1.    BUSINESS CHALLENGE

In 2007, ÉEM was commissioned to analyse the environmental footprint of a Montreal school and propose a framework for improving and monitoring energy efficiency and environmental performance.

To help the client achieve greater sustainability, ÉEM set out to benchmark the school against best practices at similar institutions.

2. APPROACH AND STRATEGY

ÉEM first surveyed the school's operations and likely sources of environmental impacts which, once identified, were categorized under three headings: waste, water and energy consumption. The advantage of organizing information in this simple manner was in part to mobilize staff and students into effecting change.

Previously, an energy efficiency company had conducted a study of the school's energy use. Relying on this report, ÉEM evaluated non-energy related impacts to create a more complete portrait of the school's environmental impact.

Ultimately, this approach would allow ÉEM to propose the implementation of best practices from other educational and commercial institutions, as applicable..

3.    SOLUTION

ÉEM partially based its analysis on the Leadership in Energy and Environmental Design (www.usgbc.org/leed) Standard for Schools and Existing Buildings. A thorough review of the existing literature on green schools was also undertaken. 

Initial reports revealed several areas of concern. The school neglected to monitor waste streams, no water meter had been installed (as it is not required by the city) and purchased materials were not organized in an easily quantifiable manner. Also, ÉEM was unable to accurately measure the school's environmental impact, for want of data.

Finally, oversight of the school's environmental management was entrusted to a committee with a limited ability to enact policies. So as part of the assessment, ÉEM identified the appropriate stakeholders (parents, teachers, administrators and students) to participate on various committees formed to address identified preoccupations.

Measurements were taken on greenhouse gas emissions resulting from  the school's operations and the transportation of students. The school was surprised to discover that in spite of its location in Québec -where 98% of electricity is generated by cleaner hydroelectric power -air travel during student trips accounted for more greenhouse gas emissions than the school's day-to-day operations.

4.    RESULTS

The final report outlined the current impacts of the school and the feasible targets for improvement.

The first step, already underway, is the creation of an environmental committee composed of key stakeholders. This committee is tasked with creating a top-level environmental policy. From this top-level policy, objectives and targets concerning issues such as waste, recycling, water usage, and paper procurement will be developed.

ÉEM strongly recommended that the school collect non-energy related data. A number of class projects have since been conceived to gather information on waste streams, water usage and procurement.

ÉEM identified specific items from the LEED Existing Building and LEED for Schools standard that can be applied to the client school. Successfully meeting certain LEED requirements will hopefully demonstrate the benefits of a green school, eventually leading to more ambitious sustainability goals.

Already, in acquiring knowledge of the school's environmental footprint and in developing a clear vision of the management steps that must be taken to reduce its environmental impact, the school has started along the path towards sustainability.