TOOLS TO REDUCE IN SCHOOLS

REUSE

RECYCLE

BUY RECYCLED The U.S. Environmental Protection Agency acknowledges the Sidwell Friends School and GreenShape LLC for their assistance in developing this guide. Contents

Introduction...... 1

Benefits ...... 3

You Are Unique: ...... 5

For Schools ...... 7 For School Districts ...... 9 For School Business Officials...... 11

10 Steps for Becoming Waste-Free ...... 13

Program Options ...... 27

Conclusion...... 33

Glossary ...... 35

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.

Introduction e ecy­ w or . a 1 ecy­ and manu­ ecycling events the making it the y , donating, t n and throwing eprocessed befor ing, ca uni t y y r e o h epair p p ks. B t t o u ials into new products o consuming, o ials such as fibers, n chasing products made of r ials that would otherwise be e a eduction actually pr ts, b sorting and processing r d b e , v n ies of activities that includes collect­ A) for ce r w mater a —Pur l a w mater mak . chasing, ha d a is even better than r uden a ed method of . o y c events the need to harvest new r o l i Sour (EP ials o t n . . T y c d st f ed waste —A ser —Pur a eferr o n t o . —Reusing items by r ne ials from the Earth. s ing the r ation of waste in the first place ts enc s t , a pr ecyclable mater c t g m i ay less do c er i t aste Reduction g w A u cled mater factur pr mater selling them. because items do not have to be r they can be used again. ing r consider clables into r a gener most pr Buy Recycled Recycle Reduce Reuse n and p ogra cials no e hin • • The Four Rules of W • • i r distr f m tio l distr f yt l ibl o s ec o o n p t er l a ho d co o v o io ho c r t n fe c c ho u l P et e c , s d s r a on l i a d e n s g t t o , e p c o e t. a s a ho l e r c o me t m p nmen i ho o prote o nmen l r c eir s is wast o a , wast h h s t vir g nd t t p n vir i f and e—f e f o (on o m aste- e hel ndle t r e en icts, .S. En W (on page o u h wast le t t existin ron aste f am will be t ha i g u n e U y n W v g o o h s .epa.gov/ n u . e f o p Glossary erl ested in starting n t h e p o guide t ts, t o ams t e c r pac school distr e i and additional nd u t and a p waste assessment s la o cials str t o-us icts inter u i t im uence t e also available on the This Guide l f eduction progr n Program Options f am, am. distr m exp w t for l r f u o sy-t o l e ica eduction terms throughout a o ho y inf o , if ces ar Web site at www l 10 Steps for Becoming e defined in the nn .epa.gov/epaoswer/ g ho t n w oo c a is e ho ii ls acc acking forms, e tt c h please visit the School r nin o cc d s s r oolkit t ne o , uu g T a n a sig d t y h ds tr dd o e e c le t

ee e information on starting or expanding a v eduction progr eduction progr s a p rr l ecor (on page 13) and o emen lo y da ee ested in the l ha tt

e ss p o er v ho aa ighlighted waste r v or mor his guide provides schools, c Web site at www education/toolkit.htm. epaoswer/education/toolkit.htm. Additional Resour and r Appendices, Reduction page 37). F waste r to start or improve their progr this document ar inter Free 27) sections of this document for ideas on how or expanding a waste r school business officials with audience-specific school business officials with audience-specific an existing information for starting or expanding waste r H Schools and school distr T ww

als E S Introduction Introduction de im s • • • • How to Use •

Benefits Benefits

here are many benefits to implementing Get Educated

a waste reduction program in a school Environmental Education Opportunities Tor throughout a school district. By implementing waste reduction programs in schools, teachers and administrators have an Protect the Environment opportunity to teach their students about the importance of reducing their environmental or Preventing the use of excess materials, reusing ecological footprint and how each of our decisions materials, recycling, and buying recycled content impacts the environment. Environmental educa­ products reduce a school’s impact on the environ­ tion gives students an opportunity to learn about ment by: economics (the impact of supply and demand), • Saving energy (by using recycled content, current events, climate change, and environmental which takes less energy to produce new prod­ laws. ucts). Service-Learning Opportunities • Mitigating climate change by reducing green­- house gas emissions (using less energy burns School waste reduction programs also allow for fewer fossil fuels, which in turn impact green­ service-learning opportunities. Service-learning house gas emissions). opportunities are hands-on experiences that go • Reducing the need for raw materials to make beyond what is learned in the classroom. For new products. example, students might participate in community days or share waste reduction tips • Decreasing the amount of material put into with neighbors. Students gain new skills and a . sense of civic responsibility by working directly with the community. Additionally, service-learning Decrease Cost and Make Money enhances students’ communications, team-build­ Preventing waste and recycling can decrease dis­ ing, critical thinking, and decision-making skills. posal costs. Schools might be able to bring in addi­ tional revenue by selling recyclables that have Become an Environmental Steward financial value. 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 WasteWise program. For more information, please see the WasteWise Web site at www.epa.gov/wastewise.

3

You Are Unique

n each of the following sections—schools, Keep in mind that no two waste reduction Y ou Are school districts, and school business offi- programs are exactly alike, so do what works Icials—you will find audience-specific infor- best for your school or school district (while mation and considerations. While each audi- still adhering to all applicable policies). ence is unique and has its own set of concerns, Unique Good luck and remember: all your efforts are communication among the parties involved in protecting the environment and making your the waste reduction program—including school or school district one step closer to teachers, custodial and kitchen staff, parents becoming waste-free. or other volunteers, students, recycling coor­ dinators, school district officials, and school business officials—is crucial for a successful program.

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.

5

For Schools

ou and your school’s staff—with help Considerations

from students—can start a waste As you consider various waste reduction options, F or Schools Yreduction program or help expand think carefully about your overall capabilities to meet your goals. Conducting a waste assessment your current waste reduction activities. will show you the trends in the types and amount In some schools, an enthusiastic individual or club of waste your school generates. Also keep in mind often prompts the development of a school waste that you might run into issues (e.g., staffing reduction program. Other schools might be part of requirements, program support) specific to your a districtwide initiative, with control over their school that need to be resolved before you can own program. School-level programs often start begin. Depending on the nature of your school, small and grow over time, adding materials or you will have different needs and considerations, activities as participation increases. School-based such as: programs might be more advantageous than dis­ ❑ Deciding who will handle the day-to-day tasks trict-mandated ones because school employees can of your program. design a program that will match the school’s cul­ – Are the teachers, school staff, and student ture and better meet the school’s particular needs. volunteers able to commit enough time to Whether you are implementing a stand-alone pro­ implement an effective program? gram or are part of a districtwide initiative, the 10 – Will you need volunteers to run the pro­ Steps for Becoming Waste Free (on page 13) and gram or will these duties be included in a other information provided in this guide will help staff member’s job description? you plan and implement a waste reduction pro­ – Can you tap into existing school volunteer gram or expand on an existing one. networks, such as the Parent Teacher Association (PTA)? ❑ Considering how involved students will be in the waste reduction program. Waste Reduction ❑ Determining if the waste reduction program will be incorporated into school curricula. Programs ❑ Identifying and quantifying your school’s waste Waste reduction programs might include some or by determining who will be responsible for all of the activities listed below. See the Program conducting a waste assessment. Options (on page 27) section and the Glossary (on page 37) for more information and definitions of – What materials do you generate in your these activities: school? • Waste prevention – How much does your school generate these • Reduction/elimination (also known as source materials? reduction) • Reuse • Donation • Recycling collection • Composting • Buying recycled content products

7 For Schools 8 ❑ ❑ ❑ – st I – – – Es – – pro I d d o en en ta r o cies? t I o W I W W o or era m W r g e r r s addi s y b e t tif f n r r ic y i u a l tw il ill y ill y a hic y f i h t l e s m y y twide o s o l y ma o e a c e o h in in ur s rial ur s o ma u y . h ur o i o o o and n c l g t g ho t ma u hir u ini u b e l t i g a o e s o r c c h b h r n ho w ho t i t r r les in e s t o a o r als immedia w m e v e in e n? co t l pi e r w y e o r c o sto ia i awast c r i g ma y l a l? als willy r ti o t c c un l e u s a p k o l e side y r ap m i c q up e o u n age sp ty wastema h uir n willco t e g e sp , d in ? f r e ma o you r t ogra ed t i o a r h ace isa o ur s willy l t ac e wast tr s t el ur s r o nag o m b e a ll y? o adher r d c ect m e aco ho ucin c c v e ho o y v y ai nag e r men u c o r a l l i co l o a l e a la e g mo . e a l l ble o c e b ec d t co t b t y men e l ll u co o e l c t rial e t ect sev­ c i s dis­ lin llec o t ? r io m u n o e t s g o tside p si . n p t f a o t n o n e li­ r e y ❑ ❑ ❑ – – – ti D s D r f ass C e e c o W H H o es, co e e n ho n t cidin n o t o o e ho willp p a cia s ol r w w l ider m s. r wil st o o t llec inin ed wi g ho g f af t in ra e l f, tio t n g ho m g ho and h w w y e t n eval e r h r i co f t l w y o o l e w y volu i h r u willha sul n m t t ua e p b t o o a ts b u willp t e u willenco i r e h n ner a ogra d e ass t s e . e s e t s, a e rs v r s m, suc e ac s e to a t e n ssmen y f k d h d p e ? e wast d? o urag a r t u h r t m asha ts? i h c p e costs e ip e r st st a er e t uden ulin e. d u c­ g ts, For School Districts F or School lthough districtwide waste reduction Considerations programs are similar to individual In addition to the considerations that apply at individual schools—such as amount of storage Aschool programs, school districts face space, time and commitment, types of materials their own set of unique challenges. collected, costs, and availability—a key challenge

for those undertaking districtwide programs is the Districts To implement a successful districtwide program, need to design and implement a single program consider hiring a full-time program coordinator. for many facilities, while taking each facility’s This staff member will help to coordinate efforts needs into account. To help manage this challenge, across schools, acting as the point person for large school districts might want to consider start­ each school’s waste reduction team and providing ing the program at one school or a few schools training for team leaders. Although costs will be and then expand the program over time. Other incurred, a program coordinator will help plan considerations for school districts include: and bring about a more cohesive waste reduction program. Alternatively, you can find ways to ❑ Working with school business officials to deter­ incorporate waste reduction activities into the mine the specifics of your waste management duties of an existing employee. For example, most contracts. school districts have an individual or office – Are the waste management contracts up for responsible for resources and management, rebid or do they allow renegotiation to pro­ which might be a good fit for waste reduction vide for recycling services? program coordination. ❑ Considering where your schools will collect Whether your school district encompasses just a materials for reuse and recycling. few schools or many, the 10 Steps for Becoming – Will each school be responsible for storing Waste-Free (on page 13) and other information pro­ its own collected materials or will a central vided in this guide will help you plan and imple­ location be used? ment a program or expand on an existing one. – If space and logistics allow, collecting mate­ rials at one site will save on any pick-up fees incurred.

9 For School Districts 10 ❑ ❑ ❑ – – pro I – acco T – – – r D – d e a e d en kin cidin u r W f W distr volu W W H ma w W t d H g o h e un tif u c r i o o r c e ill t ill a ill y a t hic ho willp l g cin l y w w ter io y m y distr e t. c n co e in i g ho o wil n p lin c a . h us h t g mo i l o t ar c a l s g t f ma e wast wide en ur s llec t h l e a g o e s r l y c i s w y t to h n willt og c b ho c h e s n t t t s r n c e e wide en h a e ra e r c d r ho r e o r o o s ma o e e r c f i o i l m ur indi als willy o o v o s s co e o e l vir or r e r l l p sul e s c l b e m t tw h ra t s ini wi d e o y c e o e p e w u c llec t r ts b l ma nmen ? a lin vir i o ma c h l f als o i l t t r b vid t e ass l b io ogra ia t l g? o h e l it e o t e t nmen n p e wast t e t h u ur s e e t b r v r t o e e s ap al s ac a i er t e v m r a e d r l p ssmen a i l m ogra k a als a c s immedia l s e c ua e r ho me ma t b i o t e r ho ogra me a d? a e lic l p e te n r o m b ass e m n o d l , o d. y ts? d s co o l d in a ? s m b i u licies in t n ’ r wast e e t c e will e e ss d t o llec w tr r io by y t i ed? n o­ als o el n h a e t y? i a c t h o r • • • • • •C • • Dist men b Distr Benefits e nef P I academic ca P U e E pro N R ncr r d t r rov nco ed r tilize incr i e i inmo i o uca c c e ts t g g t vide o t a uce wast o e wide wast wide p r t i urag as t d e a t o i n io m e a t e ef c t r e h n e e o w b e p e en wa r n f r p e e i og m s r e cienc o a e t t i e c t s r s ys t tir a e r e er ra e y t t r r r uni e d p c a k c e m n lin e n h co e y d c o s sp t a t o u y u n s ma g t ies f n t r mm c t f o for s c r as t h h r hasin a io c rou t y b r c o ho a re n p o uni t c r en tio s ug ho e o g c a r n l-sp g p y h t h co ogra o y a cl vir b a o l le to: ut ’ abl n s o e n o r w d st s m cif d t nm m e e e t c p s u r ic p s y h o et ca d en c e en r e lin i ag t n r n p tal io ogra t e costs g s vir n ’ r o o m v n­ ide s . For School F or School Business Officials Business Officials

hile not involved in the day-to-day reduction program. Be sure to let students, faculty, and staff know they are using recycled content collection and disposal of recy­- materials! Add “contains recycled content” foot­ W clables, school business officials notes to letters, , and newsletters. Refer have a unique opportunity to develop and to the Resources online at www.epa.gov/ epaoswer/education/toolkit.htm for information expand school waste reduction programs. A on where to buy recycled content products. school business official’s primary role is to Whether you are working with one school or an research and secure contracts for accepting or entire district, the 10 Steps for Becoming Waste picking up recyclables and to make purchasing Free (on page 13) and other information provided in this guide will help you plan and implement a decisions. waste reduction program or expand on an existing Data on waste and disposal patterns are helpful in one. Although you might not be involved in all of conducting the business side of a waste reduction the steps, you will play a key role in the success of program. Knowing which materials a school wants your program. to recycle and how much of these materials will be generated is essential information for selecting Considerations companies to accept or pick up recyclables. As a Finding a market for recyclable materials is a key school business official, you can use the results of function of school business officials. While search­ a school or districtwide waste assessment to assist ing for a hauler, it is important to find a waste in choosing the right contractor for a school’s removal program that will best fit a school’s recy­ needs. In addition, you might opt to conduct a cling needs. Ask the school’s current waste man­ records examination to track waste disposal agement company if it accepts the materials the trends. Performing a records examination will pro­ school wants to recycle. If it does, consider renego­ vide information about a school’s current cost of tiating the current contract or including recycling waste removal and will give baseline data for in the school’s next hauling bid. Other considera­ future cost comparisons. It is also a great tool for tions for school business officials include: estimating the amount of money a school will save ❑ through its program. Investigating the services of the prospective waste management company or hauler. Purchasing is one of the many jobs designated to – Consider storage options, frequency of pick­ school business officials. You might need to nego­ up, dumpsters, and collection . tiate contracts for equipment and supplies, such as purchasing or leasing duplex copiers. School busi­ – If the waste management company or hauler ness officials are also instrumental in “closing the does not provide bins, research outlets for loop” by arranging for the purchase of recycled purchasing collection containers. content materials (such as , plastic rulers, ❑ Determining how each school will receive and plastic benches). Purchasing recycled content containers that will best suit their disposal materials, or buying recycled, creates markets for needs based on data collected from the waste these materials—an integral part of any waste assessment.

11 For School Business Officials 12 ❑ ❑ – – o D – volu n F – f i y e ndin t or cidin W I r dist h f d t co t I w co ti ties t I h o u h s i f no f y e m u a o e wast h c h c ll t e s ill y n uld ra u m n t e y e o g o t r o l necess a s? n of c e rac u p i p g w c h o t, mak u u lin c r e ho o st a e d n l pi t u m e , wil m u n t er o e r t t ify p r g co r n h t i o o c w p n u pt a g o wil o l v k e t r m g t eed t e f a inc ide s e o s e y d i l r t o r l i o it sur o r estima p i p u l y t ga h ng r i t prov r ur wast st r c a b o up dina e l l i t l ha ude em m o a o er isb n t s e io t e e t re h r addr r r f amet e j . u w n p v er t ash e ndle t e i t m ices t d c n o asib o tin e y e e r b ig b co e ma r bi h c e d f g ogra e g l e f hin is inf p o o r e h o le t a a c ns tyin h o o tia r t d r t o y n n t e da a e . nag c f d g ? m. t on o h y t d r b h lin rac y isinp e th o hir e distr g e en o a r o r e y-t e ur wast g r g t m ur o ts/des men co e s h e ja e c i a tir o-da e af e y r t n sp we io din c l i w t e n ace f c t l u s o e b co n. This h t i n t cr t ? y l n i e g ho e c o l-t g t i ho sib i m rial p h r n o a ime ash ­ t sks r s p or o i w li­ a­ l ❑ ❑ ❑ –P – dist will b r W – – – wast Get s I – t “ h f e c t y a c ho e su h k y A A g T A eno pag has nof p T o t r ile in e c in r e r u a u i o l hes h re r r - l c e ams e ters l a e e p b e t a g f (o p e u t th t b e . s p a s r 27) d e les, exp g h h e e p c r lier v u eed p r s and u o h? r and k e e st e e p f r c m stiga e r u p p i u e c t ’ ogra f t s ba r io l e r ho e r a f o co i a t c o o r r e b r her us n r t n p hasin c t g r r f le f ag e e o e t l o k w n r o o in r u m c l u f a i dist u t t r e co y s r a rac m o i g ma gh co e r r s r e ogra cle h l l o ca r t l t s g ne e ” t her inf p e f pi m e t n t r a r h Pr agr . c n inc i ogra sc k t h o y c m isr e s rk c a ll e og k r t em c t), co w co i b ecti e h lin ner ets f e c emen r d h o ho a m o a l w up em. o ude cr g p c r m O s o m u s. k l m n o o la h s o n nnin p r t l s p en r f co a a ider ha t wr r ogra u u t r n p g h n io e t r t h e t edi n er e s q d/o c i h eno n. g. o h t u i o e s f a t m n a c e t w th s t i r s e s s p ho n n s o vin c e n in t u (o t e r t ho r d l c r o g h y o­ c ho s n e g h? l a h ? ol s t o a t ’ e o o m l ­ 10 Steps for

Becoming Waste-Free 10 Steps for Becoming

1. Organize a Team • Promoting the program to other employees and students and educating them on ways to partic­ Identifying Team Members ipate. For any successful project, it is important to • Monitoring program progress. organize a team that can help plan, design, and • Reporting to school or district officials about implement activities, and maintain your waste the status of the program. reduction program. Your team should meet regu­ larly to keep the program moving forward. Schools or school districts can either ask for vol­ unteers or appoint members, and give members Your team could include individuals from the special recognition. W school and community including: aste-F • Administrators Selecting a Team Leader • Teachers A strong team leader is essential for generating support and enthusiasm for the waste reduction

• Custodians ree program. School officials or the team should • Parents choose a knowledgeable and motivated team • Students leader capable of: • Otvh er olunteers • Directing team efforts. By forming a team, numerous employees from • Administering program planning, implementa­ various departments, students, and volunteers can tion, and operation. share in your waste reduction efforts. Your team • Acting as a liaison between school officials and should include at least one person who is familiar the team. 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 Follow these steps for a successful waste reduc­ tion program: and state ordinances. The size of your team will depend on the size of your school or school dis­ 1. Organize a Team trict and its individual departments/operations. 2. Identify Your Waste 3. Evaluate Your Options Members might be responsible for activities such as: 4. Develop a Budget and Raise Money for Your • Gaining support from school or district offi­ Program cials to initiate a waste reduction program. 5. Identify Markets and Transportation for Collected Items • Working with school or district officials to set the preliminary and long-term goals of the 6. Educate Participants waste reduction program. 7. Implement the Program • Gathering and analyzing information relevant to 8. Monitor, Track, and Measure Progress the design and implementation of the program. 9. Share Results and Promote Success 10. Assess Results and Re-evaluate Program 13 • • Student Activities lowing activitiesordesignyour owntasksforyourstudents out theentir gr will br will gainasenseofprogr actively contr through classroomlessonsand/orextr Encour Involve Students 10 Steps for Becoming Waste-Free ades, Distr S tart orencour ing thissenseofownershipwiththemastheyadvance age studentstoparticipateinwaster ibute r 14 helping toinstillthewaster e distr ibuting tothewaster ecycling collectioncontainers w C ass wast c as askin tri and amo C 2. a dina t hir ee ties mig A p to A g o a n r o t o w ’ r t r fe ogra s t d im c ndu , e i ndu age studentstojoinanenvironmental club j te w o n t isp h ict. ter ssmen Identify Y o t e y o o g .ep e s o le b des acher d o r c m b i p T c o willb a t ting c ad t g h a.g r o t a l ) ur s r ho e s emen y u t b involvestudents, to o a am ownership t n e e o o m c guideca d , a o w lec nef cl h t e c r v/ep ur ma c u l o i inco le e wast W a distr ho e p a cin ub sp t s t a f lc i t in a t ader co wast ts f io a o e v t aosw u g i g adedica ste l a n o a o l disp r in . 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S A e e h e line a n b u a r , d n d t le o p e n h og r r n students r u y-st t u amo r o pen t students i e p t s m co i men en e c t c t lki f ra u o ader w a t c t y o io c r t io ho t em l ep wast t m. d s t co ial a h a .h sim n ef ix A: u h n ac ams nnin t aco . . o ol dis­ dir n . e B tm. n r t t y p dina­ n s o h f y p l ider ti o d ec­ o g os o p le f r vi­ e y r e t e ­ ­ . s 9 onpage24forr participation ifnotalr Don’t for • • • • • • M Collect andsortmater Manage partsoftheschool’ W Enter schoolwideordistr P r newspaper abouttheprogr gr for thewaster eduction. articipate inschoolwideassembliestoincr onitor r r am ordesignaposterothereducationalmater ite articlesfortheschool, get toaskforvolunteersand r such asthecafeter T assess yourschool’ A facilitywalk-throughisar Facility Walk-Through r es, want toexaminer waste gener Examining r Records Examination toolkit.htm andthe online atwww See Approaches W school’ gener calculate theper Identify eachcomponentofyourschool’ Waste Sort and equipment. view employeesaboutwaste-producingactivities Observe theactivitiesofeachdepartment, specialty classrooms, ter information anddefinitionsoftheseactivities ecycling binstor ecor our theschoolanditsgrounds—includingcafe­ ia, sales logs, aste Assessment Appendix A: ds stadium/ar ation. eduction progr e s . war waste stream eady partofaclassroomlesson. d ecor W ation andr ideas ials bytype aste sortscanfocusonanentir .epa.gov/epaoswer/education/ and waste-haulingr ds cantellyouaboutyourschool’ ictwide conteststonamethepro­ enas, centage ofyourschool’ Conducting educe ecor . am ortheimportanceofwaste s ia ortheclassrooms s wastegener Glossary school distr waster am. like carpentryandautoshop sporting fields, ds suchaspur emoval patterns contamination . or tar e elatively quickwayto eduction progr war a W (on page37)formor get specificar ict, d aste Assessment ation pr studentsfortheir ease enthusiasm or community chasing invoic­ and eventhe ecycling . . s totalwaste Y s wasteand . actices ou might ials am. See Step and inter­ eas, e . . s . e 10 Steps for Becoming During a waste assessment, schools and school Identify Materials to Target districts typically find: Using the results of your waste assessment, deter­ • Paper (a large quantity of white paper, mixed mine which materials your program will focus on. paper, and newspaper) Also, remember to take into consideration any reuse and recycling programs that are already underway • Corrugacte d ardboard in your area. This will make it easier for you to find • Plastics (HDPE and PET) someone to pick up your reusables and recyclables. • Aluminum and steel cans See Step 5 on page 19 for more information on iden­ • Food tifying markets for collected materials.

See Appendix B: Common Recyclable Materials Research Local Ordinances online at www.epa.gov/epaoswer/education/ Before starting your program, contact local or toolkit.htm for a list of additional materials state environmental agencies to find out what schools or school districts might find in their W local ordinances might apply. If you’re consider­ waste streams. aste-F ing any type of in-school program, check with the Specifically, a waste assessment will: fire marshal, school administrators, and building superintendents regarding storage containers and • Identify waste generated at the school, as well

collection dos and don’ts. Storing paper for recy­ ree as current purchasing and management prac­ cling, for example, might have specific require­ tices. ments to prevent fire hazards. If you plan to com­- • Examine current waste reduction practices and post on a large scale, please work with local solid assess their effectiveness. waste and health officials. • Identify the areas and materials in which waste reduction efforts will be most effective. Consider Options for Collecting and Storing Materials • Establish a baseline for measuring progress of waste reduction efforts. You will need appropriately marked containers to collect materials. The results of your waste assessment will show you which materials are disposed of most often and • Determine what type of will be used where your school or school district can reduce to collect materials in classrooms, offices, halls, waste, reuse products, and recycle materials. the library, and the cafeteria. – Do you need different containers for differ­ 3. Evaluate Your Options ent materials? – Where will containers be placed? Typically, Before moving forward with your schoolwide or you will want to place containers close to districtwide waste reduction program, define the where the material is generated. 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.

15 10 Steps for Becoming Waste-Free 16 te gra jo f co Y • T s to D Ther T h S • • • o c e o o i rack Y chnic e inin h r t c r llec e S u co m p i m o – will deli f D – o I – t will b D – – f D ng o o r h den e r o f e a l o e et ecide w t a ac , w ndin r y th e o l tio l g ap ep 5o e a m c k a I f to r jo m W ha l I t A a co D uld us er c e a ide ho kin r a f y f y e e r t c o e n h t o t c l l n n e ma o iner o b? s sp if t a ill st our e t ma assist v mine if co ur co t d ic m o h er t si ef e g o o o u h y w e a e g mo llec r m o s t m e st h p u us ur p acen te sto v r e rial ogra e na p n n n ll f e e si ter h o p n e asim uden h d n t a o ecti p sib r t h w r u Progress v et tio r t an t r u c o llec e s y v h s te anc s o o wil i r ts, o e o i a r e acen h v h r e o tside wi h p i her t m suc a t ogra l d g o v s ag y r e t n s e am o e typ e f o t l c e ma os t p age sp e ides f s r to l ra t us h ts b r a ho n e r c fr y f e willth 19f y tio e si e r w . o , ist e ho es. Y p d ma p n l l co r p o y pl m a c m b r b h m isdistr o o le sp d st b e m n r i e e o h t e ma m o l t o e st t l o oce e t le a ha e a o r s f e o l u co o ra asEP l? th l r t llec r h t ac o r t o o l c f r h r mo e in e f e i t o c er h e o u co a m l si p sp als t e t r r o o c i v r s n e. e sp r r e gin s e o i r n ifadesig s t t tio e r e n r r ag s, in co r a uld us d r besc ma i adsheet det e you o . l t uck access? t indo age sp ogra o als. t o l l r r e n e ai s A r e cen uld a o o a n g i n , wills n a c e ll e sib a i ’ c ners t s W ar o a sib c t ter inf str c s ecti l t k i r s wil m t i h y e m, y o n t wide r i h l o e ap cla e eir o n n e f l u i d st e a f o l e e f ace a t r o s a t s g o i c c c er? spacet o c st o l r o t o c t y b h n h n s s y l r ala o m o y l o io co eW p b b ho c r mo pe le ma r , willy co s o a cl o r u mig w r r e lin is a o t a a a n r ep o ur p c e e abl ed p u n ma ag t ilin o g n h s, a p p s is r n io a g g cen e l s a s s o v r s b c t e p e si f ho i i i vin ider o e r n o g a b cke c o a h o ter g y r ed f n a s n h i e e k i l l ogr us st o . n c l e e u d o co t r n r t need ed u a t g u co i e : i e n s o­ t o e? d l t ble e a ep r r t o i r o er e as ur l t e l u i n­ s ’ n h s y r s a ss. t . . m e l p p l­ s o lec x t b o p a S Set Goals for a S visi T p mo w ac tio t all s W y I Districtwide Considerations t o and ba t g y b a f o ef o o o r f t t o e t o c e n f f r o e o o y ac w ed inla f ep 8o y mo c s o ti ogra a i tiv t lo r (o u w als mig t o sig o licies. line a n t more ll p t u t r r l o t w in e vi willn o r in n k c ki (r les, o w e issue w A s y ur wast lec t), o ho ur wast iti .ep e s inf ties? S h g ane . g sp t.h w n ne p n nextp o a d a Y eco m. T e W o r pen u es .ep t o n f a.g t t t o ur en y o t o i pa w r l ici r p n r p m f ur g s o h h , mo m ecif r n eed t f y g suc a.g t d me e o d o m e ac t b a w o e for p n w ma e b si p o o mended) o e r r ix F:W v/ep g r q e ass s a o e t disp a w e u mig b o v e ic g o e t net t r s t et g r a m h u v/ep a i e 23a io .ep e , mak io ti a o e o r t h g d a aso d asur e l e co m vi a l n int a aosw e s ca e), n n o n u u a u a o e t p t a.g m os o e ti r ties t i ssmen n cin n Res c als willhel me aW t o aosw a r h a r y n a w t ties, suc u p t Pr i a ogra ed n n k l io l (e t decide e n b o a s a d s, y d t all le g l e g wast t distr on sur r er/e v/ep o l costs).Y w h e og n p o af . S y? W A .g., s u r h Re y), ac e p w e e er/e t o p r r a r o m o t xt b t n e ces . under e a a o u ca pen t r e d ep a e t r aosw a w d r t ogra m O w a ld t i u u l a n st ogra a c s a h i u e a d o a.g c mer ca ll t d o vin h n t o o o ti asp eW ct d u s p k wide en n us o n e rk b o o o d n ix E:T vi tio ca y i n io et g o o m isdistr h p addr ng er/e line a ks. W im d S d ef t g n m b d exp t u mig ty-bas v/wast t is o i e s her r n I tio e akin i acer i ca n/t e ma ti u a o . t e p e b e o t p p n o c st f d l (e n/t ing d f pr a e l e ho o o s n ess ao u e emen r t l a o ma h r o vir g ane e s t r o a a al d a (o ca i r h t o o t ed (e G t ts. a .g., co s e ndin o lki o c e s &Goa t h a t wa o r t t o ner k w h n pag r r o tio r l e in a t i s b ur o nda lki i i p i a nmen c t e v is n a ti h h al .h t t cer t c er y l n g l , ces ca n e e r wide eir lo w t g .g., co z g y p astic i e n s tm f .h m / . s l ce-a­ o e t a S t l i e side­ ed a l e ec t n e o n b tm e o ner­ o b o 27) e t sul n l o a t line u a ur e le ur s t a , s o s ca­ i i n l e e l­ n n . t r t t s g • Use compostable trays, utensils, and dishware Setting Goals in the cafeteria Check out these waste reduction ideas! Recycling Collection Goals Waste Prevention Goals • Hold a recycling competition among classes • Duplex print and copy • Recycle a new material

• Use the Internet for research assignments • Place recycling bins in convenient locations 10 Steps for Becoming • Make memo pads out of paper Other Goals • View information electronically instead of hard copies • Start an environmental club • Reduce handouts distributed • Educate students about waste reduction • Have a waste-free lunch day • Reduce the amount of waste disposed to reduce tipping fees Reuse/Donation Goals • Join WasteWise, other EPA programs, or Keep • Reuse school supplies, such as folders and America Beautiful for recognition of your binders efforts • Donate furniture or electronics to a local Additional ideas can be found in the Program charity Options (on page 27). • Collect unclaimed items from lockers at the end of the year to donate or reuse • Use old magazines for art projects W aste-F ree

WasteWise is a partner­ ship program sponsored by EPA through which organizations reduce and select industrial , 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 The Schools schools and school districts, can join. For more Chemical Cleanout information, please see the WasteWise Web site at Campaign (SC3) strives to remove www.epa.gov/wastewise. 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.

17 10 Steps for Becoming Waste-Free 18 • • • • f co t o ma costs. I r mig and ke Ther • • • • • • • • t wi gra W 4. o u h e f c f f ndin es v t h i y h kin m A W F in t A us pa ya ics, f L L A U S re T S th up I u e cials t en y h h n Money for Develop aBudgetandRaise e costsmig c t upp in t r o aci r a a nd y e a d skin skin tili o t b y n lin g f e e s o r a ed t ys y u b re v ura d g r co y t n r g mec f ep itr o o n p a a e l endsmeet,co r ca kin t s ti o e u g p h o s i u mig r l c g l r c e ma era t p a i r t h g co g lo u a o o e r wag e s a o m t y co h o y e e nce n i o s n co le e r ur p f ner ca b s s ur s c i s g r h m n r i an t i l c i ogra le t wi . t p r ab t n in nd o e p h g ca ur ho e e de a unnin mm n u a n g e th a v h t g costs,co c r c y d n l n s/s s o i l b t e n e h e t enco ogra o ho e o r tr h e t i , mak n m wa s ism, suc t inc ogra r e p r a t r l n u at v uni a syst uc a y u u t q i o e o e s b t if r n . l siness u e f t ys t t a n i lo l g f u r s d b tio m. I dg f f ipm h r o t t h t m l m. e p c y r y le a o un ude: ir e e g n a Y o o mo h es. l i n, ma h r co mo o m a ra o t d-pa n s r ye m a o ca er f p t our Program ider t e o g h t n nomo es ift ader e o m n e y ks t ab e ismo as: r s s a ne l r llec n o n t ne s ider a b y f o i ars t r t d o a in o ur p y f ty o y y o o l o s o u a me costsb o s f tin co h t s s fs dg l e r yo u r k eir ha ne o e h na r o r et s tside r in n r g ci ll a do ll ne et f co ow m ga ogra i a ecti y isa nce g wi ur p t vic g t y int o niza l em t me na s o t aco h me e . uler r y S u n , m isno eir r r a t t s suc n pp g . S e v r h o tio , ifno r o n o e og ad a a h me o s o s willp mm ur p t t d/o i or c e b l u e i h la c n ectr ho v r us ps if v ho f h t t a b e e for u r r m as l h uni o t e a r r f t a e t o o dg o­ o a t l m s l is­ t n i l o n t et c l ­ y , d k Se f e u p ndin e a t o s h w e • • decr Consider waysthatwaster • • school ordistr ability ofmater As youdevelopthebudget, Budget Considerations g inf e Res r Collecting multiplecommoditiesforadditional T economic opportunities not adistr shar Determining howtheschoolwillcollectmate­ – r – Identifying r – / ials forr eaming upwithotherschoolsinthedistr e eased, o d o Can youadjustyourcurr center? drop themater Do youneedtohir mater ment contr Does theschoolordistr chase newones? have r u u r e tr m r ca ces a ti ansportation andstor t ials? ecycling binsorwillyouneedtopur­ ecycling. such as: io o o ictwide progr n/t n n. ecycling bins line a ial r oo act toprovideforcollecting esour lki ials offatthelocalr t w ict, t . h e ahaulerorcanyou w ces andservicesatthe tm f such as: w am. . . eduction costscanbe .ep evaluate theavail­ o ent wastemanage­ r a a.g age costs, d o d v i / ict alr ti o n ecycling al eady if itis ict to 10 Steps for Becoming 5. Identify Markets and Hiring a Company to Pick Up Materials Transportation for You might need to hire a company to pick up recy­- Collected Items clables from your school. To find this information, start by asking your current waste hauler if they Identifying Markets offer recycling services. If they don’t, ask neigh­ boring businesses if they have a waste hauler that Before you begin collecting recyclables or products does. If they do, you may be able to decrease pick­ for reuse, identify a market for the materials you up costs since the company is already servicing collect. Remember, even though you may no your area. If no one in your area has recycling longer need a product, chances are someone else services, check your local telephone directory does. under “waste management” or “recycling” to find Call your local recycling center, recycling charities, companies that do. scrap dealers, or haulers to verify who will accept

When contacting a new company, here are a few W the materials you want to reuse or recycle (your

questions you should ask: aste-F school, school district, city, or county might already have a collector under contract). Also look • What services do you offer? for local waste exchange options to see if you can • Do you collect items, and if so, how often? set up a permanent arrangement for your materi­ • Do you transport the materials? ree als to be picked up. If you can’t find a company that will accept the materials you want to market, • How and when do you pay? your local or state government recycling offices, Even if a company will pay for your recyclables, the local Chamber of Commerce, or a local or the highest price per pound might not always be regional recycling organization might be able to the only thing to consider. After speaking with the help you find or develop new markets for materi­ vendor, be sure to check references! Obtain and als you intend to collect. They might also be will­ thoroughly check the buyer’s references with exist­ ing to help or advise you with your program. ing contract holders, asking these organizations specifically whether their buyer is fulfilling all Materials Pickup contract specifications. See Appendix G: Questions You will need to determine how you will transport to Ask Potential Buyers of Recyclables online at your collected materials. Options include: www.epa.gov/epaoswer/education/ toolkit.htm for more information on • Having school personnel or volunteers drop off selecting a recycler. 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.

19 10 Steps for Becoming Waste-Free 20 • • • • • • • • • gra a t ti r desig F in an ha t sur N 6. e i e n a o o ac o d volve c d st ve awast d h n n t m. S r u C C p c mig a org la R mu radio a S t meet M th c D gra mem f g e-ne P C A u i her a a l p o Educate Participants h lin b r f c end p r r y l un a t r h o r n tio ispl t y u e a ogra a t i c o alk e e uden s, lo o r y a n n e io t t sc m m k a n ndin ti ogra rs o u a g, ast h s h w m c u d sider ha t w n h n e a h t i a vi n p t sp in a e st k b t ha sp inas b t a g e awast n . e i h e t n y slet wi n y er z ti g o m. cal b r d st r e gs, a n o o t no n r a ts ex p d st estio tic ess r a e m. g co r ecif let d T emb o s t d e r a kic t ecial p n o no ogra v s r i th s t h o r l uca t uncemen ds o p t ons e e l . a t o o i sters andw e es a e de c o uden uncemen r o t E u n r f ics. a y V ci inf ers ho k mm f mig e vin ho n e du c llet d a x er r t mig t f le m. A e r s o ’ t s t st a io t y n plain howitw r r l v e b i a t o c inc as lists u s ofth c f c e o d a g e o na t s in o o e e h a f t l ts, hel t uni b i lo PT asp r s , ne ur p i d es t w p t u ed l o h r m h l o s, a io l co me wi d h ica u p b at t oo o o t b s t b n p ts inw h din e p e t p c o e l n cal wsp l A meet uca e e o y a o ts d h r alk o t d a u m t n r s ecial ass . e tt io e e c a m v lo io p e wast ogra t r t in d c r r r , a r g cr er e w i i a b s ogra t o n W og e p t n b n a r u e pa ca h t o b ten mess o . n enco t s p n c o h o s g o l r n e wast e le t mmunity c . u e h ts a r ub a o n e d tri t u st l ne i e r m, s r side ek a n t y in r o o k a e en o e t r m. r e r r m a g ti st o m b si uden o p k i t l gs. e n s o l ici t o l y v e hel urag r wspa ed inhel n m l d b e e e d o r ur wast us e sho ne r c a walks) a e r es d r ep fac nd e-ma d al t wast p t ho y in f b i un, w yo e u s t ages (o e a a p en o l ts o t a t wslet e y c h n e e her r o p p p d o t ffi lig t n i e wast ts inc ur s t n t l io c p u e e , a a r d/o e r h a r r d r u t r c i r o c tio s io n p g a e r p n ge n e co s h e p i t l o m t t a t al io e s r g st i y yo er c n us r y i r n e r t n n d o f ls, e cir o ho o l es , n s bo c d n p r p st ude: . e g u u s t d a u t o­ m­ y d t t e t en­ f c­ nd u r p ­ ol, a f h u c h th o­ c­ r f u e o­ h e f, ­ y e A Gu Se t S ma t o o o o n n hel o e me o line a nou a t l i ki A r o di p p n. t.h n pen y a f ce t n t t o w m, a / h me u p P d es w ix H:S e r n w e s r n m o t .ep s d S m i a , ssi me e A o a.g t a on p t ep 9o e t m pen o Slip d p v/ep h le Le uca e successo d ix J:S n , aosw t p A io tt p a er t na pen g a e er/e l ide m 24f o d P p f ix I:Lo le Pr y d a a o u r o s ca r mo e ca ur p n e tio t s o n b s Re uds r r r n ogra e / e inf p le us e ase a m. o ed k r­ e r 10 Steps for Becoming Recycling Facts & Figures

When This It Can Be Turned Into… Energy Savings from Greenhouse Gas Material Is Recycling Emission Reductions from Recycled... Recycling

Aluminum New aluminum cans, pie Recycling one aluminum bev­ Recycling 10 tons of alu­ pans, house siding, small erage can could save enough minum saves as much green­ appliances, lawn furniture—in energy to run a 100-watt bulb house gas emissions as pre­ fact, almost everything alu­ for 20 hours, a computer for serving more than 1.1 acres minum three hours, or a TV for two of forest from deforestation. hours.

Glass Glass and , fiber­ The energy saved from recy­ Recycling 10 tons of glass W glass insulation, tiles, counter- cling one glass will saves as much greenhouse tops, glass pavers, sand for operate a 100-watt light bulb gas emissions as preventing aste-F ashtrays and sand traps, for four hours. the use of more than eight pavement (pulverized glass) of crude oil. ree Paper Newspaper, tissue products, By recycling one ton of paper, The greenhouse gas emission paper towels, notebook paper, we save enough energy to reductions from recycling 10 envelopes, copy paper and heat an average home for six tons of mixed paper are com­ other paper products, insula­ months. parable to preventing the use tion, hydro-mulch, molded of 94 barrels of crude oil. packaging, gypsum wallboard, and kitty

Plastic Fiberfill (for ski jackets, cush­ The energy saved by recycling Recycling 10 tons of PET plas­ ions, sleeping , etc.), one will power a tic saves as much greenhouse plastic containers and bottles, computer for 25 minutes. gas emissions as removing recycling bins, fleece, carpet, more than three cars from the car parts, tennis ball felt, pal­ road for one year. lets, benches, fences, building materials, twine, and thermo­ formed parts

Steel Steel cans, building materials, By recycling steel, the steel Recycling 10 tons of steel tools—in fact, almost every­ industry saves enough energy saves as much greenhouse thing steel in one year to electrically gas emissions as growing 470 power 18 million homes for tree seedlings for 10 years. one year.

21 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 7. Implement the Program in the bins). ree It’s time to launch your waste reduction pro­ A school’s strongest weapon against contamination is gram. A great way to get the whole school education. Make sure all containers are clearly labeled. Hang signs describing your recycling program and list­ involved and excited about your program is to ing which materials are accepted in your program. aste-F hold a schoolwide kick-off event. These events Regular evaluations can also help remedy this problem.

W provide an opportunity to encourage participa­ Be sure to tell students and staff if you find contamina­ tion and explain what your program seeks to tion problems or if you find recyclables thrown away in accomplish. trash cans. Use the sample contamination coupon in Appendix L: Contamination Coupon online at Depending on the type of program you are www.epa.gov/epaoswer/education/toolkit.htm to notify implementing, you may or may not be able to roll people of these problems. (Also see the following out the entire program at once. If you can’t start Appendices online at www.epa.gov/epaoswer/educa­ everything immediately, start with as many activi­ tion/toolkit.htm: Appendix I: Loudspeaker Announcements, Appendix J: Sample Press Release, ties as you can and add more when possible. Appendix N: Troubleshooting, and Appendix K: Sample Container Signs). 10 Steps for Becoming 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 Troubleshooting swapping school supplies, clothing, and toys to reuse, a Make a Difference Day engages students in a vari­ Sometimes, unforeseeable problems can arise ety of environmental activities. These activities help once a school’s recycling program is in place. students and staff get excited about your waste Remember: no problem is too big to stop recycling! reduction program and the environment. See Common program problems include: the Resources online at www.epa.gov/ • Contamination epaoswer/education/toolkit.htm for • Liquid (from bottles and cans) more information. • Pests • Program sustainability Consider establishing a “helpline” for your school or school district that provides an individual who can assist with contamination problems.

22 10 Steps for Becoming Waste-Free 23 v­ e s and e to con­ e informa­ .epa.gov/ eduction, Aste ecycling r educ- W Be sur . s . ’ online at evenues, r such as: A e not the only indi­ eduction numbers am, ation online at www actoids acking. F s success gy savings fer to EP e evention and r am’ ARM) Calculator at emoval costs emoval costs gy consumption racking T eenhouse gas emission chasing costs eenhouse gas emission eenhouse gas emission e your waste r eduction progr eduction htm to convert waste r . Appendix M: u can also r Benefits o when ascertaining the success of your when ascertaining the success of your Y Determine eased ener eased waste gener eased waste , acking mechanism should help you deter­ help you should mechanism acking eased waste pr compar .epa.gov/epaoswer/education/ am. .epa.gov/globalwarming/actions/ Appendix E: voided waste r voided waste voided pur ale eductions and ener r Environmental Decr enues A A Incr Decr Reduced gr racking Results Results racking eenhouse gas emissions ar eenhouse gas emissions eep in mind that cost savings, eep in mind that cost our tr www T Y benefits of and economic mine environmental r your waste • • • • • • K gr cators of your progr benefits of waste r sider the intangible such as improved image and staff/student mor progr See epaoswer/education/toolkit.htm for mor tion on the benefits of tr www Reduction Model (W tion values into gr waste/w-online to the facts in toolkit.htm. Using the values and calculations on your school’ acking sheet, tr s e t e e ss. ­ i k­ , g h n­ t f e h e y h y l e n l , to c n t h t t i e o k e e f f ne s io l k s all t ma ogr t l th t e i c ic r t n / o r u y r c o o n ucia t m co a u ng e e o ua b n n to r u i l h a c c h n n r t t a v s p i d ’ tio ni t e ig tio v a e h d q f si e m. B m n ogra g ss. n und o s e e are i o es. r ca df. ts a e e r l o o ra o r is a cr st u , p p ix E: T r w ts is o n o n m o d onom u mo s.p t f sp sul e p s t d d og ogra ogr ce r c m e e you io n r c h r at p o r a t s sul n tio d/o e l d h t yo o a e io a h er/e g r a pen y wast n r n g t s t p e p i n p ua e p r and s c r p s m n l / n r i h in an i n r e c a n io s , A r a ts hel r and m v te t o s v s l f hel a u ca o e e t a e c l n t e aosw tio a me a l asur t l p sio o e t s u i sul b u r a a u in a g d e l sheet exa n e ni m g/do d n en m er ts o S o e o w o . r e n g o e e e t o r v c v r asur s, y er inf g/co tt v/ep h F e h e p g a n n m t d me ee h co p t y r o t g e v t in ee o kin y n n o u b si Track, i h k n me ex hh o t e ect. t i kin n. M , a.g e p t co ss ac asp of , p ron o t r y ll i t r d g l e h o ts a niacs.o io ac ua o gg m rac v t W n e l e t s t r e. Ga m. B .ep r l l s nn le t r t n ’ a y waste r co ii u c at eig w sul t-t gin ni b v o l o t t i n ia u e kk y ma e ina r i k w u e cc g wast a o c n lema a e p ogra r e aa e f a c h m m f r e o-w rr in o s va w amou y a ’ t t s y re tt ur r t r allen t y emen y t o y will a w o m mo p h m m, b n est n eM ec f l nt l t.h gula i t y tif .r t ur p rial c e g a ra me-t and n Monitor Measure Progress Measure Progress ki e k y b ap o y co w l ou en e , asur t u line a in an e u ca d l u will b ogra og ogra o a g r g y p w s r k o r r f n o o n y o n me U v Rec w Y m qu o y p am Qua most c p sist trac in a li P elemen 8. t t i o 10 Steps for Becoming Waste-Free 24 im ed F U Use EnvironmentalFactoids pa p a ste r L Community Share • • • • • • tio o l b The r th e a T t A r re classr co W Participants Publicize 9. y o e n b v a u r r a e . Re s d w mak i b ogra i e n le r uca p k t d t ct t e en pac n w n t t e u G S C P C T r h e s a e in p o Success Share ResultsandPromote g. o yone wa ard c ider s c r izza pa in h r a rd in t e om if h i ug wa e o e i o t t r g t ds e r ts o ps t io t cer e co wa b io s m t vir u o ogra . t e y r t r o Y s i h d m o y t r put sho tic n ef h f n/t h h o ur h d t i our Successeswiththe r syst acco o f e s o o e co c wi i n h s, o e d s mig y mm p nmen a l t a ces w a t ur wast t m. I line a r o es, a Y s y r e if . d t t s f o o c u Pro h t r in o e t o an our ResultstoHelpMotivate ica g ies ho r ur s s ug h e ld a s e zo mm lki r o e g un or uni g u of m ca t ts demo d s u o n h t o h g e r h h t t v e es (b t d co t s ades a t b a ot c .h l a l w en est i e p a p q o t uni o wa ho l fac d e r y a f s inc p u aco tm t e c f n p e r e w h e nera pre a ho r s re ys b do o r e r wil e t mm est f b l o w o y kno d ch l c r t ’ o r c n s o .ep n n o o ho g u l a c o m t eeds o wast u ude: na l s i u d o her lo hel i b c l co e v o anc ds in e a t t y uni o p t l en l l o r a.g ide w t dep t ishin a io r indi r a et i l e r w f on g o distr s t p mm d b n p f up e t es en vir i o ur wast e p e a y a y c t r of strong v/ep f r t io cal est o h A e t b o g y o u r d nd o o r n a p n unica w vid o h u me r h ogra lo nmen e p sizea i a ol pen u e wast d s c vir e winnera v e te aosw i t t y e en ca wa m n u , y s n e r er o c a n als) q to d m successf l b o o tio ho asur b y nmen t o r u i ix M: io i n t ur wast n d l e u mig ipm all o p er/ ishmen e r u n g s d g s, s o n n n ur b siness s c u a l a d a y f s, ne e t e e e re c c o o n e d nti t ho t v me r h a n n t io d v u u en h iend­ l e t t a h e c­ dg t o ws­ v n s ts i es ­ a ts. e l­ l u s, t et, s l . a ep gra let us ci p w inf te W wast shi C r Y Gain NationalRecognition men Pur Spread the t a M r g o e e t b a r o o ls, a w w ch cogni c co o ef a s grouping—and competeovera10-weekper o aosw F u mig o p n y and/or todecr m. S s del (W w orm studentteams—byclass, u c emissio era r t w n c p s to collectthelar t e a has t p e m n .ep ider j all lin a er i n w W r c v war d im a ogra b er n a s kno er/e er .ep t y p u e g p a.g t e i io le p per h l d s e t io s ated. r a t wast t a r e c eness ofschoolr ARM) C n t a.g o r e n, p s o , hasin r h d n y iod, m, w e ef p s inin c ogra r v/wast l Competition e lec u i w r o s r y o o st o era o in ca c d T y Res Waste ReductionMessage e a ur sc v/ep l anc l b his activityincr Recycling e e r t d uc lunch table e t wi g W o t ind b g r a m. Ref b o u d ease theamountofwastegen­ i e ur s s o o o le p rkin ts, suchasmemop e c in Hold a e e e c u n/t u a aosw e d t h pr s and t w gest amountofr o a io lc t y r c u u h t o st ces e n c y r is evention. str e c en ula o n g t o e t ho o c t r o eW t e e o s e l l e io d ur wast willr re er/e ed co . i r t a l n o o st h vir t al wast o uc k n va o n t r n , is e W l ecycling andwaste ed inb i o c o r t or otherlogical line a o d ener ts. e o e—a f .h o t int d r d r nmen g h u eases student e n t s u l e a n m u e W ca t ce st n ce m c e r en it es. Thr es in h ho t vi t gr eW tio i i e r w r g o v o e t a in r A ee EP ade t o y Res e a n d le o a n/t ecyclables w u is s st l gin u . t n n l mess distr F o a nici a w e W a c d e Red d en m , o ds o o r vin o t o cafeter .ep d g u g n mo io o A p e ug r r i na r n more lki pal s ti e n p e ces g a.g i vir tall e r o h b si c ag s. n p u a t tio n t .h i . r c r h r o o od o es t al e y t ia o­ o e t t v o n­ tm n ner­ n n­ io e / u line al a o n s t e 10 Steps for Becoming 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 Asking students, faculty, and staff some of these questions will help you determine the success

of the waste reduction program: W

• What is successful about the program? aste-F • 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? ree • 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 O: 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

he program options below are designed A program emphasizing reduction or elimination of waste calls for a comprehensive outreach pro­ to give you ideas on the types of waste gram so that participants understand the goals of Treduction programs you can implement the program and methods to reduce or eliminate at your school or throughout your school dis­ waste. trict. The options focus on different materials One-time or Periodic Reuse or and require various levels of commitment and Recycling Drives support. There are many options to choose Your school or school district can establish one­ Progr from, and hopefully one will be right for you time or periodic drives to collect reusable and and your school. After evaluating your needs, recyclable items. Reusable items—for internal reuse or donation—such as clothing, books, toys, capabilities, and goals, choose the option that computers, and other electronic equipment, or am Options works best for you. recyclable materials, such as paper, aluminum, glass, and plastic, can be brought to a drop-off Reducing or Eliminating Waste location on an appointed day(s). 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.

Sample Waste Prevention Efforts

Potential Products/Materials Activity

Paper Reduce paper use by copying and printing on both sides of the paper and giving assignments that do not need to be written.

Packaging Purchase items in bulk to reduce the amount of packag­ ing used.

Magazines Eliminate duplicate magazine subscriptions.

Newspapers Read news online instead of in hard copy.

Food Use an “offer versus serve program” in the cafeteria to reduce the amount of food distributed.

27 Program Options 28 Potential Products/Materials Potential Products/Materials Electronic equipment Office supplies Office supplies Surplus food Computers Computers Containers Containers Car Furnitur Furnitur Furnitur Bicycles Books Books Plastic P Glass dboar aper Sample Reuse/DonationEfforts Sample Reuse/DonationEfforts e e e d campaign. sometimes partofanational, the proceedsforschoolactivities Sell collectedmater Swap products/mater such asalibr Donate thecollectedmater mater Collect take thecollectedmater Collect r the centerforprocessing. center collectsthemater Host acollectioneventdur ials youcollecteddur recyclables ecyclables andarr ary , shelter ials atacommunityyar and hir ials withoneanotheronsite , ials tother Activity or char Activity ials andtr ange foradultvolunteersto ing whichyourlocalr ials toaspecificbeneficiary ing yourevent. e ahaulertotr state itable or . T , ansports thembackto hese dr or localgovernment ecycling center ganization. ives ar ansport the d saleanduse ecycling e also . . , If you have a community waste reduction or recy­ You may also want to bring such a program to the cling coordinator, be sure to coordinate efforts community—since schools often serve as focal with this contact. This option does not require points for local residents, they are ideal for station­ long-term storage space, but might require extra ary reuse and recycling drop-off points. A storage space at school or in people’s homes for collecting facility, where people can drop off their reusable materials before they are brought to the collection and recyclable products, should be put in an easily location or hauled away. accessible holding area, such as a parking lot.

Continually Operating School-

Based Reuse and Recycling Progr Programs A number of permanent reuse and recycling pro­ am Options 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.

29 Program Options 30 Potential Products/Materials Potential Products/Materials Office supplies Computers Electronics Aluminum Plastic F P P Glass ood aper aper Sample Reuse/DonationEfforts Sample RecyclingEfforts Pur school grounds Donate excessediblefoodtoalocalshelter or Design acontinuousdonationprogr Stor schools inthedistr computers orotherelectronicstolocal back oldcomputerswhennewonesar clearly markthebinsforr other locationswher throughout thecafeter Or staff orstudents could beplacedineachroomandcollectedbycustodial Establish aclassroomr ganization. ganize acafeter chase electronicequipmentfromcompaniesthattake e extr a/r food scr eusable suppliesinacentr . . ict, aps touseasasoilamendmenton ia r e studentssnack. the community ecycling progr ia neargarbagecans, ecycling progr Activity Activity ecycling. am withalocal am. , etc am. e pur al location. Don’t for . Place bins ganizations, Collection bins chased. . as wellin get to Donate other Composting at Schools See the Resources online at www.epa.gov/epaoswer/ education/toolkit.htm and the Glossary for 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 Even though a long-term reuse or recycling humus, a soil-like material. Food and yard wastes make program requires careful planning and con­ up a large part of a school’s waste stream. Composting options for schools and school districts include: tinuous outreach, it can also offer great rewards. Such a program allows participants • On-site composting - Composting appropriate food to see the results of their collection efforts wastes and yard trimmings in a compost pile outside or a compost bin indoors can significantly reduce the on a daily or weekly basis. An in-school amount of waste that needs disposal. The resulting program also greatly encourages people to compost can be spread in garden beds and under make waste reduction part of their daily shrubs, or it can be used as potting soil for outdoor routine. plants.

• Grasscycling - Leaving grass clippings on the lawn to Progr Sponsored Waste Reduction decompose and return nutrients back to the soil, Programs rather than bagging and disposing of them. Corporate or government organizations • Vermicomposting - Through vermicomposting, red am Options sometimes sponsor reuse or recycling drives worms are placed in bins with organic matter in order or donate money or supplies to start a waste to break it down into valuable compost called castings. reduction program. Corporate sponsors can Before you start a composting program, be sure to check be good sources for funding and advertis­ with local health codes to ensure large-scale composting does not violate any local regulations. 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.

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 see the Plug-In Web site at www.epa.gov/plugin. 31 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. Credit Accounts There are more than 4,500 recycled content products available, and this number continues to grow. In fact, many If your school or school district establishes a of the products regularly used in schools contain recycled “credit account” with a local recycling center, material. The following list is just a sample of products materials collection center, or other third- used in schools that can be made with recycled content. party organization, the monetary value of any To learn more about buying recycled, see the Resources recyclables deposited there will be added to online at www.epa.gov/epaoswer/education/ your account. Students and others can toolkit.htm. deposit recyclables and have the proceeds of • Paper • Newspapers those items posted to that account. • Notebooks • Packaging Promoting your school or school district as • Binders • Paper towels the beneficiary of your recycling effort is an • Pencils • Trash bags important motivator for participation. • Toner cartridges • Carpeting Classroom activities and publicity reinforce • Aluminum cans • Playground surfaces recycling lessons and increase participation. If storage space is a problem for your school • Plastic bottles • Picnic benches am Options or school district, you might want to consider • Glass containers • Furniture this type of program. Progr

Sample Sponsored Waste Reduction Efforts

Potential Products/Materials Activity

Paper Establish a credit account with your local recycling center Glass to allow the school to get credit for material drop-offs from community members. Plastic Cardboard Aluminum Toner cartridges Cell phones

32 Conclusion 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!

33

Glossary

• Buy recycled – Purchasing products made of recycled materials. • Climate change – Refers to any significant change in measures of climate (such as temperature, precipi­ tation, or wind) lasting for an extended period (decades or longer). • Closing the loop – Purchasing products made with recycled content. Purchasing recycled products pro­ motes the continued manufacture of these products, thus completing the recycling loop. • Compost – 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. • Contamination – Foreign material that makes a recyclable or compostable material impure; for instance, food scraps on paper products.

• Donation – Instead of throwing out unwanted or old items, products or materials are given to other Glossary organizations in need. • Environmental or ecological footprint – Your impact on the environment. • Facility walk-through – A method to assess your school’s waste generation practices through interview­ ing, observation, and estimation. • Fossil Fuel – Fuel derived from ancient organic remains; e.g. peat, coal, crude oil, and natural gas. • Grasscycling – Leaving grass clippings on the lawn to decompose and return nutrients back to the soil rather than bagging and disposing of them.

• Greenhouse gases (GHGs) – Gases in the Earth’s 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. • Hauler – A garbage collection company that offers complete refuse removal service; many also collect recyclables. • Markets – 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. • Offer versus serve program – 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. • On-site composting – Composting appropriate food wastes and yard trimmings in a compost pile out­ side or compost bin indoors. • Records examination – An examination of records such as purchasing invoices, sales logs, and waste hauling and recycling records to provide insight into your school’s waste generation and removal patterns. • Recyclables – Products or materials that can be collected, separated, and processed to be used as raw materials in the manufacture of new products. • Recycle – 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 Glossary 36 • • • • • • • • • • • • • • b pa “ pre wast tio is co wast p s t p g R S R S W W R W T W T W W V h s c e e o r e l r a e e e ou e a ho e p o nera r tio ca a a a a a a a u u c c k n r n v v d s s s s s c s y y m r e s ac ts t rc i e us e str t t t t t m e ma t o k uc c e c c - n c r e e e e e e n i l b e i l l o e e - inat ’ p c i e n – U e t s t t s t s p a r a t - f n d re h i o r d i u t oste o t ’ g r e s l s lif o r c on e uc g r e e a m e s all o r d e h k nag n. e c d a – T t a e e du t s v v t s u e i isr a o r m p s . u ts o a in p ” e y p e – I l m e n c d. s n l wast h o u c r n r c ” o . m t t o e g i i t v Thema t o s o em do n t i t n e men i d e o o t – Thet i i r n i g u o e c o n c i g o c e en l t r n ce t n r n h g n s us e em n y v t t n a – Amet g s t h c en . – U p t e g m h ” – Al – Red t tf – Red l i – At – S – U r e “ ed a f h s aga es no ed f ts t ull y o – Ap e e n in d s , b n o nera y r e in d g y s u ec u t a u r h g e in a o o o v u u c nc fac in b u g s e g r l f y r mo o t t ha h ices p r cin e r o g w r cin s c a r tio l n o ga h wi l es alo t la ogra t c o e o – P ed d ur e y o h nera g o ur w b g o nized s n. v o o t r hel co ni u l , o e er isr r o e wast r r ce r e t f t r m m inw r o o h enco t r p n f o r elimina o m elimina tio v d s nowast n p a s t disp ed b r ide uc ir iden g p e o i n n o d e wa lid wast e e o . in ts ma g r e str b r sp o u uragin n d a v g, do e os c b en h r f ice t y t o p t tif n wast e ic io y n ed o r a t t o t d e e e! Onl co o in h p o in y sib k do n a n, r c a na wa m h u f e f g wast g g wast ess v as m n l a fac f e int st r a e f t . inla ” t r e o d q r i wn o l p isco d n e c ua o d uden c y o t a d b y p g m uc ur ho r n r u c tin , o r e a e a h ho ies t lin e a ndf ed wi ts a o e o r e f e us n nd r g t ga t le f ma l s t t tif ec o g, o ’ wast s mes, b t t a i i r r e h uc wast nic wast r lls, o b h h tin e y e r a l s n a lin le o t i t e s e s r t p t r t h u nin t r e co h e g ca r fac e r d in,a g t t o o e e a t l r e a u r e ace u c ur ur s h r m g co r n b e y t h siness m n e e en a ur d e n cle co ce b ce b em. Reus e p gmen , v c ed t u d ca n s . o ostin in e e y c n d de u o r us c t vir d meetst e g, r n e l i io e o a es, in d ma f f lc t t l b t ed aga o o n da o ts t ist l o g e v le i ula r e h r nmen c t e f e c e e ma wast te i lo h i y e is o h sti t t t t c t t er e p em in d ma p isg e mostp a. isg lin r in. t m eo r i g i u h n a t. Als e e g s a g, o t v en e needso l v u f suc e io s. ts p e en b en ter fac nera nera r e t n e us r nera t o s, a p i o h t e a h ur e r r kno r l t r ef ast c t t r s. o e ed a o n t e er a r en t d ug er t er p d d ma e e . f d erl . Als t , aco w d r S h ac h a . n e t h u g e “ t n as“ o y d met d lef a ce wast e h disp ur n o n o r ti e endo u kno r mm esiden ce r f v fac t e t e o w c h h osin p v y t uni e ast e o w ur er f c a e d d lin n as r tial u f o in e t g o t t ici­ c­ o y g f h g . o e f d

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Recycled/Recyclable – Printed with Vegetable Oil Based Inks on 100% Postconsumer, Process Chlorine Free Recycled Paper