will be retained and a position description will be drafted for a fulltime staff position to lead this initiative on an ongoing basis, as recommended
by the Environmental Sustainability Advisory Committee.
Stakeholder Involvement Process:
Based on direction from the Board and Superintendent, District staff and
their consultants will meet with the Board of Education, Superintendent of
Public Education, students, parent groups, educators, staff, business partners,
community leaders, non-profits, and others to ensure stakeholder buy-in,
collaboration, and engagement.
Dashboards and Metrics:
A CAP is essentially a compilation of goals and metrics to track the chief
contributors to greenhouse gas (GHG) emissions: energy use, water use, waste,
and transportation. Dashboards and metrics illustrating actual contributions
to GHG emissions against goals established at milestones prescribed in the
CAP would be developed integrally for each of these sections as part of those
detailed studies and then compiled into the Phase 2 Implementation Action
Plan.
Timeline:
Fall 2014: Engage in discussions with EPIC, SDG&E, and the City of San Diego
on the best approach to develop a CAP, identify funding sources, hire a climate
action consultant, and create a full-time Sustainability Manager position for
SDUSD.
January 2015 June 2015: Develop the CAP with advisory committee and other
stakeholders and request approval of approach from board members. Hire
Sustainability Manager.
June 2015 January 2016: California Environmental Quality Act (CEQA)
analysis of CAP.
February 2016: Adoption and implementation of CAP.
10
11
2 COMPLETE AN SDUSD COMMUNITY CHOICE

AGGREGATION FEASIBILITY STUDY
SDUSD ACHIEVEMENTS
POTENTIAL OF
COMMUNITY
AGGREGATION
LIGHT OF
GUIDING PRINCIPLES
RANKING
OF NET CHOICE
ZERO WASTE
IN LIGHT OFIN
GUIDING
PRINCIPLES
SDUSD has a history of being innovative utilizing renewable energy, most notably through
the development and installation of several megawatts of solar panels on its campuses.
Potential

The City of San Diego has initiated a study to determine the feasibility of implementing
a Community Choice Aggregation (CCA) district. CCA is a structure that allows a city to
purchase electricity on behalf of their residents and businesses in place of the incumbent
utility. This arrangement could allow for higher utilization of renewable energy. The City
of San Diego has targeted a higher renewable energy supply 100% by 2035 through a
CCA in their Climate Action Plan released on September 30, 2014.
It is also the committees recommendation that the City of San Diego be contacted
regarding the inclusion of SDUSD in their CCA validation study to develop a cost benefit
analysis. The San Diego County Office of Education (SDCOE) should also be brought to
the table as more participants increase the cost-effectiveness of the action. In the long
term, such agreements stabilize costs and allow for more local control over decisionmaking related to energy.
The recommendations
goal is to ensure that
SDUSD maintains all
of its options going
forward, including CCA
and/or other options
to take control of their
energy supply portfolio.
The CCA is a long-term
approach that will be
led by the City of San
Diego. If it is approved,
it would make the
District part of the
CCA so it is paramount
that SDUSD become
an active participant
in these discussions.
12
As one of the largest

consumers of power in
the City of San Diego,
SDUSD should have
a seat at the table
during the decisionmaking process, as
well as during the
implementation of the
CCA system. SDUSD
should also set clear
goals about what
outcomes and benefits
it would like to see in
a potential CCA in the
beginning phases of the
CCA discussions.
1
3
3
Principle
Comments

Being part of the Citys CCA would allow for higher levels of
renewable energy than are currently permitted by Public Utility
Commission.
Opportunities for student

leadership and learning
Advanced high school students may become involved with

this high-level program, including the math of making the rate
structure viable, the environmental impacts, and the politics of
bringing the plan to fruition.
Potential revenue generation,

cost containment, or reduction
Power would likely be available to CCA members at rates

comparable to utility company rates while allowing increases in
clean energy sources.
Strengths: Participation in a CCA could result in stable energy
costs while allowing SDUSD to increase its renewable energy
portfolio.
$$
Cost to implement
Weaknesses: Upfront costs may be required to develop a CCA,

and SDUSD may be asked to help fund those costs. Depending
on the supply portfolio SDUSD chooses, rates may be higher. Also,
there may be a future cost impact for using SDG&Es power grid.
Opportunities: The City of San Diego is embarking on a CCA
examination process and SDUSD could partner with the Citys
efforts.
Threats: Legislation has been drafted (AB2145) placing
restrictions on CCAs. The bill was defeated, but utility companies
may continue to challenge CCA at state and regional levels.
13
2 COMPLETE AN SDUSD COMMUNITY CHOICE

AGGREGATION FEASIBILITY STUDY
NEXT STEPS
Dashboards and
Metrics:
The City has already
begun a preliminary
feasibility study through
an outside non-profit
that has funded the
study on its own. The
study is in process and
should be released early
next year.
The City has also
budgeted funds in
fiscal year 2015 for a
validation study, which
will likely be a followup report, peer review
of the preliminary
study, and/or fill in any
gaps identified in the
preliminary report.
Ultimately, it will be
up to the City of San
Diego City Council to
decide whether to move
forward with a CCA. It
is estimated that the
process of studying and
evaluating a potential
CCA and passing it
through the council will
take two to three years.
District staff and their
consultants have
relationships with key
authors of the City
of San Diegos CCA
feasibility study and
will work with these
stakeholders to provide
recommendations on
how the District can
begin coordinating with
the City.
The cost to SDUSD
to implement this will
be modest. The City
suggests that SDUSD
contribute to the
14
effort to ensure the

interests of SDUSD in
rate design and energy
supply portfolio are
included in the initial
studies. It will require
a time commitment
from SDUSDs staff
and consultants to
implement the CCA into
the overall Solar Master
Plan and the District
Climate Action Plan, as
well as an investment of
resources into the Citys
CCA feasibility study.
District staff suggests
the following actions
to best facilitate
maintaining an
understanding of the
CCA process and its
impact on the District as
the process unfolds:
Detailed research
into the current
status of the
feasibility study.
Set up and
participate in
meetings with key
City staff on behalf
of the District to
determine the
viability of SDUSD
joining the CCA
feasibility studies.
Work to incorporate
CCA discussions
with the solar
initiative and
provide financial
and environmental
analysis as to how
on-site generation
would integrate with

the potential CCA.
Participate in any
other stakeholder
conversations about
the development
of a CCA, including
other agencies such
as the Port and
the County of San
Diego.
As part of the Climate

Action Plan and
Solar Master Plan
development, the
team will provide data
addressing the pros and
cons of participating
in the Citys ongoing
efforts to analyze and
implement a CCA. This
will include an analysis
as to where the process
currently sits, the
likelihood of success,
the cost to participate,
potential benefits, and
a timeframe for the
implementation to
better understand how
it would fold into the
larger Solar Master Plan,
Climate Action Plan, and
the desire to achieve net
zero energy. The data
will be compiled into a
cost-benefit analysis.
Port of San Diego and

the County of San Diego
will be consulted. The
team will work with the
leaders of the City and
other stakeholders to
ensure that the District is
made aware of the pros
and cons of the CCA and
identify the likelihood
of its implementation in
the City so the District
knows how much effort/
time/funds will be
required.
Approach to Data
Gathering:
The Districts consultants
will work with SDUSDs
newly re-formed Energy
and Utility Management
department to compile
historical energy
cost data, which
will be compared to
implementation costs
and projected savings
to provide a costbenefit analysis. District
consultants will gather
input from the City
and other stakeholders
and present facts and
options to District
leaders for their
consideration.
that the City will be

leading and work to
implement a pullout
section that will
specifically show
the impact of the
CCA on SDUSDs
properties.
July 2017: Decision

point. Maintain a
presence in the
CCA process and
with stakeholders.
If the study shows a
positive impact from
the CCA, the District
and consultant
team will push for
an accelerated
implementation of
the CCA, as well as a
seat on the Board of
the CCA nonprofit
agency.
Past non-renewable
energy usage will
be tracked against
projected future nonrenewable energy
usage, assuming a
greater use of green
energy sources in the
future. Also, past usage
rates will be tracked
against projected future
rates as part of the
feasibility study.
Timeline:
Stakeholder
Involvement Process:
This feasibility study will
require collaboration
with two main groups:
the City of San Diego
and the coalition that
is spearheading the
effort. Other interested
agencies such as the
Fall 2014: Engage in

discussions with the
City on the status of
the CCA feasibility
study.
January 2015 - June

2017: Participate in
a follow-up study
15
3 GO OFF-GRID WITH SOLAR

SDUSD ACHIEVEMENTS
SDUSD was one of the first school districts in the State of California to use Power
Purchase Agreements (PPA) making the District a front-runner in the development
and implementation of solar energy on campuses. Four PPAs were developed by
SDUSD for the installation of solar panels at various school sites. No upfront capital
funds were required by the District in the initial PPAs, which provided for a lease
of the solar projects area to the utility provider to install their equipment with the
agreement that the District would purchase the power generated by the provider.
In addition to providing solar power, the first PPA also replaced 28 school roofs
where the panels were installed. The current systems generate approximately 4.15
megawatts of solar power to the District. This is enough to power approximately 50
mid-size elementary schools. (This is a rough estimate for reference only, because
technical and geographical factors can greatly influence the solar power generation
capability of a PV site.)
Reducing existing electrical consumption is paramount to a successful solar
program. It is required by the California Solar Initiative (CSI) to show a reduction of
consumption through a mandatory audit step prior to registering for the incentives
offered by CSI so that unnecessary solar power generation is not installed. SDUSD
awards received for energy efficiency include:
Energy STAR Partner of the Year Award in March 2007 from the U.S. EPA
and the U.S. Department of Energy for outstanding energy management and
reductions in greenhouse gas emissions.
Sustainable Environmental Stewardship Award in November 2006 from the
Industrial Environmental Association and the California Manufacturers and
Technology Association for environmentally-friendly practices and educating
students on the importance of sustainability.
Collaborative For High Performance Schools Green Apple Award 2007.
Also, a centrally controlled and monitored Energy Management Control System

(EMCS) that saves the District approximately $1.5 million per year in electricity and
natural gas costs enables the District to have one of the lowest utility costs per
student in the country.
Over the past year, SDUSD has been considering steps on how to best increase the
amount of solar usage within the District.

COMMITTEE (ESAC) RECOMMENDATION
Given the relatively near-term expiration of the California Solar Initiative (CSI)
rebate, and the impending deadline imposed by AB 327, SDUSD should consider
concluding its solar research by the end of 2014 to allow for the possibility of the
broadest options and cost savings. Some experts have indicated we should be able
to decrease SDUSDs energy consumption by 50%. This could all be addressed in a
Climate Action Plan.
16
17

POTENTIAL OF GOING OFF-GRID WITH SOLAR IN LIGHT OF GUIDING PRINCIPLES

The committees
recommendation that
the first solar installation
be fast-tracked for
approximately 10 school
sites to utilize any
remaining CSI rebates as
well as to accelerate the
cost savings available to
the District is positive.
Also, it is recommended
that a Solar Master
Plan be developed to
encompass the entire
District with a long-term
approach which, when
complete, can become
a part of the Climate
Action Plan.
Regarding the
fast-tracked solar
implementation, in
recent discussions with
the California Center
for Sustainable Energy
(CCSE), there are
currently 11.7 MW of
solar projects that are
eligible for CSI incentives
in the non-residential
classification. CSI Step
10 (the final phase)
has approximately
8.2 MW available.
There is competition
for these incentives
due to demand; the
incentives decrease
proportionately as the
funds are used.
A full demand and
site analysis will need
to be performed for
every school in order
to assist in selecting
and prioritizing which
schools will receive solar
power systems. This will
include several critical
factors such as site
orientation, space for
solar panels, solar power
18
generation equipment
interconnections, load,
and interconnection to
the utility grid.
The key criteria for the
schools chosen for the
initial installation plan
will include:
Sites that have had

air conditioning
installed for the past
six months or longer.
Sites that have
significant and
appropriate footprint
that will support a
solar plant.
Sites that have
significant electrical
load.
Sites that have
potential to install a
significant ground
mount or parking lot
installation in a costeffective manner.
Sites that have
limited DSA/ADA
compliance issues.
The Solar Master Plan

will include a Districtwide solar feasibility
study using site
evaluation software;
a master schedule of
implementation and
installation; analysis
and recommendations
as to the best delivery
method(s); an analysis of
Renewable Energy SelfGeneration Bill Credit
Transfer (RES-BCT)
as an option to utilize
excess District land to
increase operational
savings. The RES-BCT
allows local agencies to
generate electricity at
one account (Primary
Account) and transfer
any available excess
bill credits to another
account (Benefitting
Account) so long as
both facilities are owned
or operated by the same
local agency.
The goal of Go OffGrid with Solar is,
unfortunately, not
likeky achievable by
2025. Only 30-40% of
sites will be feasible for
solar generation due to
site constraints which
would limit return on
investment. The current
electrical consumption
is approximately 75M
kWh/year. This will
grow with natural
expansion of facilities
and the addition of
air conditioning to an
estimated 100M kWh/
year. Only 20-30M kWh
can likely be provided
by solar power, based
on industry average
projections.
Potential
Principle
Comments

Maximizing renewable energy through generating

photovoltaic electricity is likely one of the most cost-effective
ways to reduce greenhouse gas emissions.

The physical presence of solar panels on school campuses

is a sustainability lesson in action. When solar panels are
accompanied by real-time dashboard displays in schools,
students engage with very real and effective sustainability
measures.

The Districts goal is to reduce operational spending; installing

as much solar as possible using bond money is the most
effective and easiest way to achieve this goal.
Strengths: Developing a Solar Master Plan and fast-tracking
an implementation strategy provides the District with the
opportunity to achieve the best quality installation for the
best value.
$$$$
Cost to implement
Weaknesses: CSI is on the final Step 10. Program ends when

all credits have been used. Competition for incentives is
ongoing.
Opportunities: Projects will show how spending of bond funds
results in savings to the operational budget. The projects
scale is large so equipment and installation pricing will be
leveraged in favor of the District.
Threats: CSI funding may expire prior to the development of
initial fast-tracked solar projects.
A large portion of the

Solar Master Plan will
utilize bond funds that
have been allocated for
construction of solar
facilities to be owned
and operated by the
District. The goal of this
recommendation is to
maximize the amount
of solar installed at the
District in an expedient
but prudent manner that
provides the highest
potential for operational
savings to the District to
offset expenses of the
general fund.
19

NEXT STEPS
The primary issue
for examination is
assessing the best way
for SDUSD to maximize
the quantity of solar
feasible to be installed
on its properties while
also maximizing the
operational savings
available to the District.
when solar doesnt

generate power. Correct
application of energy
storage can also help
demand response
systems provide options
to lower demand
charges, which are
typically more than
consumption.
Energy efficiency
must continue to be
optimized as well as the
conservation habits of
District stakeholders
in reducing electrical
power.
The addition of
traditional air
conditioning to many
schools increases the
electrical load that
must be served by solar
power. The District may
wish to consider passive
ventilation approaches
that require less
electrical power.
The continuation of
providing student and
staff safety and comfort
during the installation
and operation phases is
essential. In addition to
offsetting energy costs,
solar power integrated
with the right energy
storage solution (battery
systems) provides
energy security in the
event of grid failure or
a catastrophic natural
event.
20
Storage will provide

options for managing
production sag from
clouds and darkness
since after-school
activities run well
into the dark hours
District staff and its

consultants will conduct
a Districtwide feasibility
study to prioritize
sites and design a
comprehensive solar
implementation program
for both the Fast-Track
Solar Implementations
and the Long-Term Solar
Master Plan. The plan
will include:
Develop site
selection and
prioritization criteria.
Holistic assessment
of all District
facilities for solar
potential.
Detailed energy
analysis on each
site, including
identification of
possible alternative
air conditioning
opportunities that
can be joined with
solar to minimize
the additional load
that will be added to
each building.
Compare and
coordinate with
bond project
planning to ensure
appropriate timing
for solar installation.
Analysis of site
makeup and utility
data to size systems
appropriately
to account for
both potential
consumption
increases (e.g., AC
installation planned
short- or longterm) and potential
consumption
decreases (energy
efficiency efforts)
and storage
integration.
Preliminary
estimation of solar
installation cost.
Detailed Financial
Life Cycle Costing
(LCC) analysis for
each site to show
operational dollar
savings over the life
of the system.
Reserve CSI credits

for appropriate sites
if available.
Comparison of
solar investment
returns against
other renewable
technologies.
Exploration of RESBCT as a solution

for certain sites
and exploration of
the various land
holdings available
for a potential RESBCT project.
Preliminary designs
of each system.
Preliminary output
analysis for each
system.
Modeling of savings
potential to the
District using
various financing
mechanisms.
incentives or feed in
tariffs.
Review of existing
solar facilities and
analysis on the
feasibility/benefits
of using bond funds
to buy out existing
PPAs.
Schedule solar
installations in
implementation
groups from 2016
2017 for the
initial fast-track
installations and
then for the longterm installations
through 2030.
The team recommends

engaging many of the
stakeholders involved
with the Sustainability
Report throughout
the development
and implementation
of the Solar Master
Plan. In developing
solar across a school
district, one of the
most important aspects
is communication
between the
departments. Because
the project will require
coordination with
Facilities Planning and
Construction, Physical
Plant and Operations,
and Auxiliary Services,
the individual schools,
and outside businesses
it is important that the
project is coordinated
and developed
prudently to ensure
success.
Once the Solar Master

Plan has been delivered
and approved, the
project team will
recommend the design,
engineering, and release
of RFQ/RFPs for the
various implementation
groups and begin to
install solar in the most
economically-beneficial
way based on the
outcomes achieved
in the initial fast-track
implementation.
The project team
understands that the
majority of the solar
installations will likely be
funded via bond money
which will utilize capital
dollars to directly offset
operational spending.
The potential savings to
the District is estimated
at $4,250,000/year per
10MW of solar systems
installed, excluding
demand response
approaches can
be specified into
the design and
construction.
Stakeholder
The team will

also work with
Facilities Planning
and Construction
to discuss air
conditioning options
that will impact
energy consumption
and develop
approaches to
minimize the impact.
Obtain energy
consumption history
for at least one year
and preferably two
years either through
EMCS and/or utility
bills.
Approach to Data
Gathering:
The project team will
collect the relevant
utility data for all of the
Districts sites in order
to develop the Districts
complete Solar Master
Plan as follows:
Energy needs to
be broken into
a pie chart to
determine where
energy is being
used so realistic
consumption,
storage, and
21

NEXT STEPS
Dashboard and Metrics:
Timeline:
Goals and metrics that

are actionable and
measurable are required
such that the electrical
energy being purchased
from SDG&E is offset
or avoided as much as
possible by solar power.
Dashboards and metrics
would be developed
for each of site and
compiled for the entire
District. The following
dashboards and metrics
are proposed examples:
Fast Track Solar

Implementation:
Long Term Solar

Master Plan:
January 2015:
RFI-RFQ release
for a broad solar
installation.
July 2015: Develop

selection criteria in
workshop.
February March
2015: RFI-RFQ
selection process.
August 2015:
Develop ranking of
sites.
December 2014
March 2015:
Preliminary design/
engineering
bridging document.
September
October 2015:
Develop detailed
energy analysis for
each selected site.
January March
2015: Finalize RFP.
November 2015:
Determine RESBCT feasibility and
identify sites.
April/May 2015:
Release RFP
to prequalified
selectees.
December 2015:
Determine feasibility
of buying out
remaining PPAs with
bond funds.
January 2016:
Determine funding
availability and
implementation
groups.
March June 2016:

Preliminary designs
and output analysis
of each site.
July - December
2016: Modeling of
savings potential to
the District.
2017 2030:
Schedule solar
installations in
implementation
groups.
22
kWh being
generated for each
individual school
as compared to all
schools.
A bar chart
of electrical
consumption cost
and demand cost
offset by the solar
power to emphasize
savings.
kWh generated in
real-time. Where
solar power is
installed, a
dashboard showing
the impact of the
system output on a
sunny day vs. when
a cloud appears.
June September
2015: RFP
contracting process.
2016 2017,
dependent upon
bond sales:
Construction.
23
4 ADOPT NET ZERO ENERGY

SDUSD ACHIEVEMENTS
POTENTIALRANKING
OF ADOPTING
ZERO
ENERGY
INOF
LIGHT
OF GUIDING
PRINCIPLES
OF NETNET
ZERO
WASTE
IN LIGHT
GUIDING
PRINCIPLES
SDUSD has undertaken many actions through previous initiatives that support the net
zero energy goal. These include:
Potential
The Energy/Utility Management group of SDUSD has been an early adopter and at
the cutting edge of energy management strategies.
The Energy/Utility Management unit is now being re-formed using Proposition 39
funds and can provide data and guidance from previous experience.
Energy management projects have won several Energy Star Awards.
Power Purchase Agreements for solar panel installations were developed by staff.
The experience gained from those projects will be paramount in implementing a
successful, long-term solar master plan to offset energy usage so that net zero
energy can be achieved.
A centrally controlled and monitored Energy Management Controls System (EMCS)
was implemented resulting in reduced energy consumption. This validates the impact
of energy efficiency programs and renewable energy projects.
Design standards require new buildings to exceed Title 24 requirements and comply
with California Collaborative for High Performance Schools (CHPS) criteria so that
less energy is consumed. This avoids adding an opposing force to achieving the net
zero energy goals.
Unnecessary portable buildings have been eliminated.

Included in this document are the staffs proposals to use a combined Proposition 39
and Proposition Z approach to reduce consumption and increase efficiency, along with
dashboards and a real-time display of energy usage for a particular school compared to
other schools, to create a sense of utility ownership at individual school sites.
1
1
Principle
Comments
Potential to reduce the

Districts environmental
footprint
A reduction is likely if the energy conservation and generation

options presented are implemented and followed.

Math and science problems could be developed for presentation in

class on the technologies described.
Hands-on labs could be developed to look at options on a small
scale.
Student assistance with energy auditing tasks, such as gathering
lighting and plug load information, taking lighting level
measurements, and the infrared scanning of building envelopes
could be integrated into class time or volunteer internships.
Student assistance with identifying where energy is being used;
competitions to lower consumption between classes and schools.
Students and teachers have ideas on how to reduce consumption,
so lets hear from them!
Set up hands-on labs to create methane from anaerobic digestion
to teach how much food waste it takes to create electricity and
include all of the process steps and inefficiencies that exist within
that system.
Potential revenue
generation, cost
Implementing more energy-efficient activities within the existing

structures and designing new facilities to meet net zero standards
will result in cost containment and reductions.
Little revenue generation is possible any excess power generated
at one site would be credited against another site, further reducing
costs.
If a Districtwide California High Performance facility were to be
installed, excess electricity generated could be sold; excess heat
could be used to provide the District cooling opportunities via
adsorption and adsorption chilling.
Strengths: Avoided costs from reducing energy consumption can
help fund prioritized projects. Performance contracting can help pay
for projects without using District funding.
Weaknesses: Since both energy efficiency and generation must be

employed simultaneously, the total cost of the project will be high.
The overall impact of both projects will not be experienced for
many years.
$$$$
Cost to implement
Opportunities: Incentive programs exist for parts of the net

zero initiative through energy efficiency, LED replacement, selfgeneration/solar, and feed-in tariffs.
Threats: This needs to be implemented in two phases: (1) energy
efficiency and lighting retrofits and (2) solar power generation or
other self-generation. These are large projects due to the size and
complexity. The Districts ability to fund these before incentives
sunset will be difficult. Proposition 39 does not allow the avoided
maintenance cost of LED vs. fluorescent lighting to be used as part
of financial analysis.
The opposing forces to reach net zero status are many based on
the Districts need to add power and air conditioning, along with the
initial cost of LED and other energy efficiency projects.
24
25

Energy consumption
reduction:
Reduce energy
consumption by
creating local
ownership using
dashboards and a
real- time display.
SDUSDs current
electrical consumption
is 75M kWh/year. Utility
industry standard for
escalation of electric
power consumption
is 2-3% per year. Even
though conservation
measures are being
implemented, 1%
increase in electric
consumption, due to
growth or increased
hours of usage, must
be added to the base
consumption. Each
building must be
driven to its lowest
energy consumption
level before solar is
efficient. If this doesnt
happen, oversized
solar systems may be
installed. The California
Solar Incentive program
requires that an energy
audit be completed
prior to filing for
incentives to ensure
that appropriately
sized solar systems
are installed. One
negative consequence
of installing oversized
solar power systems,
next to extra initial
and operating costs,
is that these projects
take away capacity
that could be used to
provide incentives for
more projects from CSI.
26
The fundamental
first step to achieve
net zero energy
must be a full-scale,
energy-efficient LED
lighting program.
Fluorescent and
other non-LED
lighting systems
must be reviewed
for replacement
with LED. In some
instances, magnetic
inductive lighting
(MIL) can be used to
accomplish reduced
energy consumption
in areas where
LED is not the best
approach, such as
areas of elevated
temperature where
LED life is reduced.
Many existing nonair conditioned
buildings will have
air conditioning
installed near 2020.
These schools
building envelopes
were not installed
to support air
conditioning. These
envelopes will need
to be evaluated for
in-place retrofits,
with respect to
Title 24, to reduce
the energy utilized
by the new air
conditioning
systems.
Conservation is
essential to get to
net zero energy.
Elimination of nonessential electrical
equipment loads
in classrooms
and offices such

as personal
refrigerators,
microwaves,
heaters, fans, etc.,
is recommended
when possible,
particularly during
hot-weather events.
Introducing home
air conditioning
units at these times
should be carefully
managed and
evaluated due to
increased energy
consumption,
which could result
in overdrawn
amperage on
existing electrical
circuits. Additionally,
negative results
including
compromised
indoor air quality
from unclean air
conditioning units
put both staff and
students at risk of
exposure to airborne
contaminants and
create potential
liability to the
District. Unplanned
increases in power
consumption during
peak demand times
will significantly
increase the overall
cost of electricity
to SDUSD. During
summer months,
the demand charge
can be more than
the consumption if
it is not managed.
Demand Response
Programs (Flex
Alert Conservation
Campaign) are
essential to assist
with managing
consumption.
SDUSDs current
policies prohibit
these personal
electrical items.
The goal is to install
centrally controlled
air conditioning
systems in all
facilities in order
to eliminate this
challenge.
Once energy
efficiency is
optimized at
each school and
auxiliary properties,
sites can then be
evaluated for solar
energy potential
using a screening
process. Industry
experience shows
that only one third
of the sites have
correct orientation
to the sun, space,
and structural
and electrical
infrastructure to
accommodate solar
power systems.
Reliable energy
storage systems
(batteries) are
currently available
that will provide
reserve power for
times when solar
power systems
are not optimized
or where the
building operates
for a short period
of time in high
demand. Solar is
most effective once
demand has been
reduced through
conservation,
adherence to
operational
policies, and energy
management
systems. That
said, the California
Solar Incentive
(CSI) currently has
limited funds and
time. A fast-track
implementation
for solar at
approximately 10
optimal schools sites
is underway to take
advantage of this
incentive.
Strategies for achieving
net zero energy.
Achieving net zero

energy by 2030 is
not realistic without
buying green
power credits or
some other form of
offset. Dedicated
generation through
a combined
heat and power
facility capable of
generating 50M
mWh in year one
and 75 to 100M
mWh by year
2030, due to a 1%
annual increase of
consumption and
the addition of air
conditioning to
buildings without
air conditioning,
would be required
by 2030 to pick
up the difference
between what is
consumed and what
is generated. These
would likely not
be economically
feasible.
A more realistic
strategy is to first
set a goal for 10-15%
electricity reduction
for a 3 5 year
period. After this
is achieved, solar
self-generation is
added to additional
sites throughout the
District.
27
ANALYSIS OF SDUSDS ELECTRICAL ENERGY USAGE CHARGES

The graph below represents the total electrical bill for 15 SDUSD schools and the
percentage of the bill that is attributable to consumption charges, demand charges or
taxes/fees.
The consumption charge is the amount for consumed electrical energy. Electrical
consumption represents 47% of the total electric bill for these 15 schools.
The demand charge is the fee that is assessed by SDG&E when electrical energy use
is above an established baseline amount for more than 15 minutes. An example of
this is when air conditioning is used during hot weather. SDG&E charges a fee for
this electrical energy because more expensive forms of electrical generation must be
provided to meet this demand. The demand charge during a billing cycle can be as
much or more than the energy consumption charge if energy usage is not efficiently
managed. In this example of 15 SDUSD schools, electrical demand charges represent
44% of the total electrical cost. This high demand charge can occur even though the
need for the increased electrical demand is a small amount of time.
Taxes and fees represent 9% of the total cost of electricity.
It is worth noting that the percentage of electrical demand in this example is higher than
industry standard by 10-20%. The amount of time that SDUSD is billed for a demand fee is
manageable and can be reduced. SDG&E offers several opportunities to manage demand
and can assist with reductions of electrical usage during peak periods.
*
9%
ELECTRICITY BREAKDOWN
47%
Consumption
Demand
44%
Taxes and fees
28
29

NEXT STEPS
30
Review existing
Proposition 39
energy audits and
assess the need for
additional energy
audits in facilities
that may not have
had recent audits
performed.
The amount of
waste that could be
converted to energy
from cafeteria and
other operations has
been estimated at
less than 657,000
kWh/year (0.07%
of total estimated
electricity by 2030)
based on estimates
of waste converted
to biomethane
available for
electricity
generation through
anaerobic digestion
to create methane
gas to fuel micro
turbines or I/C
engines. This is too
small to be cost
effective, even
where food waste
processing and
digestion systems
exist.
The impact of using
energy storage
devices to increase
the availability of
renewable energy
that is produced to
align with demand
cycles.
The growth plan
of facilities and
the Districts
energy footprint
consumption
baseline to achieve
net zero energy.
Factor in standard
energy consumption
increases to 2030.
This will be the net
zero baseline to be
offset.
between now and

2030, factoring in
air conditioning
additions.
Investigate working
with a San Diego
company that
has developed a
system to process
food waste into
a slurry on-site
that can easily
be transported
and supplied to a
Municipal Recycle
water treatment
facility such as
the Encina facility
in Carlsbad. This
facility co-digests
fats, oils, and grease
(FOG) as well as
properly prepared
food waste and
converts it into
energy. This can
be used by SDUSD
as a credit against
consumption to
lower energy
costs and reduce
the Districts
environmental
footprint.
Identify potential
energy efficiency
projects and
ranking criteria to
develop a project
implementation
sequence and
timeline.
Create competitions
and reward schools
that encourage
proactive
conservation and
also comply with
existing policies for
energy conservation
and hot weather
response.
Identify grants,
rebate and incentive
programs. Examples
of this include:
Savings by Design,
CI Program, EAS
(Energy Assessment
Strategy to Achieve
Goal:
In order to assess
the technical and
economic viability as
well as the social
acceptance of the
options available to the
District the following
actions would be
implemented:
Identify an
electricity and
natural gas
Research the 10
schools identified
for possible solar
power system
installation. Develop
projects based on
providing energy
efficiency first and
energy generation
second. Develop
solar site potential
and the amount of
electricity that can
be generated.
and power facility

that could be
shared with other
organizations.
Solutions), and other

state and federal
incentive programs.
Conduct indepth interviews

and gather data
from appropriate
operations staff.
Coordinate with LED

light replacement
projects to
determine the
energy reduction
achievable.
Identify green
power that can be
purchased to make
up the difference in
energy consumed
and generated.
Investigate other
energy generation
sources such as
a combined heat
Establish
communication with
appropriate public
and regulatory
agencies.
Develop a
combined effort
with other school
districts, higher
education, military,
institutional partners
and municipal
wastewater facilities
to handle food
waste. SDUSD could
lead the charge
and set an example
converting food
waste to energy.
Each organization
could take a credit
for the reduction
in electrical energy
generated by
SDG&E.
31

NEXT STEPS
Stakeholder
Develop a
stakeholder group
that would include
students, teachers,
administration,
engineering and
operations staff,
construction
personnel, parents,
community groups,
local governments,
vendors, and others.
Stakeholder
processes would
include:
Single site and

web-based
multi-site
workshops.
One-on-one
interviews.
Surveys.
Assemblies.
Social media.
Public open
house(s).
Approach to Data
Gathering:
32
Obtain energy
consumption history
for at least one year
and preferably two
years either through
EMCS and/or utility
bills.
Dashboard and Metrics:
Distribute energy
needs into a pie
chart to determine
where energy is
being used so
realistic energy
efficiency measures
(EEMs) can be
developed.
Timeline:
Achieving net zero
energy is dependent
upon other programs
being put in place:
This is estimated to
be a 20 25 year
implementation
program in over 226
sites. The speed at
which this program
could be implemented
is in direct relation
to the financial and
personnel resources
that are assigned to
support the program.
Once the approach is
approved, it is feasible
that one or two schools
per month could be
assessed for the actions
required to optimize
energy consumption.
The capital projects
necessary to achieve
this point could take
several years to
accomplish and are
dependent on available
funds.
A net zero energy

implementation plan
would present a series
of goals and metrics
that are actionable and
measurable, such that
the electrical energy
being consumed is
equal to that being
generated and offset by
generation of support
organizations. The
energy efficiency plan
required to reduce
SDUSDs consumption
to the lowest level
possible would include
dashboards for energy
reduction. Similarly,
the generation plan
would also include
a compilation of
goals and metrics for
developing generation
through renewable
energy and green
energy offsets. As
part of the Phase
2 implementation,
dashboards would be
developed for each
of the conservation
measures identified and
then compiled into an
energy conservation
and generation plan.
1.
Energy efficiency
component:
2.
Energy generation
component:
kWh consumed for

that school.
kWh for all schools.

Note: It is assumed
that natural gas
consumption is small
in comparison to
electricity. It will not
likely be shown.
kWh generated.
Where solar power
is installed, a realtime dashboard
showing the impact
of the system
output on a sunny
day vs. when a
cloud appears.
Bar chart of electric

consumption cost
and demand cost
to emphasize
how demand side
management can
influence the total
cost of electricity.
kWh offsets from

the purchase of
green power or
waste generated
power.
3.
Monitor the
difference between
what is consumed
and what is
generated in a
real-time basis for
individual school
sites and other
District facilities.
A dashboard
that shows the
impact of personal
electrical equipment
on overall
electric energy
consumption,
demand, and cost as
a basis for policy to
school facilities.
The following
are proposed for
development in Phase 2:
33
5 FLIP THE SWITCH TO LED LIGHTING

SDUSD ACHIEVEMENTS
In 1994, the District formed an Energy/Utility Management Unit (EUM) to conserve energy
and reduce utility bills. In 1995, recommendations were put forth to:
Replace T-12 light fixtures (magnetic ballasts) with T-8 fluorescent lighting and electronic
ballasts with the addition of reflectors, along with the removal of excess lamps where
feasible.
Install occupancy sensors in classrooms to turn off lights.
Replace 5,500 EXIT signs, for a savings of $200,000 annually.
All projects were implemented by 2001.

In 2005, the EUM entered into a partnership agreement with SDG&E to install energy
conservation measures using a $1.8 million state grant, including:
Over 400 astronomical electronic, programmable time switches for exterior lighting
controls.
T-8, three-level fluorescent lighting with computer and occupancy sensor control for high
school gymnasiums.
Occupancy sensor lighting control for hallways, faculty restrooms, and locker rooms.
Automatic switching to emergency lighting for circuits formerly burning lights around the
clock.
Other general measures such as requirements to exceed Title 24 and the California
Collaborative for High Performance Schools (CA-CHPS) program were put in place (per the
standards at that time).
SDUSDs Energy/Utility Management unit was disbanded in 2008 due to District budgetary
challenges. Since that time, Light Emitting Diode (LED) technology has been steadily
advancing. District staff members have kept abreast of LED developments and have
installed LED test fixtures in a variety of locations. Now that the Districts Energy/Utility
Management unit is being re-formed with the help of Proposition 39 funds, more progress
can be made in this arena using Proposition 39 funds, Proposition Z funds, and other available
grant and District funding.
It is most cost-effective to first conserve energy before power is generated. The United
States Department of Energy has identified that LED solid-state lighting has the potential
to reduce lighting energy use in the United States by nearly one half, with LEDs already more
than ten times as efficient as incandescent lighting and twice as efficient as fluorescent
lighting. With lighting being the single highest electricity use across the District, LED lighting
retrofits will be a primary focus for Proposition 39 implementation. With significant increases
in LED product efficacy (lumen output per watt of input energy) and reductions in price
over the last several years, there are now viable LED offsets for most exterior lighting
applications. Also, with the new Title 24 standards in effect as of July 1, 2014, requiring
dimming controls on most lighting applications, LEDs will become a viable choice for interior
applications where they can meet internal return on investment (ROI) and California Energy
Commission (CEC) Proposition 39 Savings to Investment Ratio (SIR) financial returns. The
evaluation of LEDs and other technologies continues in concert with SDG&E, CleanTECH
San Diego, the California Center for Sustainable Energy and other partners. Given the
following facts, it is recommended to make the change to LED lighting and controls:
34
The price for LED lighting is close to the price point of supporting conversion.
LED life span is 50,000 hours vs. incandescent at 1,200 hours and fluorescent at 8,000
hours.
Reduction in lamp and ballast changes will result in significant maintenance savings.
Compared to HID and fluorescent light sources, LEDs will offer on average 50% energy
savings, and even more with the integration of adaptive controls.
LED lighting has advanced to no longer flicker and instead offer clean bright light.
35

ENVIRONMENTAL SUSTAINABILITY ADVISORY COMMITTEE
(ESAC) RECOMMENDATIONS
Require new construction and renovations to use LED lighting absent special circumstances.
Replace parking lot and exterior lighting with comparable LED lighting to meet required
security needs.
As bulbs fail, replace with comparable lumen LED lights.
Develop a plan and schedule per school to switch to LED lighting.
LED technology is coming down in price to the point that it will be cost-effective to use it for
the District lighting upgrade effort in place of third generation fluorescent lighting. The point
is quickly approaching for opportunities to utilize Proposition 39 to fund multiple projects that
will shift to utilizing the new technology.
POTENTIAL OF LED LIGHTING IN LIGHT OF GUIDING PRINCIPLES

Potential
Principle
Comments

LED allows reduced electrical demand for both exterior site

lighting and interior lighting. Energy requirements for lighting are
a major component of the total energy demand. Replacement
of existing fluorescent classroom fixtures with LED fixtures can
provide a 50% reduction in energy requirement for lighting.
LED fixtures create opportunities to reduce Districts total energy
consumption, moving towards net zero energy. This will become
increasingly important as SDUSD installs air conditioning systems
in many currently not air conditioned schools.
LED lighting replacement may be one of the most cost-effective
measures to reduce the Districts environmental footprint.

In-school demonstrations of this real-world application could be

used in business modeling or pre-engineering classes.
Real-time displays of energy reduction from LED lighting usage
against a fluorescent bulb baseline could be viewed in schools.

Possible subsidy to LED projects from Proposition 39 funding for

the next four years.
Additional project subsidy funding from SDG&E incentivebased rebates for reduced electrical use. Installation of LED
lighting produces significant reduction in power use for lighting
in perpetuity. Significant reduction in maintenance labor costs
due to long life of the LED fixture and little to no maintenance
requirements through life of the fixture. (1)
Strengths:
Substantial power savings. Additionally, substantial maintenance
and disposal savings.
Proposition 39 and SDG&E subsidies may be available for limited
conditions. Improved quality of light.
$$
Cost to implement
Weaknesses:
LED fixtures are relatively expensive compared to traditional
fixtures, yet prices are dropping.
It is often difficult to show that energy-saving calculations comply
with Proposition 39 requirements without extensive backup
documentation which can be costly.
Opportunities:
Proposition 39 subsidies for limited conditions.
SDG&E incentives for limited conditions.
Threats:
While long-term savings pay back for upfront capital
expenditures, often the initial capital funding is constrained and
LED is value engineered.
(1) SEE CONCEPTUAL CASE STUDY LED RETROFIT FOR E.B. SCRIPPS
ELEMENTARY SUMMARY ON PAGE 40.
36
37

NEXT STEPS
Cost of installation.
Availability of
Proposition 39,
SDG&E subsidies
and other funding.
Approach to Data
Gathering:
Qualification for
those subsidies.
Scope and phasing

of projects.
Establish goals over

timeline.
Financial analysis of
the project.
Prioritize locations
and type of lighting
to be changed as
follows:
Inventory existing
SDUSD facilities
through as-built
database.
Work with SDUSD

Energy/Utility
Management team
to prioritize site
candidates based
upon standardized
qualification
parameters (e.g.,
age of facility
lighting, quantity of
facility lighting, A/C
on site, subsidies
available, funding
availability, financial
feasibility analysis,
etc.).
Inventory and asbuilts of existing

lighting.
Costs of initial
surveying and
documentation of
existing lighting.
Avoid allowing
subsidy qualification
to be the main driver
for the projects
as opposed to the
long-term energy
conservation
and maintenance
savings.
Parking lot
lighting.
Walkway
lighting.
Roadway
lighting.
Interior lighting.
Application for
subsidies concurrent
with identification
of project funding
source.
Design/construction
documents.
Competitive bid.
Build.
Stakeholder
Develop a task force

to establish goals
and timelines.
Work with the

Districts Energy/
Utility Management
staff to compile
data and prioritize
projects.
Include a cost matrix

in the financial and
feasibility analysis of
LED lighting retrofit
projects.
Engage a consulting
engineering firm
to take physical
inventory and
prepare Proposition
39 and SDG&E
rebate submittals
along with
construction and
bid documents, cost
estimates, etc.
Develop feasibility
plan based on scope
of projects.
Implement inventory
and documentation
of existing lighting.
38
Initiate analysis and

preliminary design to
qualify for subsidies.
Work with the

Districts Energy/
Utility Management
staff to identify
funding sources.
Establish
standard lighting
maintenance costs
over operation life
of existing lighting
and proposed LED
lighting.
Timeline:
The pace of
implementation and
execution of a LED
Lighting Retrofit
Program is entirely
dependent upon and
directly related to the
financial and personnel
resources that are
assigned to support
the program. Once the
commitment is made
and the approach
is approved, it is
feasible that program
goals, objectives,
quantifications, and
preliminary cost
estimates to facilitate
funding could be
completed within six to
nine months. The capital
projects to achieve this
point could take several
years to accomplish
and that is dependent
on available funds.
Below are some of the
additional factors the
Dashboards and
Metrics:
stakeholders should
consider when making
program decisions and
funding commitments.
Project schedules
will be developed
on a case-by-case
basis.
Consideration to
length of Proposition
39 funding (four
years left until
expiration).
Proposition 39 trend
of about 20% fund
reduction from year
one to year two may
continue.
Construction cost
escalation each year.
Lost power savings

each year that LED
are not installed.
Projected energy
reductions from use
of LED lighting and
corresponding cost
savings versus previous
fluorescent baseline can
be measured.
Real-time displays of
energy use compared
to baseline can be made
viewable in school sites.
39
LED RETROFIT CASE STUDY

LED RETROFIT CASE STUDY
In a conceptual case study done by the EUM, the retrofit of all lighting with LED
fixtures at E.B. Scripps Elementary School was estimated for utility and ongoing
maintenance savings. Assuming the use of EVOKIT LED fixtures at 40 watts each,
the annual savings and return on investment would be:
Return on Investment for LEDs at E.B. Scripps Elementary
Energy savings
Initial installation costs
Return on investment (energy savings alone)
$ 3,564/year
$ 41,110
11.5 years
Avoided Maintenance Costs Plus Energy Savings at E.B. Scripps Elementary
Current lamp/ballast replacement costs

Maintenance savings (assuming 20-year life span
of LED with initial installation costs deducted)
Total energy and maintenance savings
Total return on investment (including maintenance savings)
$12,000/year
$ 9,945/year
$ 13,508/year
3.5 years
Assuming a conservatively estimated LED fixture life span of 20 years, the

total projected energy and maintenance savings at one school site would
be $270,000.00 over 20 years. If LED lighting is implemented throughout
SDUSDs facilities, the utility and maintenance savings over a 20-year period
would be approximately $40,000,000 - $50,000,000, or $2,000,000
$2,500,000 per year.
*
40
41
6A MAXIMIZE WATER CONSERVATION

POTENTIAL OF RECYCLED WATER IN LIGHT OF GUIDING PRINCIPLES

SDUSD ACHIEVEMENTS
The Districts landscape irrigation accounts for 21,477,885 gallons or 57% of the Districts overall water use
per year. The cost of irrigation water has averaged around $1,225,000 per year, accounting for 35% of the
overall water cost. The Districts irrigation group separated landscape irrigation to water meters designated as
irrigation only significantly reducing water costs.
The Districts rate for domestic water (which includes base fee, consumption, backflow, fire, administration fee, and
sewer) averages $10.04/Hundred Cubic Feet (HCF) or $13.40/1000 gallon. The Districts water rate for irrigation
only meter use averages $4.97/HCF ($6.60/1000 gallon).
ENVIRONMENTAL SUSTAINABILITY ADVISORY COMMITTEE (ESAC)

RECOMMENDATIONS
Convert whole-site irrigation system to recycled water to offset domestic

water consumption (where available).
Consider water treatment facilities for larger campuses to make recovered
water clean enough to either enter the reusable gray water system or even
to be drinkable.
Potential
Principle
Potential to reduce the

Districts environmental
footprint
Comments
The San Diego region is currently 80 85% dependent on water
imported from outside the region, much of it from Northern
California and from the Colorado River. All of the Districts options
for recycling water will indirectly reduce its environmental footprint
in the San Diego region by contributing to reducing the importation
of water into the region. The Districts choice of methodologies used
to provide recycled water for use will influence the reduction of its
environmental footprint.
Recycling water offers a number of opportunities for student
teaching and learning that can be customized for specific age
groups. Opportunities include:

Potable reuse (drinking water) requires a high level of source control,
treatment, regulatory compliance and reporting, and operator certifications.
It is recommended that an implementation plan focus on non-potable water
reuse opportunities at District facilities.
Potential revenue
generation, cost
Incorporation into a curriculum on reduce, reuse, and recycle.

Incorporation into curriculum on how water cycles through the
environment.
Incorporation into curriculum on California water challenges.
Field trip to a wastewater treatment plant and recycled water
facility to teach students where water goes when it goes down
the drain, how wastewater treatment plants work, and how
recycled water can be used in the community.
Water-related science classroom projects.
Science fair projects.
The City of San Diego prices recycled water at a rate discounted

from the domestic water rate. As the cost of domestic water
continues to rise, maximizing the use of recycled water will reduce
the cost impact to the District.
Strengths: If a high enough use for recycled water can be identified,
the District may find savings from converting to reclaimed water,
which will pay for the improvements required to use recycled water
in a short period of time.
Weaknesses: The District may find minimal amounts of water
for outdoor irrigation and other potential uses of recycled water
at some sites, resulting in a payback period too long to make a
conversion feasible on a financial basis.
$$$
Cost to implement
The District may not have enough sites within close proximity to the
City of San Diegos recycled water conveyance, which will limit the
Districts options to on-site water recycling and may require the hiring
of specialized water treatment plant operations staff.
Opportunities: Incentive and rebate programs may be available to
offset the costs of irrigation and cooling tower system conversions
that are required to connect to the Citys recycled water system.
Threats: The ability of the District to fund operations, maintenance,
regulatory compliance, and appropriately qualified staff for recycled
water programs.
The impact of water conservation measures on the volume of
wastewater available for on-site water recycling could result in
oversized treatment plants.
42
43

NEXT STEPS
Landscape irrigation
is currently the single
largest use of recycled
water within the City
of San Diego, with
cooling towers as
the next potential
significant use. The
City has very limited
plans for expansion of
the existing recycled
water conveyance
and is instead focused
on working with
businesses, public
agencies, homeowners
associations, and
academic institutions
with proximity to the
Citys existing recycled
water conveyance
infrastructure.
Opportunities for the
District to convert to
recycled water supplied
by the City of San
Diego will be primarily
dependent upon being
in close proximity to the
existing recycled water
conveyance.
2.
Figure 1. North City Service Area
While the District benefits from significantly reduced water costs from the installation of separate irrigation
water meters, as good stewards of the environment, the District seeks to identify and investigate additional
viable opportunities to convert from domestic water use to the use of recycled water. The following options
for converting from domestic water use to recycled water use exist for the District and would be evaluated for
technical, economic and environmental viability, and sustainability.
1. Recycled water from the City of San Diego. The City of San Diego delivers recycled water for non-potable
use to customers in a separate distribution system of purple pipes that are required to keep recycled water
separate from drinking water pipelines. The City operates a non-potable recycled water distribution system
comprised of two service areas the North City Service Area and the Southern Service Area. The existing
recycled water pipelines for the North City Service Area, which includes all of SDUSDs sites, are shown in
Figure 1.
44
On-site water
recycling
a) Graywater systems:
Graywater is defined
by the City of San
Diego Development
Services as untreated
wastewater that has
not been contaminated
by any toilet discharge,
has not been affected
by infectious,
contaminated, or
unhealthy bodily
wastes, and does not
present a threat from
contamination from
unhealthful processing.
Typical sources of
graywater are showers
and baths, lavatory
sinks, washing machines,
and air conditioning
condensate. As shown
in Figure 2, these types
of graywater can be
reused for irrigating
landscape with the
exception of vegetable
gardens.
The California Plumbing
Code was recently
revised with less
stringent requirements,
but because graywater
is not widely used,
code standards are
still evolving. The local
enforcing agency,
Development Services
Department, makes
the final determination
of what is required
for a graywater
system. The type of
graywater system will
determine its permitting
requirements.
Figure 2. Example of a Graywater System
No Permit Systems:
Permit Systems:
The City has expanded

the no permit
requirement to systems
used for landscape
irrigation that discharge
less than 250 gallons
a day and primarily
consist of systems
taking discharge from
washing machines and
wash basins. To qualify
as a no permit system
these systems must not
include a potable water
connection, impact
other plumbing, or use a
pump.
Permitting is required
for more complicated
graywater systems,
including those that
involve pumping over
250 gallons a day, those
that take discharge
from multiple fixtures of
a building, or those that
use pump(s).
The design and cost of
a graywater system can
vary widely depending
on the source of the
graywater and the
intended use.
45

NEXT STEPS
b) Blackwater systems:
Blackwater is any
wastewater that is
contaminated with
bodily or other
biological wastes.
This is discharge from
toilets, dishwashers,
kitchen sinks, and utility
sinks. Compared to
graywater recycling, it
is often more practical
to recycle blackwater
as most plumbing
systems dont separate
graywater streams from
showers and basins.
There are two primary
technologies in the
market for on-site water
recycling: constructed
wetlands and
membrane bioreactors
(MBR), which can
be a prepackaged
technology solution.
A constructed
wetland system
treats wastewater by
replicating biological,
chemical, and
physical processes
that occur in natural
wetlands. Technology
improvements and cost
reductions are creating
increased interest in
these types of on-site
recycling systems.
Developers of these
small on-site water
treatment facilities face
a challenging regulatory
environment primarily
resulting from a lack
of clear information
regarding the steps
required to pass
46
through the permitting

process. Increased local
interest in on-site water
reuse and a lack of
regulations and policies
has prompted the City
of San Diego to recently
release (August 2014) a
document titled Draft
San Diego On-Site
Treatment and Reuse
Guideline Document
that provides guidance
to the roles of the
Project Owner,
City, and Regulatory
Agency.
Other challenges could
be:
The criteria that

disinfected tertiary
recycled water shall
be sampled at least
once daily for total
coliform bacteria.
The samples shall
be taken from
the disinfected
effluent and shall
be analyzed by
an approved
laboratory.
Requirements
for specific
system operator
certifications.
If these stringent
requirements apply,
on-going operating
expenses could
reduce the economic
attractiveness in
installing an on-site
blackwater recycling
system.
c) Rainwater harvesting:
The capture and
reuse of rainwater,
also referred to as
stormwater, to offset
the use of domestic
water is another
opportunity to be
explored. On-site
capture of rainwater is
accomplished through
the installation of
cisterns (rain barrels)
to capture run-off from
rooftops or parking lots
for use on non-potable
water demands, such as
irrigation, toilets, urinals,
and cooling towers.
While rainwater
harvesting has a number
of benefits, such as a
relatively low-cost per
device, zero to low
energy use, and the
reduction of stormwater
discharge, the amount
of water able to be
captured is highly
variable. Variables
include the dimensions
of the rooftops, total
collection capacity, and
the amount and timing
of rain.
3. Other issues:
Because it is highly
treated wastewater,
non-potable recycled
water has special
requirements. For any
of the recycled water
options discussed, every
District site wanting to
connect to the recycled
water distribution
system or install an
on-site recycled water
system must go through
a plan review and
inspection process by
and the County of San
Diego Department
of Environmental
Health. These reviews
and inspections are
mandated by California
State Code to ensure
that appropriate
regulations are
followed and the site
is safeguarded from
a potential crossconnection between the
recycled water system
and the potable water
system.
Operational
requirements and
costs.
Impacts of water
conservation efforts.
The opportunities,
constraints, costs, and
benefits will need to be
further investigated in
the next phase of an
implementation plan.
A number of
opportunities exist
to convert domestic
water use to recycled
water use, including the
Districts 130 irrigationonly water meters, but
there are several issues
to be examined to
determine the technical
and economical
suitability of obtaining
recycled water from
or producing recycled
water on-site.
Proximity to City
of San Diego nonpotable recycled
water system.
Regulatory/
permitting.
Capital investment.
47

NEXT STEPS
In order to assess the
technical and economic
viability and social
acceptance of the
actions should be
implemented:
48
Identify and
interview
appropriate
operations staff.
Identify potential
uses for recycled
water.
Identify potential
sources of recyclable
water.
Identify potential
sites and uses for
conversion from
domestic water to
recycled water.
Establish
communication with
appropriate public
and regulatory
agencies.
Establish a
stakeholder
group. This group
may include the
already established
sustainability
committee as well
as District staff as
appropriate.
Develop project
implementation
groups and
implementation
timelines.
Develop rating and

ranking systems
based on input
from stakeholders
to arrive at tiers
of projects to be
executed and a
timeline.
Identify grants,
rebate, and incentive
programs.
San Diego County

Water Authority.
San Diego Unified

School District
administrators,
educators, and
operations
personnel.
Vendors.
Public (students,
parents, local elected
officials).
Stakeholder
There are a range of
stakeholders that will
be involved in the data
gathering, technology
evaluation, and
regulatory requirements
that will influence
the outcome of an
implementation plan.
A preliminary list of
stakeholders includes,
but is not limited to:
City of San Diego

Public Utilities
Department.
City of San Diego

Development
Services
Department.
County of San
Diego Department
of Environmental
Health.
California
Department of
Public Health.
Regional Water
Quality Control
Board.
The Stakeholder process

could include:
One on one
meetings.
Workshops.
Public meetings.
Social media.
Develop ranking and

rating processes
with stakeholders
to provide a means
to prioritize the
implementation of
identified projects.
Approach to Data
Gathering:
Obtain last two

years worth of
water bills.
Interview District
staff.
Visit potential sites.
Meet with or
have telephone
conversations with
regulators.
Meet with or
have telephone
conversations with
the City of San
Diego.
Obtain information
from vendors of
recycled water
systems.
Timeline:
6-12 months: Rain

barrels or cisterns.
1 2 years: Cityprovided recycled
water.
2 3 years: On-site
recycled water.
Dashboards and
Metrics:
measures identified
in this study and then
compiled into a water
conservation plan as
part of the Phase 2
implementation.
The following
are proposed for
development in Phase 2:
1.
Dashboard pie chart

with water supply
sources (gallons per
day)
City supplied
recycled water.
On-site recycled
water.
Cisterns.
2.
Dashboard bar
graphs (gallons
per day)
Water usage
weekly and
monthly
Districtwide.
Water usage
weekly and
monthly by
school.
Percentage of
water usage
supplied by
recycled water
Districtwide.
Percentage of
water usage
supplied by
recycled water
by school.
The goal of the District

is to reduce the use of
domestic water through
water conservation
measures and replace
the use of domestic
water for non-potable
uses with recycled
water wherever feasible.
A water conservation
implementation plan
would include goals and
metrics for domestic
water use reduction
measurable. A water
conservation plan
would essentially be a
compilation of goals
and metrics for reducing
domestic water use.
Dashboards and metrics
would be developed for
each of the conservation
49
6B MAXIMIZE WATER CONSERVATION

LANDSCAPES, IRRIGATION (NOT INCLUDING GRAYWATER
OR RECYCLED WATER) AND DOMESTIC USE
SDUSD ACHIEVEMENTS
POTENTIAL
OF WATER
CONSERVATION
PLAN
INOF
LIGHT
OF GUIDING
PRINCIPALS
RANKING
OF NET
ZERO WASTE IN
LIGHT
GUIDING
PRINCIPLES
Staff has developed a tool utilizing billing data to identify domestic water system anomalies
that are investigated for underlying issues. Estimated savings: approximately $1,500 per
month for a total of $150,000 over the last 10 years.
The implementation of a central irrigation control system that utilizes weather data and leak
detection technology has reduced water usage by 40% (an average of $400,000 per year
since the mid-1990s).
Artificial turf installation is saving $150,000 per year in the cost of water since 2005.
Within the last decade the District has reduced its yearly domestic water use by more than
20% via the implementation of the Collaborative for High Performance Schools (CHPs).
A policy for surface-cleaning related to food service and eating areas is in place.
ENVIRONMENTAL SUSTAINABILITY ADVISORY COMMITTEE

(ESAC) RECOMMENDATIONS
Replace all grass fields with artificial turf.

Actively replace ornamental landscaping with climate-appropriate (drought-tolerant)
landscaping.
Complete connection of all irrigation lines to SDUSDs master irrigation control system.
Utilize new leak detection, monitoring, and shut-off systems to minimize wasted domestic
water loss in school buildings.
Potential
1
2
2
Principle
Comments

The San Diego region is approximately 80-85% dependent on

water imported from outside the region, much of it from Northern
California and the Colorado River. All of the Districts efforts in
water conservation will reduce the environmental footprint by
reducing the importation of water into the region.

Incorporate the following into the curriculum:
Water cycle.
California water challenges.
Botany/native plants.
Environmental studies/resource management subjects

including the heat island effect, toxins, solid waste, water
and energy nexus.
Opportunities for students to manage and monitor

progress on conservation programs and projects in place
at their school.

Water use has both financial and environmental costs and the cost
of water is rising in California. Cost containment and reduction
is feasible through water conservation. Upfront costs versus
operational costs will be developed more fully in the Phase 2
Implementation Plan.
Strengths: Long-term cost savings could offset initial investment
costs.
Implement active educational outreach to inform students, teachers, administration,

maintenance staff, parents, and other members of the community about water conservation
practices. This educational outreach should inform stakeholders of the water conservation
efforts already in place and how the continued actions of stakeholders will assist with water
conservation and other sustainability efforts.
Develop definitive policies for operations and maintenance staff related to water efficiency.
These policies should address the following topics:
50
Landscape maintenance and replacement.

Installation and use of fountains.
Surface cleaning related to food service and eating areas.
On-site car washing of fleet vehicles.
$$
Cost to implement
Weaknesses: Because of negotiated rates for irrigation and

previously implemented water conservation efforts there may
be reduced potential for further financial savings. Funds for
some of the water conservation recommendations could come
from operations and maintenance budgets, which are generally
constrained.
Opportunities: There may be rebates and grants available from
the City of San Diego and from the San Diego County Water
Authority for water efficiency projects.
Threats: Supplemental operations and maintenance funding
will likely be necessary for further long-term maintenance of
reductions in water use.
51

NEXT STEPS
According to the
Environmental
Sustainability Advisory
Committee final
report, the District
uses approximately
37,680,500 gallons
of water at a cost of
around $3,500,000
per year. The cost
of irrigation water
has averaged around
$1,225,000 per year,
which is 35% of the
overall water cost.
Almost 85% of the
irrigation water is
used to maintain
turf grass. There are
approximately 115 acres
of sport turf fields
using an estimated
108,000 gallons at a
cost of approximately
$715,000 and 98 acres
of ornamental lawns
using approximately
60,000 gallons per
year at a cost averaging
$400,000. In addition,
there are over 120 acres
of irrigated shrubs and
slopes with another 185
acres of non-irrigated
slopes.
The District seeks to
identify and investigate
viable opportunities to
reduce the irrigation of
ornamental landscapes
and sports fields where
recycled water is not
a viable option to
increase the efficiency
52
of irrigation systems,
and to utilize leak
detection systems.
Estimated payback
timeframe for
expenditures in
terms of reduced
utility billings.
Life-cycle costing.
Potential health
concerns with
bacteria build-up
from contact.
The following options
for maximizing water
conservation could be
evaluated for technical,
economic, and
environmental viability
and sustainability.
1.
Replace grass fields

with artificial turf.
The Districts staff
and consultants
will research the
costs and benefits
of replacing
existing turf grass
with artificial
turf. Analysis will
include:
Cost of turf grass
replacement and
installation of
artificial turf.
Availability of
rebates or grants
for turf removal
from the City of
San Diego and the
San Diego Water
Authority.
Actual useful life
of artificial turf and
the environmental
impact of landfilling
replaced artificial
turf.
Potential for heat

island effect and
contact burns.
Estimated volume
of potable water
needed to clean and
disinfect.
Leaching of artificial
turf material to
subsurface.
2.
Cost of turf
replacement with
drought-tolerant
plants on a perunit-of-landscaping
basis.
Availability of
rebates or grants
for turf removal and
irrigation system
retrofitting from the
City of San Diego
and the San Diego
Water Authority.
Maintenance
requirements.
A summary of the
costs, benefits, and
recommendations for
subsequent steps will
be provided in the
Phase 2 Implementation
Plan. This will be based
on water budget data
provided by District
staff, as developed
for compliance with
the California Urban
Water Conservation
Council (CUWCC) best
management practices.
Replace ornamental
turf with climateappropriate
landscaping. The
Districts staff
and consultants
will consider the
costs and benefits
of replacing
ornamental turf
with droughttolerant
landscaping.
Analysis will
include:
Comparison of
maintenance costs
for drought-tolerant
landscapes as
compared to turf.
On-site visual
assessments of a
select number of
District sites by a
licensed landscape
architect will take
place.
Life-cycle costing
and estimated
payback timeframes
for expenditures in
terms of reduced
utility billings.
3. Complete the
connection of all
irrigation lines
to the master
control system.
The Districts staff
and consultants
will assess the
effort required to
connect all District
irrigation systems
to the existing
master control
system. Analysis
will include:
Compatibility
of individual
sites irrigation
technologies with
the master control
system.
Resources required
for achieving full
integration of
systems.
Life-cycle costing
and the potential for
water savings. This
will be evaluated
by reviewing water
budget and water
use data from
District sites as it is
made available by
the water supplier.
Additionally, data
indicating water
use savings already
obtained by those
sites currently in
the master control
system will be
reviewed.
4. District staff and
their consultants
will work together
to perform leak
detection and
monitoring, and will
utilize the shut-off
system to assess the
effort required to
bring District sites
into full utilization
of the expanded
master control
system. Analysis will
include:
Review the
capabilities of the
new leak detection
monitoring and shut
off system.
Interview
appropriate District
staff to evaluate
the level to which
the leak detection
monitoring and
shut off system
is currently being
used effectively and
assess obstacles to
its full utilization.
53

NEXT STEPS
Stakeholder
In order to assess the
technical and economic
viability, as well as the
social acceptance of the
District, the following
stakeholder involvement
process would need to
be implemented:
Identify and
interview
appropriate
operations staff.
Establish
communication with
the appropriate
public and
regulatory agencies.
Establish a
stakeholder
group. This group
may include
students, teachers,
administrators,
parent groups,
community leaders,
maintenance and
operations staff,
and local water
purveyor(s).
Develop rating and
rankings systems
based on input
from stakeholders
to arrive at tiers
of projects to be
implemented.
The stakeholder
process could include:
One-on-one
meetings.
Workshops.
Public meetings.
Social media.
Develop ranking
and rating
processes with
stakeholders to
provide a means
to prioritize the
implementation of
identified projects.
1-2 years: Actively

replace ornamental
landscaping with
climate appropriate
(drought-tolerant)
landscaping.
1-2 years: Complete

connection of all
irrigation lines to
SDUSD master
irrigation control
system.
3-5 years: Replace

all grass fields with
artificial turf.

Approach to Data
Gathering:
Obtain last two

years worth of
water bills.
Interview District
staff.
Visit potential sites.
Meet with, or
hold telephone
discussions with,
City of San Diego
and regulators.
Obtain information
from vendors of
artificial turf.
A water conservation
implementation plan
would include goals and
metrics for domestic
water use reduction
measurable. Dashboards
suggested for
development in Phase 2
would include:
1.
Develop project
implementation
groups and
timelines.
Identify grants and
rebates/incentive
programs.
6 months: Utilize
new leak detection,
monitoring, and
shutoffs to minimize
wasted domestic
water loss in school
buildings.
2.
Percentage of
irrigation water
usage supplied
by recycled
water by
individual school
sites.
Dashboard pie chart

with landscaping
types by square
footage
Natural turf on
sports fields.
Ornamental turf.
Climate
appropriate
landscaping.
Artificial turf.
Dashboard bar
graphs (gallons per
day)
Irrigation water
usage monthly
Districtwide.
Irrigation water
usage monthly
for individual
school sites.
Percentage
of irrigation
water usage
supplied by
recycled water
Districtwide.
Timeline:
54
55
7 BUY LOCAL! SOURCE PRODUCE

AND OTHER FOOD LOCALLY
SDUSD ACHIEVEMENTS
SDUSD supports the USDAs current efforts to increase infrastructure to achieve local
sourcing for meats through the USDA community program. Regarding produce and
other food products, SDUSD has made great strides in sourcing from San Diego-based
farmers and food businesses. Since the Farm to School program began in 2010, the
District has served over 1,500,000 pounds of local produce. While significant, this only
accounts for 10% of total produce procured for the District. During this past school
year SDUSD purchased 250,000 pounds of organic produce from local farms, which is
served in more than 350 salad bars in District schools.

Continued support and advocacy at state and federal levels to support the USDAs
efforts to increase infrastructure to assist in the local sourcing of meats.
Adherence to and expansion upon the Buy America provision of the Richard B.
Russell National School Lunch Act.
Use of organic foods, wherever possible.
Collaboration with local farmers to provide food waste for animal feed.
Potential partnership with SDCOE to increase buying power and reduce costs.
56
Work with the District to develop better communication platforms to promote the
Farm to School program.
Continue the research underway by District staff to determine the feasibility of
investing bond monies to upgrade kitchen facilities to allow for equipment such
as combi-ovens and larger refrigeration units which would facilitate fresh, fromscratch cooking.
Investigate further implementation of the three-Level California Food for California
Kids program: locally, regionally, and statewide.
57
7 BUY LOCAL! SOURCE PRODUCE

AND OTHER FOOD LOCALLY
POTENTIAL OF BUY LOCAL! PLAN IN LIGHT OF GUIDING PRINCIPLES
NEXT STEPS
Reduction of
greenhouse gasses
by reducing
transportation.
Cost to the District
of purchasing
locally-sourced
meat and produce
versus alternative
sources and the
impact to quality
and freshness.
Advocacy of
USDA policies
that encourage
additional sources,
local and otherwise,
for sustainable
meat through
the commodity
program.
Childhood Nutrition
Reauthorization
Act advocacy,
which authorizes
and mandates the
National School
Lunch Program.
Explore the
relationship of
supporting the local
agricultural market
in creating new jobs.
Stakeholder
Research
opportunities for
expanding the
three-level California
Food for California
Kids program
locally, regionally,
and statewide.
Continue meeting
regularly with local
farmers and working
closely with the
countywide Farm
to School Taskforce
and the San Diego
County Farm
Bureau.
Principle
Research feasibility
of using bond funds
to implement school
kitchen facility
upgrades.
Further research
into whether
District purchasing
volume will create
local farm jobs.
Comments

Buying local means goods have a

shorter distance to travel, which
reduces the use of fossil fuels.

and learning
Advanced high school students may be

interested in the business, financial, and
management aspects of buying locally.
Elementary students may benefit from
field trips to local produce farms to
learn where their food originates.

When buying a higher volume of meat

and produce from local sources, costs
are reduced.
Strengths: The District has excellent
local buying policies and processes
already in place.
Approach to Data
Gathering:
Continue to work
with produce
vendors who, in
turn, contract with
local farms.
Continue to support
and adhere to the
National School
Lunch Act.
Interviews with
students, teachers,
administrators,
parents, vendors,
staff, facilities
personnel, and
agencies to
understand
the needs,
develop policies,
and uncover
facility funding
opportunities in
order to further
develop this
initiative.
Potential
$$
Cost to implement
Weaknesses: Organic foods and local

meat are more expensive. Locally/
regionally-sourced meat requires
cooking from a raw state, which
involves additional equipment and
kitchen upgrades.
Opportunities: Bond funds may be
able to be utilized to upgrade kitchens
that would allow the storage and
preparation of fresh foods.
Compilation of
program expansion
costs.
Threats: Rising cost of food, especially

organic meat and produce.

Graph the Districts baseline local food purchasing over the last five years as compared to
projected and actual purchasing levels in future years.
Timeline:
2014-2015: Continue research into the feasibility of using bond funds for equipment
modernization.
2015-2015: Work with Purchasing and Facilities Planning and Construction staff to enable the
modernization of kitchen equipment. Continue to work with vendors and agencies to promote
local food purchase opportunities.
58
59
8 ADOPT NET ZERO WASTE
ENVIRONMENTAL SUSTAINABILITY
ADVISORY COMMITTEE (ESAC) RECOMMENDATIONS
SDUSD ACHIEVEMENTS
The District has made great headway in the area of waste diversion, recycling, and green
waste collection at 191 facilities. The following policies have been implemented:
The Board of
Education adopted
the Solid Waste
Recycling Policy
(G-4800).
The Board
adopted the
Collaborative for
High Performance
Schools (CHPS)
standards, which
includes standards
for recycling and
waste management.
A construction and
demolition diversion
contract for District
maintenance
projects is in place,
resulting in a
landfill fee savings
of approximately
$175,000 per year.
Metal recycling is on
contract, generating
approximately
$35,000 per year
in revenue and
diverting nearly 190
tons of metal from
landfill disposal.
175k
60
A new waste and

recycling contract
was successfully
negotiated
beginning in August
2014 with expanded
waste diversion
opportunities,
including recycling
of fiber lunch trays,
as well as additional
environmental
education and
outreach.
Current District
waste diversion
is approximately
33% across all
waste contracts
and categories
(not including
major construction
projects).
A $3,500 CocaCola Bin grant was
awarded to the
District to provide
beverage container
recycling bins to
schools to enhance
diversion efforts.
landfill fee savings

per year
35k
The Districts
Recycling Program
received a $120,000
State of California
CalRecycle grant to
expand recycling
programs on
school campuses
and conduct a
Zero Waste pilot
project in 2012.
The equipment and
supplies purchased
through this grant
project have helped
divert an estimated
3,500 lb per
month of beverage
containers and 155
tons per month of
paper, cardboard,
and other
containers. The Zero
Waste pilot project
at five schools
estimates more than
10,000 cubic feet of
food waste is being
diverted from school
waste streams each
year.
revenue generated
per year from metal
recycling
Develop a
dashboard to track
waste costs, the
cubic feet of waste
generated per
school/per student,
as well as a per
school diversion
rate. This data
would be used as a
baseline to measure
the effectiveness
of education and
outreach as well as
the implementation
of additional
diversion programs.
Incorporate waste
diversion goals,
metrics, and fuel
generation goals
through a larger
Climate Action Plan.
Adopt policy that

all construction,
building, and
remodeling projects
recycle 75% of
construction and
demolition waste.
Identify options to
190
tons of metal
diverted from
landfill disposal
reduce food services

packaging such as
the use of utensil,
straw, and napkin
dispensers.
Explore new
models for state,
local, and federal
funding of materials
management
programs and other
grant sources to
support Net Zero
Waste efforts and
fuel generation.
Make the expanded

recycling processes
piloted with the
CalRecycle grant
permanent.
Partner with the

City of San Diego
to participate in
their Resource
Recovery Center
and one-stop-shop
when developed
at Miramar Landfill
to reduce cost and
maximize waste
diversion.
33%
current District
waste diversion
Partnering with the

City and County
of San Diego, the
SDCOE, and local
universities to
achieve the volume
needed to create
an economically
sound pathway to
zero waste and fuel
generation. Explore
fuel generation to
generate income.
120k
CalRecycle
grant to expand
recycling programs
61

Short-Term | 1 to 2 years
62
Submit a letter
of interest to the
USGBCs The Center
for Green Schools to
host a Green Schools
Fellow at SDUSD
for the 2015 2016
school year.1
Expand District
recycling education
and outreach
efforts via website
development,
social media
outreach, video best
practices, training
and recognition
programs, contests,
provision of signage,
and collection/
material handling
equipment, etc.
Coordinate with
EDCO to identify
baseline services
and diversion for
each District facility.
Include diversion
data per capita
on EDCOs new
SDUSD web page
sdusdrecycles.com.
Schools can access
this and see their
status.
Issue a site
operations circular
requiring schools to
collect fiber lunch
trays and milk/juice
cartons for recycling
in order to reduce
waste sent to the
landfill and save
money on waste
hauling costs.
Mid-Term | 2 to 3 years
Continue
collaboration with
the City of San
Diego Environmental
Services
Department on
recycling education
opportunities
funded by the City
and available at no
charge to SDUSDs
schools, including
the expansion of
the Model Schools
Program being
piloted at Cherokee
Point Elementary.
Pilot a food waste
collection program
and/or on-site food
waste composting
at eligible sites
in Madison and
Clairemont clusters
(utilizing assistance
of waste and
recycling hauler).
Develop
Sustainability/
Green Team
Round Table and/or
working groups to
provide a forum for
interested students,
teachers, parents,
and community
members to
deliver input and
suggestions for
greening schools.
Adopt environmental
education curriculum
that correlates to
Common Core and
NGSS standards,
such as EEI.
Adopt Districtwide
participation in
the Eco-Schools
program.
Implement a
policy requiring
the installation of
energy-efficient
electric hand
dryers in all new
construction to cut
down on restroom
waste and the cost
of paper towels.
Implement a District
policy to require
that every school
designate a School
Sustainability
Coordinator (SSC)
from administrative
or teaching (not
custodial) staff
by October 1
every year. SSCs
would be the
main point of
contact for receiving
and disseminating
District
sustainabilityrelated information,
materials, and
resources to their
school. By June 1
each year, schools
would be required
to submit a School
Sustainability
Report outlining
their achievements.
Establish a Shared Savings Award for schools who meet utility conservation goals and
a Green Team Support Fund where schools apply for funding for specific conservation
projects, Green Team support, field trips, equipment, teacher training, etc.
Cost: $ using utility savings | Savings Potential: $-$$ depending on programs
implemented.
Expand food waste collection program and/or on-site food waste composting at
eligible sites in all clusters (utilizing the assistance of a waste and recycling hauler).
Cost: $ increased hauling charges for food waste; staff support of .25 needed for
program implementation. | Savings Potential: $-$$
Identify options for legally disposing of unwanted furniture, materials, and supplies
that are not deemed acceptable for auction sale. If needed, lobby for changes to the
Education Code that limits how schools can dispose of these types of items.
Cost: minimal staff time. | Savings Potential: $-$$
Long-Term | 3 to 5+ years
Work with local agencies and companies in support of enhancing and/or citing
additional food waste composting and fuel generation opportunities in the San
Diego region (i.e., viable conversion technologies, large scale anaerobic digestion
composting equipment - see Section 5, Net Zero Energy).
Cost: $ | Savings Potential: $-$$
COST BENEFIT ANALYSIS OF IMPLEMENTING ADDITIONAL WASTE REDUCTION PROGRAMS

Staff Support
Needed*
Estimated
Annual Cost
Potential Cost
Savings
N/A
$70,000(1)
$125,000(1)
.5
$35,000
$$ - $$$
3. Identify baseline waste and recycling services
N/A
N/A
N/A
4. Lunch tray site operations circular
N/A
N/A
5. City ESD environmental education
N/A
N/A
Value $100,000
6. Pilot food waste collection
N/A
Initiative
1. USGBC Green Schools Fellow
2. Enhance education and outreach
(2)
Minimal for pilot Minimal for pilot
.25
$17,500
N/A
N/A
N/A
N/A
.25
$17,500
10. Electric hand dryer policy and implementation
N/A
11. Implement School Sustainability Coordinator
N/A
$$
7. Sustainability Round Table
8. Adopt environmental education curriculum

9. Adopt Eco-Schools
*Staffing needed ABOVE current staffing level of 1 FTE Recycling Specialist (assumed $70,000/year gross salary).
(1) USGBC funds a Fellow for two years; third year salary split between the District and the USGBC. Request $5,000 per
year program budget over three years. Savings include the salary funded by the USGBC.
(2) If USGBC Green Schools Fellow is approved and funded, this function could be performed under that position.
63

POTENTIAL OF NET ZERO WASTE IN LIGHT OF GUIDING PRINCIPLES
NEXT STEPS
Potential

Principle
Comments

Elimination of waste directly relates to a

decrease in landfill usage.

and learning
Teamwork with student participants is

essential to effective waste diversion.
By involving students in waste diversion,
students will learn positive habits to take
into their homes.

Grants are available for many options

listed above. Waste diversion requires
operational funds and reducing waste will
decrease operational expenses. Revenue is
generated for recycling many materials.
Cost to implement
Costs to increase
diversion levels
of each of the
proposed strategies
listed previously.
The return on
investment needs to
be calculated.
Develop dashboards
for tracking waste
costs and the
cubic feet of waste
generated per
school/per student
as well as diversion
rates.
Research
partnerships with the
City of San Diego to
participate in their
Resource Recovery
Center to reduce
costs and maximize
waste diversion.
Review existing
waste audit
and create a
comprehensive audit
with input from
District staff.
Strengths: Generating waste has a cost

waste diversion is the natural antidote.
Operational funds invested in waste
diversion and recycling would be returned
to an extent to be determined by further
analysis.
Weaknesses: There are costs associated

with increasing diversion levels.
Operational funds may not be immediately
available. Costs may include additional
services such as separate food waste
collection, which usually costs more than
regular trash pickup.
Facilitate making
the CalRecycle grant
process permanent
(staff position
required grants
dependent upon
availability).
Explore new
models for state,
local, and federal
funding of materials
management
programs and other
grant sources.
Review FPCs
construction waste
policy and make
recommendations
for tracking and 75%
diversion goals.
Research a
progressive Food
Scraps to Energy
Program (see
Net Zero Energy
section).
Explore partnerships
with the City and
County of San Diego,
the SDCOE, and
local universities to
achieve the volume
needed to create an
economically sound
pathway to zero
waste and possible
long-term fuel
generation.
Opportunities: Numerous opportunities

for cost containment per above. Direct
funding opportunities are available and
there is significant potential for increasing
waste diversion and cost savings with
additional commitment for staffing and
supplies. New food waste to energy
facility is operating at Encina Wastewater
Authority in Carlsbad.
Threats: Difficulty in institutionalizing a
collection of recyclables at the school
level (e.g., custodial assistance) due to
time constraints with completing all tasks
given with fewer resources. Lack of largescale composting infrastructure in the
region.
64
Develop cost
projections for all
waste diversion
opportunities with
estimated return on
investment data.
Stakeholder
Meet with SDUSD

stakeholders
including
students, teachers,
administration,
community
stakeholders, staff,
representatives
from the City of San
Diego and County
of San Diego, and
SDCOE waste
diversion managers
to explore all options
noted previously.
Coordinate with
EDCO to identify a
Baseline Services
and Diversion
Dashboard for each
District facility on
EDCOs website.
Include diversion
data per capita
on EDCOs new
SDUSD web page
sdusdrecycles.com.
Develop a
dashboard to track
waste costs, the
cubic feet of waste
generated per
school/per student,
as well as a per
school diversion
rate. This data
would be used as a
baseline to measure
the effectiveness
of education and
outreach as well as
the implementation
of additional
diversion programs.
65
9 ESTABLISH OR JOIN LARGE

PURCHASING COOPERATIVES
SDUSD ACHIEVEMENTS
POTENTIAL OF ESTABLISHING AND/OR JOINING PURCHASING

CO-OPS IN LIGHT OF GUIDING PRINCIPLES
SDUSD already has in place and consistently participates in numerous purchasing

agreements and cooperatives, including:
North County Educational Purchasing Consortium.

State of California Department of General Services (C-MAS).
U.S. Communities Government Purchasing Alliance.
U.S. Communities Classroom and Furniture Bidding & Award Process.
U.S. Communities Contracts.
Western State Contracting Alliance National Association of State Purchasing
Official Cooperative Purchasing Association.
The Cooperative Purchasing Network.
SDUSD has been recognized by Office Depot for its leadership in green and diverse
purchasing of office supplies.

Potential
3
3
1
Principle
Comments

The efficiencies that come from

purchasing cooperatives create
economic benefits that could preserve
operating funds.

and learning
High school business students could

be given the opportunity to participate
in business contract development and
budget management activities.

Mass purchasing cooperatives greatly

contribute to cost containment and
reduction.
Strengths: Significant savings as
volume purchasing lowers pricing.
Purchasing agreements often allow sole
source purchases due to pre-negotiated
contracts, saving the District time and
money. The District has contracts in
place reducing administrative costs.
Join or create larger purchasing consortiums. Also, review participation in all current
purchasing cooperatives to determine their financial impact and how each one
affects organizational efficiency and productivity.
Provide small businesses the opportunity to supply SDUSDs needs. Purchases
in amounts less than the bid threshold may be purchased from small businesses
without a competitive bid. The bid threshold is $84,100 for purchases and $15,000
for public works projects.
Hundreds of co-ops actively bring together school districts, non-profits, government

agencies, and small businesses with the goal of providing discounted purchases of
products and services. SDUSDs main use of this approach is cost minimization, however,
whenever possible buy local!
Weaknesses: Compliance with terms

of purchasing agreements can be
cumbersome. New opportunities may
be limited due to SDUSDs extensive
participation in cooperatives.
Cost to implement
Opportunities: Advertising the

solicitation in local publications will
ensure that local suppliers have
an opportunity to compete for the
contract.
The District should continue its excellent purchasing practices, as noted in SDUSDs
achievements above, and persist in evaluating other large purchasing cooperatives.
Threats: Contracts established annually

could be subject to change.
*
66
67
9 ESTABLISH OR JOIN LARGE

PURCHASING COOPERATIVES
NEXT STEPS
The District should
continue to evaluate
other large purchasing
cooperatives in
order to save money,
aggregate its needs
with other K-12 and
public sector agencies,
and maximizing
the efficiency and
productivity of its
limited professional
procurement and
contracting staff.
cooperatives in
order to save
money, aggregate
its needs with other
K-12 and public
sector agencies,
maximizing the
efficiency and
productivity of its
limited professional
procurement and
contracting staff.
68
The District should

continue to provide
small businesses
the opportunity to
supply its needs.
Purchases in
amounts less than
the bid threshold
may be purchased
from small
businesses without
a competitive
public bid. The
bid threshold
is established
annually by
the State
Superintendent of
Public Instruction
in accordance
with the California
Public Contract
Code. The current
bid threshold
is $84,100 for
purchases and
$15,000 for public
works projects.
The District should
continue to utilize
local, state, and
national purchasing
The District should

continue to be an
Associate Member
District in the North
County Educational
Purchasing
Consortium
(NCEPC) a
local purchasing
cooperative
and leverage
its cooperative
contracts. The
NCEPC consists
of K-12 school
districts in San
Diego County, the
San Diego County
Office of Education,
and numerous
community college
districts.
The District
should continue
to be the Lead
Public Agency
for the NCEPCs
diesel fuel and
gasoline contract.
In this role, the
District performs
a competitive
bid process and
the School Board
awards a contract.
The Board of
Directors of the
NCEPC then
approves the
Districts award,
establishing it
as a cooperative
contract which
can then be used
by each NCEPC
member. The
District then
provides contract
administration
and support of the
NCEPC members
who utilize this
contract.
The District
should continue to
utilize contracts
awarded by the
State of California
Department of
General Services,
which is often
referred to as
C-MAS (California
Multiple Award
Schedules) a
statewide source
for aggregating
the purchases of
all California state
agencies and
local public sector
agencies.
The District should

continue to be a
member of the
U.S. Communities
Government
Purchasing Alliance
a nationwide
purchasing
cooperative.
The Districts
Strategic Sourcing
and Contracts
Officer should
continue to be a
member of the
U.S. Communities
Government
Purchasing Alliance
Advisory Board,
having received a
joint appointment
to the advisory
board, beginning in
2005, by both the
California School
Boards Association
and the California
Association of
School Business
Officials.
then the District

will administer
this nationwide
classroom
furniture contract,
benefitting
thousands of K-12
school districts.
The District
should continue
to utilize multiple
U.S. Communities
contracts when
purchasing the
Districts classroom
furniture, systems
and office furniture,
electrical supplies
and equipment,
computer
infrastructure
hardware, and
AEDs.
The District should
continue the
bidding and award
process for the
U.S. Communities
nationwide
classroom furniture
contract as the
Lead Public
Agency. An award
recommendation
has been made to
the School Board.
After this award,
The District should

continue to utilize
the Western
States Contracting
Alliance National
Association of
State Purchasing
Officials (WSCANASPO)
Cooperative
Purchasing
Associations
contracts when
purchasing
maintenance,
repair, and
operations
(MRO) supplies
in order to the
support Physical
Plant Operations
(PPO) trades in
their repair and
maintenance of
its schools and
facilities.
The District
should continue to
utilize The
Cooperative
Purchasing
Network (TCPN)
contracts when
purchasing the
Districts office
supplies and
when purchasing
supplies,
equipment, and
apparel in order
to support the
Districts VAPA
program.
Stakeholder
SDUSDs
purchasing
processes are
well in place. A
meeting will be
set up with the
District Strategic
Sourcing and
Contracts Officer
to determine any
additional steps
needed.
Timeline:
Early 2015 and

continuing as
opportunities arise.
69
10 RESCUE UNEATEN WHOLE FRUIT

AND UNUSED PACKAGED FOODS
SDUSD ACHIEVEMENTS
POTENTIAL OF RESCUING WHOLE FRUIT AND UNUSED

PACKAGED FOODS IN LIGHT OF GUIDING PRINCIPLES
The food rescue program was implemented in 19 prep kitchens and resulted in 3,500 pounds of
fresh produce repurposed by Feeding America, which in turn provided 2,930 meals for families in
need.

Potential

Path One: Appropriate lunch scheduling to encourage eating.

Path Two: Develop policy with health department and food services to allow collection of fruit
with peels.
Path Three: Food rescue program, as modeled by the LAUSD.
Path Four: Food rescue, in partnership with Feeding America.
Principle
Comments

Reduction of footprint will occur when

food can be rescued as opposed to
going to landfill.
Opportunities for student leadership and

learning
Give students and volunteers the

opportunity to be successful operating
the reusable Uneaten and Unopened
Packaged Foods Program for the
District.

Modest cost containment due to

repurposing good food. Additional
revenue may come from more kids
eating.
Have multiple lunch periods at middle and high schools based on enrollment to give students
adequate time to get their lunch and finish eating.
Implement recess before lunch in elementary schools.
Implement policies and procedures for the use of food share tables within our schools.
Strengths: Program already in place at

the District. Established relationships
with food banks.
Weaknesses: Not enough participants
in the program. Federal and state rules
limit what can be done.
Cost to implement
Opportunities: Reduction in food costs

by reusing uneaten fruit and unopened
packaged foods.
Threats: Resistance from staff
workers. Inflexible school
schedules. Possible health risks with
mishandled food.
Timeline:
70
2014/2015: Identify and organize volunteer program.
2015: Create Offer vs. Serve plan.
2014/2015: Identify and work with District staff to gain buy-in for lunchtime schedule changes.
Fall 2015: Work with the Health Department to roll out a plan for volunteers to wash and
redistribute uneaten fruit with peels.
71
10 RESCUE UNEATEN WHOLE FRUIT

AND UNUSED PACKAGED FOODS
NEXT STEPS
Reinforce the Offer

vs. Serve lunch
program at school
sites where students
are offered three of
the five components
of their meal, one
required to be a
half cup of fruit or
vegetables.
Possible adjustment
of lunch periods
in schools with
over 400 students
to multiple lunch
periods so the
cafeteria and eating
areas will be less
crowded, promoting
a less rushed
atmosphere. In
elementary schools
move recess before
lunch, it has been
shown to reduce
food waste by 30%.
Research health
codes and California
Department of
Education Code to
be adhered to in
order to implement
a volunteer-run safe
fruit and packaged
foods rescue plan
for schools.
food purchasing
and preparation
to perform
assessments of
food service waste
and determine how
much waste there is
per service.
Work with District

staff to consider the
implementation of
lunchtime schedule
adjustments.
Work with the

Health Department
to implement a
plan for volunteers
to wash and
redistribute uneaten
fruit with peels on
the same day.
72
Offer vs. Serve: Have

teachers and other
non-food service
helpers encourage
students to take milk
when it is optional.
Meet with staff
directly related to
Stakeholders
identified by the
ESAC will be invited
to participate in
a presentation
explaining all
aspects of the Food
Rescue Initiative,
followed by a
participatory input
and validation
session.
Easily accessible
information will
be posted on the
District website
summarizing the
A volunteer program
will be discussed
with District and
community leaders
to help support the
needs that District
staff cannot perform.
Approach to Data
Gathering:
Review food usage

and purchasing
reports.
Survey food usage

to create sample
data as required.
Meet with applicable

District staff on
current food service
requirements, class
scheduling, and
current status with
Feeding America.
Research other
District food rescue
programs already in
place as a model.
Stakeholder
Initiate pilot
programs to
implement plans at
selected school sites.
Food Rescue
Initiative; Frequently
Asked Questions
(FAQs) will be
posted.
Dashboards and
Metrics:
Chart past food

waste data against
ongoing food
waste data after
implementation of
re-use program.
73
11 SUPPORT SCHOOL GARDENS TO

GROW PRODUCE FOR FOOD SERVICES
SDUSD ACHIEVEMENTS
NEXT STEPS
SDUSD is only one of two school districts in California that has

an established Garden to Caf program. This program, which was
vetted through the Department of Environmental Health, serves
garden-grown produce as part of the school meal program. As
of September 2014, 14 school sites are certified in the Garden to
Caf program.
ADVISORY COMMITTEE (ESAC)
RECOMMENDATIONS
Research the cost of alternative growing methods (vertical

gardens/hydroponics).
Recruit a paid staff person at the school to manage the school
garden.
Consider revising school guidelines to allow the growing of
fruit trees.
Partner/collaborate with colleges or businesses that have

alternative produce growing projects currently underway.
Encourage all schools to embrace the Garden to Caf
program. Use students and community volunteers to assist
with training and the running of the program.
Seek funding opportunities to support and sustain school
gardens.
Encourage school gardens to become Garden to Caf certified
to support their efforts growing produce for their salad bars.
Recruit parent volunteers to support the school garden
activities.
*
74 74
Opportunities to implement the Garden to Caf program

at more District schools.
Identify usable space to set up gardens and possibly grow

fruit trees at specific school sites.
Review the feasibility of parent volunteers being trained

to support and collaborate on school gardens and
implement/install new growing equipment.
Research other school districts with in-place technologies,

resources, and implementation strategies.
Research the cost to purchase alternative growing

technology; see what grants/funding are available.
Research the feasibility of installing new growing

technology that provides for more produce to be grown
in a smaller space with less water and energy and without
pesticides.
Review landscaping guidelines to determine the feasibility

of planting fruit trees.
Roll-out staff approved, phased Garden to Caf plan for

District schools.
Apply for applicable funding.
Provide guidelines to set up gardens and store growing

equipment in approved spaces.
*
75
11 SUPPORT SCHOOL GARDENS TO

GROW PRODUCE FOR FOOD SERVICES
NEXT STEPS
POTENTIAL TO SUPPORT SCHOOL GARDENS TO GROW PRODUCE

FOR FOOD
SERVICES
IN LIGHT
OF GUIDING
PRINCIPLES
RANKING
OF NET
ZERO WASTE
IN LIGHT
OF GUIDING
PRINCIPLES
Timeline:
Stakeholder
A participatory
meeting will be
organized and
all stakeholders
identified by the
ESAC Committee
will be invited to
attend and provide
input.
Meet with students,
parents, teachers,
administrators, and
staff to determine
the feasibility of
gardens at specific
school sites.
Review the existing

policy regarding
fruit trees with
applicable District
staff.
Meet with potential

volunteers to
sustain and support
school gardens.
Post information
on the main District
web page regarding
the Garden to Caf
program.
Approach to Data
Gathering:
76
Set up a meeting
with applicable
school staff and
selected growing
technology expert.
Meet with District

staff to get
information to
create phased
Garden to Caf
plan.
Meet with
applicable staff to
see about getting
authorization to
plant fruit trees.
Early 2015: Organize

stakeholder
meetings.
Early 2015: Apply

for applicable
funding for various
programs.
Dashboards and
Metrics:
Chart the current

school sites with
the Garden to
Caf program
against the future
potential level of
participating school
sites following
the expansion
of the Garden to
Caf program to
additional SDUSD
facilities.
Track the volume
of food produced
for school use
against total
produce purchased
at individual
school sites over
succeeding years
and post on the
Districts website
to encourage
participation.
2015: Review
guidelines to
determine the
feasibility of
planting fruit
trees and research
land available for
growing at school
sites.
2015/2016:
Complete Garden
to Caf Program
rollout plan to
District schools.
2016/2017:
Implement
approved phased
Garden to Caf plan.
Potential
3
1
3
Principle
Comments

Reduction of environmental footprint

will occur to a degree when schools are
producing food from their gardens.

and learning
Gives students the opportunity to learn

agricultural lessons and understand
where their food comes from with a
hands-on approach. This can lead to a
deeper awareness of sustainability.

Garden to Caf programs would

provide for a modest source of food to
adopting schools. Hydroponic growing
alternatives could be costly in drought
conditions.
Strengths: Program already in place
at the District. Land may be available
at many school sites for small
demonstration gardens.
$$
Cost to implement
Weaknesses: Some growing

technologies could be cost-prohibitive.
Ongoing responsibility to maintain
gardens over breaks could create
compromises. Qualified staffing will
be required. Cost of staff to maintain
a small scale school garden will
likely outweigh the benefits of food
produced.
Current policy prohibits growing fruit
trees.
Opportunities: Partnering opportunities
with colleges and established
businesses could provide assistance
with pilot programs, training, and
demonstrations.
Threats: Drought conditions could put
restrictions on water usage.
77
12 EMBED SUSTAINABILITY INTO THE FABRIC

OF LEADERSHIP AND LEARNING
SDUSD ACHIEVEMENTS
The District has taken steps to incorporate sustainability concepts into SDUSDs K-12 education fabric
to develop informed stewards of our planet and to engage students and educators in the measures
identified in an overall Climate Action Plan.
These efforts aim to provide students with real-world environmental literacy, develop more awareness of
available resources with teachers, and connect teachers and partners through professional development,
curriculum design, performance tasks, lessons, and units that integrate environmental literacy in a
meaningful and engaging way for students.
SDUSD has implemented the following:
Coursework and standards that support environmental literacy.

Partnerships with outside agencies that support developing student environmental literacy.
Supplemental programs at schools that support environmental literacy applications both at school
and at home.
Professional development opportunities for teachers to connect with environmental literacy
resources.

Work with the Districts Office of Leadership and Learning to discuss the adoption of Californias
Education and the Environment Initiative (EEI) into the Common Core State Standards, along with
other teaching and partnership engagements.
78
Continue to encourage students, teachers, and administrators to participate as a Green Team with
SDUSDs Physical Plant and Operations personnel in recycling, water conservation, waste diversion,
and other hands-on conservation activities. Hands-on learning experiences build excellent habits that
students take home. Metrics can be kept and competitions staged with awards to make conservation
fun!
Continue to offer teachers environmental literacy professional development opportunities and
resources (EEI, SWELL, Aquaponics, etc.).
Sustain and nurture partnerships with outside agencies and groups that support student
environmental literacy and stewardship.
Develop a plan to transition from current state science standards to Next Generation Science
Standards that support environmental literacy. This should include a review of how to implement
EEI curriculum based on pilots performed by SDUSD and other school districts. Note that this does
not increase the amount of content covered, it provides an environmental context for what is being
taught.
Bring in vendors (trash/electric) to provide learning experiences and professional development to
students and teachers on environmental literacy.
Reach out to agencies, professionals, and non-profit organizations that can educate students on
environmental topics. This could include field trips and/or investment in teaching/civic engagement
hubs for SDUSDs school clusters. For example: SDUSD partnership with the Ocean Discovery
Institute; SDUSD/Price Charities/Zoo partnership for City Heights Schools; the Chollas Creek
Earthlab.
Let the Environment Speak A signage program (appropriate to grade level) embedded into
the Districts design standards that illustrates and explains the sustainable features at work in the
buildings and grounds. This can include a variety of topics such as solar power generation principles
and facts; recycled, reused, and/or local building materials designations; native and low-water-use
plantings; real-time LCD energy-use displays; water conserving plumbing fixtures and others.
79
12 EMBED SUSTAINABILITY INTO THE FABRIC

OF LEADERSHIP AND LEARNING
POTENTIAL OF EMBEDDING SUSTAINABILITY IN LIGHT OF GUIDING PRINCIPLES
Potential
Principle
Comments
Status of current
District practices.

Success, metrics,
and reporting.
Funding strategy.
Industry best
practices.

and learning
Provide more students with hands

on, real-world environmental
literacy resources, curriculum, and
opportunities.
Develop more awareness of
available environmental literacy
resources with teachers.
Connect teachers and partners
through professional development.
Design curriculum, performance
tasks, lessons, and units that integrate
environmental literacy in a meaningful
and engaging way for students.

Cost to implement
80
Controlled feedback
loops utilize
multiple methods of
soliciting comments
and communicating
strategy, progress,
change, etc.
Incentivize creative
engagement
create opportunities
for stakeholders to
be empowered as
change agents.
Define success.
Perform gap
analysis.
Approach to Data
Gathering:
Develop tactical
approach using
work tracks,
identifying business
sponsor and budget
requirements,
projected schedules,
and funding
mechanisms.
Engagement
with key District
constituents
educators and
administrators.
Engagement
with external
organizations
current and
potential partners
in industry,
comparable
institutions of
learning with best
practices and
lessons learned.
Enable visibility
organize collected
data set to allow for
better reporting and
feedback.
Pilot and iterate.
Strengths: Costs to implement need not

be large.
Districtwide
implementation.
Threats: Narrow or piecemeal

implementation may not yield tangible
returns or deliver substantive results
to the Districts overall sustainability
strategy.
Student awareness of sustainability

issues will improve environmental
stewardship and can positively impact
cost reductions related to the Districts
sustainability goals. Additionally, this
issue has a broad base of public and
private organizations that would be
eager to partner with the District on the
proposed initiatives.
Opportunities: Making steps to

reduce waste or conserve water
and energy change from short-term
goals at a school to a permanent
way of life; transforming the greater
San Diego region through students
practicing sustainability; more fun and
rewarding experience in school due to
engagement in real-world issues that
will impact their future lives daily.
Timeline:
Responsible stewardship of the

school by the student community
and education in sustainability will
carry forward into students lives and
reduce the Districts and the regions
environmental footprint.
Weaknesses: Requires engagement at

many levels to be successful.
NEXT STEPS
Stakeholder
Interviews and work

sessions engage
subject matter
experts, including
District curriculum
officials, teachers,
administrators,
parents, and other
interested parties
for fact finding and
creative exercises.
This activity can be

planned over the
next year and then
implemented in the
subsequent three years.
Dashboards and
Metrics:
The efficacy of Embed
Sustainability in
Leadership and Learning
is reflected in the actual
results achieved by the
other initiatives.
81
13 IMPROVE TRANSPORTATION SUSTAINABILITY

SDUSD ACHIEVEMENTS
SDUSD has many achievements for improving transportation sustainability. These include
retrofitting buses with diesel particulate traps, implementing the Versa Trans Program,
installing Zonar systems including student ridership tracking and inspection systems,
implementing an asset management system, and EJ Ward Fueling system. Since June
2013, the District has transitioned to the exclusive use of Biodiesel (B20) in all dieselfuelled systems.
In addition, the District is looking at the maintenance side of their transportation
operations and has accomplished the following:
Use of oil and water separators in the bus yard to reduce pollution.
Properly evacuate and recycle aerosol cans.
Use steam to clean machine parts in place of harmful chemicals.
ADVISORY COMMITTEE (ESAC) RECOMMENDATIONS
Park buses at or close to the schools and neighborhoods they are servicing to reduce
gas, mileage, drive time, and pollution. Buses can be returned once a week to the main
bus facilities for fuel, inspection, and maintenance needs. Reposition drivers to work
the routes closest to their homes to cut down on their drive time. Off-hour use of
school grounds would provide a safe location for buses and dual-use of existing lots.
Establish a plan to replace the aging fleet (average 14.95 years) with rounds of modern
vehicles (busses and white fleet). In addition to environmental returns, this will also
decrease safety risks.
Buses retired may be disposed of by auction or sale with the approval of the Board to
assist with replacement costs.
Develop a program to encourage higher enrollment of students in their own
neighborhood schools. This is coupled to academic excellence of sites (Vision 2020
Quality Schools in Every Neighborhood).
Seek grant funding to pilot intra-cluster bus routes.
Continue the use of biodiesel while studying the potential integration of alternativelyfueled vehicles such as compressed natural gas (CNG), electric, hybrid, and other
options as the technology develops.
82
In consideration of the recommendation to assign drivers to routes near their home,

SDUSDs Collective Bargaining Agreement (CBA) calls for assignment of routes by
seniority. It would be difficult to make these assignments based on where the driver
lives and still assign routes by seniority as called for in the CBA, however this could be
studied for future modifications.
With greater enrollment in neighborhood schools, offer transportation services
for those students in the attendance area who would have to cross major roads or
freeways or pass through unsafe areas.
With regard to the recommendation to park buses at or close to the schools and
neighborhoods they are serving, this may be applicable only in areas where there are
a sufficient number of schools with attendance area transportation (currently special
education students and a few shuttle routes).
83

POTENTIAL OF TRANSPORTATION SUSTAINABILITY IN LIGHT OF GUIDING PRINCIPLES
Potential
1
2
Principle
Comments

Using hybrid and CNG fleet would lower greenhouse

gas emissions.
Parking buses closer to schools they serve (if feasible)
would reduce the environmental footprint by reducing
the fuel consumed by the buses.
Drivers living near the schools they serve would
reduce their environmental footprint by less driving to
the location where buses would be stored.
The District has

addressed many of
the typical issues
found in municipal
fleets. Some issues
that need to be
examined are:

and learning
Presenting the different bus fleets and their fuel

types could be used in math classes to find optimal
solutions.
Teaching about the different technologies of fuel and
hybrids could be presented so students understand
this when they start to look for transportation.
Auto shop students spend time at bus depot learning
about different types of bus systems.

Grant funding to pilot intra-cluster bus routes may be

available.
Integrating hybrid and CNG into the fleet would
reduce fuel costs.
The total cost of ownership would need to be
evaluated on a life-cycle costing or net present value
approach.
Parking of buses near the schools they serve would
reduce fuel costs.
No revenue generation opportunities unless buses
are rented to organizations outside of SDUSD. A risk/
benefit analysis would need to be completed.
Strengths: Vehicle replacement must occur as part
of fleet management. Starting to replace outdated
vehicles with new, alternatively-fueled vehicles
takes advantage of new technologies, improved
fuel efficiency, and reduced emissions. The cost of
implementation of new fleet staging and routing
strategies is low cost since most of the expense is for
analysis, not major infrastructure investment. SDUSD
has already developed a high-level fleet analysis that
can be used as a basis.
$$
NEXT STEPS
Cost to implement
Weaknesses: Fueling infrastructure for alternative

fuels is not as available as traditional fuels in all
areas where vehicles would travel. This could be an
additional cost to install or use fueling vehicles.
Opportunities: Some grant funding exists for intracluster bus routes and alternative energy systems.
Further evaluation
of the concept
of parking buses
near the schools
they serve is
recommended.
SDUSD has
started gathering
information on
this, but a full
study needs to
be completed to
fully understand
the opportunity.
Changing
enrollments will
affect decisions.
SDUSD has
developed a
detailed fleet
analysis. A more
detailed study
is required to
make purchasing
decisions.
Impact on students
lives as currently
some students are
spending 10 12
hours away from
home between
transportation and
school time. When
extracurricular
activities and
homework are
added to this,
available sleep
time is impacted.
Adequate sleep for
students during
their growth and
development years
is critical for healthy
lifestyle. This
current approach
is creating a poor
routine.
Identify grant
funding for intercluster bus routes
and development of
this plan. This is a
different approach
to District bus
routing. Inter-cluster
bus routes mimic a
municipal bus route,
which is not schoolbased.
Developing
a program to
encourage higher
enrollment of
students in their
own neighborhoods
is a much larger
issue than bus
transportation.
Parents and
students often enroll
in schools out of
their neighborhood
for various reasons.
Efforts of the Vision
2020 program
to create quality
schools in every
neighborhood can
assist in this effort.
In order to assess
the technical and
economic viability
as well as social
acceptance of the
actions would be
implemented:
Use the existing

fleet analysis as
a starting point
and identify gaps
in information to
develop purchasing
decisions based on
actual vehicle prices
and fuel costs using
a Life Cycle Costing
(LCC) approach.
This study would
incorporate a rating
and ranking system
based on input
from stakeholders
to determine
purchasing priority.
Review identified
grants, rebate and
incentive programs
and update
based on current
information.
Identify grant
funding for intercluster bus routing
and develop a
study to review this
approach.
Threats: Continued prolific enrollment of students in

schools outside of their own neighborhood.
Maintaining training of maintenance personnel on a
variety of fueling and battery systems.
84
85
NEXT STEPS
Stakeholder
Timeline:
Students, parents,
administrators, fleet
managers, maintenance
personnel, drivers,
neighbors, school
security and local
planning officials would
be asked to provide
input in the following:
Obtain fuel and

vehicle costs and
develop ranking/
rating criteria for
purchasing buses.
(Already completed
in partnership
with Center for
Sustainable Energy.)
One-on-one
interviews.
Workshops.
Public open houses.
Fall 2014: Develop

priorities of
replacing fleet by
vehicle based on
ranking/rating.
Develop ranking
and rating process
with stakeholders
to provide a
means to prioritize
implementation of
options.
86
Obtain vehicle cost

and fuel pricing for
the different options
presented in the
Fleet Analysis.
Define data list
required to develop
an inter-cluster bus
routing approach.
This would include
student location,
school location
for each student,
available bus stop
areas, right of
ways required,
environmental
systems required
at local bus staging
areas, fueling
options, costs
to provide stop
locations, and
impact on traffic.
Identify available
funding.
Examples of dashboard
and metrics would be
the following:
Fall 2015: Develop

ranking/rating of
options and develop
draft plan for review
and comment of
stakeholders.
Gallons of biodiesel
used per month,
trended on same
chart, each in
different colors.
Cubic feet of
compressed natural
gas used per month,
trended.
Late 2015: Finalize

plan.
2016/2017:
Implementation.
Percent of energy
created by hybrid
per month on hybrid
buses.
Number of miles
traveled per month;
the goal of this
would be to see
the reduction in
miles driven by
implementation of
Zonar and parking
buses near schools
they serve vs.
parking at a central
bus yard.
New fleet
implementation
timeline.
Bar chart over time

with a mix of fuel
types/hybrid.
Approach to Data
Gathering:
Mid-2015: Use
routing software to
develop inter-cluster
bus routes and
develop draft plan.
environmental footprint,
improved student
quality of life, and
a variety of energy
options for the vehicles
measurable. Dashboards
and metrics would be
developed integrally for
each of the conservation
measures identified
as part of the Phase 2
Implementation Plan.

The goal of the District is
to improve sustainability
through efficient use
of transportation
assets and personnel.
This includes not only
fuel and equipment,
but also the impact
on students using the
transportation. An
improved transportation
sustainability
plan includes an
implementation
plan of goals and
metrics for reduced
fuel consumption,
87

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San Diego Unified School District Sustainability Plan

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Develop an SDUSD Climate Action Plan .

Complete an SDUSD Community Choice Aggregation

DREAM BIG SOLUTIONS FOR A SUSTAINABLE FUTURE

DEVELOP AN SDUSD CLIMATE ACTION PLAN

COMPLETE AN SDUSD COMMUNITY CHOICE AGGREGATION FEASIBILITY STUDY

GO OFF-GRID WITH SOLAR

ADOPT NET ZERO ENERGY

FLIP THE SWITCH TO LED LIGHTING

MAXIMIZE WATER CONSERVATION

BUY LOCAL! SOURCE PRODUCE AND OTHER FOOD LOCALLY

ADOPT NET ZERO WASTE

ESTABLISH OR JOIN LARGE PURCHASING COOPERATIVES

RESCUE UNEATEN WHOLE FRUIT AND UNUSED PACKAGED FOODS

SUPPORT SCHOOL GARDENS TO GROW PRODUCE FOR FOOD SERVICES

EMBED SUSTAINABILITY INTO THE FABRIC OF LEADERSHIP AND LEARNING

IMPROVE TRANSPORTATION SUSTAINABILITY

HE SAN DIEGO UNIFIED SCHOOL DISTRICTS BOARD OF EDUCATION

Develop an SDUSD Climate Action Plan

EMBED SUSTAINABILITY INTO THE FABRIC OF LEADERSHIP AND

IMPROVE TRANSPORTATION SUSTAINABILITY

DEVELOP AN SDUSD CLIMATE ACTION PLAN

COMPLETE AN SDUSD COMMUNITY CHOICE AGGREGATION

GO OFF-GRID WITH SOLAR

ADOPT NET ZERO ENERGY

FLIP THE SWITCH TO LED LIGHTING

A. MAXIMIZE WATER CONSERVATION

ADOPT NET ZERO WASTE

ESTABLISH OR JOIN LARGE PURCHASING COOPERATIVES

RESCUE UNEATEN WHOLE FRUIT AND UNUSED

IMPROVE TRANSPORTATION SUSTAINABILITY

SUPPORT SCHOOL GARDENS TO GROW PRODUCE FOR FOOD

RESCUE UNEATEN WHOLE FRUIT AND UNUSED PACKAGED

ESTABLISH OR JOIN LARGE PURCHASING COOPERATIVES

ADOPT NET ZERO WASTE

BUY LOCAL! SOURCE PRODUCE AND OTHER FOOD LOCALLY

B. MAXIMIZE WATER CONSERVATION IRRIGATION (NOT

A. MAXIMIZE WATER CONSERVATION

FLIP THE SWITCH TO LED LIGHTING

ADOPT NET ZERO ENERGY

GO OFF-GRID WITH SOLAR

COMPLETE AN SDUSD COMMUNITY CHOICE AGGREGATION

DEVELOP AN SDUSD CLIMATE ACTION PLAN

COST TO IMPLEMENT LOW TO HIGH: $-$$$$

1 DEVELOP AN SDUSD CLIMATE ACTION PLAN

ENVIRONMENTAL SUSTAINABILITY ADVISORY

POTENTIAL OF CLIMATE ACTION PLAN IN LIGHT OF GUIDING PRINCIPLES

Potential to reduce the Districts

An overarching Climate Action Plan

Opportunities for student leadership

Advanced high school students may be

Potential revenue generation, cost

All goals would be accomplished

Weaknesses: Funds for implementation

Opportunities: The City of San Diegos

1 DEVELOP AN SDUSD CLIMATE ACTION PLAN

2 COMPLETE AN SDUSD COMMUNITY CHOICE

ENVIRONMENTAL SUSTAINABILITY ADVISORY

As one of the largest

Potential to reduce the Districts

Opportunities for student

Advanced high school students may become involved with

Potential revenue generation,

Power would likely be available to CCA members at rates

Weaknesses: Upfront costs may be required to develop a CCA,