Energy Management Plan

Dorchester School District Two

We Facilitate Learning

Facilities Department
January 2012

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Energy Management Plan January 2012

Contents
1. Executive Summary ............................................................................................................ 4
2. Our Commitment................................................................................................................. 5
2.1 Energy Policy ................................................................................................................... 6
2.2 Energy Manager ............................................................................................................... 7
2.3 Form Dedicated Energy Teams ........................................................................................ 7
2.4 Goals and Objectives of this EMP..................................................................................... 8
2.5 Procedures and Practices for Energy Reduction and Conservation .................................. 8
2.5.1 Temperature Settings Procedure ............................................................................. 9
2.5.2 Sustainable Practices ..............................................................................................10
2.5.3 Principals Role and Responsibilities ........................................................................11
2.5.4 Teachers Role and Responsibilities ........................................................................13
2.5.5 Maintenance Role and Responsibilities ...................................................................14
2.5.6 Staff/Employees and Role and Responsibilities.......................................................14
2.5.7 Students Role and Responsibilities .........................................................................15
2.5.8 Contractors Role and Responsibilities .....................................................................15
3. Assess Energy Performance ................................................................................................16
3.1 Data Collection and Management ....................................................................................16
3.1.1 Collect Data ..............................................................................................................16
3.1.2 Establish System for Tracking Energy Performance ..................................................17
3.2 Establish Baseline ...........................................................................................................17
3.3 Benchmark ......................................................................................................................18
3.4 Analyze Utility Data .........................................................................................................18
3.5 Conduct Assessments & Audits .......................................................................................19
4. Set Energy Performance Goals For Schools/Facilities .........................................................19
4.1 Determine Scope of Energy Performance Goals .............................................................19
4.2 Estimate Potential for Improvement .................................................................................20
4.3 Establish Specific Energy Performance Goals .................................................................20
5. Create Energy Action Plan ...................................................................................................21
5.1 Define Technical Steps ....................................................................................................21
5.2 Determine Roles and Resources .....................................................................................21
6. Implement Energy Action Plan .............................................................................................22
6.1 Communication................................................................................................................22

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Energy Management Plan January 2012

6.2 Raise Awareness.............................................................................................................23

6.3 Build Capacity .................................................................................................................24
6.3.1 Training .....................................................................................................................24
6.3.2 Knowledge and Management Information Systems ...................................................25
6.4 Motivate Staff/Employees ................................................................................................25
6.5 Tracking & Monitoring ......................................................................................................25
7. Evaluate Progress ................................................................................................................26
7.1 Measure Results..............................................................................................................26
7.1.1 Gather Tracking Data ................................................................................................26
7.1.2 Benchmark ................................................................................................................26
7.2 Review Energy Action Plan .............................................................................................27
8. Recognize Achievements ......................................................................................................28
8.1 Provide Internal Recognition ............................................................................................28
8.2 Receive External Recognition ..........................................................................................28

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Energy Management Plan January 2012

1. Executive Summary
America’s schools spend more than $7.5 billion annually on energy—more than they spend on
textbooks and computers combined. Energy costs are the largest operating expense for school
districts after salaries and benefits, and in recent years those costs have increasingly strained
their budgets. The good news is that energy is one of the few expenses that can be decreased
without negatively affecting classroom instruction. Several aspects of building energy
performance are fundamental in providing an environment that is conducive to learning.
Research has shown a relationship between facility conditions and absenteeism, teacher
turnover rates, and occupant health (US EPA).
The following factors will be considered when implementing our energy programs.

 Security and safety will be enhanced with proper exterior lighting as well as adequate
lighting in hallways and stairwells. Security of operable windows is another
consideration.
 Indoor air quality will be improved with ventilation as well as by removing the source of
pollutants. Indoor pollutants may include gases (e.g. radon, etc.), chemicals (e.g.
cleaning agents, etc.), mold, and particulates. Because children have higher breathing
and metabolic rates than adults, they are more vulnerable to many environmental
threats. High concentrations of carbon dioxide (CO2) have been correlated with sickness
as well as poor academic test performance. Ventilation may be particularly important in
factory-built portable classrooms that incorporate pressed-wood materials containing
formaldehyde.
 Thermal comfort has an impact on student performance. Warm temperatures reduce
alertness, whereas cold temperatures reduce dexterity. Frequently and widely fluctuating
temperatures can hinder children’s ability to focus, although broader fluctuations tend to
be more acceptable with natural ventilation. Thermal comfort also impacts
staff/employees productivity.
 Visual comfort depends on having an adequate amount of evenly distributed
illumination. A study conducted on daylighting in schools indicated that on average
daylighting improves learning by 21 percent. (“Daylighting in Schools: Reanalysis
Report”, 2003).
 Acoustic comfort is vital because up to 60 percent of classroom activities involve
spoken communication. Noise from outside the building, interior hallways, and building
systems (e.g. fans, boilers, compressors, etc.) can be a significant distraction. Even the
way sound reverberates within a classroom can cause levels of discomfort and stress
that interfere with learning.

Dorchester School District Two (DSD2) will focus on the reduction of utility consumption (e.g.
electrical, natural gas, water, sewer, propane, etc.) to achieve savings while enhancing the
quality of the educational environment. Sustainable practices are not only economically efficient
and environmentally sensitive; they are conducive to the well being of all district
staff/employees, teachers, and students. Energy procedures and practices can have an

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Energy Management Plan January 2012

important impact on the quality of the learning environment, particularly in the areas of lighting
and indoor air quality. Curriculum enrichment can be accomplished by providing teachers and
students with classroom activities aligned to the South Carolina Energy Office’s “Energy 2
Learn” program and ENERGY STAR KIDS that will help develop awareness of the importance
of energy conservation as well as environmental resource conservation. Experts have found
that a good energy management plan can actually enhance the benefits of a good classroom
environment while optimizing energy consumption.
DSD2 will see financial returns from energy management by continuously striving to improve
their energy performance. DSD2 success will be based on regularly assessing energy
performance and implementing steps to reduce utility consumption and conserving energy.

2. Our Commitment
DSD2 is committed to the reduction of utility consumption (e.g. electrical, natural gas, water,
sewer, propane, etc.) and will continuously strive to improve their overall energy performance.
Our success will be based on regularly assessing energy performance and implementing steps
to increase energy efficiency and reduce energy consumption. The main element of successful
energy management is commitment. To establish this commitment, DSD2 instituted an Energy
Policy, established an Energy Manager position, will form dedicated Energy Teams at all
schools and facilities, and establish measurable goals for this Energy Management Plan. DSD2
will become an ENERGY STAR partner and will pursue other acceptable partners for their
Energy Management Plan. DSD2 will participate in established groups, such as government
agencies, trade associations, or regional energy conservation groups to demonstrate
commitment to achieving results.
With energy becoming a larger and less predictable expense, DSD2 is committed to investing in
upgrades and ongoing maintenance to assert control over their utility costs. DSD2 will budget
appropriately for operations, maintenance, and capital projects to reduce and conserve energy.
DSD2 is committed to:
 Having preventive maintenance that will increase the operational life of building
equipment, thus, eliminating the need to invest in costly capital retrofits. Without
preventive maintenance, the result will be an accumulation of deferred maintenance,
which leads to higher energy costs and more equipment malfunctions.
 Building new schools or additions with allocating sufficient maintenance staff/employees
and finances for the proper operation of these new schools.
 Improving school and facility condition because it is an important factor for student
learning.
 Efficient management of facility assets.

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Energy Management Plan January 2012

2.1 Energy Policy

DSD2 has developed an Energy Policy to emphasis its commitment to reducing energy/utility
consumption (e.g. electrical, natural gas, water, sewer, propane, etc.) and conserving energy.
An Energy Policy provides the foundation for successful energy management. The Energy
Policy formalizes senior management’s support and articulates the District’s commitment to
energy conservation and management for staff/employees, shareholders, the community and
other stakeholders. DSD2 has adopted the following Energy Policy.

DORCHESTER SCHOOL DISTRICT TWO ENERGY POLICY

Applicability

This Energy Policy applies to all Dorchester School District Two’s operations, personnel and contractors.

Objective

Dorchester School District Two is committed to environmental sustainability by using and purchasing
energy in the most efficient, cost effective, and environmentally responsible manner possible. Dorchester
School District Two will continuously conserve energy and improve energy efficiency by establishing and
implementing effective energy management programs. These programs will help support all school
operations while providing a safe and comfortable environment for all district administrators, teachers,
students, staff/employees, and contractors.

The overall objectives of this Energy Policy are to improve energy efficiency, reduce cost, optimize capital
investment, reduce environmental and greenhouse gas emissions, and conserve natural resources.

Goals

The following are the goals for Dorchester School District Two’s Energy Policy:

 Promote and implement energy efficiency for existing and new school district’s buildings.
 Secure adequate and reliable energy at the most advantageous rates.
 Encourage continuous energy conservation by teachers, students, staff/employees, and
contractors in their work and personal activities.
 Investigate the use of energy efficient and innovative technologies and implement where
possible and practical.
 Cooperate with governmental agencies and utility companies on energy programs.
 Support and comply with state and national energy policies.

Responsibility

As Dorchester School District Two stakeholders, we believe it is our responsibility to be sustainable,

conserve energy and protect our natural resources by reducing our energy/utility consumption. We
believe this commitment will benefit our employees, students, and taxpayers by better managing our

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resources, conserving energy and saving taxpayers money. Dorchester School District Two partners with
ENERGY STAR to help ensure the success of this Energy Policy and the Energy Management Plan.

An Energy Manager has been designated to oversee and implement the Energy Management Plan;
however, the fulfillment of this policy must be the joint responsibility of the Board of Trustees,
Superintendent, administrators, teachers, students, contractors, and all support personnel. Cooperation at
all levels is necessary for the success of this Energy Policy.

The School District will maintain accurate records of energy consumption and cost of energy on a monthly
basis. Energy audits will be conducted and recommendations made for updating the Energy
Management Program yearly. Energy conservation guidelines and procedures will be reviewed and
approved by the Superintendent, Chief Financial Officer, and Director of Facilities.

Approval

Board of Trustees

January 2012

2.2 Energy Manager

As part of the Energy Team, DSD2 established an Energy Manager position for the District.
The Energy Manager’s key duties include:
 Helping to create an Energy Team for each school and facility
 Leading and training Energy Teams at each school and facility
 Helping DSD2 achieve its financial and energy goals and objectives
 Coordinating and directing the overall Energy Management Program
 Increasing the visibility of energy management within the District
 Assessing the potential value of improved energy management
 Securing sufficient resources to implement energy management
 Assuring accountability and commitment from key stakeholders of the District
 Identifying opportunities for improvement and ensuring implementation (including staff
training)
 Measuring, tracking, evaluating, auditing, and communicating results
 Obtaining recognition for achievements

2.3 Form Dedicated Energy Teams

DSD2 will form Energy Teams for each school and facility that will include representatives from
each operational area of the District that significantly affects energy consumption, such as:
 Teachers
 Students
 Staff/Employees
 Purchasing/Account Payables

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Energy Management Plan January 2012

 Facilities Management
 Construction Management
 Contractors and Suppliers
All team members are essential for this to be a successful energy management program.

2.4 Goals and Objectives of the Energy Management Plan

The goals and objectives of this Energy Management Plan is to ensure that DSD2 is doing
everything that is economically feasible to manage energy/utility consumption for reducing
expenditures while also having a positive impact on community environmental initiatives. The
goals and objectives for this Energy Management Plan are addressed in the Energy Policy.
Adopting an Energy Management Plan has positioned DSD2 to proactively manage energy
consumption for:
 Operational cost savings,
 Improved environmental comfort and energy performance, and
 Effective stewardship of resources.
This plan was developed collectively by DSD2 facilities personnel to establish a set of guiding
principles for energy management system wide. DSD2 has twelve elementary schools, six
middle schools, one alternative school, three high schools, and various administrative buildings.
This Energy Management Plan establishes our guiding principles for energy management.
Energy action plans will be developed that are specific to the schools/facilities needs and its
resources. The following are the major benefits from implementing an Energy Management
Plan:
 Optimizing teacher, student, and staff/employees comfort
 Reducing operating costs and energy consumption
 Increasing school and facility staff, students, and building operations productivity

2.5 Procedures and Practices for Energy Reduction and Conservation

DSD2 will implement the following procedures and practices for energy reduction and
conservation District Wide. These procedures and practices will apply to principals, teachers,
students, staff/employees and contractors. These procedures and practices address behavioral
modification of all staff/employees as well as sustainable and operational procedures and
practices for the District. All schools and facilities are expected to implement these procedures
and practices in order to reduce energy consumption and conserve energy. Staff/employee
cooperation in support of energy management procedures and practices start with effective
communication. Most school-based personnel are not aware of energy costs in the operation of
their school.
As discussed in Section 6.2, Raise Awareness, one obvious way to develop staff/employee
awareness of energy consumption is to regularly communicate energy costs. Staff/employees
will be made aware of the impact that energy costs have on the school’s budget and will be
motivated to reduce energy consumption. The following are ways for communicating energy

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cost to staff/employees in order to interest school staff/employees and students in changing

their behavioral habits.
 At school staff meetings, discuss energy costs and practical ways to reduce energy
consumption and conserve energy.
 Advertise the use of energy in visible places, such as bulletin boards, front lobbies,
newsletters, etc.
 Conduct periodic energy contests for reducing each school’s utility consumption and
conserving energy.
 Involve PTA’s and other community groups in an effort to gain support for behavioral
modification for reducing energy consumption and conserving energy at their
schools/facilities.

2.5.1 Temperature Settings Procedure

The following are the temperature setting procedure for the heating season, cooling season,
and summer months.

Heating Season

Thermostats in all schools shall be set to provide an ambient room temperature of between 68°
F and 70° F during the regular school day. This pertains to classrooms, trailers, offices,
corridors, gyms, locker rooms, multi-purpose rooms and auditoriums. Trailer classrooms not on
a timer must be manually set back. Thermostats in Trailers must be set at day setting when
temperatures below 20° F are expected.

As a rule, thermostats shall be cut back to a night setting on school days between the hours of 4
p.m. and 6 a.m. When practical, earlier setbacks should be instituted, with the intent of allowing
building temperatures to coast for the last hour of student occupancy conserving energy. On
holidays and non-school days, the night setting shall be in effect throughout the day hours as
well. For the Energy Management System to perform at its optimal, all windows and doors must
remain closed. This policy may be waived in the case of a malfunction with the HVAC system or
controls.

DSD2 does not provide heating of school facilities for non-sanctioned school functions (e.g.
church services, community recreational councils, for profit groups etc.) and schools should be
left on the night setting during the hours established above unless otherwise approved by the
Chief Financial Officer (Allyson Duke) and a fee established. Additional charges for use of
facilities should be noted on the Use of Facilities Application.

Cooling Season

Thermostats in all schools shall be set to provide ambient room temperature of between 72°F
and 74°F during days when schools are in session for students and instructional staff. This
pertains to classrooms, trailers, offices, corridors, gyms, locker rooms and auditoriums. Air
conditioning shall be controlled in the same manner as heat with nighttime settings being
regulated via a timer or energy management system. Manual override of the air conditioning
controls is permitted for school related after school activities. Schools on energy management

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Energy Management Plan January 2012

systems must pre-program the scheduled occupancy in advance in order to provide appropriate
cooling for the required period of occupancy. It is the responsibility of the Site Facilities
Administrator in conjunction with the school principal to pre-arrange and coordinate the
afterhours schedule with The Facilities Department.

DSD2 does not provide heating or cooling of school facilities for non-sanctioned school
functions (e.g. church services, community recreational councils, for profit groups etc.) and
schools should be left on the night setting during the hours established above unless otherwise
approved by the District Office and a fee established. Additional charges for use of facilities
should be noted on the Use of Facilities Application.

Summer Season

Zoned air conditioning for the office area is permitted throughout the summer months. Other
zones throughout the building may be cooled only when summer school or in-service classes
are in attendance. An ambient temperature of no more than 78°F shall be maintained in non-
used areas during the Summer Season. Summer setbacks may be adjusted on a case-by-case
basis to accommodate special conditions, (such as mobile classrooms).

Air conditioning should be operated to provide cooling in the zones where carpet shampooing is
occurring and not the entire building. Cooling should remain on in the area being shampooed
until carpet is completely dry to prevent mold and mildew.

2.5.2 Sustainable Practices

All DSD2 principals, teachers, maintenance, staff/employees, students and contractors will
implement the following sustainable practices for reduction of energy.
 Turn off lights when area is left unoccupied. DSD2 will purchase stickers to put above
all light switches that say “When Not In Use – Turn OFF The JUICE!”
 Turn off machines and equipment when not needed.
 When appliances will not be used for a period of time (e.g., spring break, holiday breaks,
summer, etc.) unplug the ones that you can.
 Use power strips to shut off your computer and its peripherals, equipment and other
groups of electronic equipment each evening and when not in use.
 Assume any appliance with a remote control, a digital clock, a touch screen or soft-touch
switches is drawing electricity and turn them off if possible.
 All lights (inside and outside) must be turned off each day after the buildings are locked
for the night. Timers must be adjusted for such hours. Staff/employees need to report it
to the Facilities Department if these timers need to be adjusted accordingly.
 The amount of athletic lighting used should be appropriate for the activity and used only
when necessary (e.g. use lights only when it is dark).
 Use appropriate partial lighting for after-hours activities (e.g. partial banks of lights for
practice or group meetings).
 Water heaters must be set for usage time only with pre-heat a maximum of 30 minutes.
 Water heaters that are never used must be turned off (e.g. custodial rooms, etc.).

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Energy Management Plan January 2012

 Domestic water will not be used for special projects such as gardens, etc. Schools will
use rainwater (rain barrels), roof runoff water, cistern, etc. for irrigating their gardens.
 Kitchen equipment must be turned on for usage time only with pre-heat a maximum of
30 minutes.
 Review the activities scheduled, so as to meet the needs of the group (e.g. small group -
small room).
 Review use of schools/facilities by outside agencies and if possible house them off-site.
 After-school activities must be housed with HVAC efficiency taken into account. For
example, at some schools using even one room requires the entire building or school’s
central HVAC system to be turned on.
 Irrigation of facilities must follow state and local regulations.
 Water cooler thermostats are to be set at the highest setting.
 The use of personal appliances (e.g. microwaves, coffee pots, heaters, etc.) is not
permitted in student instructional/counseling areas. Personal appliances in teacher and
staff/employees planning areas may be considered appropriate.
 Personal microwaves and mini refrigerators are not allowed in classrooms and auxiliary
offices/rooms if the school has a designated room with a larger refrigerator and
microwave that are available for teachers and staff/employees to use. DSD2 may
consider exceptions to this procedure on a case by case situation.
 Identify additional items of equipment that can be turned off during extended school
closures.
 Observe American Society of Heating, Refrigerating and Air-Conditioning Engineers
(ASHRAE) standards for indoor air quality.
 HVAC systems will be turned on no sooner than necessary prior to student’s arrival and
must be turned off as soon as practical after the completion of school activities.
 Thermostats must not be tampered with to alter HVAC pre-set temperature ranges.
 In any area where HVAC is in operation, doors and windows must remain closed.
 Planned evacuation drills must take place during non-peak HVAC hours.
 Return airflows must be unrestricted.
 When feasible, schedule wet deep cleaning of carpets during the dryer times of the year.

2.5.3 Principals Role and Responsibilities

The following items are the role and responsibilities for all principals at each school.

 Appoint an Energy Coordinator (e.g. Assistant Principal, teacher, etc.) as a lead

representative for your school’s Energy Team.
 Establish an Energy Team for your school comprised of students, teachers, and
maintenance and administrative employees.
 Use this Energy Management Plan to reduce and conserve energy at your
schools/facilities.
 Cooperate with the Energy Team in their assessment and help them implement the
necessary energy conservation measures.

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Energy Management Plan January 2012

 Implement a lighting procedure for your school. Keep lights off when an office or area is
unused; make sure your office areas, classrooms, and all other areas have the sticker
“When Not In Use – Turn OFF The JUICE!” above your light switches.
 Ensure that personal microwaves and mini refrigerators are not in classrooms and
auxiliary offices/rooms if the school has a designated room with a larger refrigerator and
microwave that are available for teachers and staff/employees to use. Exceptions to
this procedure may be considered on a case by case situation.
 Turn off all computers in offices and other areas. If possible, use power strips for your
computers and peripherals.
 Enable power management features on computers, copiers, scanners, printers, etc.
 Unplug all battery charging devices or power adapters when equipment is fully charged
or disconnected from the adaptor.
 Do not block office or an area’s air supply and return grills with furniture or displays.
 Keep office or an area’s doors and windows shut when heat or air conditioning is on.
 Close all windows and doors when leaving the office or an area at the end of the day
and turn off all equipment and lights.
 Do not cover or block thermostats.
 Do not “Cheat” the thermostat control function by exposing it to an auxiliary heat source.
 Do not adjust thermostats beyond the Temperature Settings Procedure. If heating and
cooling is not operating properly, contact the Facilities Department.
 Report faulty thermostats and other equipment that may be malfunctioning to the
Facilities Department.
 Wear warmer clothes in cold weather and encourage students to do the same.
 Wear cooler clothes in hot weather and encourage students to do the same.
 Combine classes when practical, especially when using A/C or heating equipment.
 Involve students in monitoring energy consumption.
 Close blinds or drapes on windows that receive direct sunlight when air conditioning
systems are on and at night during winter months.
 Do not use assembly areas, such as the auditorium or gymnasium, for small groups that
can comfortably meet in smaller areas.
 Schedule the use of office area and other areas wisely to reduce energy consumption.
 Use the fewest number of rooms necessary for summer and night programs. Schedule
teachers into one room for preparation periods, and place support staff in fewer rooms, if
possible.
 Schedule classes to maximize the utilization of classroom space in the buildings.
 Reduce the movements of students and staff in and out of buildings.
 When repainting buildings, use light, reflective colors.
 Establish a resource center for energy education in your school.
 Solicit feedback from students and staff /employees on energy conservation.
 Inform the public, parents and other groups about your school’s energy conservation
efforts.

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2.5.4 Teachers Role and Responsibilities

Teachers will give students an opportunity to learn energy savings skills that they can use at
school and at home. Teachers will give students the opportunity to participate by being on the
Energy Team. Students will feel pride in their school when they work to make it a better place.
Since there are more students than staff, involving students creates more energy savers.
Staff/employees will be more likely to save energy if reminded by students. In order to foster
enthusiasm and involvement in energy savings activities, teachers will:
 Give students a challenge to let them know they can make a difference in energy costs.
 Provide opportunities for recognition and sponsor awareness contests that are available
through energy conservation programs.
 Involve students in monitoring energy usage so that they will reduce energy
consumption.
 Use civic activities and ideas provided through the Energy Team.
 Emphasize “extras” that could be purchased with Award Program dollars.

The following items are the specific role and responsibilities for all teachers at DSD2.
 Turn off lights when leaving a room; make sure the sticker “When Not In Use – Turn
OFF The JUICE!” is above your light switches.
 Turn off all computers in classrooms. If possible, use power strips for your computers
and peripherals.
 Enable power management features on computers, copiers, scanners, printers, etc.
 Unplug all battery charging devices or power adapters when equipment is fully charged
or disconnected from the adaptor.
 Personal microwaves and mini refrigerators are not allowed in classrooms and auxiliary
offices/rooms unless DSD2 has made a exception for a certain classroom and area.
Turn off all other smaller appliances if possible.
 Do not block classroom air supply and return grills with furniture or displays.
 Keep classroom doors and windows shut when heat or air conditioning is on.
 Close all windows and doors when leaving the classroom at the end of the day and turn
off all equipment and lights.
 Do not cover or block thermostats.
 Do not “Cheat” the thermostat control function by exposing it to an auxiliary heat source.
 Do not adjust thermostats beyond the Temperature Settings Procedure. If heating and
cooling is not operating properly, contact the Facilities Department.
 Report faulty thermostats and other equipment that may be malfunctioning to the
Facilities Department.
 Wear warmer clothes in cold weather and encourage students to do the same.
 Wear cooler clothes in hot weather and encourage students to do the same.
 Combine classes when practical, especially when using A/C or heating equipment.
 Cooperate with the Energy Team in their assessment and help them implement the
necessary energy conservation measures.

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Energy Management Plan January 2012

2.5.5 Maintenance Role and Responsibilities

The following items are the role and responsibilities for all maintenance employees at DSD2.
 Check for proper thermostat settings and functions.
 Check for overheated and over cooled areas.
 Turn off power ventilators and exhaust systems when not needed.
 Isolate unoccupied spaces from heating and cooling systems.
 Turn off lights when leaving a room; make sure the sticker “When Not In Use – Turn
OFF The JUICE!” is above your light switches.
 Disconnect all unused electrical equipment.
 Follow procedure for turnoffs during weekends and vacations.
 Check all building insulation, caulking and weather-stripping. Repair caulking and
weather-stripping as necessary.
 Inspect heating and air conditioning equipment periodically.
 Replace worn seals, fittings, traps, etc., check ducts for leakage.
 Check the hydraulic system pipes that pass through uninsulated areas.
 Keep refrigerator compressors and condensers clean.
 Inspect drinking fountains for proper operation and leaks.
 Check all plumbing for leaks.
 Reduce hot water heater temperatures to 120 degrees F except in food preparation
areas.
 Secure all attic and roof hatches.
 Replace ceiling tiles when dislodged, broken or missing.
 Keep door closer in good working condition.
 Repair damaged windows and doors immediately.
 Adjust timers to coincide with changes in Eastern Standard Time and Daylight Savings
Time.
 Inspect and clean water coolers.
 Cooperate with the Energy Team in their assessment and help them implement the
necessary energy conservation measures.

2.5.6 Staff/Employees and Role and Responsibilities

The following items are the role and responsibilities of all staff/employees at DSD2.
 Turn off lights when leaving a room; make sure the sticker “When Not In Use – Turn
OFF The JUICE!” is above your light switches.
 Turn off all computers in classrooms. If possible, use power strips for your computers
and peripherals.
 Enable power management features on computers, copiers, scanners, printers, etc.
 Unplug all battery charging devices or power adapters when equipment is fully charged
or disconnected from the adaptor.
 Turn off all smaller appliances if possible.
 Do not block areas air supply and return grills with furniture or displays.

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Energy Management Plan January 2012

 Keep doors and windows shut when heat or air conditioning is on.
 Close all windows and doors when leaving an area at the end of the day and turn off all
equipment and lights.
 Do not cover or block thermostats.
 Do not adjust thermostats beyond the Temperature Settings Procedure. If heating and
cooling is not operating properly, contact the Facilities Department.
 Report faulty thermostats and other equipment that may be malfunctioning to the
Facilities Department.
 Wear warmer clothes in cold weather and encourage students to do the same.
 Wear cooler clothes in hot weather and encourage students to do the same.
 Cooperate with the Energy Team in their assessment and help them implement the
necessary energy conservation measures.

2.5.7 Students Role and Responsibilities

Students can become a strong force in helping schools realize energy savings. Many young
people today subscribe to programs designed to preserve our natural resources. The
importance of conserving these resources and being a part of the “team” to actually save energy
around the school is an important start in a successful program. The following items are the role
and responsibilities of all students at DSD2.
 Turn off lights when leaving a room.
 Turn off all computers in classrooms when not in use. If possible, use power strips for
your computers and peripherals.
 Enable power management features on computers, copiers, scanners, printers, etc.
 Unplug all battery charging devices or power adapters when equipment is fully charged
or disconnected from the adaptor.
 Keep classroom doors and windows shut when heat or air conditioning is on.
 Wear warmer clothes in cold weather.
 Wear cooler clothes in hot weather.
 Cooperate with the Energy Team in their assessment and help them implement the
necessary energy conservation measures.

2.5.8 Contractors Role and Responsibilities

The following items are the role and responsibilities of all contractors at DSD2.
 Turn off lights when leaving a room.
 Cooperate with the Energy Team in their assessment and help them implement the
necessary energy conservation measures.
 Use this Energy Management Plan for guidance to performing work at DSD2’s
schools/facilities.
 For construction of a new building, they will use EPA’s Energy Design Guidance and
South Carolina School Facilities and Construction Guide as a basis for constructing the
new building. These guidances are a management approach for commercial new
construction projects. It is a set of suggested actions for building owners and design

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Energy Management Plan January 2012

professionals to establish energy efficiency goals and to ensure that energy is

addressed at all levels of the project. These guides were designed to supplement
technical design references for incorporating energy efficiency strategies and
technologies. Through this guidance of best practices for designing and constructing a
new building, DSD2 will pursue to earn the ENERGY STAR label for the building.

3. Assess Energy Performance

DSD2 will need to understand its current and past energy consumption to be able to identify
opportunities for improving energy performance and gaining financial benefits.
Assessing energy performance is the periodic process of evaluating energy consumption for all
school facilities and functions at DSD2 and establishing a baseline for measuring future results
of efficiency efforts. Assessing energy performance has the following benefits:
 Categorizing current energy consumption by fuel type, operating division, facility, school,
etc.
 Identifying high performing schools/facilities for recognition and outstanding practices.
 Prioritizing poor performing schools/facilities for immediate improvement.
 Understanding the contribution of energy expenditures to operating costs.
 Developing a historical perspective and context for future actions and decisions.
 Establishing reference points for measuring and rewarding good energy performance.

3.1 Data Collection and Management

The Energy Manager will collect energy consumption information and document utility data.
Evaluating energy performance requires good information on how, when, and where energy is
being used. Collecting and tracking this information is necessary for establishing baselines and
managing energy consumption. DSD2 will use computer software to track and measure utility
data for evaluating energy performance. The Energy Manager will collect the utility data and
establish a system for tracking this energy performance.

3.1.1 Collect Data

The Energy Manager will ensure that all utility data is as complete and accurate as possible
because it will be used for analysis and specific goal setting for DSD2’s schools/facilities. The
following will be considered when collecting this utility data:
Determine appropriate level of detail — The level and scope of data collection will vary
depending on each location. For example, some data may be collected from submeters on
individual schools/facilities while it may be best to only look at a utility bill for other
schools/facilities.
Account for all utility sources — Inventory all utilities (e.g. electricity, gas, steam, waste
fuels, water, etc.) purchased and generated on-site in physical units (e.g. kWh, MMBtu, Mcf,
lbs of steam, kgals, etc.) and on a cost basis.

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Energy Management Plan January 2012

Document all utility consumptions — For the sources identified above, assemble utility
bills, meter readings, and other use data. Gather at least two years of monthly data or a
more frequent interval if available. Use the most recent data available.
Collect school and facility and operational data — To be able to normalize and
benchmark, non-energy related data (e.g. building size, operating hours, etc.) for all facilities
and operations will be collected and established.

3.1.2 Establish System for Tracking Energy Performance

When establishing and developing a system for tracking energy performance, the Energy
Manager will take into account the following guidelines:
Scope — The design of our tracking system will be shaped, in large part, by the level and
scope of information that will be tracked and the frequency of data collection.
Maintenance — Tracking systems must be easy to use, update, and maintain.
Reporting and communicating — Use tracking systems to communicate energy
performance to other parts of the organization and motivate change.
The system for tracking energy performance will take into account, at a minimum, the following
items:
 Collecting utility data by fuel type at an individual building or school and facility level
 Collecting utility data from submeters, if possible
 Using actual, not estimated, consumption data, if possible
 Using utility data that is current and timely
 Using tracking systems to develop annual reports that profile energy performance
 Using tracking systems to allow schools/facilities to compare their energy performance
to their peers
 Using an existing tracking system, such as School Dude or ENERGY STAR’s Portfolio
Manager to organize data, benchmark and compare their energy performance against
similar schools/facilities.

3.2 Establish Baseline

Measuring energy performance at a specific time establishes a baseline that is considered a
starting point from which to measure progress and provides the starting point for setting goals
and evaluating future efforts and overall energy performance. Baselines will be established for
all levels appropriate to the schools/facilities. The Energy Manager will establish these
baselines for all schools/facilities at DSD2. The main steps involved with establishing these
baselines are:
Establish base year — Establish a base year with either normalizing weather or an average
of several historical years. The Energy Manager will use the most complete and relevant
sets of data available at the time of establishing a base year for each school and facility.
Identify metrics — Select units of measurements that effectively and appropriately express
energy performance for each school and facility (e.g., Btu/square foot, ENERGY STAR
benchmark score, Btu/student, total energy cost/square foot, $ energy cost/ student, etc.).

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Publish results — Announce energy performance baselines to Board of Trustees,

Superintendent, staff/employees, students, schools/facilities, and contractors at DSD2.

3.3 Benchmark
EPA provides a national energy performance rating system that is available for office buildings
and K-12 schools. The rating system that is part of ENERGY STAR’s Portfolio Manager will
allow DSD2 to compare the energy performance of its schools/facilities against similar
schools/facilities.
With ENERGY STAR’s Portfolio Manager, it will compare the energy performance of DSD2’s
facilities to similar buildings nationwide. Portfolio Manager normalizes for weather and several
other important building and operational characteristics, allowing for similar comparisons to be
made. By inputting energy and building information, this tool (Portfolio Manager) provides a
benchmark score on a scale of 1-100. Buildings with a score of 75 or over are eligible for the
ENERGY STAR Label. Buildings that earn the ENERGY STAR use about 35 percent less
energy than average buildings, without compromising comfort or services. This type of
comparison will allow the Energy Manager to identify inefficient buildings for upgrades as well
as promote energy efficient buildings at DSD2.
The Energy Manager will develop the benchmark for DSD2’s schools/facilities and it will be
presented to and approved by the Director of Facilities.

3.4 Analyze Utility Data

The Energy Manager will analyze the utility data to determine consumption trends and patterns
that will help DSD2 gain a better understanding of the factors that affect energy performance
and identify steps for reducing utility consumption. Analyzing utility data is essential for
understanding performance and identifying areas for improvement.
The Energy Manager will analyze utility data through quantitative and qualitative reviews.
Quantitative reviews may include, but is not limited to, developing usage profiles, comparing
energy performance with similar schools/facilities, assessing financial impacts, and identifying
data gaps. Qualitative reviews may include, but is not limited to, gaining information and
opinions from stakeholders, teachers, students, staff/employees and contractors regarding
specific operational aspects of schools/facilities and in-house audits and surveys that are
conducted. Qualitative review will also include the periodic review of DSD2’s Strategic Plan and
operating procedures to determine their impact on utility consumption.
By analyzing utility data information, DSD2’s Energy Management Plan will be able to identify
"Energy Hogs" that will be targeted as energy conservation measures. Energy Hogs will be
flagged by DSD2’s tracking/trending program whenever it detects high total utility consumption,
high relative utility consumption (by facility type), or unusual utility consumption (e.g. high
natural gas usage during summer months for an office building, etc.). These types of issues will
be identified by an "Exception Report" and may indicate design or operational problems that
warrant further investigation.

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3.5 Conduct Assessments & Audits

The Energy Team will initially evaluate the schools/facilities by conducting an assessment of
them. This assessment will establish the existing equipment, operations, and systems for each
school and facility. The Energy Manager will establish and provide any necessary tools (e.g.
assessment checklist, personnel training, etc.) for completing these assessments. The Energy
Manager will use benchmarking results to identify poor-performing schools/facilities whose
equipment and systems should be targeted for evaluation first. The benchmarking results will
help to identify and prioritize each school and facility systems for evaluation, assign team
members to tasks, and schedule completion dates for the assessment activities. At a minimum,
the Energy Team will assess the existing energy performance of critical building systems such
as lighting, electrical, heating, ventilating and air conditioning (HVAC), and water systems.
These assessments will help DSD2 identify energy conservation measures that can be
implemented at the schools/facilities as well as help the Energy Manager conduct an audit of
the school and facility systems.
After an assessment is completed for a specific school and facility, the Energy Manager will
conduct an audit of it. This audit will be a comprehensive review of the school and facility
systems that will evaluate the actual energy performance of its systems and equipment against
their designed performance or best available technology. Through this audit, the difference
between the designed performance and actual performance of the school and facility’s systems
will determine the potential for energy savings for each location.
Based on the assessment and audit results, the Energy Team will produce a detailed summary
of energy conservation measures for each school and facility that will ultimately reduce its
energy consumption. This summary will have recommended actions from simple adjustments in
operation to equipment replacement.

4. Set Energy Performance Goals For Schools and Facilities

Energy performance goals drive energy management activities and promote continuous
improvement. Setting clear and measurable goals is critical for understanding intended results,
developing effective strategies, and reaping financial gains. Well-stated goals guide daily
decision-making and are the basis for tracking and measuring progress. Communicating and
posting goals can motivate staff/employees, principals, teachers, and students to support
energy management efforts throughout the District. The Energy Manager in conjunction with the
Energy Team will develop specific energy performance goals for each location.

4.1 Determine Scope of Energy Performance Goals

The Energy Manager will determine the scope of energy performance goals with the approval
from the Director of Facilities. These goals may include different levels within DSD2 as well as
various time periods for completing each energy performance goal. The level at which each
energy performance goal are set will depend on the applicability of the energy performance goal

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to each school and facility and how schools/facilities consume energy. The levels for setting
energy performance goals will be District-Wide and Specific School and facility.
The District-Wide provides a big picture of how the entire school system wants to improve.
District-Wide energy performance goals provide a framework for communicating the success of
energy management to both internal and external audiences.
With specific school and facility, energy performance goals will vary to take into account the
energy performance of specific schools/facilities based on benchmarking results or an energy
assessment/audit. School and facility energy performance goals are designed to help the
broader school system to meet its goals.
The Energy Team will establish appropriate and realistic target dates for their energy
performance goals. The Energy Team will have also a combination of short- and long-term
goals. Short-term goals are annual goals that provide necessary markers for tracking and
reporting progress on a regular and on-going basis. Long-term goals may be set by, but is not
limited to, internal rates of return, payback, DSD2’s Strategic Plan, and a commitment to
voluntary environmental initiatives.

4.2 Estimate Potential for Improvement

After assessing energy performance and setting baselines, the Energy Manager will identify
differences in energy consumption between similar facilities, giving a limited, point-in-time view
for potential improvement. As stated previously, DSD2 will use ENERGY STAR’s Portfolio
Manager to benchmark its schools/facilities. After the initial energy assessment/audit of
schools/facilities, the Energy Manager will be able to determine the potential for improvement
for poorer performing facilities. The Energy Team will also determine if it is feasible for other
previous projects, programs and best practices at higher-performing schools/facilities of
transferring these practices to other schools/facilities.
The Energy Team will review energy performance goals of other school districts to help guide
the team in determining its potential for improvement at its schools/facilities.

4.3 Establish Specific Energy Performance Goals

After the Energy Team has estimated the potential for improvement at its schools/facilities,
specific energy performance goals will be established for each location. These energy
performance goals will be reviewed by the Superintendent, Director of Finance and Director of
Facilities for final approval. They will be communicated to the Board of Trustees, principals,
teachers, students, staff/employees, and contractors as an Energy Management Plan mission
for the whole District. Specific energy performance goals may be expressed as defined
reduction, best-in-class, or environmental improvement. By setting these specific energy
performance goals, it will help:
 Set the tone for improvement throughout the District
 Measure the success of the Energy Management Plan
 Allow the Energy Team to identify progress and setbacks at a facility level

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 Foster ownership of energy management, create a sense of purpose, and motivate

staff/employees, students and contractors
 Demonstrate commitment to reducing environmental impacts
 Create schedules for upgrading activities and identifying milestones
The Energy Team will also investigate DSD2’s Strategic Plan of their operational goals, such as
cost reductions, that may also help with setting energy performance goals for the Energy
Management Plan.

5. Create Energy Action Plan

After energy performance goals have been established, the schools/facilities will develop an
energy action plan to improve their energy performance. The schools/facilities will create
detailed energy action plans to ensure a systematic process to implement energy conservation
measures. The Energy Teams will update the energy action plans annually to reflect recent
achievements, changes in energy performance, and shifting priorities for its schools/facilities.
The following sections define the steps for creating an energy action plan for DSD2.

5.1 Define Technical Steps

The Energy Teams will identify gaps between current energy performance and goals, by
reviewing the results of the technical assessments and audits or progress evaluations. The
Energy Teams will identify the steps necessary for upgrading and moving facilities from current
energy performance to the desired level of energy performance as defined by the goals. The
Energy Teams will use ENERGY STAR’s Building Upgrade Manual as guidance on developing
a systematic approach to building upgrades for the District. As part of establishing the technical
steps as part of the Energy Action Plan for each school and facility, the Energy Team will do the
following:
 Create energy performance targets for each facility, department, and operation of the
District to track progress towards achieving energy performance goals.
 Set timelines for actions, including regular meetings among key personnel to evaluate
progress, completion dates, milestones and expected outcomes.
 Establish a tracking system to track and monitor the progress of action items. This
system will track and measure energy consumption and project/program activities. The
Energy Manager will establish a tracking and monitoring system for these actions items.

5.2 Determine Roles and Resources

The Superintendent, Chief Financial Officer and Director of Facilities in coordination with the
Energy Manager will determine the individuals that will be involved and what their
responsibilities will be. The following departments may be involved depending on each energy
action plan for each school and facility:
 Facility and operations management
 Financial management — capital investments, budget planning

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Energy Management Plan January 2012

 Human resources — staffing, training, and energy performance standards

 Supply management — procurement procedures, energy purchasing and equipment and
materials
 Building and plant design
 Communications Marketing
The Energy Teams will make recommendations for the external use of resources such as
consultants, service providers, vendors, and other product providers that will be needed for
each energy action plan. If contractors will be used, the Energy Teams will determine the
standards that will be used to evaluate bids and incorporate these metrics into agreements with
contractors.
For each project or program in the energy action plan, the Energy Manager will estimate the
cost for each item in terms of both human resources and capital expenditures. The Energy
Manager will develop the business case for justifying and gaining funding approval for energy
action plan projects and resources as needed. The Energy Manager will be responsible for the
overall implementation of projects/programs by contractors to ensure the success of them.
The Energy Manager will receive approval from the Director of Facilities and the principal for
each school’s energy action plan before they are finalized. The Energy Manager will work with
Energy Teams to communicate the energy action plan to all areas of the school system.
When developing the schools/facilities energy action plans, the Energy Teams will do the
following:
 Brainstorm with various departments to identify ways they can contribute.
 Hold competitions to seek ideas for energy efficiency from across the organization.
 Gather recommendations from other DSD2’s Energy Team and key personnel.

6. Implement Energy Action Plan

The implementation of energy action plans for each school and facility will be successful with
the support and cooperation of key people at different levels within the school system. In
addition, reaching energy performance goals will depend on the awareness, commitment, and
capability of the individuals who will implement these projects and programs. For implementing
these energy action plans, the school system will communicate, raise awareness, build
capacity, motivate, and track & monitor it. The following sections discuss each of these items.

6.1 Communication
The Energy Teams with the Energy Manager will develop and communicate the necessary
utility information to DSD2 staff/employees, students and contractors about their energy action
plan so that they will be able to implement them.

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Energy Management Plan January 2012

6.2 Raise Awareness

Everyone has a role in energy management. Effective programs make staff/employees aware of
energy performance goals and initiatives, as well as their responsibility in carrying out these
programs.
The Energy Manager will develop communication strategies and materials for raising awareness
of energy consumption, goals and impacts that will be tailored to the needs of the intended
audience. Staff/employees and students may be unaware of how their everyday actions and
activities at home and work affect utility consumption and impact the environment. By increasing
the overall awareness, it will be an effective way to gain greater support for energy initiatives.
The Energy Manager will increase general energy awareness through:
 New staff/employee orientation programs - provide basic information on organizational
and individual energy consumption to new staff/employees.
 Poster campaigns - develop attractive and informative posters for break rooms, bulletin
boards, etc, that discuss energy consumption.
 Earth Day (April 22) - coordinate events to educate and promote energy conservation at
home and school.
 Internet site - publish information on energy consumption, environmental impacts, and
energy-saving options geared towards a general audience on DSD2’s web site.
 Email distribution – send an energy tip via DSD2’s master email distribution for reducing
and conserving utilities
Besides general energy awareness, the Energy Teams will make staff/employees and students
aware about the operations of their schools/facilities and its impact on the school and
environment. With the increase awareness of school and facility energy consumption, it will help
build support for energy management programs.
Like general awareness efforts, facility-oriented energy awareness can take many forms. The
Energy Manager will increase facility energy awareness through:
 Summary statistics - use general school and facility energy facts and figures, such as
overall energy costs, costs to operate equipment, and environmental information related
to energy consumption.
 Sources of energy - most Americans do not know how the energy they use is generated.
Providing information on the sources of energy consumption at their school and facility
along with the associated pollution (greenhouse gases) that results from its use could
increase awareness of the environmental aspects of energy consumption.
 Energy consumption of equipment - provide information on the energy performance of
equipment or processes that staff/employees regularly use as part of their jobs. For
example, most staff/employees probably do not know how much energy their computer
uses during the day and how much that costs the organization when it is on, but not in
use.

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Energy Management Plan January 2012

 Scorecards - develop charts and graphics that illustrate energy performance for
schools/facilities and compare it to the national standard of ENERGY STAR buildings
rating system.
 Gain Principals and upper management support - frequently, Principals and upper
management who are not directly involved in energy management are not aware of how
energy consumption affects the District. The Energy Manager will increase the
awareness of Principals and upper management so that they will help to build support
for energy management initiatives. The Energy Manager will do this through informing
them of their cost per square foot or another measuring metric for schools/facilities in
comparison to ENERGY STAR’s established standard for school systems. This
information will be communicated through presentations, memorandums and informal
meetings with them. The Energy Manager will maintain regular contact so that
Principals and upper management may keep up-to-date on progress or changes in their
school and facility energy performance.

6.3 Build Capacity

The Energy Manager will build the capacity of the District’s staff/employees through training,
access to information, and transfer of successful practices, procedures, and technologies.
Investing in training and systems to share successful procedures and practices will help to
ensure the success of energy action plans by building the overall District capacity. Many
organizations have found that informed staff/employees are more likely to contribute ideas,
operate equipment properly, and follow procedures, helping to guarantee that capital
investments in energy improvements will realize their potential. The following sections discuss
the different concepts for building capacity at DSD2.

6.3.1 Training

The Energy Team will use training to help staff/employees understand the importance of energy
performance so that it provides the necessary information to make informed decisions. The
training will also provide an excellent opportunity for gathering staff/employee feedback and
evaluations.
The type and nature of training will vary by school and facility and its specific energy action plan.
Common training programs will include:
 Operational and procedural training — Provides instruction on new operating methods or
procedures designed to reduce energy consumption. Such training is typically targeted
towards specific audiences, such as facility managers, operations, and maintenance
staff.
 Administrative training — Includes reporting, monitoring, data collection, and other
administrative efforts that support energy management.
 Specialized training — Gives specific instructions on using and maintaining equipment or
tools to ensure more efficient operation.

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Energy Management Plan January 2012

6.3.2 Energy Management Information

The Energy Manager will establish and develop energy management information on DSD2’s
website at the Facility Department location that will provide a means for sharing this information.
The energy management information will include:
 Best practices — Documents and lists successful and effective practices for energy
management within DSD2 and other school systems.
 Technologies — Provides information on known, used, or recommended technologies,
equipment, lighting, HVAC, etc.
 Procedures — Specific procedures and operating practices to DSD2 school system.

6.4 Motivate Staff/Employees

The Energy Team with the approval of the Superintendent, Chief Financial Officer, and Director
of Facilities will create incentives that encourage staff/employees to improve energy
performance to achieve its goals. Offering incentives for achieving goals is one way the District
will create interest in energy management and foster a sense of ownership among
staff/employees. The following are ways that DSD2 may motivate staff/employees:
 Internal competition — Use energy performance tracking sheets to compare energy
performance between high schools, middle schools and elementary schools for fostering
a sense of competition.
 Recognition — Highlight and reward accomplishments of individuals, departments, and
schools/facilities.
 Financial bonus and prizes — Offer financial prizes for the winner of the internal
competition that will be used for implementing energy conservation measures at their
school and facility. Other prizes and rewards will be given if individual school and facility
energy performance goals are met. These will be established for each school and
facility energy action plan.
 Environmental responsibility — Use environmental messages to promote a sense of
environmental and social responsibility through school wide email distribution.
 Financial responsibility — Use financial messages to promote a sense of fiduciary
responsibility through school wide email distribution.

6.5 Tracking & Monitoring

The Energy Manager will use the tracking system developed as part of the energy action plan to
track and monitor progress regularly. A tracking system is the means by which an energy
program's activities are monitored. The system will be located on the energy information website
for gauging progress toward established targets, milestones, and deadlines.
DSD2 will maintain a tracking system to assess necessary steps, corrective actions, and identify
successes. Periodic review of the activities outlined in the energy action plan is critical to meet
energy performance goals. The steps below focus on using your tracking system to advance
the goals of the energy management programs:

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Energy Management Plan January 2012

 Perform regular updates - A system is only effective if the information it contains is

current and comprehensive. Data needs to be collected and incorporated into the
system at an interval of time effective to the program. The Energy Manager will perform
monthly updates to their tracking systems.
 Conduct periodic reviews - Annual review of progress in meeting interim goals and
milestones will be conducted with the Director of Facilities, Energy Manager, the Energy
Team, and selected groups of staff/employees. The review will focus on progress made,
problems encountered, and potential rewards.
 Identify necessary corrective actions - This tracking system will help to identify when a
specific activity is not meeting its expected energy performance and is in need of review
and action.

7. Evaluate Progress
DSD2 will evaluate progress through formal review of both utility consumption data (e.g.
electrical, natural gas, water, sewer, propane, etc.) and activities carried out as part of their
energy action plans as compared to their specific energy performance goals. Evaluation results
and information gathered during the formal review process will be used to create new energy
action plans, identify additional best practices, and set new energy performance goals.

7.1 Measure Results

Gather utility consumption data and compare results to goals to determine accomplishments.
Key steps in measuring results include gathering tracking data and benchmarking utility data.

7.1.1 Gather Tracking Data

The Energy Manager will do the following:

 Review utility consumption and cost data (capital and operating expenses).
 Organize reports and data from tracking and monitoring efforts.
 Analyze achievements based on established energy performance metrics discussed in
Section 3. Assess Energy Performance and Section 4., Set Energy Performance Goals
for Schools/Facilities.

7.1.2 Benchmark

The Energy Manager will do the following:

 Compare energy performance to baselines.
 Compare energy performance against established goals for environmental performance
and financial savings.
The Energy Manager will compare energy performance to other school systems to establish a
relative understanding of where its energy performance ranks. DSD2 will use ENERGY STAR’s
Portfolio Manager to rate the current energy performance of our schools/facilities against similar
schools/facilities. With a new building, DSD2 will compare the design target energy

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Energy Management Plan January 2012

performance from ENERGY STAR’s Target Finders with the building’s actual energy
performance score.

7.2 Review Energy Action Plan

After evaluating energy projects and projects, the next steps are to understand the factors
affecting the results as well as the additional benefits of the improved energy performance. This
review will address the effectiveness of each school and facility’s energy action plan. It will
determine where activities and projects were successful, document best practices to share
throughout the District, determine where goals were not met. The Energy Manager will
determine the cause and decide what corrective or preventive actions will be taken to potentially
prevent it from reoccurring. The following are key steps in reviewing each energy action plan:

 Get feedback — Solicit feedback and ideas on the plan from the Energy Teams,
implementation staff, and other departments.
 Gauge awareness — Assess changes in staff/employee and contractors awareness of
energy issues.
 Identify critical factors — Identify factors that contributed to surpassing or missing
targets.
 Quantify side benefits — Identify and quantify, if possible, side benefits arising from
energy management activities such as staff/employee comfort, productivity
improvement, impact on sales, reduced operation and maintenance expenses, or better
public/community relations.
The Energy Action Plan review involves a commitment of resources, but also has many
advantages:
 Creates insight for new actions (technologies/practices/programs).
 Avoids repeating failures by identifying activities that were not as effective as expected.
 Assesses the usefulness of the tracking system and other administrative tools to ensure
better management and evaluation.
 Provides staff/employees the opportunity to contribute to and understand the process of
energy management.
 Provides specific success stories and financial results to communicate to the Board of
Trustees, Superintendent, Principals, staff/employees, and contractors.
Regular evaluation of energy performance and the effectiveness of energy management
initiatives also allow the Energy Manager to:
 Measure the effectiveness of projects and programs implemented
 Make informed decisions about future energy projects
 Reward individuals and teams for accomplishments
 Document additional savings opportunities as well as non-quantifiable benefits that can
be leveraged for future initiatives.

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Energy Management Plan January 2012

8. Recognize Achievements
DSD2 will recognize schools/facilities for their energy management achievements and who
helped the District achieve their energy performance results. DSD2 will also pursue recognition
from outside sources. With internal and external recognition, it validates the importance of the
Energy Management Plan to both internal and external stakeholders, and provides positive
exposure for the District as a whole. The following sections discuss steps for providing and
gaining recognition.

8.1 Provide Internal Recognition

Recognizing the accomplishments of staff/employees and schools/facilities are important to
sustaining support and momentum for energy management initiatives. Rewarding particular
efforts sets the example for what constitutes success and will help motivate staff/employees
through increased job satisfaction. Recognition can strengthen the morale of everyone involved
in energy management. For staff/employee recognition level, DSD2 will acknowledge the
contributions and accomplishments of specific people. For the school and facility recognition
level, DSD2 will reward the accomplishments or energy performance of an entire school and
facility. The Energy Manager will determine the recognition criteria with the approval of the
Director of Facilities. These recognition criteria may include thresholds of achievement such as:
 Offered the best energy savings ideas
 Achieved the greatest energy consumption reduction
 Increased utility savings by X amount
The recognition and reward will be determined by the Superintendent, Chief Financial Officer,
and Director of Facilities. Recognition and rewards may range from formal acknowledgements
to simple forms of appreciation such as coffee mugs or energy program shirts. The recognitions
and rewards will be presented to staff/employees and schools/facilities at an award ceremony.

8.2 Receive External Recognition

DSD2 will pursue to receive the deserved recognition for reducing energy consumption and
implementing energy conservation measures from the appropriate government agencies, the
media, and other third party organizations that will reward this type of achievement.
Recognition from a third party can provide validation for an organization's energy management
program. Not only does it provide satisfaction to those involved in earning the recognition, but it
will also enhance the District's public image. A solid reputation contributes to your competitive
advantage by making your organization more attractive to staff/employees, students, current
and potential staff/employees, lenders, business partners and other stakeholders. DSD2 will
pursue the ENERGY STAR Award that recognizes standards of energy performance that reflect
superior energy performance.

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