A food pulper or other food waste reduction system that pulverizes food and separates out the solids from the water can allow schools to eliminate garbage disposals and still limit the amount of food waste created. Solid waste can be reduced by up to 80%, and the remaining food waste can be composted or sent to the landfill.
Some schools may be hesitant to eliminate garbage disposals in their kitchens and science classrooms because of their ease and convenience in dealing with wastes such as dissection projects. Host a discussion about the garbage disposal issue with school personnel early in your planning process. Most school staff can be convinced to eliminate the garbage disposals once an acceptable alternative has been proposed.
Onsite composting at the school is a great way for students to learn about waste, biology, and the environment. Schools can also add a garden project to make use of their composted food waste.
Determine whether composting service with curbside pickup is available, or if the school is interested in onsite composting. Schools may also choose to throw away food scraps (or donate to pig farmers, if in the area) instead of using garbage disposals to meet this credit, but composting is the environmentally preferred method for managing food waste.
This credit can be earned either through a performance-based approach, a prescriptive approach, or a combination of the two. The choice is up to the project team, but the prescriptive path may be easier as it requires no calculations.
Determine where your school uses most of its process water and examine the feasibility of purchasing appliances that meet the credit requirements for water use reduction.
This credit addresses process-water use reduction only. Other WE credits address landscaping (WEc1), wastewater processing (WEc2), and specific domestic water fixtures and fittings (WEp1 and WEc3). Process water, like kitchen, laundry, and mechanical equipment, is what’s left for this credit.
Record minutes at all meetings with the school board and community about this issue. For LEED documentation you will need to write a narrative on these collaboration efforts, and the meeting minutes will help write the narrative.
Talk with the school board to determine if this credit is in line with its sustainability goals and plans for future buildings. The conversation should include estimates for population growth or decline, the possibility of funding for green building, responsible parties for implementation, and parent and community input. Also consider the impact of these sustainable design requirements on future programming and use of space.
