-------
The U.S. Environmental Protection Agency acknowledges the Sidwell Friends School
and GreenShape LLC for their assistance in developing this guide.
-------
Contents
Introduction.
Benefits
You Are Unique:
Please visit the School waste Reduction Toolkit web site at www.epa.gov/epaoswer/education/toolkit.htm for the
Resources and all Appendices. Please see the Glossary for explanations of words highlighted throughout the guide in blue.
-------
-------
ntroduction
Schools accumulate tons of waste—from paper and computers to food and books. By
learning how to properly handle this waste, school officials not only have an opportunity
_ to greatly influence the future of their school, school district, and students, but they can
also have a significant impact on the environment.
Every day, school officials struggle to find time to get everything done. To make
waste reduction efforts and environmental protection feasible and practical for
schools and school districts, the U.S. Environmental Protection Agency (EPA)
developed this easy-to-use guide to help schools and school districts
implement new, or expand upon existing, waste reduction programs.
How to Use This Guide
• This guide provides schools, school districts, and
school business officials with audience-specific
information for starting or expanding an existing
waste reduction program.
• Schools and school districts interested in starting
or expanding a waste reduction program will be
interested in the 10 Steps for Becoming Waste-
Free (on page 13) and Program Options (on page
27) sections of this document for ideas on how
to start or improve their programs.
• Highlighted waste reduction terms throughout
this document are defined in the Glossary (on
page 37).
• For more information on starting or expanding a
waste reduction program, waste assessment
and records tracking forms, and additional
Appendices, please visit the School Waste
Reduction Toolkit Web site atwww.epa.gov/
epaoswer/education/toolkit.htm.
• Additional Resources are also available on the
Web site at www.epa.gov/epaoswer/
education/toolkit.htm.
The Four Rules of
Waste Reduction
Reduce—Purchasing, consuming, and throwing
away less. Source reduction actually prevents the
generation of waste in the first place, making it the
most preferred method of waste management.
Reuse—Reusing items by repairing, donating, or
selling them. Reuse is even better than recycling
because items do not have to be reprocessed before
they can be used again.
Recycle—A series of activities that includes collect-
ing recyclable materials that would otherwise be
considered waste, sorting and processing recy-
clables into raw materials such as fibers, and manu-
facturing the raw materials into new products.
Recycling prevents the need to harvest new raw
materials from the Earth.
Buy Recycled—Purchasing products made of recy-
cled materials.
-------
-------
Benefits
T
I here are many benefits to implementing
a waste reduction program in a school
or throughout a school district.
Protect the Environment
Preventing the use of excess materials, reusing
materials, recycling, and buying recycled content
products reduce a school's impact on the environ-
ment by:
• Saving energy (by using recycled content,
which takes less energy to produce new prod-
ucts).
• Mitigating climate change by reducing green-
house gas emissions (using less energy burns
fewer fossil fuels, which in turn impact green-
house gas emissions).
• Reducing the need for raw materials to make
new products.
• Decreasing the amount of material put into
landfills.
Decrease Cost and Make Money
Preventing waste and recycling can decrease dis-
posal costs. Schools might be able to bring in addi-
tional revenue by selling recyclables that have
financial value.
Get Educated
Environmental Education Opportunities
By implementing waste reduction programs in
schools, teachers and administrators have an
opportunity to teach their students about the
importance of reducing their environmental or
ecological footprint and how each of our decisions
impacts the environment. Environmental educa-
tion gives students an opportunity to learn about
economics (the impact of supply and demand),
current events, climate change, and environmental
laws.
Service-Learning Opportunities
School waste reduction programs also allow for
service-learning opportunities. Service-learning
opportunities are hands-on experiences that go
beyond what is learned in the classroom. For
example, students might participate in community
waste collection days or share waste reduction tips
with neighbors. Students gain new skills and a
sense of civic responsibility by working directly
with the community. Additionally, service-learning
enhances students' communications, team-build-
ing, critical thinking, and decision-making skills.
Become an Environmental Steward
Students involved in waste reduction activities can
be environmental stewards for the entire commu-
nity, bringing the idea of waste reduction home,
building a stronger community through outreach.
Earn National Recognition
Schools or school districts implementing or
expanding a waste reduction program can gain
national recognition through initiatives such as
EPA's Waste Wise program. For more information,
please see the Waste Wise Web site at
www.epa.gov/wastewise.
-------
-------
You Are Unique
In each of the following sections—schools,
school districts, and school business offi-
cials—you will find audience-specific infor-
mation and considerations. While each audi-
ence is unique and has its own set of concerns,
communication among the parties involved in
the waste reduction program—including
teachers, custodial and kitchen staff, parents
or other volunteers, students, recycling coor-
dinators, school district officials, and school
business officials—is crucial for a successful
program.
Keep in mind that no two waste reduction
programs are exactly alike, so do what works
best for your school or school district (while
still adhering to all applicable policies).
Good luck and remember: all your efforts are
protecting the environment and making your
school or school district one step closer to
becoming waste-free.
For schools: Even if your school's program is not associated with a districtwide program, it is
essential that schools work with school district administration and/or school business officials to
ensure that school and school district policies and regulations are followed. Additionally, schools
might be able to save time and money by tapping into districtwide resources.
For school districts: A districtwide program might not be "one-size fits all," so your district's
administration must work closely with each school to understand its individual needs. School dis-
trict administration must also keep in close contact with school business officials to sort through
purchasing and contract issues.
For school business officials: As a school business official, you must work closely with the
school or school district to fully understand the schools' needs.
-------
-------
For Schools
You and your school's staff—with help
from students—can start a waste
reduction program or help expand
your current waste reduction activities.
In some schools, an enthusiastic individual or club
often prompts the development of a school waste
reduction program. Other schools might be part of
a districtwide initiative, with control over their
own program. School-level programs often start
small and grow over time, adding materials or
activities as participation increases. School-based
programs might be more advantageous than dis-
trict-mandated ones because school employees can
design a program that will match the school's cul-
ture and better meet the school's particular needs.
Whether you are implementing a stand-alone pro-
gram or are part of a districtwide initiative, the 10
Steps for Becoming Waste Free (on page 13) and
other information provided in this guide will help
you plan and implement a waste reduction pro-
gram or expand on an existing one.
Waste Reduction
Programs
Waste reduction programs might include some or
all of the activities listed below. See the Program
Options (on page 27) section and the Glossary (on
page 37) for more information and definitions of
these activities:
• Waste prevention
• Reduction/elimination (also known as source
reduction)
• Reuse
• Donation
• Recycling collection
• Composting
Buying recycled content products
Considerations
As you consider various waste reduction options,
think carefully about your overall capabilities to
meet your goals. Conducting a waste assessment
will show you the trends in the types and amount
of waste your school generates. Also keep in mind
that you might run into issues (e.g., staffing
requirements, program support) specific to your
school that need to be resolved before you can
begin. Depending on the nature of your school,
you will have different needs and considerations,
such as:
Q Deciding who will handle the day-to-day tasks
of your program.
- Are the teachers, school staff, and student
volunteers able to commit enough time to
implement an effective program?
- Will you need volunteers to run the pro-
gram or will these duties be included in a
staff member's job description?
- Can you tap into existing school volunteer
networks, such as the Parent Teacher
Association (PTA)?
Q Considering how involved students will be in
the waste reduction program.
Q Determining if the waste reduction program
will be incorporated into school curricula.
Q Identifying and quantifying your school's waste
by determining who will be responsible for
conducting a waste assessment.
- What materials do you generate in your
school?
- How much does your school generate these
materials?
-------
Identifying the scope of the waste reduction
program.
- Which materials will your school collect for
reuse and recycling?
- Will you initiate a program by recycling one
or two materials and introducing more
materials over time, or will you collect sev-
eral materials immediately?
Establishing how you will collect materials.
- Will you hire a waste management company
or hauler to pick up your recydables?
- Will you bring materials to a collection site
on your own?
- Is your school required to adhere to dis-
trictwide or county waste management poli-
cies?
Identifying how much space is available to
store recyclables inside your school.
- Is additional storage space available outside
of your school?
Considering how you will pay for the costs
associated with the program, such as hauling
fees, collection containers, and dumpster
rentals.
Determining how you will encourage students,
school staff, and volunteers to participate.
Deciding how you will have the waste reduc-
tion program evaluated.
- How often will it be assessed?
- Who will perform the assessments?
- How will the results be tracked?
-------
For School Districts
Although districtwide waste reduction
programs are similar to individual
school programs, school districts face
their own set of unique challenges.
To implement a successful districtwide program,
consider hiring a full-time program coordinator.
This staff member will help to coordinate efforts
across schools, acting as the point person for
each school's waste reduction team and providing
training for team leaders. Although costs will be
incurred, a program coordinator will help plan
and bring about a more cohesive waste reduction
program. Alternatively, you can find ways to
incorporate waste reduction activities into the
duties of an existing employee. For example, most
school districts have an individual or office
responsible for resources and management,
which might be a good fit for waste reduction
program coordination.
Whether your school district encompasses just a
few schools or many, the 10 Steps for Becoming
Waste-Free (on page 13) and other information pro-
vided in this guide will help you plan and imple-
ment a program or expand on an existing one.
Considerations
In addition to the considerations that apply at
individual schools—such as amount of storage
space, time and commitment, types of materials
collected, costs, and availability—a key challenge
for those undertaking districtwide programs is the
need to design and implement a single program
for many facilities, while taking each facility's
needs into account. To help manage this challenge,
large school districts might want to consider start-
ing the program at one school or a few schools
and then expand the program over time. Other
considerations for school districts include:
Q Working with school business officials to deter-
mine the specifics of your waste management
contracts.
- Are the waste management contracts up for
rebid or do they allow renegotiation to pro-
vide for recycling services?
Q Considering where your schools will collect
materials for reuse and recycling.
- Will each school be responsible for storing
its own collected materials or will a central
location be used?
- If space and logistics allow, collecting mate-
rials at one site will save on any pick-up fees
incurred.
-------
Identifying the scope of the waste reduction
program.
- Which materials will your schools collect
for reuse and recycling?
- Will your schools initiate a program by
recycling one or two materials and intro-
ducing more materials over time, or will
they collect several materials immediately?
- Will all schools collect the same materials or
will each school be able to determine which
materials to collect?
Deciding how your individual schools' waste
reduction programs will be evaluated.
- How often will the programs be assessed?
- Who will perform the assessments?
- How will the results be tracked?
Taking districtwide environmental policies into
account.
- Will the waste reduction program be on a
voluntary basis or will it be mandated by a
districtwide environmental policy?
Benefits
Districtwide waste reduction programs can provide
benefits to the entire community and the environ-
ment in more ways than school-specific programs.
Districtwide programs may be able to:
• Reduce waste transportation and storage costs
• Negotiate better contracts
• Create new markets for recyclables
• Utilize increased purchasing power
• Provide consistency throughout students'
academic career
• Increase efficiency of a school's recycling
program
• Encourage recycling through competition
• Provide opportunities for environmental
education
10
-------
For School
Business Officials
While not involved in the day-to-day
collection and disposal of recy-
dables, school business officials
have a unique opportunity to develop and
expand school waste reduction programs. A
school business official's primary role is to
research and secure contracts for accepting or
picking up recyclables and to make purchasing
decisions.
Data on waste and disposal patterns are helpful in
conducting the business side of a waste reduction
program. Knowing which materials a school wants
to recycle and how much of these materials will be
generated is essential information for selecting
companies to accept or pick up recyclables. As a
school business official, you can use the results of
a school or districtwide waste assessment to assist
in choosing the right contractor for a school's
needs. In addition, you might opt to conduct a
records examination to track waste disposal
trends. Performing a records examination will pro-
vide information about a school's current cost of
waste removal and will give baseline data for
future cost comparisons. It is also a great tool for
estimating the amount of money a school will save
through its program.
Purchasing is one of the many jobs designated to
school business officials. You might need to nego-
tiate contracts for equipment and supplies, such as
purchasing or leasing duplex copiers. School busi-
ness officials are also instrumental in "closing the
loop" by arranging for the purchase of recycled
content materials (such as paper, plastic rulers,
and plastic benches). Purchasing recycled content
materials, or buying recycled, creates markets for
these materials—an integral part of any waste
reduction program. Be sure to let students, faculty,
and staff know they are using recycled content
materials! Add "contains recycled content" foot-
notes to letters, envelopes, and newsletters. Refer
to the Resources online at www.epa.gov/
epaoswer/education/toolkit.htm for information
on where to buy recycled content products.
Whether you are working with one school or an
entire district, the 10 Steps for Becoming Waste
Free (on page 13) and other information provided
in this guide will help you plan and implement a
waste reduction program or expand on an existing
one. Although you might not be involved in all of
the steps, you will play a key role in the success of
your program.
Considerations
Finding a market for recyclable materials is a key
function of school business officials. While search-
ing for a hauler, it is important to find a waste
removal program that will best fit a school's recy-
cling needs. Ask the school's current waste man-
agement company if it accepts the materials the
school wants to recycle. If it does, consider renego-
tiating the current contract or including recycling
in the school's next hauling bid. Other considera-
tions for school business officials include:
Q Investigating the services of the prospective
waste management company or hauler.
- Consider storage options, frequency of pick-
up, dumpsters, and collection containers.
- If the waste management company or hauler
does not provide bins, research outlets for
purchasing collection containers.
Q Determining how each school will receive
containers that will best suit their disposal
needs based on data collected from the waste
assessment.
11
-------
Deciding who will handle the day-to-day tasks
of the waste reduction program.
- If you provide services to the entire school
district, will it be feasible to hire a full-time
recycling coordinator for the district?
- Is it necessary to add recycling responsibili-
ties to appropriate job contracts/descrip-
tions?
- Will you need to renegotiate the janitorial
contract to include emptying recycle bins
when emptying trash bins?
Finding out if your waste management compa-
ny or hauler will provide data on the weight or
volume of materials recycled.
- If not, make sure a method is in place for
the school to gather this information. This
could range from weighing your own trash
to counting the number of bags in the
dumpster or estimating and recording how
full the dumpster is before your waste
hauler picks it up.
Getting feedback from schools on how the
waste reduction program is running.
- Are the storage containers large enough?
- Are the materials picked up frequently
enough?
- Are there enough collection containers?
While investigating markets for the schools'
recyclables, explore recycling programs that
will be profitable for the school and/or school
district.
- These programs can include credit pro-
grams and reuse programs.
- Please refer to the Program Options (on
page 27) for further information.
If you are purchasing new computers for the
school (or school district), consider having a
"take-back program" agreement written into
the supplier's contract.
- The supplier will take back purchased com-
puters and recycle them when the school
has no further use for them.
12
*£$*&
-------
10 Steps for
Becoming waste-Free
1. Organize a Team
Identifying Team Members
For any successful project, it is important to
organize a team that can help plan, design, and
implement activities, and maintain your waste
reduction program. Your team should meet regu-
larly to keep the program moving forward.
Your team could include individuals from the
school and community including:
• Administrators
• Teachers
• Custodians
• Parents
• Students
• Other olunteers
By forming a team, numerous employees from
various departments, students, and volunteers can
share in your waste reduction efforts. Your team
should include at least one person who is familiar
with the school and/or school district's overall
operations, such as a custodian or an administra-
tor. One team member should be able to act as a
liaison with the local environmental committee or
state agency to ensure compliance with all local
and state ordinances. The size of your team will
depend on the size of your school or school dis-
trict and its individual departments/operations.
Members might be responsible for activities such as:
• Gaining support from school or district offi-
cials to initiate a waste reduction program.
• Working with school or district officials to set
the preliminary and long-term goals of the
waste reduction program.
• Gathering and analyzing information relevant to
the design and implementation of the program.
• Promoting the program to other employees and
students and educating them on ways to partic-
ipate.
• Monitoring program progress.
• Reporting to school or district officials about
the status of the program.
Schools or school districts can either ask for vol-
unteers or appoint members, and give members
special recognition.
Selecting a Team Leader
A strong team leader is essential for generating
support and enthusiasm for the waste reduction
program. School officials or the team should
choose a knowledgeable and motivated team
leader capable of:
• Directing team efforts.
• Administering program planning, implementa-
tion, and operation.
• Acting as a liaison between school officials and
the team.
Follow these steps for a successful waste reduc-
tion program:
1.
2.
3.
4.
Organize a Team
Identify Your Waste
Evaluate Your Options
Develop a Budget and Raise Money for Your
Program
5. Identify Markets and Transportation for
Collected Items
6. Educate Participants
7. Implement the Program
8. Monitor, Track, and Measure Progress
9. Share Results and Promote Success
10. Assess Results and Re-evaluate Program
13
-------
A good team leader could be a department direc-
tor, teacher, club sponsor, or student leader whose
program benefits from the waste reduction effort.
At the school district level, waste reduction activi-
ties might be incorporated into a current employ-
ee's job description or you might want to consider
hiring or selecting a dedicated program coordina-
tor to lead the waste reduction team. Such a coor-
dinator will be available to oversee the planning
and implementation of the entire program.
2. Identify Your Waste
Conduct a waste assessment to identify the types
and amount of waste your school or school dis-
trict is producing. This activity can be as simple
as asking your maintenance staff (janitorial and
cafeteria) to calculate or estimate the amount of
waste your school disposes. A step-by-step waste
assessment guide can be found in Appendix A:
Conducting a Waste Assessment online at
www.epa.gov/epaoswer/education/toolkit.htm.
Waste Assessment
Approaches
See Appendix A: Conducting a Waste Assessment
online at www.epa.gov/epaoswer/education/
toolkit.htm and the Glossary (on page 37) for more
information and definitions of these activities
Records Examination
Examining records can tell you about your school's
waste generation and removal patterns. You might
want to examine records such as purchasing invoic-
es, sales logs, and waste-hauling and recycling
records.
Facility Walk-Through
A facility walk-through is a relatively quick way to
assess your school's waste generation practices.
Tour the school and its grounds—including the cafe-
teria, stadium/arenas, sporting fields, and even the
specialty classrooms, like carpentry and auto shop.
Observe the activities of each department, and inter-
view employees about waste-producing activities
and equipment.
Waste Sort
Identify each component of your school's waste and
calculate the percentage of your school's total waste
generation. Waste sorts can focus on an entire
school's waste stream or target specific areas,
such as the cafeteria or the classrooms.
Involve Students
Encourage students to participate in waste reduction programs
through classroom lessons and/or extra curricular activities. By
actively contributing to the waste reduction program, students
will gain a sense of program ownership. Additionally, students
will bring this sense of ownership with them as they advance
grades, helping to instill the waste reduction message through-
out the entire district. To involve students, use some of the fol-
lowing activities or design your own tasks for your students.
Student Activities
• Start or encourage students to join an environmental club.
• Distribute recycling collection containers.
• Collect and sort materials by type.
• Monitor recycling bins to reduce contamination.
• Participate in schoolwide assemblies to increase enthusiasm
for the waste reduction program.
• Enter schoolwide or districtwide contests to name the pro-
gram or design a poster or other educational materials.
• Write articles for the school, school district, or community
newspaper about the program or the importance of waste
reduction.
• Manage parts of the school's waste reduction program.
Don't forget to ask for volunteers and reward students for their
participation if not already part of a classroom lesson. See Step
9 on page 24 for reward ideas.
14
-------
During a waste assessment, schools and school
districts typically find:
• Paper (a large quantity of white paper, mixed
paper, and newspaper)
• Corrugated ardboard
. Plastics (HDPE and PET)
• Aluminum and steel cans
• Food scraps
See Appendix B: Common Recyclable Materials
online at www.epa.gov/epaoswer/education/
toolkit.htm for a list of additional materials
schools or school districts might find in their
waste streams.
Specifically, a waste assessment will:
• Identify waste generated at the school, as well
as current purchasing and management prac-
tices.
• Examine current waste reduction practices and
assess their effectiveness.
• Identify the areas and materials in which waste
reduction efforts will be most effective.
• Establish a baseline for measuring progress of
waste reduction efforts.
The results of your waste assessment will show you
which materials are disposed of most often and
where your school or school district can reduce
waste, reuse products, and recycle materials.
3. Evaluate Your Options
Before moving forward with your schoolwide or
districtwide waste reduction program, define the
scope of your program and set goals. See Appendix
B: Common Recyclable Materials, Appendix C:
Screening Criteria, and Appendix D: Operational
Feasibility online at www.epa.gov/epaoswer/
education/toolkit.htm for more information on
evaluating your options.
identify Materials to Target
Using the results of your waste assessment, deter-
mine which materials your program will focus on.
Also, remember to take into consideration any reuse
and recycling programs that are already underway
in your area. This will make it easier for you to find
someone to pick up your reusables and recydables.
See Step 5 on page 19 for more information on iden-
tifying markets for collected materials.
Research Local Ordinances
Before starting your program, contact local or
state environmental agencies to find out what
local ordinances might apply. If you're consider-
ing any type of in-school program, check with the
fire marshal, school administrators, and building
superintendents regarding storage containers and
collection dos and don'ts. Storing paper for recy-
cling, for example, might have specific require-
ments to prevent fire hazards. If you plan to com-
post on a large scale, please work with local solid
waste and health officials.
Consider Options for Collecting and
Storing Materials
You will need appropriately marked containers
to collect materials.
• Determine what type of container will be used
to collect materials in classrooms, offices, halls,
the library, and the cafeteria.
- Do you need different containers for differ-
ent materials?
- Where will containers be placed? Typically,
you will want to place containers close to
where the material is generated.
15
-------
Depending on the type of program, you might need
to collect materials from containers throughout the
school and move them to an onsite storage facility.
To make sure this type of collection is possible:
• Determine if ample storage space is available
for your collected materials.
- Does the school have indoor space to use as
a collection and storage center?
- Alternatively, is there room for a large con-
tainer outside with truck access?
• Decide how reusable and recyclable materials
will be moved from the collection containers to
the onsite storage space.
- If your program is districtwide, will you col-
lect and store materials at each school or
have a central collection and storage site?
• Identify who will be responsible for each step
of the collection process.
- Will students be responsible for moving
materials or will this be school personnel's
job?
• Decide whether the materials will be picked up
from the storage site or if a designated person
will deliver the materials to a recycling center.
- If you use a central site, will schools be
responsible for bringing their own materials
to the site or will the materials be picked up
from each school?
See Step 5 on page 19 for more information on
hiring a company to collect your recyclables.
Track Your Progress
There are many options for tracking your progress.
You could use a simple spreadsheet detailing your
collection efforts, or you could use a prepared form
for tracking purposes. You could also consider
joining a program such as EPA's Waste Wise pro-
gram, which provides forms, instructions, and
technical assistance.
To sign up to become a Waste Wise partner, please
visit the Web site at www.epa.gov/wastewise. See
Step 8 on page 23 and Appendix E: Tracking online
atwww.epa.gov/epaoswer/education/toolkit.htm
for more information on tracking.
Set Goals
Setting specific goals will help you prioritize
activities for reducing waste and expanding your
program. To set goals, you can use both the results
of your waste assessment and other resources
below. Your goals can be numerical (e.g., collecting
x tons of paper annually), activity-based (e.g., col-
lecting a new material or undertaking a new
effort), or monetary (e.g., saving a certain amount
of money on disposal costs). You might want to
focus your entire program on one material gener-
ated in large quantities, such as paper or plastic
bottles, or you might decide to address a once-a-
year issue, such as old text books. Whatever your
goals might be, make sure to set goals that can be
tracked and measured. See the Setting Goals side-
bar (on next page), Program Options (on page 27)
and Appendix F: Waste Reduction Ideas & Goals
online at www.epa.gov/epaoswer/education/
toolkit.htm for sample goals and efforts.
Districtwide Considerations
If your waste reduction program is districtwide,
you will need to make a few additional decisions.
Will participation in the program be mandated at
all schools or voluntary? Will the schools be able
to select the activities that work best for their loca-
tion (recommended) or told to implement certain
activities? See the Resources online at
www.epa.gov/epaoswer/education/toolkit.htm for
more information on districtwide environmental
policies.
16
-------
Setting Goals
Check out these waste reduction ideas!
Waste Prevention Goals
• Duplex print and copy
• Use the Internet for research assignments
• Make memo pads out of scrap paper
• View information electronically instead of
printing hard copies
• Reduce handouts distributed
• Have a waste-free lunch day
Reuse/Donation Goals
• Reuse school supplies, such as folders and
binders
• Donate furniture or electronics to a local
charity
• Collect unclaimed items from lockers at the
end of the year to donate or reuse
• Use old magazines for art projects
• Use compostable trays, utensils, and dishware
in the cafeteria
Recycling Collection Goals
• Hold a recycling competition among classes
• Recycle a new material
• Place recycling bins in convenient locations
Other Goals
• Start an environmental club
• Educate students about waste reduction
• Reduce the amount of waste disposed to
reduce tipping fees
• Join WasteWise, other EPA programs, or Keep
America Beautiful for recognition of your
efforts
Additional ideas can be found in the Program
Options (on page 27).
The Schools
Chemical Cleanout
Campaign (SC3) strives to remove
potentially harmful chemicals from K-12
schools, encourage prevention of future
chemical management problems through
policies and practices such as chemical man-
agement training for instructors, and raise
national awareness of hazardous chemicals in
schools. For more information, please see the
SC3 Web site at www.epa.gov/sc3.
WasteWise is a partner-
ship program sponsored by EPA
through which organizations reduce
municipal solid waste and select industrial
wastes, benefiting their bottom line and the
environment. WasteWise is flexible, allowing part-
ners to design waste reduction programs tailored
to meet their needs. Any organization, including
schools and school districts, can join. For more
information, please see the WasteWise Web site at
www.epa.gov/wastewise.
17
-------
4. Develop a Budget and Raise
Money for Your Program
When you are developing a budget for your pro-
gram you might encounter some costs both from
within the school system and outside. Some of
these costs might include:
• Supplies and equipment
• Transportation of materials
• Facility construction, maintenance, and/or
rental
• Storage space rental
• Insurance
• Utilities
• Advertising
• Labor wages/salary
There are many ways to pay for your program
and keep it running for years to come. Schools
might be able to make money from their reuse and
recycling programs that can offset some, if not all,
costs. If the revenue from your program is not
making ends meet, consider talking with school
officials to find out if there is money in the budget
to fund your program. If no money is available to
cover operating costs, consider an alternative
funding mechanism, such as:
• Launching the program by collecting electron-
ics, furniture, and books to sell at a community
yard sale.
• Working with a third-party organization that
pays your school for collecting items such as
used toner cartridges.
• Asking community leaders or civic groups if
they can contribute money or donate advertis-
ing for the program.
• Asking local businesses if their haulers will pick
up recyclables at schools to show support for
the community.
Budget Considerations
As you develop the budget, evaluate the avail-
ability of material resources and services at the
school or school district, such as:
• Identifying recycling bins.
- Does the school or school district already
have recycling bins or will you need to pur-
chase new ones?
• Determining how the school will collect mate-
rials for recycling.
- Can you adjust your current waste manage-
ment contract to provide for collecting
materials?
- Do you need to hire a hauler or can you
drop the materials off at the local recycling
center?
Consider ways that waste reduction costs can be
decreased, such as:
• Teaming up with other schools in the district to
share transportation and storage costs, if it is
not a districtwide program.
• Collecting multiple commodities for additional
economic opportunities.
See the Resources online at www.epa.gov/
epaoswer/education/toolkit.htm for additional
funding information.
18
-------
5. Identify Markets and
Transportation for
Collected Items
Identifying Markets
Before you begin collecting recyclables or products
for reuse, identify a market for the materials you
collect. Remember, even though you may no
longer need a product, chances are someone else
does.
Call your local recycling center, recycling charities,
scrap dealers, or haulers to verify who will accept
the materials you want to reuse or recycle (your
school, school district, city, or county might
already have a collector under contract). Also look
for local waste exchange options to see if you can
set up a permanent arrangement for your materi-
als to be picked up. If you cant find a company
that will accept the materials you want to market,
your local or state government recycling offices,
the local Chamber of Commerce, or a local or
regional recycling organization might be able to
help you find or develop new markets for materi-
als you intend to collect. They might also be will-
ing to help or advise you with your program.
Materials Pickup
You will need to determine how you will transport
your collected materials. Options include:
• Having school personnel or volunteers drop off
materials at a vendor or municipal recycling
center.
• Working with your current waste hauler to
include recycling in your contract.
• Hiring a company to pick up your materials.
• Coordinating with local businesses or other
organizations.
The best option for your school or school district
will depend on your program type, budget, and
school or school district policies.
Hiring a Company to Pick Up Materials
You might need to hire a company to pick up recy-
clables from your school. To find this information,
start by asking your current waste hauler if they
offer recycling services. If they don't, ask neigh-
boring businesses if they have a waste hauler that
does. If they do, you may be able to decrease pick-
up costs since the company is already servicing
your area. If no one in your area has recycling
services, check your local telephone directory
under "waste management" or "recycling" to find
companies that do.
When contacting a new company, here are a few
questions you should ask:
• What services do you offer?
• Do you collect items, and if so, how often?
• Do you transport the materials?
• How and when do you pay?
Even if a company will pay for your recyclables,
the highest price per pound might not always be
the only thing to consider. After speaking with the
vendor, be sure to check references! Obtain and
thoroughly check the buyer s references with exist-
ing contract holders, asking these organizations
specifically whether their buyer is fulfilling all
contract specifications. See Appendix G: Questions
to Ask Potential Buyers of Recyclables online at
www.epa.gov/epaoswer/education/
toolkit.htm for more information on
selecting a recycler.
19
-------
6. Educate Participants
Notify the entire school or school district and the
surrounding community about your waste reduc-
tion program. Explain how it will run, why you
have a waste reduction program at your school,
and how members of the community can get
involved.
Faculty and staff might be interested in helping
design the educational component of the waste
reduction program. Adding creative waste reduc-
tion activities to classroom work may interest both
teachers and students, helping to keep faculty, staff,
and students excited about the waste reduction pro-
gram. Suggestions to educate participants include:
• At the start of your program, send e-mails,
flyers or letters home with students or group
members to inform parents and others of pro-
gram specifics.
• Display posters and written messages (on
chalkboards or in chalk on sidewalks) around
the school.
• Make announcements during school, at staff
meetings, and at PTA meetings.
• Consider having a special assembly or presen-
tation to kick off the program.
• Send press releases to local newspapers and
radio and TV stations to encourage the com-
munity to participate.
• Run announcements in weekly shopping circu-
lars, local bulletins, and club and religious
organizations' newsletters.
• Check with state, local, and tribal officials
about special publications or presentations they
might have developed about reuse and recy-
cling, as they might be able to help promote the
program.
• Create a waste reduction Web site and/or
e-newsletter or listserver.
• Print articles about the waste reduction pro-
gram in a school newspaper or newsletter.
Some of these same educational ideas can be used
to help you promote the success of your program.
See Appendix H: Sample Letter to Parent or
Guardian/Permission Slip, Appendix I: Loudspeaker
Announcements, Appendix J: Sample Press Release
online at www.epa.gov/epaoswer/education/
toolkit.htm, and Step 9 on page 24 for more infor-
mation.
20
-------
Recycling Facts & Figures
When This
Material Is
Recycled...
It Can Be Turned Into...
Energy Savings from
Recycling
Greenhouse Gas
Emission Reductions from
Recycling
Aluminum I New aluminum cans, pie
pans, house siding, small
appliances, lawn furniture—in
fact, almost everything alu-
minum
Recycling one aluminum bev-
erage can could save enough
energy to run a 100-watt bulb
for 20 hours, a computer for
three hours, or a TV for two
hours.
Recycling 10 tons of alu-
minum saves as much green-
house gas emissions as pre-
serving more than 1.1 acres
of forest from deforestation.
Glass
Glass jars and bottles, fiber-
glass insulation, tiles, counter-
tops, glass pavers, sand for
ashtrays and sand traps,
pavement (pulverized glass)
The energy saved from recy-
cling one glass bottle will
operate a 100-watt light bulb
for four hours.
Recycling 10 tons of glass
saves as much greenhouse
gas emissions as preventing
the use of more than eight
barrels of crude oil.
Paper
Newspaper, tissue products. By recycling one ton of paper. The greenhouse gas emission
paper towels, notebook paper,
envelopes, copy paper and
other paper products, insula-
tion, hydro-mulch, molded
packaging, gypsum wallboard,
and kitty litter
we save enough energy to
heat an average home for six
months.
reductions from recycling 10
tons of mixed paper are com-
parable to preventing the use
of 94 barrels of crude oil.
Plastic
Fiberfill (for ski jackets, cush- The energy saved by recycling Recycling 10 tons of PET plas-
ions, sleeping bags, etc.),
plastic containers and bottles,
recycling bins, fleece, carpet,
car parts, tennis ball felt, pal-
lets, benches, fences, building
materials, twine, and thermo-
formed parts
one plastic bottle will power a
computer for 25 minutes.
tic saves as much greenhouse
gas emissions as removing
more than three cars from the
road for one year.
Steel
Steel cans, building materials,
tools—in fact, almost every-
thing steel
By recycling steel, the steel
industry saves enough energy
in one year to electrically
power 18 million homes for
one year.
Recycling 10 tons of steel
saves as much greenhouse
gas emissions as growing 470
tree seedlings for 10 years.
21
-------
7. Implement the Program
Its time to launch your waste reduction pro-
gram. A great way to get the whole school
involved and excited about your program is to
hold a schoolwide kick-off event. These events
provide an opportunity to encourage participa-
tion and explain what your program seeks to
accomplish.
Depending on the type of program you are
implementing, you may or may not be able to roll
out the entire program at once. If you can't start
everything immediately, start with as many activi-
ties as you can and add more when possible.
Handling Contamination
Contamination is a common problem for recycling
programs. The two most common forms are:
• Recyclable materials thrown in the trash rather
than the collection bins.
• Incorrect items thrown into collection containers
(e.g., trash in the recycling bins or aluminum cans
in the paper recycling bins).
A school's strongest weapon against contamination is
education. Make sure all containers are clearly labeled.
Hang signs describing your recycling program and list-
ing which materials are accepted in your program.
Regular evaluations can also help remedy this problem.
Be sure to tell students and staff if you find contamina-
tion problems or if you find recyclables thrown away in
trash cans. Use the sample contamination coupon in
Appendix L: Contamination Coupon online at
www.epa.gov/epaoswer/education/toolkit.htm to notify
people of these problems. (Also see the following
Appendices online atwww.epa.gov/epaoswer/educa-
tion/toolkit.htm: Appendix I: Loudspeaker
Announcements, Appendix J: Sample Press Release,
Appendix N: Troubleshooting, and Appendix K: Sample
Container Signs}.
Troubleshooting
Sometimes, unforeseeable problems can arise
once a school's recycling program is in place.
Remember: no problem is too big to stop recycling!
Common program problems include:
• Contamination
• Liquid (from bottles and cans)
• Pests
• Program sustainability
Consider establishing a "helpline" for your school or
school district that provides an individual who can
assist with contamination problems.
Hold a "Make a
Difference Day"
A "Make a Difference Day" involves hands-on
activities that engage students in learning about
reducing waste, reusing materials, recycling, com-
posting, and conserving natural resources and energy.
Whether it involves conducting a "waste-free lunch" or
swapping school supplies, clothing, and toys to reuse,
a Make a Difference Day engages students in a vari-
ety of environmental activities. These activities help
students and staff get excited about your waste
reduction program and the environment. See
the Resources online at www.epa.gov/
epaoswer/education/toolkit.htmfor
more information.
22
-------
8. Monitor, Track, and
Measure Progress
Program monitoring and evaluation is a crucial
element of any waste reduction program. By mak-
ing regular evaluations, you can respond quickly
and appropriately to problems that might arise,
like contamination. Monitoring the program con-
sistently will also put you in a good position to
track your results and measure progress.
Quantifying waste prevention results is one of the
most challenging aspects of any waste reduction
program, but tracking results helps to evaluate the
program's value. Gather information on the
amount recycled, expenses, and cost savings to
quantify the environmental and economic benefits
of your program. By comparing results annually,
you will be able to measure the program's progress.
You can estimate the volume and/or weight of the
materials you collect. For assistance, refer to the
volume-to-weight conversion chart found on
RecycleMania's Web site at
www.recyclemaniacs.org/doc/
measurement-tracking/conversions.pdf.
Using a tracking sheet will help you monitor the
type and amount of the materials you are collect-
ing, by week or month. See Appendix E: Tracking
online at www.epa.gov/epaoswer/education/
toolkit.htm for tracking sheet examples.
Tracking Results
Your tracking mechanism should help you deter-
mine environmental and economic benefits of
your waste reduction program, such as:
• Decreased waste generation
• Avoided waste removal costs
• Avoided purchasing costs
• Increased waste prevention and recycling rev-
enues
• Decreased energy consumption
• Reduced greenhouse gas emission
Keep in mind that cost savings, revenues, and
greenhouse gas emissions are not the only indi-
cators of your program's success. Be sure to con-
sider the intangible benefits of waste reduction,
such as improved image and staff/student
morale, when ascertaining the success of your
program.
See Appendix E: Tracking online at www.epa.gov/
epaoswer/education/toolkit.htm for more informa-
tion on the benefits of tracking.
Determine
Environmental
Benefits
Using the values and calculations on your school's
tracking sheet, compare your waste reduction numbers
to the facts in Appendix M: Factoids online at
www.epa.gov/epaoswer/education/
toolkit.htm. You can also refer to EPA's WAste
Reduction Model (WARM) Calculator at
www.epa.gov/globalwarming/actions/
waste/w-online.htm to convert waste reduc-
tion values into greenhouse gas emission
reductions and energy savings.
23
-------
9. Share Results and Promote
Success
Publicize Your Results to Help Motivate
Participants
Within the school or school district, you might
consider setting up a competition among schools,
classrooms, or grades and offer the winner a
reward.
A reward system can provide stronger incentives
to make your waste reduction program successful.
Take into account school or group size and avail-
able resources when establishing rewards, so that
everyone has an equal chance of winning some-
thing.
The rewards you offer will depend on your budget,
but they should always be environmentally friend-
ly. Rewards might be donated by local businesses
or bought with the proceeds of the waste reduc-
tion program. Ideas include:
• Pizza parties
• Trips to the zoo or other local establishments
• Computers or other new school equipment
• Certificates of appreciation
• Stout adges
• Gift certificates (best for individuals)
Share Your Successes with the
Community
Letting the community know about your waste
reduction efforts demonstrates environmental
stewardship. Provide regular updates to parents
and the community about your waste reduction
program through general communications, news-
paper articles, and community and school events.
Use Environmental Factoids
Use environmental factoids in Appendix M:
Factoids online at www.epa.gov/epaoswer/
education/toolkit.htm to help you measure the
impacts of your school's waste prevention and
recycling program. Refer to the WAste Reduction
Model (WARM) Calculator in the Resources online
atwww.epa.gov/epaoswer/education/toolkit.htm
to convert waste reduction values into greenhouse
gas emission reductions and energy savings.
Spread the waste Reduction Message
Purchase recycled content or environmentally
preferable products, such as memo pads or pen-
cils, and imprint with environmental messages to
let users know about your waste reduction pro-
gram. See the Resources online at www.epa.gov/
epaoswer/education/toolkit.htm to learn more
about purchasing recycled content and environ-
mentally preferable products.
Gain National Recognition
You might also be interested in bringing national
recognition to your school or school district.
Consider joining Waste Wise—a free EPA partner-
ship program, working to reduce municipal solid
waste and select industrial wastes. Through
Waste Wise, your school will receive additional
technical assistance and recognition. For more
information, please see the Waste Wise Web site at
www.epa.gov/wastewise.
Hold a
Recycling
Competition
Form student teams—by class, grade, cafeteria
period, lunch table, or other logical
grouping—and compete over a 10-week period
to collect the largest amount of recyclables
and/or to decrease the amount of waste gen-
erated. This activity increases student
awareness of school recycling and waste
prevention.
24
-------
10. Assess Results and Re-evaluate Program
Ask for feedback from students, faculty, and staff to determine which activities work, and expand upon
the successful ones. Refer to Appendix N: Troubleshooting Guide online at www.epa.gov/epaoswer/
education/toolkit.htm for assistance with any problems that might become obvious during this step. Be
willing to make changes as the program grows or circumstances change.
Evaluating the Program
help you determine the success
Asking students, faculty, and staff some of these questions'
of the waste reduction program:
• What is successful about the program?
• What doesn't work with the program?
• Is there an adequate number of recycling bins? Are they easily accessible? Are they clearly
labeled and identifiable?
• Did you notice any contamination problems? If so, what kind of contamination?
• Is the educational aspect of the program helpful?
• Do the incentives help motivate participants?
• Do you have any suggestions for improving the program?
• What questions or concerns do you have about the program?
See Appendix 0: Program Assessment and
Re-evaluation online at www.epa.gov/
epaoswer/education/toolkit.htm for more ques-
tions to help you evaluate the success of
your waste reduction program.
25
-------
-------
Program Options
The program options below are designed
to give you ideas on the types of waste
reduction programs you can implement
at your school or throughout your school dis-
trict. The options focus on different materials
and require various levels of commitment and
support. There are many options to choose
from, and hopefully one will be right for you
and your school. After evaluating your needs,
capabilities, and goals, choose the option that
works best for you.
Reducing or Eliminating Waste
Your school or school district might want to con-
sider undertaking waste prevention activities by
reducing or eliminating materials from entering
the waste stream (also known as source reduc-
tion). Source reduction actually prevents the gen-
eration of waste in the first place, so it is the most
preferred method of waste management and goes
a long way toward protecting the environment.
A program emphasizing reduction or elimination
of waste calls for a comprehensive outreach pro-
gram so that participants understand the goals of
the program and methods to reduce or eliminate
waste.
One-time or Periodic Reuse or
Recycling Drives
Your school or school district can establish one-
time or periodic drives to collect reusable and
recyclable items. Reusable items—for internal
reuse or donation—such as clothing, books, toys,
computers, and other electronic equipment, or
recyclable materials, such as paper, aluminum,
glass, and plastic, can be brought to a drop-off
location on an appointed day(s).
Sample Waste Prevention Efforts
Potential Products/Materials
Paper
Packaging
Magazines
Newspapers
Food
Activity
Reduce paper use by copying and printing on both sides
of the paper and giving assignments that do not need to
be written.
Purchase items in bulk to reduce the amount of packag-
ing used.
Eliminate duplicate magazine subscriptions.
Read news online instead of in hard copy.
Use an "offer versus serve program" in the cafeteria
to reduce the amount of food distributed.
o
C/Q
53
3
o
o
^
C/5
27
-------
Sample Reuse/Donation Efforts
Q.
o
DO
O
Potential Products/Materials
Office supplies
Electronic equipment
Containers
Furniture
Furniture
Books
Computers
Furniture
Books
Computers
Office supplies
Surplus food
Containers
Bicycles
Activity
Swap products/materials with one another on site.
Sell collected materials at a community yard sale and use
the proceeds for school activities. These drives are also
sometimes part of a national, state, or local government
campaign.
Donate the collected materials to a specific beneficiary,
such as a library, shelter, or charitable organization.
Sample Reuse/Donation Efforts
Potential Products/Materials
Paper
Plastic
Glass
Cardboard
Activity
Host a collection event during which your local recycling
center collects the materials and transports them back to
the center for processing.
Collect recyclables and arrange for adult volunteers to
take the collected materials to the recycling center.
Collect recyclables and hire a hauler to transport the
materials you collected during your event.
28
-------
If you have a community waste reduction or recy-
cling coordinator, be sure to coordinate efforts
with this contact. This option does not require
long-term storage space, but might require extra
space at school or in peoples homes for collecting
materials before they are brought to the collection
location or hauled away.
Continually Operating School-
Based Reuse and Recycling
Programs
A number of permanent reuse and recycling pro-
grams exist, with different options for funding,
supplies, and services. Student-run clubs, local or
state government programs, or nonprofit institu-
tions are all possible sources of support for your
program. For this kind of program, your school
needs collection bins and storage space for the
reusable or recyclable materials, which also should
be picked up regularly by a designated hauler or
brought to a recycling center.
You may also want to bring such a program to the
community—since schools often serve as focal
points for local residents, they are ideal for station-
ary reuse and recycling drop-off points. A storage
facility, where people can drop off their reusable
and recyclable products, should be put in an easily
accessible holding area, such as a parking lot.
o
C/Q
53
3
o
o
^
C/5
29
-------
Q.
O
DO
O
Sample Reuse/Donation Efforts
Potential Products/Materials
Office supplies
Computers
Food
Electronics
Activity
Store extra/reusable supplies in a central location.
Design a continuous donation program with a local
organization.
Donate excess edible food to a local shelter.
Compost food scraps to use as a soil amendment on
school grounds.
Purchase electronic equipment from companies that take
back old computers when new ones are purchased. Donate
computers or other electronics to local organizations, other
schools in the district, the community, etc.
Sample Recycling Efforts
Potential Products/Materials
Activity
Paper
Establish a classroom recycling program. Collection bins
could be placed in each room and collected by custodial
staff or students.
Aluminum
Glass
Paper
Plastic
Organize a cafeteria recycling program. Place bins
throughout the cafeteria near garbage cans, as well as in
other locations where students snack. Don't forget to
clearly mark the bins for recycling.
30
-------
Even though a long-term reuse or recycling
program requires careful planning and con-
tinuous outreach, it can also offer great
rewards. Such a program allows participants
to see the results of their collection efforts
on a daily or weekly basis. An in-school
program also greatly encourages people to
make waste reduction part of their daily
routine.
Sponsored Waste Reduction
Programs
Corporate or government organizations
sometimes sponsor reuse or recycling drives
or donate money or supplies to start a waste
reduction program. Corporate sponsors can
be good sources for funding and advertis-
ing, but you might have to follow their
guidelines and have the sponsor's name
associated with your school or school dis-
trict's activities.
Composting at Schools
See the Resources online atwww.epa.gov/epaoswer/
education/toolkit.htm and the G/ossaryfor more infor-
mation and definitions of the following activities.
Composting is the controlled biological decomposition
of organic matter, such as food and yard wastes, into
humus, a soil-like material. Food and yard wastes make
up a large part of a school's waste stream. Composting
options for schools and school districts include:
• On-site composting - Composting appropriate food
wastes and yard trimmings in a compost pile outside
or a compost bin indoors can significantly reduce the
amount of waste that needs disposal. The resulting
compost can be spread in garden beds and under
shrubs, or it can be used as potting soil for outdoor
plants.
• Grasscycling - Leaving grass clippings on the lawn to
decompose and return nutrients back to the soil,
rather than bagging and disposing of them.
• Vermicomposting - Through vermicomposting, red
worms are placed in bins with organic matter in order
to break it down into valuable compost called castings.
Before you start a composting program, be sure to check
with local health codes to ensure large-scale composting
does not violate any local regulations.
O
C/Q
53
3
o
o
^
C/5
Sample Sponsored Waste Reduction Efforts
Potential Products/Materials
Activity
Electronics
Work with a local electronics store to host a
recycling drive.
Plug-In To
eCycling
Through EPA's Plug-In To eCycling program,
companies that manufacture and sell consumer
electronics are teaming up with government
agencies to increase the number of electronic
devices collected and safely recycled in the
United States. Your school or school district
could spread the word about these opportuni-
ties, or could potentially serve as welcome
volunteers at some electronics recycling
events. For more information, please
seethe Plug-In Web site at
www.epa.gov/plugin.
31
-------
Q.
O
DO
O
Credit Accounts
If your school or school district establishes a
"credit account" with a local recycling center,
materials collection center, or other third-
party organization, the monetary value of any
recyclables deposited there will be added to
your account. Students and others can
deposit recyclables and have the proceeds of
those items posted to that account.
Promoting your school or school district as
the beneficiary of your recycling effort is an
important motivator for participation.
Classroom activities and publicity reinforce
recycling lessons and increase participation.
If storage space is a problem for your school
or school district, you might want to consider
this type of program.
Buying Recycled Content
Products
When making purchasing decisions, schools and school
districts should consider buying recycled content prod-
ucts to complete the recycling process or "close the
loop" by creating a strong market for recycled products.
There are more than 4,500 recycled content products
available, and this number continues to grow. In fact, many
of the products regularly used in schools contain recycled
material. The following list is just a sample of products
used in schools that can be made with recycled content.
To learn more about buying recycled, see the Resources
online at www.epa.gov/epaoswer/education/
toolkit.htm.
• Paper
• Notebooks
• Binders
• Pencils
• Toner cartridges
• Aluminum cans
• Plastic bottles
• Glass containers
• Newspapers
• Packaging
• Paper towels
• Trash bags
• Carpeting
• Playground surfaces
• Picnic benches
• Furniture
Sample Sponsored Waste Reduction Efforts
Potential Products/Materials
Activity
Paper
Glass
Plastic
Cardboard
Aluminum
Toner cartridges
Cell phones
Establish a credit account with your local recycling center
to allow the school to get credit for material drop-offs
from community members.
32
-------
Conclusion
Congratulations on starting your new or expanding your existing waste reduction
program! You have taken a key step toward protecting the environment and
reducing waste in your school or school district.
Hopefully, this guide has provided you with feasible and practical ideas to imple-
ment new, or expand upon existing, waste reduction programs. Please visit the
School Waste Reduction Toolkit Web site at www.epa.gov/epaoswer/
education/toolkit.htm for more ideas and additional information, including:
• Links to useful programmatic and topical resources
• Step-by-step directions for conducting a waste assessment and tracking results
• Information about common recyclable materials
• Screening criteria and operational feasibility for potential waste reduction
activities
• Sample waste reduction goals
• Questions to ask potential buyers of recyclables
• Sample letter to parent or guardian/permission slip
• Sample loudspeaker announcements
• Sample press release
• Sample container signs
• Sample contamination coupon
• Environmental factoids
• Troubleshooting guide
• Program assessment and re-evaluation information
Good luck with your waste reduction
program and keep up the good work!
-------
-------
- Purchasing products made of recycled materials.
- Refers to any significant change in measures of climate (such as temperature, precipi-
tation, or wind) lasting for an extended period (decades or longer).
the - Purchasing products made with recycled content. Purchasing recycled products pro-
motes the continued manufacture of these products, thus completing the recycling loop.
- The controlled microbial decomposition of organic matter (such as food scraps and yard
trimmings) in the presence of oxygen into a humus- or soil-like material.
- Foreign material that makes a recyclable or compostable material impure; for
instance, food scraps on paper products.
- Instead of throwing out unwanted or old items, products or materials are given to other
organizations in need.
or - Your impact on the environment.
- A method to assess your school's waste generation practices through interview-
ing, observation, and estimation.
- Fuel derived from ancient organic remains; e.g. peat, coal, crude oil, and natural gas.
- Leaving grass clippings on the lawn to decompose and return nutrients back to the soil
rather than bagging and disposing of them.
,;-. . - - Gases in the Earths atmosphere, such as water vapor (H2O), carbon diox-
ide (CO2), nitrous oxide (N2O), methane (CH4) and ozone (O3), that collectively act as a greenhouse
gas by preventing too much heat from escaping from the atmosphere.
- A garbage collection company that offers complete refuse removal service; many also collect
recyclables.
- A recycling business (i.e., a buyer) or municipal recycling facility that accepts recyclable
materials for processing and final sale to an end user, either for its own use or for resale.
- In a cafeteria, employees offer food rather than serving it automatically.
By taking only the food that it desired, individuals can help decrease food waste.
- Composting appropriate food wastes and yard trimmings in a compost pile out-
side or compost bin indoors.
- An examination of records such as purchasing invoices, sales logs, and waste
hauling and recycling records to provide insight into your schools waste generation and removal patterns.
- Products or materials that can be collected, separated, and processed to be used as raw
materials in the manufacture of new products.
- A series of activities that includes collecting recyclable materials, sorting and processing recy-
clables into raw materials such as fibers, and manufacturing the raw materials into new products.
35
-------
- Products manufactured with recovered materials.
- Services provided by companies that recycle collected materials.
- Using items again by repairing, donating, or selling them. Reuse is even better than recycling
because the item does not have to be reprocessed before it can be used again.
- A method of encouraging student learning and development through active partici-
pation in a thoughtfully organized service that is conducted in, and meets the needs of, a community.
- Reducing or eliminating waste at the source before it is generated. Source reduc-
tion actually prevents the generation of waste in the first place, so it is the most preferred method of
waste management and goes a long way toward protecting the environment. Also known as "waste
prevention."
- A program in which products are returned to the manufacturer at the end of the
product's life. The manufacturer is responsible for remanufacturing, recycling, or properly disposing of
the products once they are returned.
- Tools used for monitoring and evaluating waste reduction data.
- Using worms to break down organic waste.
- A tool to help identify and quantify the amount of waste generated.
- A lunch with no waste! Only reusable or recyclable items are used and leftover food
is composted.
- Reducing or eliminating waste at the source before it is generated. Also known as
"source reduction."
- Using source reduction, recycling, or composting to prevent or reduce waste
generation.
- Identifying each component of a school's waste and calculating its percentage of the
school's total waste generation.
- The total flow of solid waste from homes, businesses, institutions, and manufacturing
plants that is recycled, burned, or disposed of in landfills, or segments thereof such as the "residential
waste stream" or the "recyclable waste stream."
36
-------
-------
-------
-------
------- |