san diego unified school district sustainability plan

DREAM BIG SOLUTIONS FOR A SUSTAINABLE FUTURE

Develop an SDUSD Climate Action Plan . Complete an SDUSD Community Choice Aggregation Feasibility Study . Go Off-Grid with Solar . Adopt Net Zero Energy . Flip the Switch to LED Lighting . Maximize Water Conservation . Buy Local! Source Produce and Other Food Locally . Adopt Net Zero Waste . Establish or Join Large Purchasing Cooperatives . Rescue Uneaten Whole Fruit and Unused Packaged Foods . Support School Gardens to Grow Produce for Food Services . Embed Sustainability into the Fabric of Leadership and Learning . Improve Transportation Sustainability

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CONTENTS

4 EXECUTIVE SUMMARY

6 OPPORTUNITY MATRIX

7 TIMELINE

8 DEVELOP AN SDUSD CLIMATE ACTION PLAN

12 COMPLETE AN SDUSD COMMUNITY CHOICE AGGREGATION FEASIBILITY STUDY

16 GO OFF-GRID WITH SOLAR

24 ADOPT NET ZERO ENERGY

34 FLIP THE SWITCH TO LED LIGHTING

42 MAXIMIZE WATER CONSERVATION

56 BUY LOCAL! SOURCE PRODUCE AND OTHER FOOD LOCALLY

60 ADOPT NET ZERO WASTE

66 ESTABLISH OR JOIN LARGE PURCHASING COOPERATIVES

70 RESCUE UNEATEN WHOLE FRUIT AND UNUSED PACKAGED FOODS

74 SUPPORT SCHOOL GARDENS TO GROW PRODUCE FOR FOOD SERVICES

78 EMBED SUSTAINABILITY INTO THE FABRIC OF LEADERSHIP AND LEARNING

82 IMPROVE TRANSPORTATION SUSTAINABILITY

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EXECUTIVE SUMMARY

THE SAN DIEGO UNIFIED SCHOOL DISTRICTS BOARD OF EDUCATION ESTABLISHED THE ENVIRONMENTAL SUSTAINABILITY ADVISORY COMMITTEE (ESAC) IN LATE 2013 TO CONSIDER OPPORTUNITIES FOR IMPROVING

ENVIRONMENTAL SUSTAINABILITY. ON JULY 8, 2014, THE ESAC PRESENTED A REPORT TO THE BOARD ENCOMPASSING THIRTEEN DREAM BIG IDEAS, INCLUDING:

1. Develop an SDUSD Climate Action Plan2. Complete an SDUSD Community Choice Aggregation Feasibility Study3. Go Off-Grid with Solar4. Adopt Net Zero Energy5. Flip the Switch to LED Lighting6. Maximize Water Conservation7. Buy Local! Source Produce and Other Food Locally8. Adopt Net Zero Waste 9. Establish or Join Large Purchasing Cooperatives10. Rescue Uneaten Whole Fruit and Unused Packaged Foods11. Support School Gardens to Grow Produce for Food Services12. Embed Sustainability into the Fabric of Leadership and Learning13. Improve Transportation Sustainability

The Board requested a 90-day preliminary feasibility study in response to each of these Dream Big ideas. In this report, each idea was examined on the following premises:

SDUSD Achievements ESAC and Additional Recommendations Prioritization in Light of Guiding Principles, including:

- Potential to Reduce the Districts Environmental Footprint- Opportunities for Student Leadership and Learning- Potential for Revenue Generation, Cost Containment, or Reduction- Cost to Implement (Strengths, Weaknesses, Opportunities, Threats)

Issues to be Examined Implementation Plan Stakeholder Involvement Process Timeline for Development and Execution Dashboards and Metrics Required

This report is intended to be used as a Phase 1 Implementation Study. The next step is a Phase 2 Implementation Action Plan, accompanied by calculations, cost estimates, and detailed schedules necessary to determine actual implementation costs and benefits. Ultimately, this process will culminate in staff recommendations to the Board.

A project Opportunity Matrix follows this summary, along with a proposed Project Implementation Timeline.

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SDUSD ACHIEVEMENTS

San Diego Unified School District (SDUSD) has made significant advances into climate action through transportation management, sustainable energy production via solar installations, energy-use reduction, water management, waste reduction and recycling, local food sourcing, and other endeavors that reduce SDUSDs greenhouse gas (GHG) emissions.

Engage San Diego Gas & Electric and the Energy Policy Initiatives Center (EPIC), a non-profit academic and research center of the University of San Diego School of Law that studies energy policy.

Hire a consultant with expertise in facilitating discussions with internal and external stakeholders.

Create a staff position to spearhead the endeavor.

ENVIRONMENTAL SUSTAINABILITY ADVISORY COMMITTEE (ESAC) RECOMMENDATIONS

ADDITIONAL RECOMMENDATIONS The City of San Diego released its draft Climate Action Plan in September 2014 under Mayor Faulconer. Work with the City to coordinate SDUSDs Climate Action Plan with the Citys.

*

RANKING OF NET ZERO WASTE IN LIGHT OF GUIDING PRINCIPLES

Potential Principle Comments

Potential to reduce the Districts environmental footprint

An overarching Climate Action Plan would provide a framework for all facets of SDUSDs environmental sustainability initiative.

Opportunities for student leadership and learning

Advanced high school students may be interested in a high-level program such as the Climate Action Plan.

Potential revenue generation, cost containment, or reduction

All goals would be accomplished through direct efforts of utility, energy and water savings, and waste reduction, which will ultimately reduce costs.

Cost to implement

Strengths: Ultimate cost savings could offset the initial investment costs. A Climate Action Plan provides a strategic plan with metrics and dashboards for all environmental activities at the District. Weaknesses: Funds for implementation would come largely from operational budgets, except in the case of capital improvements, and operational budgets are generally constrained.

Opportunities: The City of San Diegos inroads in energy management and waste reduction may allow for partnering to be a successful strategy in accomplishing climate reduction goals for both entities. Grants and other funding opportunities may be available to implement this plan, including SDG&Es community partnership funds and EPICs San Diego Foundation funds.

Threats: Significant funding will be required to develop and implement a comprehensive, long-term climate plan, including a CEQA analysis.

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2

POTENTIAL OF CLIMATE ACTION PLAN IN LIGHT OF GUIDING PRINCIPLES

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NEXT STEPS

Issues to be Examined:

The feasibility of developing a Climate Action Plan (CAP) will be examined by SDUSDs staff and its consultants in meetings with EPIC and SDG&E.

Implementation Plan:

The CAP is the comprehensive roadmap that SDUSD will use to reduce its carbon footprint and achieve sustainability goals such as net zero energy, development of a Solar Master Plan, and evaluating a Community Choice Aggregation (CCA) alternative (see section two). During the long-term Solar Master Plan, staff will work with EPIC and SDG&E. The City of San Diegos CAP which was recently completed will be used as a guide. A consultant with expertise in facilitating discussions with internal and external stakeholders on this subject will be retained and a position description will be drafted for a full-time staff position to lead this initiative on an ongoing basis, as recommended by the Environmental Sustainability Advisory Committee.

Stakeholder Involvement Process:

Based on direction from the Board and Superintendent, District staff and their consultants will meet with the Board of Education, Superintendent of Public Education, students, parent groups, educators, staff, business partners, community leaders, non-profits, and others to ensure stakeholder buy-in, collaboration, and engagement.

Dashboards and Metrics: A CAP is essentially a compilation of goals and metrics to track the chief contributors to greenhouse gas (GHG) emissions: energy use, water use, waste, and transportation. Dashboards and metrics illustrating actual contributions to GHG emissions against goals established at milestones prescribed in the CAP would be developed integrally for each of these sections as part of those detailed studies and then compiled into the Phase 2 Implementation Action Plan.

Timeline:

Fall 2014: Engage in discussions with EPIC, SDG&E, and the City of San Diego on the best approach to develop a CAP, identify funding sources, hire a climate action consultant, and create a full-time Sustainability Manager position for SDUSD.

January 2015 June 2015: Develop the CAP with advisory committee and other stakeholders and request approval of approach from board members. Hire Sustainability Manager.

June 2015 January 2016: California Environmental Quality Act (CEQA) analysis of CAP.

February 2016: Adoption and implementation of CAP.

1110




Being part of the Citys CCA would allow for higher levels of renewable energy than are currently permitted by Public Utility Commission.


Advanced high school students may become involved with this high-level program, including the math of making the rate structure viable, the environmental impacts, and the politics of bringing the plan to fruition.


Power would likely be available to CCA members at rates comparable to utility company rates while allowing increases in clean energy sources.

Cost to implement

Strengths: Participation in a CCA could result in stable energy costs while allowing SDUSD to increase its renewable energy portfolio.

Weaknesses: Upfront costs may be required to develop a CCA, and SDUSD may be asked to help fund those costs. Depending on the supply portfolio SDUSD chooses, rates may be higher. Also, there may be a future cost impact for using SDG&Es power grid.

Opportunities: The City of San Diego is embarking on a CCA examination process and SDUSD could partner with the Citys efforts.

Threats: Legislation has been drafted (AB2145) placing restrictions on CCAs. The bill was defeated, but utility companies may continue to challenge CCA at state and regional levels.

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POTENTIAL OF COMMUNITY CHOICE AGGREGATION IN LIGHT OF GUIDING PRINCIPLES

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SDUSD ACHIEVEMENTS

SDUSD has a history of being innovative utilizing renewable energy, most notably through the development and installation of several megawatts of solar panels on its campuses.


The City of San Diego has initiated a study to determine the feasibility of implementing a Community Choice Aggregation (CCA) district. CCA is a structure that allows a city to purchase electricity on behalf of their residents and businesses in place of the incumbent utility. This arrangement could allow for higher utilization of renewable energy. The City of San Diego has targeted a higher renewable energy supply 100% by 2035 through a CCA in their Climate Action Plan released on September 30, 2014.

It is also the committees recommendation that the City of San Diego be contactedregarding the inclusion of SDUSD in their CCA validation study to develop a cost benefitanalysis. The San Diego County Office of Education (SDCOE) should also be brought to the table as more participants increase the cost-effectiveness of the action. In the long term, such agreements stabilize costs and allow for more local control over decision-making related to energy.

ADDITIONAL RECOMMENDATIONS

*

The recommendations goal is to ensure that SDUSD maintains all of its options going forward, including CCA and/or other options to take control of their energy supply portfolio. The CCA is a long-term approach that will be led by the City of San Diego. If it is approved, it would make the District part of the CCA so it is paramount that SDUSD become an active participant in these discussions.

As one of the largest consumers of power in the City of San Diego, SDUSD should have a seat at the table during the decision-making process, as well as during the implementation of the CCA system. SDUSD should also set clear goals about what outcomes and benefits it would like to see in a potential CCA in the beginning phases of the CCA discussions.

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The City has already begun a preliminary feasibility study through an outside non-profit that has funded the study on its own. The study is in process and should be released early next year.

The City has also budgeted funds in fiscal year 2015 for a validation study, which will likely be a follow-up report, peer review of the preliminary study, and/or fill in any gaps identified in the preliminary report.

Ultimately, it will be up to the City of San Diego City Council to decide whether to move forward with a CCA. It is estimated that the process of studying and evaluating a potential CCA and passing it through the council will take two to three years.

District staff and their consultants have relationships with key authors of the City of San Diegos CCA feasibility study and will work with these stakeholders to provide recommendations on how the District can begin coordinating with the City.

The cost to SDUSD to implement this will be modest. The City suggests that SDUSD contribute to the

effort to ensure the interests of SDUSD in rate design and energy supply portfolio are included in the initial studies. It will require a time commitment from SDUSDs staff and consultants to implement the CCA into the overall Solar Master Plan and the District Climate Action Plan, as well as an investment of resources into the Citys CCA feasibility study.

Implementation Plan: District staff suggests the following actions to best facilitate maintaining an understanding of the CCA process and its impact on the District as the process unfolds:

Detailed research into the current status of the feasibility study.

Set up and participate in meetings with key City staff on behalf of the District to determine the viability of SDUSD joining the CCA feasibility studies.

Work to incorporate CCA discussions with the solar initiative and provide financial and environmental analysis as to how on-site generation

would integrate with the potential CCA.

Participate in any other stakeholder conversations about the development of a CCA, including other agencies such as the Port and the County of San Diego.

As part of the Climate Action Plan and Solar Master Plan development, the team will provide data addressing the pros and cons of participating in the Citys ongoing efforts to analyze and implement a CCA. This will include an analysis as to where the process currently sits, the likelihood of success, the cost to participate, potential benefits, and a timeframe for the implementation to better understand how it would fold into the larger Solar Master Plan, Climate Action Plan, and the desire to achieve net zero energy. The data will be compiled into a cost-benefit analysis.


This feasibility study will require collaboration with two main groups: the City of San Diego and the coalition that is spearheading the effort. Other interested agencies such as the

Port of San Diego and the County of San Diego will be consulted. The team will work with the leaders of the City and other stakeholders to ensure that the District is made aware of the pros and cons of the CCA and identify the likelihood of its implementation in the City so the District knows how much effort/time/funds will be required.

Approach to Data Gathering:

The Districts consultants will work with SDUSDs newly re-formed Energy and Utility Management department to compile historical energy cost data, which will be compared to implementation costs and projected savings to provide a cost- benefit analysis. District consultants will gather input from the City and other stakeholders and present facts and options to District leaders for their consideration.

Timeline:

Fall 2014: Engage in discussions with the City on the status of the CCA feasibility study.

January 2015 - June 2017: Participate in a follow-up study

that the City will be leading and work to implement a pullout section that will specifically show the impact of the CCA on SDUSDs properties.

July 2017: Decision point. Maintain a presence in the CCA process and with stakeholders. If the study shows a positive impact from the CCA, the District and consultant team will push for an accelerated implementation of the CCA, as well as a seat on the Board of the CCA nonprofit agency.

Dashboards and Metrics:

Past non-renewable energy usage will be tracked against projected future non-renewable energy usage, assuming a greater use of green energy sources in the future. Also, past usage rates will be tracked against projected future rates as part of the feasibility study.

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SDUSD ACHIEVEMENTS

SDUSD was one of the first school districts in the State of California to use Power Purchase Agreements (PPA) making the District a front-runner in the development and implementation of solar energy on campuses. Four PPAs were developed by SDUSD for the installation of solar panels at various school sites. No upfront capital funds were required by the District in the initial PPAs, which provided for a lease of the solar projects area to the utility provider to install their equipment with the agreement that the District would purchase the power generated by the provider. In addition to providing solar power, the first PPA also replaced 28 school roofs where the panels were installed. The current systems generate approximately 4.15 megawatts of solar power to the District. This is enough to power approximately 50 mid-size elementary schools. (This is a rough estimate for reference only, because technical and geographical factors can greatly influence the solar power generation capability of a PV site.)

Reducing existing electrical consumption is paramount to a successful solar program. It is required by the California Solar Initiative (CSI) to show a reduction of consumption through a mandatory audit step prior to registering for the incentives offered by CSI so that unnecessary solar power generation is not installed. SDUSD awards received for energy efficiency include:

Energy STAR Partner of the Year Award in March 2007 from the U.S. EPA and the U.S. Department of Energy for outstanding energy management and reductions in greenhouse gas emissions.

Sustainable Environmental Stewardship Award in November 2006 from the Industrial Environmental Association and the California Manufacturers and Technology Association for environmentally-friendly practices and educating students on the importance of sustainability.

Collaborative For High Performance Schools Green Apple Award 2007.

Also, a centrally controlled and monitored Energy Management Control System (EMCS) that saves the District approximately $1.5 million per year in electricity and natural gas costs enables the District to have one of the lowest utility costs per student in the country.

Over the past year, SDUSD has been considering steps on how to best increase the amount of solar usage within the District.

ENVIRONMENTAL SUSTAINABILITY ADVISORY COMMITTEE (ESAC) RECOMMENDATION

Given the relatively near-term expiration of the California Solar Initiative (CSI) rebate, and the impending deadline imposed by AB 327, SDUSD should consider concluding its solar research by the end of 2014 to allow for the possibility of the broadest options and cost savings. Some experts have indicated we should be able to decrease SDUSDs energy consumption by 50%. This could all be addressed in a Climate Action Plan.


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The committees recommendation that the first solar installation be fast-tracked for approximately 10 school sites to utilize any remaining CSI rebates as well as to accelerate the cost savings available to the District is positive. Also, it is recommended that a Solar Master Plan be developed to encompass the entire District with a long-term approach which, when complete, can become a part of the Climate Action Plan.

Regarding the fast-tracked solar implementation, in recent discussions with the California Center for Sustainable Energy (CCSE), there are currently 11.7 MW of solar projects that are eligible for CSI incentives in the non-residential classification. CSI Step 10 (the final phase) has approximately 8.2 MW available. There is competition for these incentives due to demand; the incentives decrease proportionately as the funds are used.

A full demand and site analysis will need to be performed for every school in order to assist in selecting and prioritizing which schools will receive solar power systems. This will include several critical factors such as site orientation, space for solar panels, solar power

generation equipment interconnections, load, and interconnection to the utility grid.

The key criteria for the schools chosen for the initial installation plan will include:

Sites that have had air conditioning installed for the past six months or longer.

Sites that have significant and appropriate footprint that will support a solar plant.

Sites that have significant electrical load.

Sites that have potential to install a significant ground mount or parking lot installation in a cost- effective manner.

Sites that have limited DSA/ADA compliance issues.

The Solar Master Plan will include a District-wide solar feasibility study using site evaluation software; a master schedule of implementation and installation; analysis and recommendations as to the best delivery method(s); an analysis of Renewable Energy Self-Generation Bill Credit Transfer (RES-BCT) as an option to utilize excess District land to increase operational savings. The RES-BCT allows local agencies to

generate electricity at one account (Primary Account) and transfer any available excess bill credits to another account (Benefitting Account) so long as both facilities are owned or operated by the same local agency.

The goal of Go Off-Grid with Solar is, unfortunately, not likeky achievable by 2025. Only 30-40% of sites will be feasible for solar generation due to site constraints which would limit return on investment. The current electrical consumption is approximately 75M kWh/year. This will grow with natural expansion of facilities and the addition of air conditioning to an estimated 100M kWh/year. Only 20-30M kWh can likely be provided by solar power, based on industry average projections. A large portion of the Solar Master Plan will utilize bond funds that have been allocated for construction of solar facilities to be owned and operated by the District. The goal of this recommendation is to maximize the amount of solar installed at the District in an expedient but prudent manner that provides the highest potential for operational savings to the District to offset expenses of the general fund.




Maximizing renewable energy through generating photovoltaic electricity is likely one of the most cost-effective ways to reduce greenhouse gas emissions.


The physical presence of solar panels on school campuses is a sustainability lesson in action. When solar panels are accompanied by real-time dashboard displays in schools, students engage with very real and effective sustainability measures.


The Districts goal is to reduce operational spending; installing as much solar as possible using bond money is the most effective and easiest way to achieve this goal.

Cost to implement

Strengths: Developing a Solar Master Plan and fast-tracking an implementation strategy provides the District with the opportunity to achieve the best quality installation for the best value.

Weaknesses: CSI is on the final Step 10. Program ends when all credits have been used. Competition for incentives is ongoing.

Opportunities: Projects will show how spending of bond funds results in savings to the operational budget. The projects scale is large so equipment and installation pricing will be leveraged in favor of the District.

Threats: CSI funding may expire prior to the development of initial fast-tracked solar projects.

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POTENTIAL OF GOING OFF-GRID WITH SOLAR IN LIGHT OF GUIDING PRINCIPLES

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initial fast-tracked solar projects.

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The primary issue for examination is assessing the best way for SDUSD to maximize the quantity of solar feasible to be installed on its properties while also maximizing the operational savings available to the District.

Energy efficiency must continue to be optimized as well as the conservation habits of District stakeholders in reducing electrical power.

The addition of traditional air conditioning to many schools increases the electrical load that must be served by solar power. The District may wish to consider passive ventilation approaches that require less electrical power.

The continuation of providing student and staff safety and comfort during the installation and operation phases is essential. In addition to offsetting energy costs, solar power integrated with the right energy storage solution (battery systems) provides energy security in the event of grid failure or a catastrophic natural event.

Storage will provide options for managing production sag from clouds and darkness since after-school activities run well into the dark hours

when solar doesnt generate power. Correct application of energy storage can also help demand response systems provide options to lower demand charges, which are typically more than consumption.

Implementation Plan: District staff and its consultants will conduct a Districtwide feasibility study to prioritize sites and design a comprehensive solar implementation program for both the Fast-Track Solar Implementations and the Long-Term Solar Master Plan. The plan will include:

Develop site selection and prioritization criteria.

Holistic assessment of all District facilities for solar potential.

Detailed energy analysis on each site, including identification of possible alternative air conditioning opportunities that can be joined with solar to minimize the additional load that will be added to each building.

Compare and coordinate with bond project planning to ensure appropriate timing for solar installation.

Analysis of site makeup and utility data to size systems appropriately to account for both potential consumption increases (e.g., AC installation planned short- or long-term) and potential consumption decreases (energy efficiency efforts) and storage integration.

Preliminary estimation of solar installation cost.

Detailed Financial Life Cycle Costing (LCC) analysis for each site to show operational dollar savings over the life of the system.

Reserve CSI credits for appropriate sites if available.

Comparison of solar investment returns against other renewable technologies.

Exploration of RES-BCT as a solution for certain sites and exploration of the various land holdings available for a potential RES-BCT project.

Preliminary designs of each system.

Preliminary output analysis for each system.

Modeling of savings potential to the District using various financing mechanisms.

Review of existing solar facilities and analysis on the feasibility/benefits of using bond funds to buy out existing PPAs.

Schedule solar installations in implementation groups from 2016 2017 for the initial fast-track installations and then for the long-term installations through 2030.

Once the Solar Master Plan has been delivered and approved, the project team will recommend the design, engineering, and release of RFQ/RFPs for the various implementation groups and begin to install solar in the most economically-beneficial way based on the outcomes achieved in the initial fast-track implementation.

The project team understands that the majority of the solar installations will likely be funded via bond money which will utilize capital dollars to directly offset operational spending. The potential savings to the District is estimated at $4,250,000/year per 10MW of solar systems installed, excluding

incentives or feed in tariffs.


The team recommends engaging many of the stakeholders involved with the Sustainability Report throughout the development and implementation of the Solar Master Plan. In developing solar across a school district, one of the most important aspects is communication between the departments. Because the project will require coordination with Facilities Planning and Construction, Physical Plant and Operations, and Auxiliary Services, the individual schools, and outside businesses it is important that the project is coordinated and developed prudently to ensure success.


The project team will collect the relevant utility data for all of the Districts sites in order to develop the Districts complete Solar Master Plan as follows:

Energy needs to be broken into a pie chart to determine where energy is being used so realistic consumption, storage, and

demand response approaches can be specified into the design and construction.

The team will also work with Facilities Planning and Construction to discuss air conditioning options that will impact energy consumption and develop approaches to minimize the impact.

Obtain energy consumption history for at least one year and preferably two years either through EMCS and/or utility bills.

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Dashboard and Metrics:

Goals and metrics thatare actionable andmeasurable are requiredsuch that the electricalenergy being purchasedfrom SDG&E is offsetor avoided as much aspossible by solar power. Dashboards and metricswould be developedfor each of site andcompiled for the entireDistrict. The followingdashboards and metricsare proposed examples:

kWh being generated for each individual school as compared to all schools.

A bar chart of electrical consumption cost and demand cost offset by the solar power to emphasize savings.

kWh generated in real-time. Where solar power is

installed, a dashboard showing

the impact of the system output on a sunny day vs. when a cloud appears.

NEXT STEPS


Timeline:

Fast Track Solar Implementation:

January 2015: RFI-RFQ release for a broad solar installation.

February March 2015: RFI-RFQ selection process.

December 2014 March 2015: Preliminary design/engineering bridging document.

January March 2015: Finalize RFP.

April/May 2015: Release RFP

to prequalified selectees.

June September 2015: RFP contracting process.

2016 2017, dependent upon bond sales: Construction.

Long Term Solar Master Plan:

July 2015: Develop selection criteria in workshop.

August 2015: Develop ranking of

sites.

September October 2015: Develop detailed energy analysis for each selected site.

November 2015: Determine RES-BCT feasibility and identify sites.

December 2015: Determine feasibility

of buying out remaining PPAs with bond funds.

January 2016: Determine funding availability and implementation groups.

March June 2016: Preliminary designs and output analysis of each site.

July - December 2016: Modeling of savings potential to the District.

2017 2030: Schedule solar installations in implementation groups.

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SDUSD ACHIEVEMENTS

SDUSD has undertaken many actions through previous initiatives that support the net zero energy goal. These include:

The Energy/Utility Management group of SDUSD has been an early adopter and at the cutting edge of energy management strategies.

The Energy/Utility Management unit is now being re-formed using Proposition 39 funds and can provide data and guidance from previous experience.

Energy management projects have won several Energy Star Awards. Power Purchase Agreements for solar panel installations were developed by staff.

The experience gained from those projects will be paramount in implementing a successful, long-term solar master plan to offset energy usage so that net zero energy can be achieved.

A centrally controlled and monitored Energy Management Controls System (EMCS) was implemented resulting in reduced energy consumption. This validates the impact of energy efficiency programs and renewable energy projects.

Design standards require new buildings to exceed Title 24 requirements and comply with California Collaborative for High Performance Schools (CHPS) criteria so that less energy is consumed. This avoids adding an opposing force to achieving the net zero energy goals.

Unnecessary portable buildings have been eliminated.

ENVIRONMENTAL SUSTAINABILITY ADVISORY COMMITTEE (ESAC) RECOMMENDATION

Included in this document are the staffs proposals to use a combined Proposition 39 and Proposition Z approach to reduce consumption and increase efficiency, along with dashboards and a real-time display of energy usage for a particular school compared to other schools, to create a sense of utility ownership at individual school sites.




A reduction is likely if the energy conservation and generation options presented are implemented and followed.


Math and science problems could be developed for presentation in class on the technologies described. Hands-on labs could be developed to look at options on a small scale. Student assistance with energy auditing tasks, such as gathering lighting and plug load information, taking lighting level measurements, and the infrared scanning of building envelopes could be integrated into class time or volunteer internships. Student assistance with identifying where energy is being used; competitions to lower consumption between classes and schools. Students and teachers have ideas on how to reduce consumption, so lets hear from them! Set up hands-on labs to create methane from anaerobic digestion to teach how much food waste it takes to create electricity and include all of the process steps and inefficiencies that exist within that system.

Potential revenuegeneration, costcontainment, or reduction

Implementing more energy-efficient activities within the existing structures and designing new facilities to meet net zero standards will result in cost containment and reductions. Little revenue generation is possible any excess power generated at one site would be credited against another site, further reducing costs. If a Districtwide California High Performance facility were to be installed, excess electricity generated could be sold; excess heat could be used to provide the District cooling opportunities viaadsorption and adsorption chilling.

Cost to implement

Strengths: Avoided costs from reducing energy consumption can help fund prioritized projects. Performance contracting can help pay for projects without using District funding.

Weaknesses: Since both energy efficiency and generation must be employed simultaneously, the total cost of the project will be high. The overall impact of both projects will not be experienced for many years.

Opportunities: Incentive programs exist for parts of the net zero initiative through energy efficiency, LED replacement, self-generation/solar, and feed-in tariffs.

Threats: This needs to be implemented in two phases: (1) energy efficiency and lighting retrofits and (2) solar power generation or other self-generation. These are large projects due to the size and complexity. The Districts ability to fund these before incentives sunset will be difficult. Proposition 39 does not allow the avoided maintenance cost of LED vs. fluorescent lighting to be used as part of financial analysis.The opposing forces to reach net zero status are many based on the Districts need to add power and air conditioning, along with the initial cost of LED and other energy efficiency projects.

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POTENTIAL OF ADOPTING NET ZERO ENERGY IN LIGHT OF GUIDING PRINCIPLES

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essential to assist with managing consumption. SDUSDs current policies prohibit these personal

electrical items. The goal is to install centrally controlled air conditioning systems in all facilities in order to eliminate this challenge.

Once energy efficiency is optimized at each school and auxiliary properties, sites can then be evaluated for solar energy potential using a screening process. Industry experience shows that only one third of the sites have correct orientation to the sun, space, and structural and electrical infrastructure to accommodate solar power systems. Reliable energy storage systems (batteries) are currently available that will provide reserve power for times when solar power systems are not optimized or where the building operates for a short period of time in high

demand. Solar is most effective once demand has been reduced through conservation, adherence to operational policies, and energy management systems. That said, the California Solar Incentive (CSI) currently has limited funds and time. A fast-track implementation for solar at approximately 10 optimal schools sites is underway to take advantage of this incentive.

Strategies for achieving net zero energy.

Achieving net zero energy by 2030 is not realistic without buying green power credits or some other form of offset. Dedicated generation through a combined heat and power facility capable of

generating 50M mWh in year one and 75 to 100M mWh by year 2030, due to a 1% annual increase of consumption and the addition of air conditioning to buildings without air conditioning, would be required by 2030 to pick up the difference between what is consumed and what is generated. These would likely not be economically feasible.

A more realistic strategy is to first set a goal for 10-15% electricity reduction for a 3 5 year period. After this is achieved, solar self-generation is added to additional sites throughout the District.


Energy consumption reduction:

Reduce energy consumption by creating local ownership using dashboards and a real- time display. SDUSDs current electrical consumption is 75M kWh/year. Utility industry standard for escalation of electric power consumption is 2-3% per year. Even though conservation measures are being implemented, 1% increase in electric consumption, due to growth or increased hours of usage, must be added to the base consumption. Each building must be driven to its lowest energy consumption level before solar is efficient. If this doesnt happen, oversized solar systems may be installed. The California Solar Incentive program requires that an energy audit be completed prior to filing for incentives to ensure that appropriately sized solar systems are installed. One negative consequence of installing oversized solar power systems, next to extra initial and operating costs, is that these projects take away capacity that could be used to provide incentives for more projects from CSI.

The fundamental first step to achieve net zero energy must be a full-scale, energy-efficient LED lighting program. Fluorescent and other non-LED lighting systems must be reviewed for replacement with LED. In some instances, magnetic inductive lighting (MIL) can be used to accomplish reduced energy consumption in areas where LED is not the best approach, such as areas of elevated temperature where LED life is reduced.

Many existing non-air conditioned buildings will have air conditioning installed near 2020. These schools building envelopes were not installed to support air conditioning. These envelopes will need to be evaluated for in-place retrofits, with respect to Title 24, to reduce the energy utilized by the new air conditioning systems.

Conservation is essential to get to net zero energy. Elimination of non-essential electrical equipment loads in classrooms

and offices such as personal refrigerators, microwaves, heaters, fans, etc., is recommended when possible, particularly during hot-weather events. Introducing home air conditioning units at these times should be carefully managed and evaluated due to increased energy consumption, which could result in overdrawn amperage on existing electrical circuits. Additionally, negative results including compromised indoor air quality from unclean air conditioning units put both staff and students at risk of exposure to airborne contaminants and create potential liability to the District. Unplanned increases in power consumption during peak demand times will significantly increase the overall cost of electricity to SDUSD. During summer months, the demand charge can be more than the consumption if it is not managed. Demand Response Programs (Flex Alert Conservation Campaign) are


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The graph below represents the total electrical bill for 15 SDUSD schools and the percentage of the bill that is attributable to consumption charges, demand charges or taxes/fees. The consumption charge is the amount for consumed electrical energy. Electrical

consumption represents 47% of the total electric bill for these 15 schools. The demand charge is the fee that is assessed by SDG&E when electrical energy use

is above an established baseline amount for more than 15 minutes. An example of this is when air conditioning is used during hot weather. SDG&E charges a fee for this electrical energy because more expensive forms of electrical generation must be provided to meet this demand. The demand charge during a billing cycle can be as much or more than the energy consumption charge if energy usage is not efficiently managed. In this example of 15 SDUSD schools, electrical demand charges represent 44% of the total electrical cost. This high demand charge can occur even though the need for the increased electrical demand is a small amount of time.

Taxes and fees represent 9% of the total cost of electricity. It is worth noting that the percentage of electrical demand in this example is higher than industry standard by 10-20%. The amount of time that SDUSD is billed for a demand fee is manageable and can be reduced. SDG&E offers several opportunities to manage demand and can assist with reductions of electrical usage during peak periods.

ELECTRICITY BREAKDOWN

Consumption

Demand

Taxes and fees

9%

44%

47%


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ANALYSIS OF SDUSDS ELECTRICAL ENERGY USAGE CHARGES

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Solutions), and other state and federal incentive programs.

Conduct in-depth interviews and gather data from appropriate operations staff.

Coordinate with LED light replacement projects to determine the energy reduction achievable.

Identify green power that can be purchased to make up the difference in energy consumed and generated.

Investigate other energy generation sources such as a combined heat

and power facility that could be shared with other organizations.

Develop a combined effort with other school districts, higher education, military, institutional partners and municipal wastewater facilities to handle food waste. SDUSD could lead the charge and set an example converting food waste to energy. Each organization could take a credit for the reduction in electrical energy generated by SDG&E.

Establish communication with appropriate public and regulatory agencies.

between now and 2030, factoring in air conditioning additions.

Investigate working with a San Diego company that has developed a system to process food waste into a slurry on-site that can easily be transported and supplied to a Municipal Recycle water treatment facility such as the Encina facility in Carlsbad. This facility co-digests fats, oils, and grease (FOG) as well as properly prepared food waste and converts it into energy. This can be used by SDUSD as a credit against consumption to lower energy costs and reduce the Districts environmental footprint.

Strategy to Achieve Goal:

In order to assessthe technical andeconomic viability aswell as the socialacceptance of theoptions available to theDistrict the followingactions would beimplemented:

Identify an electricity and natural gas

consumption baseline to achieve net zero energy. Factor in standard energy consumption increases to 2030. This will be the net zero baseline to be offset.

Research the 10 schools identified for possible solar power system installation. Develop projects based on providing energy efficiency first and energy generation second. Develop solar site potential and the amount of electricity that can be generated.

Identify potential energy efficiency projects and ranking criteria to develop a project implementation sequence and timeline.

Create competitions and reward schools that encourage proactive conservation and also comply with existing policies for energy conservation and hot weather response.

Identify grants, rebate and incentive programs. Examples of this include: Savings by Design, CI Program, EAS (Energy Assessment

NEXT STEPS


Review existing Proposition 39 energy audits and assess the need for additional energy audits in facilities that may not have had recent audits performed.

The amount of waste that could be converted to energy from cafeteria and other operations has been estimated at less than 657,000 kWh/year (0.07% of total estimated electricity by 2030) based on estimates of waste converted to biomethane available for electricity generation through anaerobic digestion to create methane gas to fuel micro turbines or I/C engines. This is too small to be cost effective, even where food waste processing and digestion systems exist.

The impact of using energy storage devices to increase the availability of renewable energy that is produced to align with demand cycles.

The growth plan of facilities and the Districts energy footprint


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NEXT STEPS


Develop a stakeholder group that would include students, teachers, administration, engineering and operations staff, construction personnel, parents, community groups, local governments, vendors, and others.

Stakeholder processes would include:

Single site and web-based multi-site workshops.

One-on-one interviews.

Surveys.

Assemblies.

Social media.

Public open house(s).


Obtain energy consumption history for at least one year and preferably two years either through EMCS and/or utility bills.

Distribute energy needs into a pie chart to determine where energy is being used so realistic energy efficiency measures (EEMs) can be developed.

Timeline:

Achieving net zero energy is dependent upon other programs being put in place:This is estimated to be a 20 25 year implementation program in over 226 sites. The speed at which this program could be implemented is in direct relation to the financial and personnel resources that are assigned to support the program. Once the approach is approved, it is feasible that one or two schools per month could be assessed for the actions required to optimize energy consumption. The capital projects necessary to achieve this point could take several years to accomplish and are dependent on available funds.

Dashboard and Metrics:

A net zero energy implementation plan would present a series of goals and metrics that are actionable and measurable, such that the electrical energy being consumed is equal to that being generated and offset by generation of support organizations. The energy efficiency plan required to reduce SDUSDs consumption to the lowest level possible would include dashboards for energy reduction. Similarly, the generation plan would also include a compilation of goals and metrics for developing generation through renewable energy and green energy offsets. As part of the Phase 2 implementation, dashboards would be developed for each of the conservation measures identified and then compiled into an energy conservation and generation plan.

The followingdashboards and metricsare proposed fordevelopment in Phase 2:

1. Energy efficiency component:

kWh consumed for that school.

kWh for all schools. Note: It is assumed

that natural gas consumption is small in comparison to electricity. It will not likely be shown.

Bar chart of electric consumption cost and demand cost to emphasize how demand side management can influence the total cost of electricity.

A dashboard that shows the impact of personal electrical equipment on overall electric energy consumption, demand, and cost as a basis for policy to school facilities.

2. Energy generation component:

kWh generated. Where solar power is installed, a real- time dashboard showing the impact of the system output on a sunny day vs. when a cloud appears.

kWh offsets from the purchase of green power or waste generated power.

3. Monitor the difference between what is consumed and what is generated in a real-time basis for individual school sites and other District facilities.


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SDUSD ACHIEVEMENTS

In 1994, the District formed an Energy/Utility Management Unit (EUM) to conserve energyand reduce utility bills. In 1995, recommendations were put forth to:

Replace T-12 light fixtures (magnetic ballasts) with T-8 fluorescent lighting and electronic ballasts with the addition of reflectors, along with the removal of excess lamps where feasible.

Install occupancy sensors in classrooms to turn off lights. Replace 5,500 EXIT signs, for a savings of $200,000 annually.

All projects were implemented by 2001.

In 2005, the EUM entered into a partnership agreement with SDG&E to install energyconservation measures using a $1.8 million state grant, including:

Over 400 astronomical electronic, programmable time switches for exterior lighting controls.

T-8, three-level fluorescent lighting with computer and occupancy sensor control for high school gymnasiums.

Occupancy sensor lighting control for hallways, faculty restrooms, and locker rooms. Automatic switching to emergency lighting for circuits formerly burning lights around the

clock. Other general measures such as requirements to exceed Title 24 and the California

Collaborative for High Performance Schools (CA-CHPS) program were put in place (per the standards at that time).

SDUSDs Energy/Utility Management unit was disbanded in 2008 due to District budgetary challenges. Since that time, Light Emitting Diode (LED) technology has been steadilyadvancing. District staff members have kept abreast of LED developments and haveinstalled LED test fixtures in a variety of locations. Now that the Districts Energy/UtilityManagement unit is being re-formed with the help of Proposition 39 funds, more progresscan be made in this arena using Proposition 39 funds, Proposition Z funds, and other availablegrant and District funding.

It is most cost-effective to first conserve energy before power is generated. The UnitedStates Department of Energy has identified that LED solid-state lighting has the potentialto reduce lighting energy use in the United States by nearly one half, with LEDs already morethan ten times as efficient as incandescent lighting and twice as efficient as fluorescentlighting. With lighting being the single highest electricity use across the District, LED lightingretrofits will be a primary focus for Proposition 39 implementation. With significant increasesin LED product efficacy (lumen output per watt of input energy) and reductions in priceover the last several years, there are now viable LED offsets for most exterior lightingapplications. Also, with the new Title 24 standards in effect as of July 1, 2014, requiringdimming controls on most lighting applications, LEDs will become a viable choice for interiorapplications where they can meet internal return on investment (ROI) and California EnergyCommission (CEC) Proposition 39 Savings to Investment Ratio (SIR) financial returns. Theevaluation of LEDs and other technologies continues in concert with SDG&E, CleanTECHSan Diego, the California Center for Sustainable Energy and other partners. Given thefollowing facts, it is recommended to make the change to LED lighting and controls:

The price for LED lighting is close to the price point of supporting conversion. LED life span is 50,000 hours vs. incandescent at 1,200 hours and fluorescent at 8,000

hours. Reduction in lamp and ballast changes will result in significant maintenance savings. Compared to HID and fluorescent light sources, LEDs will offer on average 50% energy

savings, and even more with the integration of adaptive controls. LED lighting has advanced to no longer flicker and instead offer clean bright light.

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Require new construction and renovations to use LED lighting absent special circumstances. Replace parking lot and exterior lighting with comparable LED lighting to meet required

security needs. As bulbs fail, replace with comparable lumen LED lights. Develop a plan and schedule per school to switch to LED lighting.


LED technology is coming down in price to the point that it will be cost-effective to use it for the District lighting upgrade effort in place of third generation fluorescent lighting. The point is quickly approaching for opportunities to utilize Proposition 39 to fund multiple projects that will shift to utilizing the new technology.




LED allows reduced electrical demand for both exterior site lighting and interior lighting. Energy requirements for lighting are a major component of the total energy demand. Replacement of existing fluorescent classroom fixtures with LED fixtures can provide a 50% reduction in energy requirement for lighting.LED fixtures create opportunities to reduce Districts total energy consumption, moving towards net zero energy. This will become increasingly important as SDUSD installs air conditioning systems in many currently not air conditioned schools.LED lighting replacement may be one of the most cost-effective measures to reduce the Districts environmental footprint.


In-school demonstrations of this real-world application could be used in business modeling or pre-engineering classes. Real-time displays of energy reduction from LED lighting usage against a fluorescent bulb baseline could be viewed in schools.


Possible subsidy to LED projects from Proposition 39 funding for the next four years.Additional project subsidy funding from SDG&E incentive-based rebates for reduced electrical use. Installation of LED lighting produces significant reduction in power use for lighting in perpetuity. Significant reduction in maintenance labor costs due to long life of the LED fixture and little to no maintenance requirements through life of the fixture. (1)

Cost to implement

Strengths: Substantial power savings. Additionally, substantial maintenance and disposal savings.Proposition 39 and SDG&E subsidies may be available for limited conditions. Improved quality of light.

Weaknesses: LED fixtures are relatively expensive compared to traditional fixtures, yet prices are dropping.It is often difficult to show that energy-saving calculations comply with Proposition 39 requirements without extensive backup documentation which can be costly.

Opportunities: Proposition 39 subsidies for limited conditions.SDG&E incentives for limited conditions.

Threats: While long-term savings pay back for upfront capital expenditures, often the initial capital funding is constrained and LED is value engineered.

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POTENTIAL OF LED LIGHTING IN LIGHT OF GUIDING PRINCIPLES

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(1) SEE CONCEPTUAL CASE STUDY LED RETROFIT FOR E.B. SCRIPPS ELEMENTARY SUMMARY ON PAGE 40.


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Cost of installation.

Availability of Proposition 39, SDG&E subsidies and other funding.

Qualification for those subsidies.

Scope and phasing of projects.

Establish goals over timeline.

Inventory and as-builts of existing lighting.

Costs of initial surveying and documentation of existing lighting.

Avoid allowing subsidy qualification to be the main driver for the projects as opposed to the long-term energy conservation and maintenance savings.

Implementation Plan:

Develop feasibility plan based on scope of projects.

Implement inventory and documentation of existing lighting.

Initiate analysis and preliminary design to qualify for subsidies.

Financial analysis of the project.

Prioritize locations and type of lighting to be changed as follows:

Parking lot lighting. Walkway lighting. Roadway lighting. Interior lighting.

Application for subsidies concurrent with identification of project funding source.

Design/construction documents.

Competitive bid.

Build.

Stakeholder Involvement Process: Develop a task force

to establish goals and timelines.

Work with the Districts Energy/Utility Management staff to compile data and prioritize projects.

Work with the Districts Energy/Utility Management staff to identify funding sources.


Inventory existing SDUSD facilities through as-built database.

Work with SDUSD Energy/Utility Management team to prioritize site candidates based upon standardized qualification parameters (e.g., age of facility lighting, quantity of facility lighting, A/C on site, subsidies available, funding availability, financial feasibility analysis, etc.).

Establish standard lighting maintenance costs over operation life of existing lighting and proposed LED lighting.

Include a cost matrix in the financial and feasibility analysis of LED lighting retrofit projects.

Engage a consulting engineering firm to take physical inventory and prepare Proposition 39 and SDG&E rebate submittals along with construction and bid documents, cost estimates, etc.

Timeline:

The pace of implementation and execution of a LED Lighting Retrofit Program is entirely dependent upon and directly related to the financial and personnel resources that are assigned to support the program. Once the commitment is made and the approach is approved, it is feasible that program goals, objectives, quantifications, and preliminary cost estimates to facilitate funding could be completed within six to nine months. The capital projects to achieve this point could take several years to accomplish and that is dependent on available funds. Below are some of the additional factors the

stakeholders should consider when making program decisions and funding commitments.

Project schedules will be developed on a case-by-case basis.

Consideration to length of Proposition 39 funding (four years left until expiration).

Proposition 39 trend of about 20% fund reduction from year one to year two may continue.

Construction cost escalation each year.

Lost power savings each year that LED are not installed.

Dashboards and Metrics:

Projected energy reductions from use of LED lighting and corresponding cost savings versus previous fluorescent baseline can be measured.

Real-time displays of energy use compared to baseline can be made viewable in school sites.

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In a conceptual case study done by the EUM, the retrofit of all lighting with LED fixtures at E.B. Scripps Elementary School was estimated for utility and ongoing maintenance savings. Assuming the use of EVOKIT LED fixtures at 40 watts each, the annual savings and return on investment would be:

Return on Investment for LEDs at E.B. Scripps Elementary

Energy savings $ 3,564/year Initial installation costs $ 41,110 Return on investment (energy savings alone) 11.5 years

Avoided Maintenance Costs Plus Energy Savings at E.B. Scripps Elementary

Current lamp/ballast replacement costs $12,000/year Maintenance savings (assuming 20-year life span $ 9,945/year of LED with initial installation costs deducted) Total energy and maintenance savings $ 13,508/year Total return on investment (including maintenance savings) 3.5 years

Assuming a conservatively estimated LED fixture life span of 20 years, the total projected energy and maintenance savings at one school site would be $270,000.00 over 20 years. If LED lighting is implemented throughout SDUSDs facilities, the utility and maintenance savings over a 20-year period would be approximately $40,000,000 - $50,000,000, or $2,000,000 $2,500,000 per year.

LED RETROFIT CASE STUDYLED RETROFIT CASE STUDY

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6A MAXIMIZE WATER CONSERVATION (RECYCLED WATER AND GRAYWATER)

SDUSD ACHIEVEMENTS

The Districts landscape irrigation accounts for 21,477,885 gallons or 57% of the Districts overall water use per year. The cost of irrigation water has averaged around $1,225,000 per year, accounting for 35% of the overall water cost. The Districts irrigation group separated landscape irrigation to water meters designated as irrigation only significantly reducing water costs.

The Districts rate for domestic water (which includes base fee, consumption, backflow, fire, administration fee, and sewer) averages $10.04/Hundred Cubic Feet (HCF) or $13.40/1000 gallon. The Districts water rate for irrigation only meter use averages $4.97/HCF ($6.60/1000 gallon).



Potable reuse (drinking water) requires a high level of source control, treatment, regulatory compliance and reporting, and operator certifications. It is recommended that an implementation plan focus on non-potable water reuse opportunities at District facilities.




The San Diego region is currently 80 85% dependent on water imported from outside the region, much of it from Northern California and from the Colorado River. All of the Districts options for recycling water will indirectly reduce its environmental footprint in the San Diego region by contributing to reducing the importation of water into the region. The Districts choice of methodologies used to provide recycled water for use will influence the reduction of its environmental footprint.


Recycling water offers a number of opportunities for student teaching and learning that can be customized for specific age groups. Opportunities include:

Incorporation into a curriculum on reduce, reuse, and recycle. Incorporation into curriculum on how water cycles through the

environment. Incorporation into curriculum on California water challenges. Field trip to a wastewater treatment plant and recycled water

facility to teach students where water goes when it goes down the drain, how wastewater treatment plants work, and how recycled water can be used in the community.

Water-related science classroom projects. Science fair projects.


The City of San Diego prices recycled water at a rate discounted from the domestic water rate. As the cost of domestic water continues to rise, maximizing the use of recycled water will reduce the cost impact to the District.

Cost to implement

Strengths: If a high enough use for recycled water can be identified, the District may find savings from converting to reclaimed water, which will pay for the improvements required to use recycled water in a short period of time.

Weaknesses: The District may find minimal amounts of water for outdoor irrigation and other potential uses of recycled water at some sites, resulting in a payback period too long to make a conversion feasible on a financial basis.

The District may not have enough sites within close proximity to the City of San Diegos recycled water conveyance, which will limit the Districts options to on-site water recycling and may require the hiring of specialized water treatment plant operations staff.

Opportunities: Incentive and rebate programs may be available to offset the costs of irrigation and cooling tower system conversions that are required to connect to the Citys recycled water system.

Threats: The ability of the District to fund operations, maintenance, regulatory compliance, and appropriately qualified staff for recycled water programs.

The impact of water conservation measures on the volume of wastewater available for on-site water recycling could result in oversized treatment plants.

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POTENTIAL OF RECYCLED WATER IN LIGHT OF GUIDING PRINCIPLES

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Convert whole-site irrigation system to recycled water to offset domestic water consumption (where available).

Consider water treatment facilities for larger campuses to make recovered water clean enough to either enter the reusable gray water system or even to be drinkable.

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6A MAXIMIZE WATER CONSERVATION (RECYCLED WATER AND GRAYWATER)

Landscape irrigation is currently the single largest use of recycled water within the City of San Diego, with cooling towers as the next potential significant use. The City has very limited plans for expansion of the existing recycled water conveyance and is instead focused on working with businesses, public agencies, homeowners associations, and academic institutions with proximity to the Citys existing recycled water conveyance infrastructure. Opportunities for the District to convert to recycled water supplied by the City of San Diego will be primarily dependent upon being in close proximity to the existing recycled water conveyance.

2. On-site water recycling

a) Graywater systems:

Graywater is defined by the City of San Diego Development Services as untreated wastewater that has not been contaminated by any toilet discharge, has not been affected by infectious, contaminated, or unhealthy bodily wastes, and does not present a threat from contamination from unhealthful processing.


While the District benefits from significantly reduced water costs from the installation of separate irrigation water meters, as good stewards of the environment, the District seeks to identify and investigate additional viable opportunities to convert from domestic water use to the use of recycled water. The following options for converting from domestic water use to recycled water use exist for the District and would be evaluated for technical, economic and environmental viability, and sustainability.

1. Recycled water from the City of San Diego. The City of San Diego delivers recycled water for non-potable use to customers in a separate distribution system of purple pipes that are required to keep recycled water separate from drinking water pipelines. The City operates a non-potable recycled water distribution system comprised of two service areas the North City Service Area and the Southern Service Area. The existing recycled water pipelines for the North City Service Area, which includes all of SDUSDs sites, are shown in Figure 1.

Figure 1. North City Service Area

Typical sources of graywater are showers and baths, lavatory sinks, washing machines, and air conditioning condensate. As shown in Figure 2, these types of graywater can be reused for irrigating landscape with the exception of vegetable gardens.

The California Plumbing Code was recently revised with less stringent requirements, but because graywater is not widely used, code standards are still evolving. The local enforcing agency, the City of San Diego Development Services Department, makes the final determination of what is required for a graywater system. The type of graywater system will determine its permitting requirements.

No Permit Systems: The City has expanded the no permit requirement to systems used for landscape irrigation that discharge less than 250 gallons a day and primarily consist of systems taking discharge from washing machines and wash basins. To qualify as a no permit system these systems must not include a potable water connection, impact other plumbing, or use a pump.

Permit Systems:

Permitting is required for more complicated graywater systems, including those that involve pumping over 250 gallons a day, those that take discharge from multiple fixtures of a building, or those that use pump(s).

The design and cost of a graywater system can vary widely depending on the source of the graywater and the intended use.

Figure 2. Example of a Graywater System

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b) Blackwater systems:

Blackwater is any wastewater that is contaminated with bodily or other biological wastes. This is discharge from toilets, dishwashers, kitchen sinks, and utility sinks. Compared to graywater recycling, it is often more practical to recycle blackwater as most plumbing systems dont separate graywater streams from showers and basins.

There are two primary technologies in the market for on-site water recycling: constructed wetlands and membrane bioreactors (MBR), which can be a prepackaged technology solution. A constructed wetland system treats wastewater by replicating biological, chemical, and physical processes that occur in natural wetlands. Technology improvements and cost reductions are creating increased interest in these types of on-site recycling systems. Developers of these small on-site water treatment facilities face a challenging regulatory environment primarily resulting from a lack of clear information regarding the steps required to pass

through the permitting process. Increased local interest in on-site water reuse and a lack of regulations and policies has prompted the City of San Diego to recently release (August 2014) a document titled Draft San Diego On-Site Treatment and Reuse Guideline Document that provides guidance to the roles of the Project Owner, City, and Regulatory Agency.

Other challenges could be:

The criteria that disinfected tertiary recycled water shall be sampled at least once daily for total coliform bacteria. The samples shall be taken from the disinfected effluent and shall be analyzed by an approved laboratory.

Requirements

for specific system operator certifications.

If these stringent requirements apply, on-going operating expenses could reduce the economic attractiveness in installing an on-site blackwater recycling system.

c) Rainwater harvesting:

The capture and reuse of rainwater, also referred to as stormwater, to offset the use of domestic water is another opportunity to be explored. On-site capture of rainwater is accomplished through the installation of cisterns (rain barrels) to capture run-off from rooftops or parking lots for use on non-potable water demands, such as irrigation, toilets, urinals, and cooling towers.

While rainwater harvesting has a number of benefits, such as a relatively low-cost per device, zero to low energy use, and the reduction of stormwater discharge, the amount of water able to be captured is highly variable. Variables include the dimensions of the rooftops, total collection capacity, and the amount and timing of rain.

3. Other issues:

Because it is highly treated wastewater, non-potable recycled water has special requirements. For any of the recycled water options discussed, every District site wanting to connect to the recycled water distribution

system or install an on-site recycled water system must go through a plan review and inspection process by the City of San Diego and the County of San Diego Department of Environmental Health. These reviews and inspections are mandated by California State Code to ensure that appropriate regulations are followed and the site is safeguarded from a potential cross-connection between the recycled water system and the potable water system.

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