Bold thoughts toward an environmental ethos at iskl

BOLD THOUGHTS: Toward an Environmental ethos At ISKL

A Proposal by the ISKL Green Team For consideration by the ISKL Administrative Council

May, 2008

Introduction In the 2002 WASC self-study ISKL identified environmental education to be an important focal point. At that time Action Plan No. 10 was developed which aimed at infusing environmental education into every course at every grade level. The Green Team was then created to serve the administration in an advisory capacity and to aid in the implementation of Action Plan 10. Unfortunately, the goals of Action Plan No. 10 have not been fully realized.

However, the Green Team has been successful in creating a starting point for moving towards a much more powerful and community oriented environmental ethos.

Over the past five years there has been a very positive relationship established between the administration, the Green Team and the school’s community. It is a relationship of mutual trust and a shared vision of the benefits of making ISKL a school with a clearly defined and identifiable environmental ethos.

Anecdotal evidence suggests that many students, teachers and staff are aware of environmental issues, but do not readily act on them. This is arguably true of our larger community as well. Often, we seem to lack motivation to make a behavioural change, especially since easily accessible opportunities are few and our lives are very busy.

For example, we choose to run the air conditioner all day rather than take the time to turn it on and off to save energy. The same is true for computer usage.

Currently there are recycling programs in place, the celebration of Earth Week every year, and environmentallybased clubs at every division: Roots & Shoots and the Green Earth Club at the elementary school; Earth Explorers Club at the Middle School; Earth Club at the High School.

There is also continued discussion about how ISKL can create truly global citizens. The developments of the past few years have generated a renewed interest in developing ways with which the environment can be prioritized.

World-wide there is a “buzz” concerning the choices we make on a daily basis regarding the environmental impact of our actions. It seems that “green” is the new catch-word.

As such, ISKL needs to think boldly, to move steadily and with purpose, assessing the school community’s impact on the environment, re-examining its behavior as an institution, educating its community, and prioritizing the environment by offering more environmental education and stewardship opportunities. In short, everything we do has an environmental impact, and we must recognize and prioritize environmental concern in everything that we do.

With that in mind, it is imperative for our administration, our Green Team and entire community recognize the impact of our actions and take steps to make positive changes positive that will make us a school that is an example for schools around the globe.

Over-riding Principles (Source: www.greenschools.net)

In identifying the needs of our school, and the manner by which we move toward the establishment and maintenance of an environmental ethos, certain concepts acted as the philosophical foundation to this proposal.

Four Pillars are identified by the Green Schools Initiative and act as a visual representation of how schools can become better agents for the environment.

The proposal in brief: Written Documentation 1. ISKL needs written documentation of environmental expectations, including rules and policies, that are introduced and executed by the administration and at all levels of the school community. A good starting point might be a formal letter based on the American College and University Presidents’ Climate Commitment (www.presidentsclimatecommitment.org).

2. ISKL should consider modifying the existing mission statement to incorporate environmental ethos.

Curriculum 3. ISKL needs to develop a physical plant that is a “natural learning environment” where students can learn first hand about environmental issues and their impact on them.

4. Environmental education needs to be a non-negotiable part of the curriculum for all students. This may be through specifically-designed courses and/or infusion of environmental components into existing courses where appropriate.

5. ISKL needs to provide standards of engagement/stewardship/action whereby each student must demonstrate an appropriate level of understanding AND action toward the environment. This can be done in various ways (e.g. environmental education coursework, certain number of hours of environmental service, membership in organizations, etc.). One good way to do it is to use the Tri-M points system.

ISKL as a “living, carbon-neutral campus” 6. ISKL needs take active and decisive steps to reaching carbon neutrality, both in its practices and in the physical plant. Following the US Green Building Council’s LEED certification format would be beneficial (http://www.usgbc.org). Purchasing and maintenance decisions are an important aspect of this concern along with the removal of inappropriate chemicals, toxics, cleaning agents, etc.

7. All plans for physical expansion on our current campuses should include an environmental impact assessment and be environmentally planned from the outset. (LEED specifications should be used in the earliest stages of planning and design).

8. Any plans for a new campus must take the environment into account from the outset. In short, a new campus must be “green”. Any contractual agreements with builders, architects and like organizations must specify that it will incorporate environmentally-appropriate design and green practices. (LEED specifications should be used in the earliest stages of planning and design). Expert advice on new materials, systems, equipment, etc., should be generated before administrative decisions are made.

9. ISKL needs to develop the campuses as “natural learning environments” through a solid curriculum and physical plant where students can learn first hand the environmental issues at hand and our impact on them.

Financial Support 10. ISKL needs to prioritize environmental best practices financially as well as philosophically.

11. ISKL needs to provide funding for the staffing of such initiatives so that proper time and energy is given to establishing and maintaining programs of environmental benefit. A paid, full-time position would be a positive start.

Behaviors & Practices 12. Environmental ethos building needs to be modeled and spearheaded by the administration.

13. Long-standing staff members - the building blocks of “institutional memory” - need to be directly involved in the development of an environmental ethos-building process.

14. At every level, in every aspect of the school’s functioning, in addition to “does this make the school better”, or “can we afford it”, we should also be asking “is this environmentally-neutral” in determining the appropriateness of our decisions.

15. ISKL needs to provide our community with measures of accountability for environmental stewardship.

Specifically, ISKL needs to stress the individual’s role in the community’s total environmental impact. Of

particular importance is the establishment of measures to determine individual and collective carbon footprinting and measuring our impact on the environment in a quantifiable manner.

16. ISKL needs to increase the emphasis of “reduce” and “reuse”, rather than be content with “recycle” as a behavioural modification for continuing wasteful ways. All too often we say one thing, but we allow a less-thanenvironmentally appropriate system to remain in place.

17. ISKL needs a systematic empowerment structure to ensure each and every individual has sufficient opportunity to be environmentally active. Incentives would be one way to encourage environmentally-appropriate behaviors.

18. ISKL should endeavour to extend its leadership in environmental ethos-building to other schools locally, around IASAS and throughout the region. This would involve leading by example through participation in local and international organizations that support environmental stewardship, working with other schools (e.g. ISAKL, IASAS, EARCOS) to establish similar behaviors and policies and being a front-runner in environmental action.

Proposal Written Documentation 1. ISKL needs written documentation of environmental expectations, including rules and policies, that are introduced and executed by the administration and at all levels of the school community. A good starting point might be a formal letter based on the American College and University Presidents’ Climate Commitment (www.presidentsclimatecommitment.org).

To reach this end, it is of important to put things in writing as a declaration of environmental ethos. Official documentation will increase accountability of the administration and, hence, that of staff, teachers and students as well. One good starting point for this initiative is the American College and Universities Commitment on Climate Change (Appendix A), a document signed by 503 presidents of US universities committed to making a positive change.

It is imperative that written documentation has an empowering set of rules and expectations, backed by a set of policies that influence all aspects of daily functioning: Purchasing, waste management, daily operations, maintenance, etc. Appendix B would provide a basis for such a set of policy recommendations. These were adapted from SUNY Buffalo, the graduate school ISKL is associated with for Master’s courses.

2. ISKL should consider modifying the existing mission statement to incorporate environmental ethos.

Having identified a significant need for modelling and making an environmental ethos explicit, it would be essential that this ethos be reflected in the mission statement that guides the school’s philosophy. ISKL believes that its students are to become world leaders of for future and a significant element of this will be environmental stewardship and empowerment.

Curriculum 3. ISKL needs to develop a physical plant that is a “natural learning environment” where students can learn first hand the environmental issues at hand and our impact on them.

Our campuses need to reflect our passion for the environment in everything that we do. Green spaces, for example, can be good places to learn about local ecology, but also provide a beautiful area where rest and/or studying can be done. Such areas would ideally include species of flora that are endemic to peninsular Malaysia.

Possible options might include: • Creating a garden that allows us to grow fruits and vegetables • Creating a composting site for waste generated and production of organic fertilizer for the campus grounds • Creating a “green” space to allow for study of local flora and fauna diversity (perhaps with brook) • Creating a solar power station for teaching alternative energy sources.

• Creating a waste management system that incorporates recycling, composting, etc.

• Enlarging the natural areas separating our Ampang campus from Mutiara, particularly the area where the water allows for plant and animal growth.

• Creating seating spaces surrounded by trees • Working with ENSEARCH program to grow native fruit trees, allowing the development of insect and bird population growth as well.

• Purchasing or “adopting” land off campus that can be used as a nature research center for science and/or environmental studies.

• Incorporating environmental education into non-IB science and social studies curriculum • Working with local organization to “adopt an acre” of forest areas, parks, etc.

4. Environmental education needs to be a non-negotiable part of the curriculum for all students. This may be through specifically-designed courses and/or infusion of environmental components into existing courses where appropriate.

At ISKL we have done preliminary curriculum audits at the elementary school level to establish how environmental education can be infused into the existing curriculum. However, more work still needs to be done at this and the other divisions as well. In addition, enduring understandings related to the environment need to be developed that are either infused into the curriculum or part of dedicated units of study.

Another idea that seems excellent has been put into place at The International School of Bangkok. ISB has recently introduced a course at the middle school which allows students themselves to determine the actions they would like to follow in making their campus “greener”. This course is geared toward identifying areas where help is necessary, creating proposals that will make a difference, and campaigning for positive changes. Such bottom-up, grass-roots educational opportunities allow for authentic assessment, a greater sense of community, and a cooperative learning effort for its students.

5. ISKL needs to provide standards of engagement/stewardship/action whereby each student must demonstrate an appropriate level of understanding AND action toward the environment. This can be done in various ways (e.g. environmental education coursework, certain number of hours of environmental service, membership in organizations, etc.). One good way to do it is to use the Tri-M points system.

Currently there is no systematic approach to environmental education and stewardship. Though offerings exist, and environmental issues come up in a variety of curricula across divisions, there is no standard by which students are held accountable. Though there are several ways to recognize/quantify student environmental ethos, often top-down decisions are cumbersome and difficult to regulate. A system of empowerment and accountability would go a long way to generating a standard of behavior and understanding. Though ideas might range from requiring specific courses or participating in environmental activities, perhaps the most appropriate option might be the formulation of a point system, whereby students can opt to show their stewardship in a variety of forms that work for them: Taking a course in Malaysian ecology; participating in Earth Club activities; participating in Earth Week; participating in outdoors activities; being part of a group that creates an environmental stewardship program (such as Adopt-a-loop). Together each of these items might provide a student a number of ‘points’. These would accumulate year to year and there would be a minimum expectation related to the time spent at ISKL. Students may be expected to keep a portfolio for this purpose.

ISKL as a “living, learning, carbon-neutral campus” 6. ISKL needs take active and decisive steps to reaching carbon neutrality, both in its practices and in the physical plant. Following the US Green Building Council’s LEED certification format would be beneficial (http://www.usgbc.org). Purchasing and maintenance decisions are an important aspect of this concern along with the removal of inappropriate chemicals, toxics, cleaning agents, etc.

The school’s campus and buildings themselves should be held to high standards. The certification requirements set by the LEED program through the US Green Building Council (www.usgbc.org) could be the guide to achieving this. The USGBC provides certification programs for either existing or new buildings and takes into consideration an entire range of elements (waste, energy, etc.). See Appendix C for the guidelines used by the US Green Building Council.

This is also guide the school in making the facilities toxic-free. Appropriate and continuous auditing of chemicals, toxics, cleaning agents, etc. used at school is necessary.

Possible options might include: • Offering carbon offsets for ISKL field trips, recruiting flights, etc.

• Using solar power and collectors for learning purposes • Creating a “green” space to allow for study of local flora and fauna diversity (perhaps with a brook) 7. All plans for physical expansion on our current campuses should include an environmental impact assessment and be environmentally planned from the outset. (LEED specifications should be used in the earliest stages of planning and design).

As our schools increased in size, and the pressures associated with that increase overflow into the classroom and the physical plant, it is imperative that any plans to expand and/or alter the existing physical arrangement of the campuses include environmental impact assessments. We should be mindful of putting singular importance on the way things look aesthetically, but rather carefully consider the environmental impact and ensure that a “green” architectural plan is incorporated.

8. Any plans for a new campus must take the environment into account from the outset. In short, a new campus must be “green”. Any contractual agreements with builders, architects and like organizations must specify that it will incorporate environmentally-appropriate design and green practices. (LEED specifications should be used in the earliest stages of planning and design). Expert advice on new materials, systems, equipment, etc., should be generated before administrative decisions are made.

There is continued discussion and deliberation of the “new campus” if and when it happens. This should be seen as a wonderful opportunity to select an appropriate site and incorporate “green” architectural and interior design into all facets. The International School of Bangkok is following LEED guidelines (as addressed in number 6 above) for a new building that they will be building soon on their campus. Our new campus can be a jewel of “green” functioning with forward-thinking “green” planning. Deliberate, environmentally-appropriate planning needs to be a focal point of such a move.

9. ISKL needs to develop the campuses as “natural learning environments” through a solid curriculum and physical plant where students can learn first hand the environmental issues at hand and our impact on them.

Coordination is necessary between the academic elements of the functioning of our school and the maintenance/buildings & grounds staff. If ISKL strives to have an environment that is conducive to learning, this should not be limited to cleanliness or image. There needs to be a fundamental commitment of making the facilities resources for learning. Tree species planted, for example, should provide educational opportunities for our students. Maintenance of the grounds should be done so as to allow for diversity of plant and animal life.

Energy systems should be studied and understood.

Options for this might include: The establishment of solar energy to be studied by our students; creation of green space that allows for longitudinal studies of plant and animal species; establishment of energy audits for student participation; Malaysia Week options for environmental assessment and education; The planting of trees that might be maintained by students; the creation of composting options to support our planting schemes; growing vegetables on campus to allow for understanding of natural products and their benefits; the school’s purchasing or ‘adopting’ a plot of land outside KL – and ideally near endangered areas – where we can support natural habitats and use the space for ISKL research.

Financial Support 10. ISKL needs to prioritize environmental best practices financially as well as philosophically.

It is important to put our money where our mouth is. Though we tend to speak of environmentally-appropriate behaviors and expectations, it is often true that our choices do not reflect long-term sustainable use of resources. Case in point: The recent collapse of the High School photocopy room roof after just three months. It is such choice of less-than-high-quality products that requires a higher quantity of resources. In fact, arguably our entire maintenance system is comprised more of “patch up” work than long-term visionary thinking and action. There is certainly a change in the mood regarding this at the highest levels, but often the nature of facility maintenance and construction is such that the truly important people are those at the middle level of administration. It is they who really need to be “on board” regarding appropriate building, construction and maintenance behaviors. This must be clearly evidence in the instructions they receive from the Board & Administration.

11. ISKL needs to provide funding for the staffing of such initiatives so that proper time and energy is given to establishing and maintaining programs of environmental benefit. A paid, full-time position would be a positive start.

If there is true interest in environmental ethos building then it is also important to provide the appropriate staffing for this. The same 2002 Action Plan which prompted the establishment of the Green Team and the first stipended position for environmental education coordinator also determined a need for technology. The technology department now boasts several full-time employees. Certainly this is a much-needed move.

However, it is difficult for any program to really establish itself on the efforts of volunteers who are neither expert in the field, nor able to focus exclusively on the issues at hand. Much has been done in the past five years and this is largely due to the efforts of people at this school who genuinely believe that the environment is important and that our actions make a difference. Why not take the next step?

Appendix D shows a list of ideas that were generated by the Green Team regarding positive change and the environment. The list is rather extensive and certainly a sure sign that our staff and faculty cares enough to share ideas about how to make our school a better one. But it is also a tall order for a volunteer group with

limited time. Though much will continue to be done, regardless of the staffing, a full-time staff position (similar to the Director of Alumni position, for example) would allow environmental ethos building a chance to take root.

Behaviors & Practices 12. Environmental ethos building needs to be modelled and spearheaded by the administration.

For the environment to be put at the forefront it is imperative that our leaders, our administration and our Board of Directors, recognize the importance of modelling, promoting and establishing policies and behavior expectations that will permeate all aspects of our school community. This gives a strong signal to all members of our community that we are serious about the environment and our goal of minimizing our negative impact on our surroundings.

13. Long-standing staff members - the building blocks of “institutional memory” - need to be directly involved in the development of an environmental ethos-building process.

To push environmental change throughout our school’s community, we need to instill the environmental ethos in everyone, and particularly in those who form the backbone of our community: the members of our community who are here the longest and are the formation of “institutional memory”. Long-standing staff members need to be involved in the development of an environmental ethos building process. It is they who will outlast the rest of the transient population of students, parents, teachers and administrators.

Particularly important is the training of staff members to be able to make the appropriate decisions regarding the on-going school functions. Daily school functions (e.g. gardening, landscaping, sustainable energy use, etc.) will have to be promoted and learned. Workshops, seminars and on-going training might be necessary to ensure that behaviors reflect a new ethos.

Possible options might include: • Organizing professional development opportunities for our gardening, cleaning and maintenance staffs • Organize staff development days/sessions to introduce and review “green” practices 14. At every level, in every aspect of the school’s functioning, in addition to “does this make the school better”, or “can we afford it”, we should also be asking “is this environmentally-neutral” in determining the appropriateness of our decisions.

ISKL needs a thoughtfully structured, systematic approach to every aspect of this undertaking. Much as ISKL strives for academic excellence, it is imperative that we also demand environmentally-appropriate excellence in everything that we do. We should demand that members of our community subscribe to the highest levels of environmentally ethical behavior. Along with this, it is necessary to set in place appropriate systems to minimize the environmental impact of our school.

For example, we should look carefully at the toxic elements of our cleaning staff, the chemicals used for art and photography, the waste associated with excessive photocopying and printing. Simply put, at every level, in every aspect of our school’s functioning, in addition to “does this make the school better”, or “can we afford it”, we should also be asking “is this environmentally-neutral” in determining the appropriateness of our decisions.

The diagram below shows a decision-making model that focuses on the long-range management of our choices, from equipment to purchasing to maintenance and disposal.

Product Life-Cycle Decision Making

Purchasing

Operation

Long lasting, well-made, reusable or recyclable equipment

Minimizing resource use.

Disposal

Maintenance

Donate or Recycle all equipment

Pro-active, environmentall y safe

15. ISKL needs to provide our community with measures of accountability for environmental stewardship.

Specifically, ISKL needs to stress the individual’s role in the community’s total environmental impact.

Of particular importance is the establishment of measures to determine individual and collective carbon foot-printing and measuring our impact on the environment in a quantifiable manner.

There has been a significant number of accomplishments at ISKL on an environmental level: Recycling, reuse of paper, energy audits, looking into photovoltaic power, etc. But we have yet to see a wide-spread behavioral change in people, simply due to the lack of accountability. Departments, offices, individuals are not asked to cut down, or reduce. Our computers do not shut down automatically. There are no photocopy limits. Lights stay on all night. Computers stay on all weekend, or even all semester.

There has been a significant number of accomplishments around ISKL on an environmental level: Recycling, reuse of paper, energy audits, looking into photovoltaic power, etc. But we have yet to see a wide-spread behavioural change in people, simply due to the lack of accountability. Departments, offices and individuals are not asked to cut down, or reduce in a quantifiable manner. Our computers do not shut down automatically.

There are no photocopy limits. On occasion, lights stay on all night. Computers stay on all weekend, or even all semester.

The truth is that, though we are an academic institution and we are expected to all “learn” and change our own behaviors, we cannot assume that everyone will willingly comply. They might not want to, might not care, or simply forget. The “amah” culture of our community does not help, and neither does the mainstream cultural lack of vision toward the environment found in Malaysia. Thus, though we need to provide our community with measures of accountability, we likewise need to make structural /systematic adjustments to reduce the impact on the environment in the daily operations of our school. For example, motion detectors for communal rooms and; automated hibernation/shut off of computers would address the issues of community room sharing. This lack of a specific person being “in charge” of that particular space, team room or a lounge, results in responsibility “grey areas”. It would behove the school to consider installing automated manners of energy saving in such locations.

Possible options might include: • Departments and/or individual teachers should have annual quantitative goals and review • Celebrate department-wide and school wide successes!

• Generate carbon-footprint statements on a regular basis • Carbon offsets for special events (EARCOS conference)

16. ISKL needs to increase the emphasis of “reduce” and “reuse”, rather than be content with “recycle” as a behavioural modification for continuing wasteful ways. All too often we say one thing, but we allow a less-than-environmentally appropriate system to remain in place.

It is necessary for our school to be consistent in all our behaviors. It does not make sense, for example, for teachers to be told to turn their lights off if we then allow all the paper usage we want We need to focus more on the first and second part of the phrase “reduce, reuse, recycle” and not fall back on the third as an excuse for continuing wasteful ways. All too often we say one thing, but we maintain a less-than-environmentally appropriate system to remain in place.

Some ideas might include the following: • Establishing automatic shut down of lights, fans, air-conditioners and computers • Setting printers to a default setting requiring back-to-back printing • Requiring verification of print outs that are made more than once • Setting limits on departmental use of paper (based on prior year’s needs) • Eliminating single use water bottles • Eliminating anything with single use that cannot be recycled 17. ISKL needs a systematic empowerment structure to ensure each and every individual has sufficient opportunity to be environmentally active. Incentives would be one way to encourage environmentallyappropriate behaviors.

The power of the Green Team lies exclusively in the credence given to us by the administration. “We are”, as they say, “only as good as our weakest link”. To truly reach a point where ISKL can tout itself to be a “green” school with a well developed environmental ethos, it is important to provide support at all levels, from the Director of the School to the cleaning staff. Likewise, it is important that all systems are in place to be a shining example not only of environmentally-appropriate behavior, but also of the structural framework of our school’s environmental impact/footprint on our environment. This applies to all facets of school function, from the physical plant to the maintenance system, from to the curriculum to the behavioral expectations of teachers, staff and students alike.

To provide support at all levels, it is also important to set up a system of empowerment for each and every individual. Departmental plans of action, for example, or individual goal categories would put the environment on the map for each and every member of the community without making it overwhelming. Provision of incentives (ex. financial, benefits, parties, etc.) for those who do a good job, or reach a certain milestone would be reasonable option. We should strive to generate a “buzz” about the environment in a positive sense, and to give people a reason to conserve.

Likewise, it is important to expect a good deal of our student body. Students need to be given clear and high expectations of environmental action through a variety of mediums. It is recommended that we use the “point system” based loosely on the Tri M system of participation. Students can receive points by participating in activities (Turtle Rock), organizations (Earth Club), programs (Raptor Watch, Adopt-a-loop, etc.) or take courses (ecology or environmental science) leading to action in environmental issues.

18. ISKL should endeavour to extend its leadership in environmental ethos-building to other schools locally, around IASAS and throughout the region. This would involve leading by example through participation in local and international organizations that support environmental stewardship, working with other schools (e.g. ISAKL, IASAS, EARCOS) to establish similar behaviors and policies and being a frontrunner in environmental action.

ISKL often reverts to other schools to determine what is appropriate and what is not. It is natural, after all, to see what has been tried in like-minded schools and to move on from there. This particular aspect of our education, however, allows us to be front-runners if we choose to be so. There is no reason why ISKL cannot be a leader in IASAS or EARCOS in its approach to the environment. There are very few people around the world that are not “on board” regarding the importance of the environment. Why not take the lead in establishing an IASAS policy or statement regarding the environment. Why not ask all our schools to be carbon-neutral or recycling 100% or their waste? Thinking big is what the environment is all about.

Some ideas might include the following: • Lead IASAS and/or EARCOS in establishing a “Director’s Statement of Commitment” • Inviting IASAS school directors to meet through video conferencing rather than in person • Inviting IASAS Athletic Directors to meet through video conferencing rather than in person

• • •

Create an IASAS carbon-offsetting program Make IASAS-wide standards of environmental behaviour and carbon foot-printing Propose the creation of an environmental position at every IASAS (and EARCOS) school

Benefits A systematic approach to creating an environmental ethos at ISKL is generally agreed upon. What is necessary is that “next step”. Solid steps have already been taken and we stand at the intersection of our school’s history with the ability to make a difference in our own thinking, our own behaviors and the collective impact that we make.

The benefits should speak for themselves: • Students will be empowered to become more active in their learning of the environment.

• All community members will be able to make a personal impact on the school’s “footprint” • The environment will also benefit • A higher sense of individual and mutual responsibility • Departments, offices, faculty and staff will be able to determine their own environmental goals and timeline in creating positive change.

• ISKL can have a sense of empowerment through promotion of positive results.

• Students graduating from ISKL can be more global citizens and more fully prepared to make a difference in their future.

Projected difficulties As with anything new, there is bound to be resistance to some of the ideas presented here. Projected difficulties include: • People having difficulties changing their behaviors • People responding negatively to new ideas or expectations • People being inconvenienced • Education and training will be necessary (particularly for those who form the backbone of the school’s culture – the local staff • Time is necessary for the education of the community • Investment is necessary for investment in physical plant and educational programs

Conclusions It is often hard to reach a tipping point, but ISKL has steadily worked toward that over the past five years. We are seemingly on the verge of generating one such point with an administration and community that seems to find good reason to celebrate environmentally-appropriate behaviors. In many ways, the foundation for a move forward has been set, despite the always tricky nature of our transient population. Now all we need is the leadership and empowerment to move in the right direction, as individuals and as a unified collective “green” front.

The visiting CIS/WASC team identified environmental stewardship as a point of recommendation when they visited in March. The statement made by them also provides impetus for ISKL to make a move that is necessary and exciting. This proposal, in its philosophy, empowers our very own administration to make a necessary, yet powerful, statement to all of us: We care about the environment and we are moving more closely toward making a positive difference.

This proposal could signal the beginning of a new era in environmental thinking. There has never been so much support within a community for such positive change. There has never been such a need for immediate behavior change. We hope that this proposal will empower you – as it will empower the ISKL community – to move closer to building an environmental ethos in all of us.

The Green Team would like to acknowledge the administration, staff, teachers, students and community members of ISKL for their on-going efforts in making the world a ‘greener’ place. The Green Team would like to thank the ISKL Administrative Council for the time and energy that it has already spent on environmental initiatives and for the support that it has given to the Green Team throughout the past five years.

This proposal was authored by the Green Team, whose members are named below: • •

•

Author: Laurence Myers, Green Team Coordinator Editors: Mrs. Lyn Thompson, ES Teacher Mr. Kenny Peavy, MS Science Teacher Contributors: Mrs. Lisa Nazim, ES Green Earth Club Sponsor Mrs. Lois Powell, ES Roots & Shoots Sponsor Mrs. Cheryl Hoffmann, Parent Mrs. Silver Candler, Parent Miss Anne Terry, HS Earth Club President Mrs. Adda Cuthbert, Parent Mr. John Hodges, HS Earth Club Sponsor Ms. Susan Lau, HS Art Teacher Mr. Tony Harduar, ES Principal Mr. Paul Chmelik, ISKL Director

Appendix A American College & University Presidents’ Commitment on climate change (Source: http//www.presidentsclimatecommitment.org/)

American College & University Presidents’ Commitment on climate change

We, the undersigned presidents and chancellors of colleges and universities, are deeply concerned about the unprecedented scale and speed of global warming and its potential for large-scale, adverse health, social, economic and ecological effects. We recognize the scientific consensus that global warming is real and is largely being caused by humans. We further recognize the need to reduce the global emission of greenhouse gases by 80% by mid-century at the latest, in order to avert the worst impacts of global warming and to re-establish the more stable climatic conditions that have made human progress over the last 10,000 years possible.

While we understand that there might be short-term challenges associated with this effort, we believe that there will be great short-, medium-, and long-term economic, health, social and environmental benefits, including achieving energy independence for the U.S. as quickly as possible.

We believe colleges and universities must exercise leadership in their communities and throughout society by modelling ways to minimize global warming emissions, and by providing the knowledge and the educated graduates to achieve climate neutrality. Campuses that address the climate challenge by reducing global warming emissions and by integrating sustainability into their curriculum will better serve their students and meet their social mandate to help create a thriving, ethical and civil society. These colleges and universities will be providing students with the knowledge and skills needed to address the critical, systemic challenges faced by the world in this new century and enable them to benefit from the economic opportunities that will arise as a result of solutions they develop.

We further believe that colleges and universities that exert leadership in addressing climate change will stabilize and reduce their long-term energy costs, attract excellent students and faculty, attract new sources of funding, and increase the support of alumni and local communities. Accordingly, we commit our institutions to taking the following steps in pursuit of climate neutrality: 1. Initiate the development of a comprehensive plan to achieve climate neutrality as soon as possible. a. Within two months of signing this document, create institutional structures to guide the development and implementation of the plan. b. Within one year of signing this document, complete a comprehensive inventory of all greenhouse gas emissions (including emissions from electricity, heating, commuting, and air travel) and update the inventory every other year thereafter. c. Within two years of signing this document, develop an institutional action plan for becoming climate neutral, which will include: i. A target date for achieving climate neutrality as soon as possible. ii. Interim targets for goals and actions that will lead to climate neutrality. iii. Actions to make climate neutrality and sustainability a part of the curriculum and other educational experience for all students. iv. Actions to expand research or other efforts necessary to achieve climate neutrality. v. Mechanisms for tracking progress on goals and actions.

2. Initiate two or more of the following tangible actions to reduce greenhouse gases while the more comprehensive plan is being developed. a. Establish a policy that all new campus construction will be built to at least the U.S. Green Building Council’s LEED Silver standard or equivalent. b. Adopt an energy-efficient appliance purchasing policy requiring purchase of ENERGY STAR certified products in all areas for which such ratings exist.

c. Establish a policy of offsetting all greenhouse gas emissions generated by air travel paid for by our institution. d. Encourage use of and provide access to public transportation for all faculty, staff, students and visitors at our institution e. Within one year of signing this document, begin purchasing or producing at least 15% of our institution’s electricity consumption from renewable sources. f. Establish a policy or a committee that supports climate and sustainability shareholder proposals at companies where our institution's endowment is invested. g. Participate in the Waste Minimization component of the national RecycleMania competition, and adopt 3 or more associated measures to reduce waste.

3. Make the action plan, inventory, and periodic progress reports publicly available by providing them to the Association for the Advancement of Sustainability in Higher Education (AASHE) for posting and dissemination.

In recognition of the need to build support for this effort among college and university administrations across America, we will encourage other presidents to join this effort and become signatories to this commitment.

Signed, The Signatories of the American College & University Presidents Climate Commitment

Appendix B Environmental Policy Recommendations (Adapted from SUNY Buffalo - http://wings.buffalo.edu/ubgreen/index.htm)

ISKL ENVIRONMENTAL PRACTICES AND POLICIES (adapted from SUNY Buffalo - http://wings.buffalo.edu/ubgreen/index.htm)

ISKL Sustainable Energy Policy UB commits to an energy conservation program based on continual improvement.

The School will: • Create and maintain appropriate organizational structures within facilities to enable on-going progress in the energy efficient operation of our campuses.

• Purchase only energy efficient equipment, consistent with performance and durability.

• Maintain or establish energy conservation and efficiency as priorities in facilities maintenance and operation.

• Consistently implement School air conditioning policies.

• Continue the practice of identifying and implementing in-house conservation projects paid for out of School operations budgets.

• Evaluate prospective energy conservation and efficiency capital improvement projects on the basis of life cycle cost/benefit analysis.

• Explore methods for redirecting some portion of energy conservation savings to fund additional conservation measures.

• Utilize creative funding mechanisms and energy service companies to accelerate action on larger energy conservation and efficiency projects which can be structured to pay for themselves.

• Continue efforts to raise energy awareness on campus.

• Reassess campus transportation needs and planning in light of the need to reduce energy use and energy-related emissions.

• Operate campus buses and campus fleet vehicles on natural gas or other clean alternative fuel beyond legally mandated levels.

• Strengthen its commitment to principles of environmentally sustainable green building design for all new construction and major renovations.

• Develop a carbon dioxide emission reduction plan and measure annual progress. Seek reductions far in excess of Kyoto Global Warming Treaty requirements which call on the United States to reduce carbon dioxide emissions by 8% by 2010 (compared to 1990 levels).

• Explore and act on opportunities to employ renewable energy technologies.

• Seek effective implementation of ISKL’s electricity purchasing policy to further promote efficiency, avoid dirty power purchases, and explore options for buying clean, renewable "green power."

• Provide support for clean energy research on campus.

• Provide support for community-based clean energy initiatives.

Our campus energy goal will be to reduce campus energy consumption by an additional 20% by the year 2010.

Air Conditioning Policy • • • • •

During the normal working day, all air-conditioned offices, classrooms, libraries, and labs will be cooled to 76F. (Cooler temperatures may exist in some areas in order that 76F is not exceeded in other areas in the same fan zone or to keep reheats off.)

Reheat systems will be bypassed in the air conditioning process whenever possible.

During the evening and on weekends and holidays, the temperature will be allowed to rise (except on those rooms with scheduled classes on Saturdays.)

University Facilities will monitor special purpose spaces and facilities to determine if modifications to the policy are warranted.

Supervisors are encouraged to accommodate reasonable requests from employees to wear more casual clothing because of the increased temperatures.

Environmentally Sound Products Procurement Policy ISKL, through its strong commitment to environmental protection, will seek to utilize the fullest extent possible, “environmentally friendly” products which, to whatever extent possible, have the following attributes or qualities: • • • • • • • • •

Durable, as opposed to the single-use or disposable items Made of recycled materials, maximizing post-consumer content Non-toxic or minimally toxic, preferably biodegradable Highly energy efficient in production and use Can be recycled, but if not recyclable, may be disposed of safely Made from raw materials obtained in an environmentally sound, sustainable manner by companies with good environmental track records Causing minimal or no environmental damage during normal use or maintenance Shipped with minimal packaging (consistent with care of the product), preferably made of recycled and/ or recyclable materials Produced locally or regionally (to minimize the environmental cost associated with shipping)

Campus Newspaper Policy Several regularly published newspapers are produced on campus, including the Panorama and the Friday Flash. The production of these publications (as well as other periodicals), involves the consumption of natural resources as well as the generation of pollution. Excess copies can add to the landfill problem and increase the school’s solid waste disposal costs.

The School is responsible for the number of papers printed and distributed, and should do the following: •

Promote an ethic of newspaper sharing, i.e. asking their readers to pass copies along to colleagues or to return already read papers to the newspaper pile so they can be available to others.

Keep page numbers to the minimum necessary for each issue’s content.

Monitor distribution of their papers at all sites and use the data gathered to minimize the number of excess copies printed and distributed.

Utilize recycled newsprint when availability permits and use of water-based soy inks.

Cooperate with school administration and Green Team in the development of a campus newspaper-recycling program.

• • • •

STEPS TOWARD SUSTAINABILITY Suggested Actions for Campus Greening Adapted from SUNY Buffalo (http://wings.buffalo.edu/ubgreen/content/resources/envstewardship.html#sec01) Solid Waste Reduction and Recycling Establish a waste reduction ethic in all areas, including office activities --minimize unnecessary copying, reuse scrap paper and envelopes, print double-sided etc.

Set up campus "repair and swap" shops to refurbish, exchange and reuse unwanted items.

Reduce Third Class junk mail.

Reduce distribution of phone books.

Minimize press runs of campus newspapers and other publications, consistent with actual need.

Perform waste stream analyses to determine recycling potential.

Implement a recycling program --start with paper and cardboard and expand to metal, plastic and glass.

Recycle tires, batteries, fluorescent lamps, computers, scrap metal, concrete, asphalt.

Compost organic waste.

Seek to recycle at least 50% of campus waste stream.

Purchasing and Administrative Services Purchase only what is needed.

Implement an environmentally-friendly products purchasing policy, i.e., buy only products which are durable, reusable, recyclable, made of recycled materials, non-hazardous, energy efficient, sustainably harvested, produced in an environmentally sound manner, etc.

Replace virgin-material office paper with 100% post- consumer recycled, non-chlorine bleached paper.

Buy only computers, office equipment and appliances compliant with EPA Energy Star program.

Incorporate environmental standards in all contracts for goods and services.

Energy Conservation Create energy databases which document energy use and completed energy conservation measures and projects.

Develop heating and cooling season temperature policies which promote conservation.

Minimize HVAC fan and equipment run times.

Exploit all cost-effective retrofit opportunities for efficient lighting, HVAC, motors, drives, EMS, etc. and operate this equipment to maximize savings.

For lab buildings, focus on fume hood ventilation system efficiency measures including heat recovery and variable air volume fan systems.

Make conservation projects happen by using energy service companies (ESCOs), third party financing, and demand-side management incentives.

Use life cycle analysis to evaluate conservation projects.

Organize an ongoing energy awareness program which enlists the support of the campus community and encourages respect for temperature policies, efficient operation of lights, use of power management features on computer equipment, etc.

Link energy conservation effort with programs to reduce campus carbon dioxide emissions and contribution to global warming.

Energy Purchasing Structure energy purchases to benefit your conservation program, not hurt it.

Use energy efficiency measures to flatten campus load profile to lower electric rates.

Phase out use of dirty fuels like coal and oil. Buy green power.

Water

Implement water conservation program to repair leaks and retrofit inefficient plumbing fixtures.

Avoid water consuming air compressors and "one-pass" air conditioning systems.

Protect ground water and storm run-off by minimizing use of salt for ice-melting and by implementing an automotive oil recycling program for oncampus students.

Use drought-resistant plantings and minimize irrigation.

Hazardous Materials Meet or exceed legal "haz mat" handling, collection, disposal and tracking requirements.

Educate campus hazardous waste generators about minimization and proper disposal techniques.

Use "microscale" chemistry techniques for research and teaching.

Encourage chemical users to explore less hazardous chemicals.

Develop a chemical tracking or inventory database Implement a "chemical swapping" program.

Switch to non/least toxic paints, solvents and cleaning agents.

Switch print shop to soy-based inks.

Recycle hazardous waste-containing products such as fluorescent lamps and ballasts, anti-freeze, solvents, batteries, computer monitor and TVs, etc.

Use integrated pest management techniques to minimize or eliminate use of pesticides.

Don't use herbicides on campus lawns.

Recycle and recover ozone-depleting CFCs. Convert/replace cooling and refrigeration equipment to use HCFCs or HFCs. Avoid chlorine-based products and incineration of plastics.

Transportation Encourage travel by carpooling, public transportation, bicycling, walking.

Convert vehicle fleet to alternative fuel, e.g., natural gas.

Food and Food Service Buy regional produce in season.

Support local organic farms.

Promote less meat consumption and eating "low on the food chain" for health and environmental reasons.

Minimize the use of disposable dinnerware.

Implement a reusable mug program with discounted drinks at dining areas.

Campus Grounds and Land Use Redefine campus beauty.

Reduce lawn areas and grass cutting.

Promote "natural succession" for unneeded lawn areas.

Go organic!

Develop a nature appreciation program.

Protect woodlands, wetlands, watershed, and wildlife.

Implement a tree protection policy.

Plant native species.

New Construction Don't oversize or build unnecessarily.

Utilize sustainable or "green" design principles for all new construction and rehabs.

Design for state-of-the-art energy efficiency and exceed energy codes.

Incorporate renewable energy technologies including daylighting and passive solar.

Include suitable recycling collection space in building design programs.

Recycle construction and demolition debris.

Specify environmentally-friendly building materials and products.

Evaluate options based on life cycle analysis.

Campus Planning and Design Locate campus convenient to population being served and regional public transit system.

Develop campus master plan which minimizes negative impacts and disruption of natural ecosystems and surroundings.

Preserve and enhance green space.

Protect natural areas from development.

Concentrate buildings and arrange campus walkways and roads to minimize on-campus driving and create a convenient pedestrian and bicycle campus. Allow for solar access in building siting and orientation. Use water-efficient indigenous plantings; landscape for energy efficiency as well as aesthetics.

Subject all new building, renovation and expansion plans to a public participation process, an environmental impact analysis, and sustainable design principles.

Investment Policies Establish environmental criteria for financial investments.

Use stockholder influence to encourage environmentally responsible business practices.

Teaching and Research Teach environmental literacy to all students.

Expand opportunities for using the campus physical plant and business operations as a "learning lab" for students.

Develop community environmental education programs and participate in public dialogue on environmental issues in the wider community.

Appendix C LEED Building Guidelines U.S. Green Building Council (source: http://www.usgbc.org/DisplayPage.aspx?CategoryID=19)

LEED for Existing Buildings: Operations & Maintenance Registered Building Checklist International School of Kuala Lumpur Ampang & Melawati

Project Name: Project Address: Yes

?

No

0

0

0

Sustainable Sites Credit 1 Credit 2 Credit 3 Credit 4.1 Credit 4.2 Credit 4.3 Credit 4.4 Credit 5 Credit 6 Credit 7.1 Credit 7.2 Credit 8

Yes

?

No

0

0

0

Y

Water Efficiency Prereq 1 Credit 1.1 Credit 1.2 Credit 2.1 Credit 2.2 Credit 2.3 Credit 3.1 Credit 3.2 Credit 3.3 Credit 4.1 Credit 4.2

Yes

?

No

0

0

0

LEED Certified Design and Construction Building Exterior and Hardscape Management Plan Integrated Pest Management, Erosion Control, and Landscape Management Plan Alternative Commuting Transportation, 10% Alternative Commuting Transportation, 25% Alternative Commuting Transportation, 50% Alternative Commuting Transportation, 75% or greater Reduced Site Disturbance - Protect or Restore Open Space Stormwater Management Heat Island Reduction - Non-Roof Heat Island Reduction - Roof Light Pollution Reduction

Minimum Indoor Plumbing Fixture and Fitting Efficiency Water Performance Measurement - whole building metering Water Performance Measurement - submetering Additional Indoor Plumbing Fixture and Fitting Efficiency, 10% Additional Indoor Plumbing Fixture and Fitting Efficiency, 20% Additional Indoor Plumbing Fixture and Fitting Efficiency, 30% Water Efficient Landscaping - Reduce Potable Water Use by 50% Water Efficient Landscaping - Reduce Potable Water Use by 75% Water Efficient Landscaping - Reduce Potable Water Use by 100% Cooling Tower Water Management - Chemical Management Cooling Tower Water Management - Non-Potable Water Source Use

Energy & Atmosphere

12 Points 1 1 1 1 1 1 1 1 1 1 1 1

10 Points Required 1 1 1 1 1 1 1 1 1 1

30 Points

Y

Prereq 1

Energy Efficiency Best Management Practices - Planning, Documentation, and Opportunity Assessment

Required

Y Y

Prereq 2 Prereq 3 Credit 1 Credit 2.1 Credit 2.2 Credit 2.3 Credit 3.1 Credit 3.2 Credit 3.3 Credit 4.1 Credit 4.2 Credit 4.3 Credit 4.4 Credit 5 Credit 6

Minimum Energy Efficiency Performance Refrigerant Management - Ozone Protection Optimize Energy Efficiency Performance Existing Building Commissioning - Investigation and Analysis Existing Building Commissioning - Implementation Existing Building Commissioning - Ongoing Commissioning Performance Measurement - Building Automation System Performance Measurement - System-Level Metering, 40% Performance Measurement - System-Level Metering, 80% Renewable Energy - On-site 3% / Off-site 25% Renewable Energy - On-site 6% / Off-site 50% Renewable Energy - On-site 9% / Off-site 75% Renewable Energy - On-site 12% / Off-site 100% Refrigerant Management Emissions Reduction Reporting

Required Required 15 2 2 2 1 1 1 1 1 1 1 1 1

Yes

?

No

0

0

0

Y Y

Materials & Resources Prereq 1 Prereq 2 Credit 1.1 Credit 1.2 Credit 1.3 Credit 2.1 Credit 2.2 Credit 3 Credit 4.1 Credit 4.2 Credit 5 Credit 6 Credit 7.1 Credit 7.2 Credit 8 Credit 9

Yes

?

No

0

0

0

Y Y Y

Yes

?

No

0

0

0

Yes

?

No

0

0

0

0

0

0

Sustainable Purchasing Policy Solid Waste Management Policy Sustainable Purchasing - Ongoing Consumables, 40% Sustainable Purchasing - Ongoing Consumables, 60% Sustainable Purchasing - Ongoing Consumables, 80% Sustainable Purchasing - Durable Goods, electric Sustainable Purchasing - Durable Goods, furniture Sustainable Purchasing - Facility Alterations and Additions Sustainable Purchasing - Reduced Mercury in Lamps, 90 pg/lum-hr Sustainable Purchasing - Reduced Mercury in Lamps, 70 pg/lum-hr Sustainable Purchasing - Food Solid Waste Management - Waste Stream Audit Solid Waste Management - Ongoing Consumables, 50% Solid Waste Management - Ongoing Consumables, 70% Solid Waste Management - Durable Goods Solid Waste Management - Facility Alterations and Additions

Indoor Environmental Quality

14 Points Required Required 1 1 1 1 1 1 1 1 1 1 1 1 1 1

19 Points Required Required Required 1 1 1 1

Prereq 1 Prereq 2 Prereq 3 Credit 1.1 Credit 1.2 Credit 1.3 Credit 1.4 Credit 1.5

Outdoor Air Introduction and Exhaust Systems Environmental Tobacco Smoke (ETS) Control Green Cleaning Policy IAQ Best Management Practices - IAQ Management Program IAQ Best Management Practices - Outdoor Air Delivery Monitoring IAQ Best Management Practices - Increased Ventilation IAQ Best Management Practices - Reduce Particulates in Air Distribution IAQ Best Management Practices - IAQ Management for Facility Alterations and Additions

1

Credit 2.1 Credit 2.2 Credit 2.3 Credit 2.4 Credit 2.5 Credit 3.1 Credit 3.2 Credit 3.3 Credit 3.4 Credit 3.5 Credit 3.6 Credit 3.7 Credit 3.8 Credit 3.9

Occupant Comfort - Occupant Survey Occupant Comfort - Occupant Controlled Lighting Occupant Comfort - Thermal Comfort Monitoring Occupant Comfort - Daylight and Views, 50% Daylight / 45% Views Occupant Comfort - Daylight and Views, 75% Daylight / 90% Views Green Cleaning - High Performance Cleaning Program Green Cleaning - Custodial Effectiveness Assessment, < 3 Green Cleaning - Custodial Effectiveness Assessment, < 2 Green Cleaning - Sustainable Cleaning Products and Materials, 30% Green Cleaning - Sustainable Cleaning Products and Materials, 60% GreenCleaning - Sustainable Cleaning Products and Materials, 90% Green Cleaning - Sustainable Cleaning Equipment Green Cleaning - Entryway Systems Green Cleaning - Indoor Integrated Pest Management

1 1 1 1 1 1 1 1 1 1 1 1 1 1

Innovation in Operations Credit 1.1 Innovation in Operations Credit 1.2 Innovation in Operations Credit 1.3 Innovation in Operations Credit 1.4 Innovation in Operations LEED速 Accredited Professional Credit 2 Documenting Sustainable Building Cost Impacts Credit 3

Project Totals (pre-certification estimates) Certified: 34-42 points, Silver: 43-50 points, Gold: 51-67 points, Platinum: 68-92

7 Points 1 1 1 1 1 2

92 Points

Appendix D ISKL Brainstorming Ideas for Administrative Council Consideration

Unit

Thoughts / Plans • • • • • • • • • • • • •

• •

Infrastructure •

• • • • • • •

• •

•

Staffing / Training

• • • • • • • • • • • • • • •

Green spaces on campus More trees and less stumps; Beautify and tree-line the back road in to school!

(Paul) Energy efficient - minimize waste, natural lighting, automatic turn off for lights, computers etc.

Transportation (carbon neutral) Green technology (low flow toilets, solar, composting…)

GREEN Campus certification / operating procedure (adapted from SUNY) Energy Audit Limits on photocopying Composting Food services (garden on campus) - Waste recycling from the kitchen Building as teaching tool Recycling (campus/community) An attempt to grow some food plants such as local fruit (papaya, banana, avocado etc) on campus. When they are ripe and brought to the campus canteen they are displayed with a sign saying ISKL homegrown produce, free of charge, help yourself.

Non-toxic school (labs, art dept., maintenance, paints etc.)

We need to use building materials that are environmentally friendly... and when we start to need to maintain the building, such as painting for example, we also need those materials to be environmentally friendly... then we need to find sources of energy (such as solar power) that are earth - friendly. (Anne) Also, we need to ensure that everything we own or put into that building (such as pens, pencils, desks, chairs) are environmentally friendly or recyclable. (ex. recycled toilet paper or recycled pencils, or recyclable plastic) We need to watch what we throw away and ensure that it gets recycled.

Collecting rain water for the use of watering plants Motion detector for light.

Reduce photo copying/printing A/C set to cold in some room! no need Plants in classrooms, offices, public places like the canteens Solar Energy - although it's not feasible to think of converting a this time, can we make a statement about setting up enough panels to impact one system, e.g. increase water pressure Come up with a way to get rid of the plastic water bottles that are for sale on both campuses Recycle bins are not systematically placed on campus. They should be strategically placed like garbage cans (bolted to walls, available wherever garbage cans are) Back way (bus route) unto Ampang campus off Jalan Kolam Air to be cleaned up and trees planted. We do not own the land but perhaps contact the owners and offer to do that.

Maintenance staff and gardening Cleaning and recycling Required workshops for teachers Workshop for parents/board members New teacher orientation to ISKL Environmental Ethos Stipend position for Environmental Literacy and EE Environmental Staffing considerations during hiring process Training for Malaysia Week/HS equivalent Environmental oriented PD days Dedicated environmental Education staff Environmental oriented summer school Incentives for meeting environmental criteria (saving energy etc.)

Environmental Prof development Environmental Prof. goal for teachers Training school cleaners to turn off lights and AC in empty rooms

Curriculum

• • • • • • • • •

Co-Curricular

• • • • • • • • • • •

Administrative

• • • • • • • •

Other

Stewardship projects (CAS, MS comm.. service etc.)

Field trips Environmental Ed SLRS S & B’s Experiential Education (gardening) Required environmental Ed/literacy course for students Environmental Requirement for diploma (participate in clubs, community service, pass a test, pass a course) Ecological footprint study for students, staff, faculty and community Environmental education - should the high school experiential learning program come to pass - environmental trips Ties w local NGO’s/become partners or sponsors Min. if Nat Resources and Environment Environmental Clubs Field trips Community events (raptor watch etc.)

Adopt a rainforest/river… (i.e. tree planting, trail building, camping. etc.)

Expand Earth Week Rockin’ for the environment Environmental fundraisers Community needs to know that they don't have to throw everything they don't need anymore away.

Also, we need to promote reusable batteries and mercury free batteries.

Environmental Ethos statements – (e.g. Hilda working on a front sign) Environmental Mission statement Budgeting to support environmental Programs Environmental Surcharge in tuition Every community member support a environmental NGO (i.e. member of MNS) Environmental professional goals for admin in writing Revisit notion of environmental survey - we are hoping to still squeeze it into this year's budget - it has been proposed - we'll find out next week if it passes...

Complete an environmental survey - Money may be available from a board request

Community Outreach • A serious commitment to invite exceptional speakers to talk to our students.

Lisa met the Malaysian female solo explorer who trekked across both North Pole and South Pole, and I asked her if she'd be willing to come and give a talk. Giving talks is what she does! And she'd be happy to. I said April ? She said yes and gave her number.

• Community Outreach” Expand the recycle drop-off to the whole Taman TAR community and advertise at the Bakery, apartment blocks and Naan Corner shops, and put up the banner every day for a week preceding the Saturday drop-off.

• Considering various "use less energy" challenges • We must strengthen our recycling and trash commitments • Healthy food all round.

• I think we need a really good ISKL white cotton t-shirt, or several ! My son's favourite t-shirt which he wears all the time despite its holes is an earth week tshirt from 2002. I have a few designs I found on the inernet (recycling, save the planet, plant a tree etc).

• This has been said before, but we could sell reusable strong quality water bottles so students don't need to buy more plastic disposable bottles.

• We could be using re-usable strong envelopes for inter-campus mail.

• A regular feature column in the Friday Flash from one studnet group, teacher or Green Team.

ISKL should be able to function with zero-carbon emission levels and with the minimal negative impact on the environment. We recognize that our very presence has a negative impact on the environment, but believe that we can set up a system of operation that provides opportunities for our community to become positive citizens through minimizing impact, and actively seeking ways to support environmental benefits.

1. NO TOXICS i. ii. iii. iv. v.

Cleaning Art / Photography Maintenance Building Waste

2. REDUCE: Set up a system of expectations that requires minimum use of resources (REDUCE) i. Computer terminals – hibernation ii. Photocopies – limits by month or by semester for everyone iii. Print Outs – limits by month or by semester for everyone iv. Energy use – limits by month or by semester for everyone v. Common areas (bathrooms, team rooms, conference rooms, cafeterias, etc.)

1. Technology that allows for minimizing use of energy and water vi. Paper – By individual, by department, by division vii. Energy – By individual, by department, by division viii. Computer use – By individual, by department, by division 3. REUSE / RECYCLE: Everything on campus is either reusable or recyclable (including bookstore and cafeteria equipment/packaging items) 4. Allowing individuals/departments to determine their own environmental goals i. Recommendation – Adjust last year’s usage by department / school allowing for the increased number of students, and then make an across-the-board goal equal to that of the Kyoto agreements: 20% savings on paper, energy, resources.

5. COUNTER BALANCE ENVIRONMENTAL COSTS FOR OUR OPERATION: In the event of not being able to find environmentally appropriate solutions for our needs, ISKL need to account for that by providing environmental benefits equal to or greater than the costs of the resources that it uses. i. Bussing: Provide carbon offsets for the bussing routes ISKL uses. ii. Flights: Provide carbon offsets for the flights ISKL participates in. iii. Purchase land or adopt land where offsets can take place or support an organization 1. Carbon Neutral 2. Land in Malaysia for tree planting