ontario certification guide · 2015-02-17 · 4 Certification News 2014-15 5 Certification...

certification guide

ontarioecoschools.org

ontario2014-15

Acknowledgements

This guide is an adaptation of the EcoSchools Certification Guide and

Planner produced by the Toronto District School Board (TDSB). The

TDSB has donated this resource to the Ontario EcoSchools Program as

part of its in-kind contribution to the project.

Ontario EcoSchools: Certification Guide 2014-15. writers: Steve Bibla and Eleanor Dudar, Toronto District School Board (TDSB 2010 version)AdAptAtion And revision: We have gathered feedback from schools, board representatives, and certification site assessors to guide revisions

to the certification application and process.

© 2010 Toronto District School Board (Ontario EcoSchools Revised 2014)

Ontario schools, school boards, post-secondary institutions, and government agencies may reproduce and adapt this publication in whole or in part for educational purposes without special permission from the copyright holder, as long as acknowledgement of the source is provided. If adaptation occurs, a clear distinction must be made between the original material and that which is added as part of the adaptation.

To apply for certification, schools must complete and submit the online certification application. Applicants must complete the application at http://certapp.ontarioecoschools.org; other types of electronic submissions will not be assessed. Paper submissions will not be assessed. Only a process determined by Ontario EcoSchools staff or its designate can lead to certification and recognition as an Ontario EcoSchool. Additions/adaptations to the online application are not considered in awarding points for certification. For more information, please see www.ontarioecoschools.org.

design: Comet art + design

About the coverGolden Learning Centre is one of the most northern schools in Ontario, located in Balmerton which is about an eight hour drive northeast of Thunder Bay. GLC’s Green Gang have many excellent practices in place to reduce waste (school-wide composting), learn outdoors (especially in winter) and save energy (by participating in sweater day). Congratulations on all your eco-achievements in the far north!

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

http://certapp.ontarioecoschools.org 1

2 Quick Reference: Steps to Certification

3 Quick Reference: Levels of Certification

4 Certification News 2014-15

5 Certification Questions and Tips for Success

6 Teamwork and Leadership

8 Energy Conservation

10 Waste Minimization

12 School Ground Greening

14 Curriculum

16 Environmental Stewardship

18 How to Complete Your Online Application

19 Register Your School

20 Assessment and Scoring

21 Input Your Initial EcoReview Results – Meet the January 31 Deadline

22 Complete and Submit Your Application

23-25 Paperless Portfolio and Uploading Instructions

25 Certification Application Timeline

26-27Portfolio Requirements Checklist

28 EcoSchools Yearly Planner

PAgE

Ontario EcoSchools 2014-15 Program Overview and Structure

The 2014-15 Ontario EcoSchools program outlines environmental learning opportunities and actions that can

be taken by schools to develop ecological literacy and environmental practices, thereby encouraging students

to become environmentally responsible citizens and reducing the environmental footprint of schools.

The six sections of the program are closely interwoven to support each other. The program structure is

modeled on The Ontario Curriculum. Each section of the program begins with a Guiding Question, followed

by a series of numbered questions that correspond to the specific program expectations. It is through

the creative implementation of environmental initiatives and engagement of school communities that

solutions to the environmental issues we face are put into action.

table of contents

2 Certification Guide 2014-15

quick reference: steps to certification 2014-15

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

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

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

results into your online certification application by January 31, 2015:

• EngagestudentsandtheEcoTeamintheassessmentofyourschool’senergyandwastepracticesby

conducting your EcoReviews.

• Schoolsmustinputresultsfor18 out of 18 EcoReview questions (2.1-2.9 and 3.1-3.9) by January 31 to

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

• Please note: Schools have until April 30 to complete the rest of the application. For details, see pg. 18.

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

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

your results online.

Step Upload all portfolio requirements needed to support your application by April 30. The online Application Tracker

will identify questions which require portfolio requirements (found on the “Application Summary” page).

Step Complete the online application by answering all applicable questions by April 30, 2015. Review the

“Application Summary” page, then click on “Submit to Ontario EcoSchools”. (Please note: Schools need

to claim a minimum of 50 points to receive an assessment.)

�Certification Deadlines:• January 31: Input results from the Initial EcoReviews (questions 2.1-2.9 and 3.1-3.9) into the application.

• April 30: Complete all applicable questions, including results from the Follow-up EcoReviews, upload all

required portfolio documents, and finalize and submit the application (early bird deadline - April 23).


quick reference:levels of certification

EcoSchools certification provides a rigorous province-wide set of criteria to assess achievement

of environmentally responsible actions and learning. Engagement in EcoSchools reflects

a commitment to the environment. There are four levels of EcoSchools certification:

level Bronze silver gold platinum

total points 50–65 66–74 75–100* See Platinum Certification Guide

total points available

minimum points to achieve gold

SectionI TeamworkandLeadership 16 12

SectionII EnergyConservation 20 15

SectionIII WasteMinimization 20 15

SectionIV SchoolGroundGreening 14 10.5

SectionV Curriculum 14 10.5

SectionVI EnvironmentalStewardship 16 12

total 100 75

Legend of application iconsEcoReview Requirement: This symbol indicates questions that require schools to input the results

of both the Initial and Follow-up EcoReviews. Applicants must input their results twice – once before

January 31 (Initial) and once before April 30 (Follow-up).

Portfolio Requirement: This symbol indicates questions that require schools to collect and upload

supporting documentation (e.g., newsletters, site plans, student work).

Student Engagement: This symbol indicates areas that present opportunities for deep student

engagement and leadership. It is essential to involve students in every facet of the EcoSchools program;

this symbol helps to identify rich and diverse learning opportunities for students in all grades.

Look For: For schools that are scheduled to receive a site visit, this symbol indicates questions that

will be verified during the walkabout portion of the site visit.

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

*Going for Gold? Gold level status indicates that a school has taken a comprehensive approach to implementing

the EcoSchools program and has achieved significant results in each section of certification.

Avoid disappointment by reviewing your application to ensure that you have claimed the

necessary points for Gold. To earn Gold status, a school must achieve a minimum of 75% of

the possible points in EACH of the six sections of certification, as outlined in the table below:

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


Celebrating 10 Years of Ontario EcoSchools!Beginning in September, Ontario EcoSchools will be

celebrating 10 years of participation in the province-

wide program. To celebrate, Ontario EcoSchools

invites schools to participate in a day of EcoAction

on June 5 which is UN World Environment Day! As

well, EcoSchools will share 10 innovative practices

per month - gathered over the course of the past 10

years - with schools and school boards.

NEW! Tracking Worksheets for Energy and Waste PracticesSchools will be using new Energy Conservation

and Waste Minimization Walkabout Worksheets

specifically tailored for multiple tracking dates.

The new Walkabout Worksheets are available

at www.ontarioecoschools.org. Schools will also

be able to explore the impact of lighting on their

energy consumption by completing a Classroom

Lighting Assessment.

Experienced EcoSchools CertificationCycle (EECC) and Platinum programsSchools that have certified for five or more years and

meet the eligibility requirements will be given the

option to enrol in the EECC or Platinum programs

upon registration. See www.ontarioecoschools.org

for further details.

Early Bird Deadline - April 23All schools that submit their application by the

early bird deadline will be entered into a draw for

a grant to fund an outdoor experiential field trip or

in-school environmental education presentation of

their choosing.*

* up to a value of $1,000

Check Out Our New Website!In coordination with our 10 year celebration we

are updating our online presence and adding new

resources. The new website will continue to support

schools and EcoTeams by creating a more accessible

and seamless user experience. Look forward to new

content and an interactive blog. Keep your eyes

peeled for the launch of this exciting initiative in

early winter!

Paperless PortfolioUpon registration, all schools will be automatically

signed up to submit a Paperless Portfolio. All

Portfolio requirements will need to be uploaded

into the online application by April 30th.

See pg. 24 for uploading instructions.

certification news 2014-15

�Certification Deadlines:• January 31: Input results from the Initial EcoReviews (questions 2.1-2.9 and 3.1-3.9) into the application.

• April 30: Complete all applicable questions, including results from the Follow-up EcoReviews, upload all

required portfolio documents, and finalize and submit the application (early bird deadline - April 23).

Follow us on Twitter @ON_EcoSchools

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Certification Deadlines:

> January 31: Input results from the Initial EcoReviews

(questions 2.1-2.9 and 3.1-3.9) into the online application.

> April 30: Complete all applicable questions, including

results from the Follow-up EcoReviews, upload all required

portfolio documents, and finalize and submit the application

(early bird deadline - April 23).

If you have any questions or experience any computer errors while completing your online

certification application, please contact your EcoSchools board representative or email

[email protected].

certification questions and tips for success

To complete the application, visit

http://certapp.ontarioecoschools.org


tips for success – teamwork and leadership

Helpful Resources • EcoSchools Yearly Planner: Use this table to plan your campaigns, action items, and monitoring

schedules. Identify barriers and opportunities at the beginning of the school year to ensure

success!

• Designing a Campaign: This resource outlines steps to raising awareness or supporting change

within your school. Use it to make a bigger impact and improve upon last year’s initiatives.

Find it at www.ontarioecoschools.org

tips for success in teAmwork And leAdership

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

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

1.2-1.3 diverse ecoteams build capacityThe most successful EcoTeams include representatives from throughout the school community and student leaders from different grades and/or school programs (e.g., ESL, students with exceptionalities, etc.)

1.4 Administrative support can make ecoschools a part of school lifeThe most successful EcoSchools have internal administrative support that incorporates environmental programs into the everyday culture of the school. Administrators can offer support by:• providing funding for initiatives/release time for planning• promoting environmentally responsible behaviour at school events/hosting eco-friendly meetings and

parent-teacher nights • inviting regular reporting on EcoSchools at staff meetings, school council meetings, and/or parent

council meetings

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

1.6-1.7 ecoteam visibility, communication, and celebrating successCommunicating regularly and having a visible program is crucial to building support for your EcoSchools program. Providing school-wide updates and feedback on EcoSchools initiatives at least once a month ensures that students and staff are aware of the program goals and achievements.

1.8 a,b skill building through expert training Every member of an EcoTeam can benefit from quality skill-building opportunities. Check with your board and local organizations to learn what opportunities are offered in your board or community.

7 http://certapp.ontarioecoschools.org

section i.teamwork and leadershipGuiding Question: How does your whole school build capacity and communicate feedback to tackle the challenge of creating an environmentally responsible school?

points

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

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

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1.3 Does your ecoteam include diverse representation from the student population in the school (e.g., Level 4 = three or more grades and/or diverse student groups represented)? 2

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

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

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

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

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1.8a1.8b

Did staff and/or students develop environmental knowledge or skills through participation in workshops, mentoring, presentations, or a webinar series? to qualify, the following criteria must be met:

Clear connection to developing ecological literacy and/or environmentally responsible practices

Must occur during the current school year (including summer sessions)—July 1, 2014 to June 30, 2015.

One entry per session—if two people attend the same session only one can be claimed.

workshops: must be an interactive session with diverse participants engaged in facilitated activities

school-to-school mentoring: must occur multiple times in the year

presentations: whole school or divisional assembly presentations with outside presenters

webinars: attendance at two or more webinars per submission

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totAl points in this section 16

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Example of online workshop/mentoring template

1. Name of participant(s):

3. Date of event and length:

4. Workshop/mentoring description:

5. What impact on environment related teaching/decisions/activities resulted from this event?

2. Type of event (choose one): workshop, conference, mentoring, whole school presentation (with outside presenters):

Sylvie Green and Bob Tree

October 3rd, 2014 – Full day workshop

Intro to EcoSchools workshop presented by Ontario EcoSchools provided information, resources and student engagement strategies.

Green Leaf PS is focusing on Waste Min.: students conduct a whole school waste audit, present findings at school assembly; track con-tamination in recycling bins and award ‘Golden garbage can’ award.

workshop

certification questions and criteria 2014-15


tips for success – energy conservation

Helpful Resources� • NEW! Energy Conservation Walkabout Worksheet (WAW): Students can use the Energy

Conservation WAW to monitor behaviour and communicate successes to the school community.

The Energy Conservation WAW can be linked to curriculum expectations in mathematics, science,

geography, etc.

•NEW! Classroom Lighting Assessment: Use this resource to explore how much electricity your

school uses for classroom lighting. Communicate the results to the rest of the school to support

your energy conservation goals!

• NEW! School Energy Consumption Assessment: Analyze the energy used by your entire school

to find new targets and to better understand energy consumption over the school year.


tips for success in energy conservAtion

2.1 clear consistent messages – lights off makes an impactTurning off the lights is not about learning in the dark; it’s about identifying opportunities to learn and model environmentally responsible practices. EcoTeams have succeeded by:• using a tracking chart to monitor progress (by class or for the whole school)• communicating expectations and celebrating consistent achievement• Idea! On bright days, using natural light or half-bank lighting to conserve energy can model

opportunities to deepen energy conservation practices. • Idea! Consider using the Earth Hour model to have a “lights off” hour once a month or once a week.

light sensors• If your classroom has light sensors ensure that your students understand how they work and why they

are in place. If possible encourage students to continue to turn off the lights when they leave the room to support energy conservation behaviour.

2.2–2.4 use the “look, listen, and feel” method to detect energy waste Electricity is being used by electronic devices if: • Look: there is any light (including screen savers)• Listen: you can hear a fan running• Feel: you can feel heat (often from the adaptor on a power cord)Establish daily routines and regular checks to help conserve energy in your school.

2.5–2.7 heating and cooling – keep it efficient Closing windows and curtains at the end of the day moderates room temperature and eases the load on a building’s heating and ventilation system. Clear vents ensure effective functioning of air circulation systems (cold air returns) while closed doors reduce direct heat/cold loss throughout the year.

2.8–2.9 caretakers and custodians conserve energy through specialized practicesActive involvement of custodial staff leads to success! They are most knowledgeable about the school’s building operations. Regular maintenance routines, as well as effective use of HVAC/BAS systems can significantly reduce your school’s environmental impact.

2.10–2.11 student monitoring of energy conservation practices to make a differenceStudent monitoring systems can provide authentic primary source data that help students understand energy conservation practices and identify what is working/needs improvement. Share results with the rest of the school community and see change happen.


points

lights And equipment

2.1 Do staff and students turn off lights when they are not required (e.g., when classrooms are not in use, in stairwells and corridors with extensive natural lighting, outside lights adjusted seasonally)? 3

2.2Are electronics (monitors, LCD projectors, smartboards) turned off when not in use? 3

2.3 Are printers, scanners, and photocopiers on standby when not in use and turned off at the end of the day? 1

2.4 Has your school’s equipment been consolidated to ensure that energy is not wasted by using more equipment than is necessary (e.g., reducing the number of computer printers through networking)? 1

heAting And Air conditioning

2.5 Do students and staff ensure that windows and curtains (if present) are closed at the end of the school day (especially important in the winter to minimize heat loss)? 1

2.6 Do students and staff consistently monitor to ensure that the space around vents on walls, ceilings, or window sills is kept clear (to ensure effective cold air return)? 1

2.7 Do students and staff ensure that doors to the outside of the building are not left open unnecessarily (to reduce energy/heat loss)? 1

speciAlized prActices of cAretAkers/custodiAl stAff

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

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

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student monitoring And communicAtion

2.10a Do students monitor energy conservation practices throughout the school? portfolio requirement: copy of completed Energy Conservation Walkabout Worksheet or equivalent monitoring sheet displaying a minimum of three tracking dates.

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2.10b Did students communicate the results of the Energy Conservation Walkabout Worksheet or equivalent monitoring system to the whole school community? 2

2.11 To what extent do students actively explore energy use and energy conservation behaviour within the school?portfolio requirement: copy of a completed Classroom Lighting Assessment sheet OR School Energy Consumption Assessment sheet or equivalent worksheet.

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section ii.energy conservationGuiding Question: How does your school make decisions and follow daily routines and operational practices that significantly reduce the use of energy and its impact on the environment?

Certification Deadlines:• January 31: Input results from the Initial EcoReviews (questions 2.1-2.9 and 3.1-3.9) into the application.

• April 30: Complete all applicable questions, including results from the Follow-up EcoReviews, upload

all required portfolio documents, and finalize and submit the application (early bird deadline - April 23).

Please note: The Follow-up EcoReviews should be completed three months after the Initial EcoReview.


tips for success – waste minimization

Helpful Resources�� • NEW! Waste Minimization Walkabout Worksheet (WAW): Students can use the Waste

Minimization WAW to monitor contamination in both recycling and garbage and communicate

successes to the school community. The Waste Minimization WAW can be linked to curriculum

expectations in mathematics, science, geography, etc.

• School-wide Waste Audit (instructions and worksheets): Conduct a school-wide waste audit and

target a key item in your waste stream for a marked impact. Communicate results and create an

informed school ready to reduce waste!


tips for success in wAste minimizAtion

3.1-3.2 double-sided and electronic – make the switch to save more trees!Offer mini-tutorials for teachers on how to double-side when printing, and reinforce behaviour by posting reminders and instructions around photocopiers/printers. Offer electronic versions of newsletters and other communication materials to parents whenever possible.

3.3 revolutionize lunch – waste-free, boomerang, or composting/organics programFood-related waste makes up a significant proportion of what a school sends to landfill. Schools can reduce food waste by:• establishing an effective cafeteria composting/organics program (effective in secondary schools)• implementing waste-free or boomerang lunch programs Tip: Communicate regularly with parents and students and celebrate active participation.

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

3.5-3.6 lead by example – waste-free meetings and eventsWaste created at school events and meetings is often overlooked; using reusable dishes and cutlery at events reduces waste and models environmental practices.

3.7-3.8 pair garbage and recycling bins to increase effectiveness Studies show that people choose to recycle when given the opportunity. Providing recycling bins and garbage cans are paired in key locations, while actively engaging students in regular contamination tracking and communication of results are effective ways to reduce your school’s impact on the environment.

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

3.10a,b new! reduce contamination, increase impact Help keep your school’s recycling out of the landfill. Track if recyclable items are being put in the garbage and if garbage items are found in the recycling. Regular monitoring of school practices (at least three times per year), can offer students an opportunity to observe trends in behaviour and suggest strategies for improvement.

3.11 conduct a school-wide waste audit and communicate your resultsConducting a school-wide waste audit and sharing the results with the school community can be a valuable learning experience. Target a key item (plastic bottles, coffee cups, snack pouches) and track the reduction for a marked impact. Celebrate your success.



points

reduce

3.1 Do staff and students reduce paper consumption by photocopying/printing on both sides of paper whenever possible? 1

3.2 Does your school regularly use electronic methods (email, website) to communicate with parents or, if printed communication is necessary, use a sibling list? 1

3.3 Has your school established systems and regular routines to reduce food-related waste (e.g., composting cafeteria/lunchroom organics and/or school-wide waste-free or boomerang lunch program at least one day per week)?

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reuse

3.4 Has your school put in place systems to reuse paper with “reuse it/Good On One Side [GOOS]” boxes placed in key locations throughout the school (e.g., classroom, office, library, photocopy room)? 1

3.5 Do staff and students have waste-free events/meetings by ensuring reusable dishes/serviceware are used? 1

3.6 Does your school reuse and/or recycle computers and other surplus goods (e.g., through internal board postings or by using an environmentally responsible recycling company)? 1

recycle

3.7 Has a school-wide paper recycling system been effectively implemented (i.e., bins strategically placed throughout the school containing minimal contamination from non-recyclable items)? 2

3.8 Has a school-wide container recycling system been effectively implemented (i.e., bins strategically placed throughout the school containing minimal contamination from non-recyclable items)? 2

3.9Does your school recycle photocopier toner bottles and printer cartridges? 1

student monitoring And communicAtion

3.10a Do students check for contamination in the garbage and recycling bins using the Waste Minimization Walkabout Worksheet or equivalent monitoring system?portfolio requirement: Copy of a completed Waste Minimization Walkabout Worksheet or equivalent monitoring sheet displaying a minimum of three contamination tracking dates.

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3.10b

Did students communicate the results of the Waste Minimization Walkabout Worksheet or equivalent monitoring system to the whole school community? 2

3.11 Have students participated in a school-wide waste audit (must include a breakdown of contents of both garbage and recycling) and communicated the results to the whole school?portfolio requirement: Ontario EcoSchools School Waste Audit or comparable audit analyzing both garbage and recycling. Please note: Classroom and lunch waste only audits do not meet criteria.

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totAl points in this section 20 11 http://certapp.ontarioecoschools.org

section iii.waste minimizationGuiding Question: How does your school make decisions and follow daily routines and operational practices that significantly reduce its impact on the environment through waste reduction?

Certification Deadlines:• January 31: Input results from the Initial EcoReviews (questions 2.1-2.9 and 3.1-3.9) into the application.

• April 30: Complete all applicable questions including results from the Follow-up EcoReviews, upload

all required portfolio documents, and finalize and submit the application (early bird deadline - April 23).

Please note: The Follow-up EcoReview should be completed three months after the Initial EcoReview.


tips for success – school ground greening �

Helpful Resources�• School Ground Greening Guide: Refer to this comprehensive guide for tips on designing your school grounds

for shade and energy conservation.

•School Ground Greening Fact Sheets: Find helpful guidance to better understand biodiversity, tree care,

mulching, and watering as you plan for the care and maintenance of your green space.


tips for success in school ground greening (sgg)

4.1 involve students every step of the wayInvolve students in one or more of the following phases each year. New projects can focus on the design and implementation phases while existing projects can maintain the green space planted in previous years.

planning and planting new projects• Planning, design, and fundraising phase—students can: organize and complete surveys, run design

contests, map school grounds, present to parent council, write grant proposals, fundraise• Implementation phase—students can: organize planting/mulching days, create signs

Active maintenance of existing projects• Maintenance phase—implement a student-led maintenance schedule specifying activities

(e.g., weeding, watering, mulching, plant replacement, etc.)

4.2 harnessing the power of community EcoTeams with strong connections to community resources experience the most success in these major undertakings. Tap into parent/community expertise (landscaping/design) and support (grant writing, planning, planting, maintaining).

4.3 Beyond beautification – improving biodiversityWHY promote biodiversity: Biodiversity helps ensure a robust ecosystem that will support and maintain a healthy balance of living and non-living components.

HOW to improve biodiversity: Plant native species! Native plants are hardier, require less maintenance, and provide habitat for the local natural ecosystem.

HOW to encourage ecological sustainability: Use drought-resistant plants! These plants are ideal for schools, where access to water is often limited, especially during the summer.

More information can be found in the Ontario EcoSchools Biodiversity Factsheet

4.4 useful shade creates sun-safe areasUseful shade is plant-based shade in active play/learning areas of the school ground or shade for the school building. Identify and map active play areas in the schoolyard to find areas for optimal sun protection. Schoolyard vs. front of school: Students often have more access to shade located in the schoolyard. Be sure to include areas of active play in your planning for shade.Temperature rising: Temperatures in shade are often 10-20˚C lower than adjacent asphalt surfaces.

4.5 using the outdoor environment for teaching and learningOutdoor experiential learning opportunities can engage students in inquiry-based learning, hands-on activities, and systems-thinking exercises. Encourage multiple classes to explore and use the outdoors as the context for learning at different times throughout the year.

http://certapp.ontarioecoschools.org 13 13 http://certapp.ontarioecoschools.org

points

4.1 Were students actively involved in one or more of the following phases of your project during the current school year?• Planning, design, and fundraising• Implementation• Regular maintenance and care of new or existing projectsportfolio requirement: • Planning, design and fundraising: sample of student-drawn site plan/survey, picture of students

presenting to parent council, student-driven grant application• Implementation: photos of students planting, mulching, watering• Regular maintenance: completed sign-up sheet/maintenance plan specifying activities (mulching,

watering, weeding, etc.) completed throughout the current school year

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4.2 Were members of the wider school community (e.g., parent council, conservation authority, landscaper) actively involved in the design, implementation, or maintenance of the project during the current school year and summer months?

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4.3 Does the planted material in your school ground greening project: • improve biodiversity (e.g., provide habitat, include diverse plant species, establish a nature study

area) and/or • encourage ecological sustainability (e.g., include native plant species, drought-resistant perennials,

food-producing plants)? portfolio requirement: Site plan/landscaping drawing that clearly identifies plant species and/or how biodiversity is being improved or list of native or drought-resistant species.

Please note: Beautification/bulb planting is not accepted in this section.

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4.4

Is your school actively involved in a school ground greening project that provides or will provide useful shade in areas accessible to students (i.e., schoolyard) or energy conservation benefits for the school building?

Useful shade = shade provided by plants/trees in active play/learning areas or shade for the school building

portfolio requirement: Copy of detailed site plan (can be student drawn) indicating useful shade and/or a shade survey of your school ground. For tips on how to conduct a shade survey, see pg.15-17 of School Ground Greening: Designing for Shade and Energy Conservation.

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4.5 Do students and teachers use the school ground greening project to enrich student learning and recreation (e.g., outdoor experiential education)?

Please note: Projects in the planning/design phase are not eligible for this question.

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section iv.school ground greening Guiding Question: How does your school actively engage students and staff in the care of the natural environment, encourage teaching and learning in the outdoors, and increase biodiversity on the school grounds?

* If your school is prohibited from engaging in school ground greening activities due to leasing restrictions or other factors, please contact Ontario EcoSchools at [email protected] before the April 30 certification deadline.


Please note:To claim any points in this section, active student engagement must be demonstrated during the current school year (4.1).

Schools do not have to implement new projects each year; points can be claimed for the maintenance of existing projects with required portfolio documentation and student engagement.


tips for success – curriculum Helpful Resources��Consider using these bilingual curriculum resources for both elementary and secondary grades.

Elementary

•EnergyConservationLearningActivitiesbyGrade(1-8)

•WasteMinimizationLearningActivitiesbyGrade(1-8)

•MakingConnections:Elementarylearningactivitiesin,about,andfortheenvironment

Secondary

•MappingClimateChangeImpactsandAdaptationsinGrade9Geography

•DevelopingActiveCitizenshipSkillsinGrade10Civics

•ConnectingtoClimateChangethroughRichPerformanceTasksinGrade10Science

•UnderstandingClimateChangeinGrade11and12Geography

•ConnectionstoClimateChangeinGrade11and12Science


• focus on local issues and actions

• foster hope through positive actions

• collABorAte with interdisciplinary teaching strategies

• promote active citizenship skills throughout student lives

• develop systems thinking (change one part and affect the whole)

• enhAnce curiosity through inquiry-based, hands-on, and critical-thinking learning strategies

• explore the interconnectedness of political, economic, enviro, and social issues

• orgAnize out-of-classroom experiences

• schedule routine outings (e.g.,walking wed., season walks)

• engAge in place-based learning by exploring local community features (natural, built)

in the environment

Developing a sense of place

ABout the environment

for the environment

How nature works in systems. Discovering interdependence

Examine human impact and advocate for change

foc

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Ateg

ies

strAtegies for developing ecologicAl literAcy

http://certapp.ontarioecoschools.org 15 15 http://certapp.ontarioecoschools.org


section v. curriculum Guiding Question: How do students learn in, about, and for the environment as a regular part of teaching and learning?

To qualify, curriculum must meet all of the following criteria:

Include environmental learning: Demonstrated learning in/about/for the environment.

Taught over at least two periods

Include completed student work: One copy of one student’s completed work per submission.

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

Completed during the current school year, September 2014 to June 2015 (curriculum taught after the

April 30 deadline may be submitted with evidence of planning/lesson plan as the portfolio requirement).

** Please include one submission per lesson (points are awarded per lesson, regardless of the number of times it is taught).

Off-site environmental field trips: Half-day/full-day off-site field trips are recognized as valuable learning

opportunities and can be claimed in this section. Complete the Curriculum template online; student work

does not need to be submitted for off-site field trips.

Portfolio requirement: One copy of one student’s completed work for each submission, except for field trips.

Non-paper student work (presentations, 3D art, videos, online work, etc.) can be captured in a photo

or screen capture. Lesson plans are ONLY accepted for submissions occurring after April 30.

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3

points

5.1

5.2

5.3

5.4

5.5

5.6

5.7

Maximum of 7 submissions x 2 points each

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2

2

2

2

2

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Example of online Curriculum template

1. Grade:

5. Min of Education strand of curriculum addressed (ie: Understanding Matter):

3. Field Trip 4.

6. Number of periods for instruction/assignment (min. 2 periods):

7. Describe lesson and assessment?

8. What did students learn about the environment?

9. Optional: What resources were used to support student learning?

2. Subject:Gr. 10

Human-Environment interactions

3-75 minute periods

Using Enviro. Canada data, students investigate the potential impacts of climate change over time for assigned regions of Canada. They created maps and wrote an MP suggesting actions.Assessment: annotated maps and copies of letter that suggested actions.

Students learned about the potential impacts of climate change on both human & natural systems in different regions of Canada, potential mitigating initiatives and how to advocate for change.

Enviro. Can. Website; Green Teacher lesson plan; created own rubric.

Secondary – Canadian & World Studies

3


tips for success in environmentAl stewArdship

program/idea environmental learning environmental Action/campaign ideas

Alternative transportation: walk/ride to school

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

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

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

earth day/week Biodiversity; climate change; sustainability; stewardship; personal actions; ecological footprint

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

earth hour/power hour**Extension: weekly/monthly Earth Hour/Power Hour

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

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

yard clean-up; 20-minute makeover; pitch-in canada; great canadian shoreline clean up

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

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

Bottled water-free

**Extension: Ban the Bottle campaign

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

Whole school participates in Bottled Water-Free Day; campaign launched with assembly about impact of plastic on environment; EcoTeam sells reusable bottles or fundraises for new water coolers; signage above water fountains educates school community about water issues

school-wide organics/composting or daily waste-free lunch program

Waste diversion rates; nutrient cycling; signage with facts about waste/landfill

Whole school encouraged to participate in composting; bins strategically placed throughout the school; diversion rate and program success tracked and celebrated

citizen science programs (e.g., FrogWatch, Project Nestbox)

Biodiversity; endangered species/ species at risk; habitat loss/restoration

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

local food/sustainable food (e.g., Big Crunch, Meatless Mondays, garden harvest)

Climate change; food options; food miles; water consumption; energy use in food industry

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

waste free lunch challenge (one week of tracking and weighing garbage)

Waste diversion rates; product packaging/life-cycle analysis; nutrient cycling

Whole school participates in the WFLC hosted by the Recycling Council of Ontario (RCO); students weigh their daily lunch waste and create action plans to reduce waste

tips for success – environmental stewardship

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

designing an effective campaign, and details on how schools can meet certification criteria.

• Design a Campaign: Refer to this fact sheet for tips on ways to design and implement successful

environmental campaigns.


By connecting learning to action, the whole school community deepens its understanding of an environmental

issue while collectively making a difference. Below are some examples of comprehensive campaigns that

actively engage the whole school in environmental learning connected to action.



section vi.environmental stewardship Guiding Question: How does your school foster environmental stewardship through whole-school and community engagement?

To qualify, stewardship activities must meet all of the following criteria:

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

issue (e.g., conserving resources, mitigating the impacts of climate change).

Environmental action: Engage the whole school community in active participation focused on a

specific environmental issue (e.g., campaigns/presentations/assemblies with action initiatives).

Above and beyond: Include school-wide initiatives that go beyond other sections of the

EcoSchools program (i.e., cannot be initiatives that have already been allocated points – for example,

lights and electronics off, general recycling or contamination, and GOOS paper campaigns).

Portfolio requirement: One supporting document that verifies that a specific environmental

issue has been the focus of student learning and action for each submission (e.g., announcement,

newsletter, or poster sharing information about an environmental issue).

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3

3


points

6.1

6.2

6.3

6.4

4

4

4

4

totAl points in this section 16ApplicAtion totAl 100

Example of online Environmental Stewardship template

* Walk To School/Active and Safe Routes To School program (ASRTS) can be claimed in two separate submissions/ templates for a total of 8 points if they run the entire school year and involve the whole school community.

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how to complete your online application

Complete your school’s certification application online at:

http://certapp.ontarioecoschools.org


register your school

registration Allschools,newandreturning,mustregistereachyear.Clickherethefirsttimeyouvisittheonlineapplicationtoregisteryourschool.

sign in Afteryouhaveregistered,useyouremailaddressandthepasswordyouhavecreatedtosignintotheapplication.Onlyoneemailaddressandpasswordarepermittedperschool.

Technical requirements: The application is best viewed in Windows Internet Explorer 8 or Firefox 3 and higher.

Ensure your computer’s screen resolution is set to 1280 x 800 or higher. To adjust the screen resolution on a PC,

right click on your desktop, select “Properties” or “Screen resolution” from the dialogue box and ensure the screen

resolution slidebar is set to 1280 x 800 pixels or higher.

Go to http://certapp.ontarioecoschools.org

how to get started Thissectionhasquicktipsforstartingyourapplicationandassessingyourschool’sachievements.

Additional info Thissectionallowsyoutochangeyourpassword.

certification Application Thissectionhassixpartsandiswhereyoumustinputyourschool’sachievementlevelsandaccomplishments.The“ApplicationSummary”pageprovidesanongoingsummaryofyourapplication.

Sections of the Online Application

•Please note: Sign in with only one user at a time. Multiple sign-ins can result in lost data or application error.•Password tip: Choose a password that is easy to remember and can be shared with all other contributors.


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

Scoring for rubric questions:For example, Question 1.1 is worth 2 points. If Level 3 (75% of points) is selected, then 1.5 will appear in the Points Claimed column. This is an automatic calculation. For questions that require Follow-up EcoReview results, points will be calculated after the Follow-up EcoReview results have been inputted (after January 31).

assessment and scoringThe EcoSchools level of achievement is evaluated using this self-assessment rubric:

level 0 level 1 level 2 level 3 level 4

0% of points 25% of points 50% of points 75% of points 100% of points

No evidence Emerging Approaching Implementation

Implemented Comprehensive

Not attempted or addressed

Awareness, but no active participation or limited practice/

results

inconsistent/ some practice, participation,

or results

consistent/ considerable practice,

participation, or results

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

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

Some questions require detailed information.

Saveandclosethetemplate.Itwillupdatetoread“EditTemplate.”Youmayeditthetemplate(s)anytimebeforeyousubmityourapplication.

Clickon“CompleteTemplate”andfillintherequestedinformation.

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

receive recognition.

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click on “energy conservation.”

Thebottom SetofbuttonsisforinputtingyourFollow-upEcoreviewresultsbetweenFebruary 1 and april 30.

Thetop SetofbuttonsisforinputtingInitialEcoreviewresultsbeFore January 31.

Beyond the EcoReview - Filling in Your ApplicationThe EcoReview represents 18 of the 46 questions in the application. Be sure to input information in

answer to all applicable questions for maximum recognition of your school’s achievement. Check the

“Application Summary” page for a running tally of the total points claimed by your school. Schools must

claim a minimum of 50 points to be eligible for certification.

How are points calculated for EcoReviews? Points are calculated when the results of the Follow-up

EcoReview are inputted, between February 1 and April 30.

input your ecoreview results Meet the January 31 deadline

save your data:Scrolltothebottomofthepageandclick

onthe“Save”buttontosavethedatayou’veinputted.

click on “waste minimization”inthegreennavigation

barontheleftsideofyourscreenandrepeatsteps3and4,inputtingthelevelsachievedinquestions3.1to3.9andsaveyourdata.

conduct the ecoreview withyour

EcoTeamandengagestudentsintheprocess!

2

4

5

input levels achieved: Questions2.1to2.9onthispagearerelatedtotheEcoreview.InputthelevelsyourschoolhasachievedduringtheInitialEcoreviewbyclickingonthetop

rowofbuttons.Acheck mArk willappearnexttoeachquestionwhenyourdatahasbeenrecorded.pointswillbecalculatedafteryouhaveinputtedyourFollow-upEcoreviewresults.

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ecoreview tracker:ThetrackerwillletyouknowhowmanyEcoreviewquestionsyouhavecompleted.Acheckmarkwillappearwhenall18questionshavebeeninputted.pleasenote:Schoolsmustinput18 out of 18questionstobeeligibleforcertification.Ifyouarenotattemptingoraddressingaquestion,clickonlevel0tocompleteallquestions.

ThischeckmarkindicatestoschoolsthattheyhavemettherequirementsfortheJanuary31deadline


• Ensure the Portfolio Requirements have been collected and uploaded: Some questions require sup-

porting documentation (e.g., newsletters, site plans, student work).

• Review and submit your school’s application: Click on “Application Summary” on the left navigation

bar and review your application to make sure it is correct and complete. Click on “Submit to Ontario

EcoSchools” at the bottom of the page. Please note: You cannot change or add to your application

after it has been submitted. You can save a copy of your application by clicking on the “PDF/Print”

button at the top of the “Application Summary” page.

complete and submit your application

application trackerWhere can I find it? It is located at the top of the “Application Summary” page

What does it do? Ensures that every school submits the most complete application possible.

How does it work? The Tracker identifies questions that are incomplete. Some questions may require

a textbox to be filled out, others a portfolio requirement uploaded or a level to be claimed.

How do I clear my list? The list of items will gradually decrease as a school completes its application.

If your school is not participating in a question click “level 0” to clear the item from your list.

A school can hide the Application Tracker on the “Application Summary” page by clicking

the “Hide” button. Clicking “Show” will reveal the list again.

�I cannot submit my application, what do I do? Schools will be unable to submit an application until every

item listed in the Application Tracker has been addressed and a check mark appears.

Application Tracker with items listed:

Application Tracker with items completed:


paperless portfolioOntario EcoSchools continues to promote waste minimization with the paperless portfolio. Schools

have the ability to upload all their requirements into the online application in order to reduce paper

consumption, reduce fuel consumption (shipping of portfolios), and increase the time allotted for the

discussion and walkabout during the site visit.

How to Create a Paperless Portfolio: • Youcanupload up to three files per portfolio

requirement question. We encourage you to

submit one file per requirement to minimize

time/effort needed to complete the the

application.

• Thefollowingfile formats are permitted for

upload: Microsoft Office files, OpenOffice,

WordPerfect, PDF, and common image and

video formats.

Take a Picture!The easiest way to make an electronic version of a portfolio requirement is

to take a picture! Tips for taking a good picture of your portfolio requirement:

• Place the document on a flat surface

• Ensure that the room is well-lit – shadows can

make the document difficult to assess

• Take the picture from above, not from the side

or on an angle

• Frame the document within your viewfinder

to ensure the whole document, including

important dates, is visible

• Save your picture in a location that is easy to

find when uploading

In consideration of the environment, as well as

limited funding, Ontario EcoSchools visits a portion

of the schools that apply for certification each year.

In April, your board representative will advise your

school if it will receive a site visit.

What happens at a site visit? To provide

comprehensive evaluation, rich feedback, and to

celebrate the achievements of students and staff,

there are two parts to the certification site visit:

1. A discussion with the EcoTeam (students, staff

advisor(s), custodian, principal, other team

members)

2. A walkabout of the school to check the Look

Fors and verify the application

Who should be at the site visit? Students are

central to the site visit; they can participate in

all aspects of the discussion and walkabout. It

is important for as many EcoTeam members as

possible to participate in the site visit.

When will the site visit take place? Site visits

will occur during the school day throughout the

months of May and June. Each site visit will be

approximately 45 minutes long.

When will we find out if we are certified? After all

the schools in your board have been assessed the

“Application Summary” section will be updated to

include the assessor’s evaluation and feedback as

well as your school’s final standing.

Site visit information

Further site visit information will be available in the Spring at www.ontarioecoschools.org or from

your board representative.


to edit Youruploadedfilewillbedisplayedunder“File”.Click“Edit”tochangethedescriptionortoreplacethefile.Click“Delete”toremovetheuploadedfilefromtheapplication.

Scanning is the process of converting a paper document to an electronic file.

1. Connect your scanner and computer.2. Open the printer/scanner lid and place the document face down

on the glass plate.3. Open the appropriate scanner software from your Start menu.4. Choose an appropriate scan resolution and click “Scan.”5. Save the scanned image somewhere you can find it. 6. Click “Upload icon” in your application and upload the scanned

document.

don’t have a scanner? Many photocopiers have the ability to scan and email documents directly to your inbox. Also, consider taking a quick picture of the document you wish to scan and upload it in lieu of a scanned document.

need assistance? Tap the shoulder of a tech-savvy colleague or the computer teacher, or contact your board’s IT department.

Clickon“NewFile”

Clickon“browse”toselectthefile

youwishtouploadfromyourcomputer

Fillinthedescription

Clickon“upload”2 3 4 5

how to upload portfolio documents

How to Scan a Document

Clickonfoundunderthequestionnumber.1


suggested timeline for ontario ecoschools certification Student Engagement: This symbol indicates areas where student engagement and leadership

opportunities are present.

• Establish the EcoTeam

• Register your school online – http://certapp.ontarioecoschools.org

• Ask for support – parent’s council, staff meetings, community organizations, EcoSchools board representative

• Review the certification questions and create a plan for the year’s EcoSchools initiatives

• Develop a communication strategy

• Prepare fundraising applications to support large-scale plans

• Complete Initial EcoReviews (Energy Conservation and Waste Minimization)

• Based on the results of the EcoReviews, complete and implement Action Plans for Energy Conservation and Waste Minimization

• Start planning for School Ground Greening

• Brainstorm and start Environmental Stewardship campaigns/activities

• Conduct a Waste Audit and communicate results

• Input results of Initial EcoReviews and other information as applicable into online application

• deadline: January 31st to input results of Initial EcoReviews

• Continue to implement Action Plans

• Continue inputting information/answers into certification application

• Upload Portfolio requirements

• Communicate feedback! Tell the school how they are doing and strategies for improvement

• Gather submissions for Curriculum section – complete online templates and upload student work

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

• Complete and review your online certification application

• Save a copy of the “Application Summary” page for your records

• Submit application from “Application Summary” page

• deadline: April 30th for submitting application (Early bird deadline - April 23).

• Prepare for site visit

• Your board representative will advise you of the time/date of the site visit (May or June) if applicable

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portfolio requirements checklist ontario ecoschools certification 2014-15

Some questions require you to collect supporting documentation (e.g., newsletters, site plans, student work).

Check the “Application Summary” page for a list of your school’s Portfolio Requirements.

Uploading Your Portfolio

no. certificAtion question (short) portfolio requirement

pArt i. teAmwork And leAdership

1.1 Does the EcoTeam meet regularly and have defined goals?

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

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

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

pArt ii. energy conservAtion

2.10a Do students monitor energy conservation practices throughout the school?

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

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

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

pArt iii. wAste minimizAtion

3.10a Do students check for contamination in the garbage and recycling bins using the Waste Minimization Walkabout Worksheet or equivalent monitoring system?

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

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

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

pArt iv. school ground greening

4.1 Were students actively involved in one or more of the following phases of your project during the current school year?• Planning, design, and fundraising• Implementation• Regular maintenance and care of new or

existing projects

• Planning, design and fundraising: sample of student-drawn site plan/survey, picture of students presenting to parent council, student-driven grant application

• Implementation: photos of students planting, mulching, watering• Regular maintenance: completed sign-up sheet/maintenance plan

specifying activities (mulching, watering, weeding, etc.) completed throughout the current school year

4.3 Does the planted material in your school ground greening project: • improve biodiversity (e.g., provide habitat,

include diverse plant species, establish a nature study area) and/or

• encourage ecological sustainability (e.g., include native plant species, drought-resistant perennials, food-producing plants)?

Site plan/landscaping drawing that clearly identifies plant species and/or how biodiversity is being improved or list of native or drought-resistant species.

4.4 Is your school actively involved in a school ground greening project that provides or will provide useful shade in areas accessible to students (i.e., schoolyard) or energy conservation benefits for the school building?

Copy of detailed site plan (can be student drawn) indicating useful shade and/or a shade survey of your school ground. For tips on how to conduct a shade survey, see pg.15-17 of School Ground Greening: Designing for Shade and Energy Conservation.

Please upload supporting documents only for questions in which you are claiming points. Below is a summary list of every possible portfolio requirement:


no. certificAtion question (short) portfolio requirement

pArt v. curriculum

to qualify, curriculum must meet all of the following criteria: include environmental learning: Demonstrated learning in/about/for the environment. taught over at least two periods. include completed student work: One copy of one student’s completed work per submission.

Student work is not needed for off-site field trips. completed during the current school year: Sept. 2014 to June 2015 (curriculum taught after the

April 30 deadline may be submitted with evidence of planning/lesson plan as the portfolio requirement).

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







pArt vi. environmentAl stewArdship

to qualify, stewardship activities must meet all of the following criteria: environmental learning: Clear, well-communicated connection to learning about an environmental issue

(e.g., conserving resources, mitigating the impacts of climate change). environmental action: Engage the whole school community in active participation focused on a specific environmental issue.

(e.g., campaigns/presentations/assemblies with action initiatives). Above and beyond: Include school-wide initiatives that go beyond other sections of the EcoSchools program

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

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




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portfolio requirements checklist ontario ecoschools certification 2014-15

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septemBer octoBer novemBer decemBer

campaign ideas Let’s brainstorm: • What could this

look like?• What are our

long-term goals?

events to noteNational Forest Week Walk to School Month

Waste Reduction WeekBuy Nothing Day

support• Who do we need

to talk to?• What resources

will we need?

JAnuAry feBruAry mArch April



long-term goals?

events to note

January 31: Initial EcoReview deadline

National Sweater Day World Wetlands Day

Earth HourWorld Water Day

April 30: Application submission deadline (early bird April 23)

Earth Day/Week



will we need?

mAy June July August



long-term goals?

events to noteecoschools site visits International Day for

Biodiversity

ecoschools site visitsUN World Environment Day Rivers to Oceans Week

Summer maintenance of school ground greening projects

Summer maintenance of school ground greening projects



will we need?

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

opportunities: Identify the best and most appropriate times to implement a campaign (e.g., Earth Day/Week, Earth Hour, Waste Reduction Week).

Adapted from Toronto District School Board Certification ToolkitAvailablein11”x17”format.Todownload,visitontarioecoschools.org.

principal/school administrator signature (for eecc pledge year)

ecoschools yearly plannerUse this worksheet to plan your campaigns, action items, and monitoring schedules. Identify barriers and opportunities at the beginning of the school year to ensure success!

This guide is an adaptation of the EcoSchools Certification Guide and Planner produced

by the Toronto District School Board (TDSB). The TDSB has donated this resource to the

Ontario EcoSchools Program as part of their in-kind contribution to the project.

www.ontarioecoschools.org08/14

current project partners

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