Priority Recommendation #6: Commit to Sustainable Materials Management and Procurement

In order to effect true change to our waste streams, we need to focus on behavior change and developing a ‘green’ culture that becomes part of our routine practices and behaviors. Policies and procedures can help PGCPS purchase more sustainable materials and products, but behavior change is needed to make proper disposal and correct sorting of waste materials the routine practice. Reducing waste sent to the landfill, and thus the environmental impact, depends on the collective choices of all students and staff to reduce, reuse, and correctly recycle.

Each day every student and staff member (both central office and school based) makes choices on how they will dispose of waste materials. Students need to see staff practicing green choices and modeling green behaviors in everyday actions. Choices of the staff in what to purchase and how to dispose of those items both directly and indirectly influence students’ choices.

“Trash affects us in many ways. Source reduction and recycling reduces the trash all around our neighborhoods, in our communities and our public areas where we visit and play. It affects the air we breathe, the water we like to fish and play in and hurts animal habitats. It is up to us to not harm the environment and animal habitats with effective trash reduction and recycling programs.” - Ja’bari Woodberry, PGCPS Class of 2023, Fairmont Heights High School and Work Group Member

Priority Recommendation #6: Commit to Sustainable Materials Management and Procurement outlines 3 Operational Action and 2 Mitigation Actions considered critical to supporting the goals of this recommendation. No direct Adaptation Actions are outlined under this recommendation.

Operational Actions

Operational Action 1 (O1) Develop a Sustainable Purchasing Policy

A variety of purchases are made for school systems to properly function. Even the most technological school systems rely on large amounts of paper and other office supplies. Additionally, Food and Nutrition Services (FNS) relies on utensils, trays, and other items for safely providing food to students. In order for staff to make environmentally friendly purchasing decisions, the first step is to have a policy in place to prioritize such decisions and make them automatic.

The sustainable purchasing policy should include an ‘end-of-life” consideration including how the item to be purchased will be disposed of in the future and disposal costs for the item should be factored into the true cost of the item.

Implementation Steps

1. Develop a sustainable or ‘green’ purchasing policy.
   1. Distribute sustainable procurement guidelines to all staff and post on the Purchasing website and within the PGCPS Oracle procurement portal.
   2. Integrate sustainable purchasing policy into PGCPS contracts and vendor registration information on iSupplier, review and update yearly. (O1.Waste.A)
2. Reduce packaging from shipments to PGCPS. Require PGCPS’ largest vendors to reduce packaging and prioritize paper packaging (including fill materials) that can be recycled in PGCPS recycling bins over plastic packaging (air pillows and bubble wrap) that cannot be recycled in PGCPS recycling bins. (O1.Waste.B)

Operational Action 2 (O2) Reduce School Meal Packaging Sent to the Landfill

Much of the waste disposed of in school dumpsters each day is related to school meals in the form of food, packaging, preparation and serving materials. With each meal PGCPS serves, we have an opportunity to teach and model responsible waste management and resource conservation simply by utilizing environmentally friendly materials and practices. Follow reduce, reuse and recycle strategies by eliminating unnecessary packaging, utilizing reusables, reducing the amount of packaging, and choosing compostable or recyclable packaging (that can be recycled in PGCPS recycle bins) over items that must be sent to the landfill.

Implementation Steps

1. Eliminate or reduce unnecessary packaging by:
   1. Serving food items directly on the lunch tray, not in containers placed on the lunch tray.
   2. Replacing the spork packet with individual compostable sporks, napkins, and straws. Individual sporks and napkins eliminates the need for students to take another spork packet when they need an additional napkin or do not need the spork.
   3. Utilizing sauce dispensers instead of sauce packets. The sauce packets are a common contaminant in recycling bins. For composting schools, eliminating the sauce packets will make sorting easier for students and eliminate the potential for the sauce packets to contaminate the compost collection bin. (O2.Waste.A)
2. Transition to compostable food containers for all meal items packaged and served by FNS, including utensils, bags, and serving boats. In addition to reducing landfill trash, this will support the composting program by making sorting faster and easier for students. Items packaged offsite would be exempt unless a compostable alternative is available. (O2.Waste.B)
3. When compostable containers are not available, choose containers that can be recycled in PGCPS recycling bins (plastic containers #1, 2, 3, 5, or 7; metal cans, uncoated paper and cardboard) and prioritize containers with recycled content. (O2.Waste.C)
4. Eliminate use of #4 and #6 plastics as they cannot be recycled in Prince George’s County. (O2.Waste.D)
5. Reduce or eliminate use of plastic bags and plastic wrap, as these items cannot be recycled in PGCPS recycling bins. (O2.Waste.E)
6. Provide professional development training and education to school staff (food service staff, administration, teachers, etc.), at least once per year, to ensure all are aware and able to implement the food service changes and understand how to properly dispose of the materials.
7. Conduct a study to evaluate the impacts of implementing reusable trays, utensils and other items in PGCPS. (O2.Waste.F)

Operational Action 3 (O3) Promote Recycling and Waste Reduction in PGCPS

The end goal of improving waste cycles is to send increasingly less, and eventually zero waste, to the landfill. To do this, there is a need to both reduce at the source and divert the remaining waste to recycling. While purchasing decisions by PGCPS can and will make a difference, a large amount of this change needs to come from behavior changes from staff and students.

Implementation Steps

1. Integrate solid waste management education into the PGCPS elementary, middle, and high school curricula, including reduction, reuse, recycling, and composting. (O3.Waste.A)
2. For schools that meet safe drinking water standards, eliminate single-use bottled water and, instead, utilize water bottle refill stations already in schools and facilities (add more if needed) and encourage/promote use of reusable bottles. (O1.Waste.B)
3. Incorporate school waste data into student lessons and STEM activities. (O3.Waste.C)
4. Continue to support and encourage student participation in school Green Teams or Environmental Clubs, Maryland Green Schools, and other programs in which students actively participate in reducing waste at their schools. (O3.Waste.D)
5. Promote and encourage ‘green choices’ to reduce solid waste and become part of the PGCPS culture. Educate staff on ‘green’ practices such as reducing waste and include an element of this in yearly staff meetings. (O3.Waste.E)
6. Promote and facilitate opportunities for educational tours of the recycling facility, composting facility, and landfill.
   1. Encourage more schools to fund and take students on field trips to these facilities;
   2. PGCPS Staff tours i. Continue professional development workshops at the recycling facility for teachers and custodians; Expand opportunities to include principals and other staff. ii. PGCPS executive and school leadership teams should tour these facilities to see firsthand what the problem is and what the solutions are. (O3.Waste.F)
7. Promote source reduction, reuse, recycling and composting programs by providing additional staff to serve as Waste Reduction Specialists. These specialists will educate and engage students and school staff in implementing composting and waste reduction programs and activities. Expanding the composting program in schools will require additional direct, hands-on support to each school to help with the initial start up, implementing best practices, and making the new procedures a part of the school routine. (O3.Waste.G)
8. Develop and execute a communications plan to increase the promotion of recycling and waste reduction to staff, students, and families via PGCPS newsletters, website, and other methods. Communications should be at least quarterly. (O3.Waste.H)
9. Highlight zero-waste features and practices at PGCPS events, schools and buildings, and departments. (O3.Waste.I)
10. Establish zero waste guidelines for all PGCPS events, including school parties, catered events and athletic events. (O3.Waste.J)

Mitigation Actions

Mitigation Action 1 (M1) Improve the Carbon Footprint of the Waste Collection System

Though waste materials often get associated with filling up landfills or finding its way into nature as litter, materials of all types have a carbon footprint. Materials from virgin materials often have higher carbon footprints than those made with recycled content and different materials have different levels of carbon emissions due to manufacturing approaches and transportation. Additionally, there is a carbon footprint associated with disposal of waste, such as is required to transport materials to a landfill (note that refuse vehicles often get poor gas mileage). As a result, it is important to reduce the carbon footprint of the materials used by PGCPS as part of a holistic effort to eliminate its carbon emissions.

Implementation Steps

1. Continue to utilize “On-Demand” collection services for recycling dumpsters using sensors in the recycling dumpsters that monitor fill levels so that:
   1. Collections are individualized for each site based upon their dumpster fill rate, and adapt quickly to changes;
   2. Dumpsters are emptied when needed (vs the standard practice of a set collection schedule), reducing the number of collections of empty or partially empty dumpsters. (M1.Waste.A)
2. Utilize trash bags with recycled content (M1.Waste.B)
3. Purchase collection containers with recycled content, when available. (M1.Waste.C)
4. Implement three waste collection streams (landfill, compost, recycling) in areas where meals are eaten, a fourth for liquids with straining when possible, and two waste collection streams (landfill, recycling) in all other areas. Note that liquids, in particular milk, cannot be placed into the drain without a specific system in place at the school due to limitations placed on disposal by WSSC. All new school construction should have a cafeteria liquids disposal system included in the construction plans. (M1.Waste.D)

Mitigation Action 2 (M2) Expand Tracking of Waste and Diversion Rates

In order to develop better policies for reducing landfill waste, improve the food system to reduce food waste, and even limit the amount of fuel wasted to visit sites not in need of having waste removed, tracking is key.

PGCPS has begun to explore use of sensors in recycling dumpsters that monitor fill levels and calculate recycling amounts. The goal is to utilize the sensors to provide site specific data for each PGCPS location’s recycling dumpster. PGCPS is conducting a small pilot of sensors in trash dumpsters; This pilot should be expanded to all trash dumpsters in order to capture data for each PGCPS facility trash dumpsters.

Implementation Steps

1. Track and report waste diversion rates for PGCPS overall and for each PGCPS facility to drive waste reduction. Data will come from dumpster based sensors and sensors will be needed for each location and for each type of dumpster (e.g., landfill, recycling). Diversion rate measures the portion of waste not sent to the landfill, and involves gathering data on items that are reused, recycled, composted, or landfilled. (M2.Waste.A)
2. Develop and implement a process for individual schools and departments to report reduction, reuse, and recycling data and actions that they participate in (ex: take-back or drop-off programs such as plastic bag recycling, ink and toner cartridge recycling) that cannot be tracked through typical PGCPS disposal methods such as dumpsters. All areas of the PGCPS waste stream should be included. (M2.Waste.B)
3. Following the data collection process, conduct a comprehensive analysis of the PGCPS waste stream through waste assessments. These comprehensive studies will give PGCPS necessary insights into specific areas for improvement within waste streams that cannot be obtained via weight data tracking alone. Dedicated funding must be provided to perform these comprehensive waste assessments as they are time intensive. Waste Assessments should be repeated every 3-4 years. (M2.Waste.C)
4. Post data on PGCPS website to give feedback to schools and departments on their waste diversion efforts and promote additional reductions. (M2.Waste.D) 
   

   Recommendation Number	Operational Recommendations	Within PGCPS Control	Existing Initiative Alignment	Operational Readiness	Cost Effectiveness	Timeline (Years)
   O1 Other Waste	Develop a Sustainable Purchasing Policy	◉	◉	◉	◉	1 - 2
   O2 Other Waste	Reduce School Meal Packaging Sent to the Landfill	◉	◒	◒	◉	1 - 2
   O3 Other Waste	Promote Recycling and Waste Reduction In PGCPS	◉	◉	◉	◉	2 - 5

   
   

   Recommendation Number	Number Mitigation Recommendations	Within PGCPS Control	Existing Initiative Alignment	Operational Readiness	Cost Effectiveness	Timeline (Years)
   M1 Other Waste	Improve the Carbon Footprint of the Waste Collection System	◉	◉	◉	◉	1 - 3
   M2 Other Waste	Expand Tracking of Waste and Diversion Rates	◉	◉	◉	◉	3 - 10

   Chart Key: ◉ = Yes  ◒ = Emerging  ◎ = To Be Developed; Timeline from Year 2022

Equity Considerations

The pilot programs and the roll out of new programs and waste reduction techniques should be done equitably throughout the system.

Given diesel emissions from waste transportation vehicles pollute school neighborhoods, reducing waste pick up needs could result in slight improvements in air quality in the surrounding communities.

Labor Partner Considerations

Promote source reduction, reuse, recycling and composting programs by providing additional staff to serve as Waste Reduction Specialists. These specialists will educate and engage students and school staff in implementing composting and waste reduction programs and activities. Expanding the composting program in schools will require additional direct, hands-on support to each school to help with the initial start up, implementing best practices, and making the new procedures a part of their routine.

Funding will be needed to conduct a study to evaluate the impacts of implementing reusable trays, utensils, and other items in PGCPS.

Implementation Team

Lead Agency

The Department of Building Services will be the lead agency in regards to this effort.

Supporting Partners

The Department of Food and Nutrition Services (FNS) will be responsible for implementing changes to reduce school meal packaging sent to the landfill, including obtaining compostable packaging and other items, as well as providing professional development training and education to food service staff.

The Department of Purchasing and Supply Services will be responsible for developing a sustainable purchasing policy in collaboration with the Department of Building Services. Additional outside partners may also be needed.

The Department of Communications and Community Engagement will be responsible for implementing the communications plan that includes promoting recycling and waste reduction in PGCPS to students, staff, and families, as well as highlighting zero waste features and actions at PGCPS events, promoting zero waste guidelines for events, and creating a dynamic web page for waste diversion data. (O3.Waste)

Curriculum and Instruction, the STEM office, and the William S. Schmidt Outdoor Environmental Education Center will be responsible for integration of waste management education into the PGCPS elementary, middle, and high school curricula and incorporation of school waste data into lessons and STEM activities with students.

Measurement and Tracking

O1 Develop a Sustainable Purchasing Policy

1. Percentage of goods purchased in accordance with the sustainable purchasing policy.

O2 Reduce School Meal Packaging Sent to the Landfill

1. For each type of compostable food container utilized in schools, provide a count of the number of schools utilizing each container.
2. List each item purchased by PGCPS to package and serve school meals and the eco-friendly alternative being used (eliminate item, reusable, compostable, recyclable).
3. For school meal packaging, percentage of packaging that is compostable, recyclable (in PGCPS recycling bins), and landfill trash. Also provide the percentage of meal items that are packaged on-site vs prepackaged.
4. Number of spork packets purchased vs the number of individual sporks and napkins purchased, with a count of the number of meals served.

O3 Promote Recycling and Waste Reduction in PGCPS

1. Tonnage of materials recycled.
2. If tracking systems can be reasonably used, gallons of water that are distributed using refillable water stations.
3. Reams of paper used.
4. Number of tours.

M1 Improve the Carbon Footprint of the Waste Collection System

1. Number of schools with triple waste stations.
2. Tonnage of recycling by school.
3. Tonnage of landfill waste by school.

M2 Expand Tracking of Waste and Diversion Rates

1. Waste Diversion rates.

Helpful Resources

• Golkhale, Maia and Phoebe Beierle. “Healthy Green Purchasing for Asthma Prevention.” https://build.usgbc.org/l/413862/2020-1006/s4ng6j/413862/1601988089YGRwI8yH/Healthy_Green_Purchasing_for_Asthma_Pre vention_Guidebook.pdf
• Maryland General Assembly. MD HB 264 2021 “Organics Recycling and Waste Diversion - Food Residuals” https://legiscan.com/MD/bill/HB264/2021
• All Prince George’s County Public Schools and facilities are required by the Maryland Code, Educational Article §4-127 to develop and implement a recycling program to recycle solid waste.
• Minnesota Pollution Control Agency. The Cost and Environmental Benefits of Using Reusable Food Ware in Schools https://www.pca.state.mn.us/sites/default/files/p-p2s616.pdf
• School Nutrition Foundation. “Life Cycle Environmental and Cost Analysis of Disposable and Reusable Ware in School Cafeterias, Including Dishwasher Operation.” https://www.thegreenteam.org/wp-content/uploads/2014/04/Warewash_StudySummary.pdf
• National Association of State Procurement Officials. “Green Purchasing Guide.” https://www.naspo.org/green-purchasing-guide/
• Maryland Green Purchasing - Department of General Services website (includes related legislation and best practices manual) https://dgs.maryland.gov/Pages/GreenPurchasing/About/Legislation.aspx
• Council Bill 5-2015 bans the sale and use of expanded polystyrene, commonly known as “Styrofoam,” food containers by food service businesses and the retail sale of these containers. It took effect on July 1, 2016.
• Council Bill 52-2019 Bans single-use straws and stirrers that are not home-compostable. It took effect on July 1, 2020.
• PGCPS Recycling Webpages www.pgcps.org/recycling
• Reuse Wins: The environmental, economic, and business case for transitioning from single-use to reusable in food service https://upstreamsolutions.org/reusables-win-in-sf
• SCS Engineers. “Zero Waste Initiatives for Prince George’s County Maryland.” https://www.princegeorgescountymd.gov/DocumentCenter/View/21910/Zero-WasteInitiative-Final-April-5-2018a
• US Environmental Protection Agency. “Waste Management Hierarchy.” https://www.epa.gov/smm/sustainable-materials-management-non-hazardous-materialsand-waste-management-hierarchy