Eco-Framework

Schools will:

• support creative approaches to promote collaborative planning time for environmental-related initiatives.  

• build capacity by encouraging staff to participate in sessions on environmental sustainability. 

• facilitate mentoring or leadership opportunities for sharing of expertise and knowledge.

Examples:

• Schedule common prep and planning time for teachers, combine classes/“Buddy days”.

• Run Lunch & Learns. 

• Dedicate time at staff meetings to environmental topics.

• Provide opportunities for Environmental/Indigenous Leads and Forest Practitioners/Outdoor Leads to share resources and best practices with colleagues.

School board will:

• support environmental leadership opportunities.

Examples:

• Run Regional Outdoor Learning Conference.

• Support initiatives through LIFT projects, Leading & Learning Journey (LLJ), Summer Institutes, ReconciliACTION projects.

• Provide professional development on topics such as climate anxiety for central staff. 

• Embed environmental education within the work of all central departments.

Schools will:

• allocate personnel to support environmental/sustainability initiatives and learning at the school.

Examples:

• Designate an Eco lead or Eco team to support Eco Schools and other Environmental initiatives.

• Designate an outdoor lead or team to support outdoor learning initiatives.

• Encourage/explore the feasibility of offering Environmental and Outdoor Ed courses (HS) - e.g., PAD2O\3O\4O, SVN3M\4M.

• Encourage the implementation of an Environment SHSM program.

School board will:

• allocate personnel and financial resources to support environmental/sustainability initiatives at each school.

Examples:

• Create a dedicated budget line at each school as an incentive for EcoSchools to undertake outdoor/environmental projects.

• Designate a K-12 EcoSchools Board Lead to support EcoSchools initiatives.

• Support schools in building relationships with Indigenous community partners with SIED (School Indigenous Education Deep Learning) budget.

Schools will:

• ensure that environmental initiatives are integrated throughout the Student Achievement Plan (SAP).

Examples:

• Provide Environmental Initiatives page on the SAP Support Resources website.

School board will:

• review & update OCSB Policies and Procedures. 

• add Environmental Initiatives page that connects with the Eco-Framework to the SAP Support Resources website. 

• advance Environmental Education as a Board priority. 

Examples:

• Update Environmental Education Board Policy & Procedures (Spring 2025) to reflect current focus.

• Embed Environmental Education as part of the Board’s upcoming strategic plan (2026 - 2029).

• Create Outdoor Learning Space at the CEC to build capacity within Central staff departments.

Schools will:

• solicit input from families and community partners on sustainability initiatives and progress. 

• communicate with the community about sustainability goals, initiatives, and progress. 

Examples:

• Develop advisory committees that include families and community partners to provide feedback, share and be a part of initiatives.

• Share environmental initiatives through social media and news to families, parishes, school council & the community.

• Add an Environmental Education section with sustainability initiatives (i.e. good news stories) to parent and parish newsletters. 

School board will:

• implement and promote OCSB environmental themed days related to EcoSchools actions and Laudato Si initiatives.

• continue to build capacity around Akiwan (Indigenous Ed team).

• enhance internal and external awareness of Board eco-initiatives by communicating with all employees, trustees, and the public through multiple channels.

Examples:

• Promote Eco Days that focus on energy efficiency and/or waste management information: Take Me Outside; Reduce, Reuse, Recycle; Turn off the Lights; Community Cleanup. 

• Integrate into Indigenous Education and Religious & Family Life websites.

• Communicate through OCSB Environmental & Outdoor Ed website, blogs, OCSB Central, and social media.

Schools will:

• promote school/home/parish collaboration opportunities for sustainability actions.

• encourage opportunities to provide feedback on environmental and outdoor education initiatives.

• strengthen networks and advisory committees to promote collaboration, share ideas and advance sustainability initiatives. 

Examples:

• Leverage partnerships with the local community to support school grounds greening to promote biodiversity, outdoor education, and community engagement.

• Include families and local communities in initiatives such as walking to school, Walking School Buses, carpooling, no-idle zones.

• Promote partnerships with organizations such as The Ottawa Seed Library, Growing Up Organic, SEP, Monarch Butterfly Program.

• Create collaborative partnership on initiatives within the family of schools and parishes.

• Encourage and support garden volunteers who can share time and expertise.

• Request support funds for gardens or yard greening from school council and local community organizations.

School board will:

• collaborate among departments to promote the benefits of the outdoors that include fostering environmental values, and mitigate nature-deficiency disorder and climate anxiety in youth.   

• collaborate with external partners to create and advise on environmental practices, strengthen sustainability networks and advisory committees.

Examples:

• Partner with IEAC (Indigenous Education Advisory Committee), the Archdiocese of Ottawa-Cornwall, Outdoor Learning Spaces Committee, Wabano Centre, Youth Connections Ottawa, Actua, Green Teacher, Outdoor Learning Store, Ottawa Riverkeeper, Baxter Conservation Area, RVCA, Indigenous Community Partners and CSPA.

• Participate in networks: Forest School Network, Environmental/Indigenous Education Leads in Schools Network.

Schools will:

• encourage staff to develop knowledge and skills related to environmental education and responsible environmental practices.

• share effective practices and strategies for teaching and implementing environmental initiatives within professional learning communities or action projects related to sustainability.

Examples:

• Encourage teachers and staff to participate in action projects related to sustainability (e.g., LSF, SEP, ReconciliACTION, Deep Learning Certification, EcoSchools Actions, Laudato Si Action Platform). 

• Provide release time for collaborative planning and/or schedule common prep and planning time for teachers wishing to co-plan Eco lessons and activities.

School board will:

• provide teachers and staff with the knowledge, skills, and resources necessary to integrate environmental and sustainability concepts into their teaching practices with a holistic approach.

• embed discussions on the impacts of AI and emerging technologies into professional development.

• offer ongoing professional development for educators and staff to adopt anti-racist and anti-oppressive practices in environmental education to equip them to create inclusive learning environments and address systemic inequities.

Examples:

• Embed environmental education at elementary, intermediate and secondary Student Success subject PD sessions.

• Provide K-12 Environmental & Eco-Schools professional development.

• Support Youth climate action projects (ex. EcoSchools, Laudato Si for Youth, or SEP related).

• Promote Akìwan initiatives.

• Include environmental education into NTIP training.

• Discuss the environmental impact of hardware lifecycles, the cost of data storage and best practices for reducing energy and water consumption.

• Engage in meaningful dialogue to develop sustainable solutions that reduce the impact of AI on our common home.

Schools will:

• utilize allocated resources to implement environmental and sustainability initiatives within the schools.

Examples:

• Use release days to support eco clubs with EcoSchools actions.

• Use available funds for environmental/outdoor ed field trips and resources (e.g., trip to conservation area, nature backpacks, outdoor retreats/pilgrimages).

• Consider setting up a resource lending library with outdoor gear and materials for a more equitable access to participate in activities.

• Regularly review outdoor learning spaces and environmental programs to identify and address any barriers that might limit participation (from JEDI).

School board will:

• provide access to environmental learning opportunities.

Examples:

• Implement, support, and fund current certification programs/subscriptions (ex. EcoSchools, Outdoor Learning Store, LSF, Laudato Si Action Platform, Forest & Nature Practitioners course, Green Teacher Magazine).

• Allot Ministry Outdoor Ed funding for each 7-12 school and select elementary schools to promote learning in or about the outdoors.

Schools will:

• embed environmental and sustainability education into the school culture and vision, reflecting our Catholic values.

• integrate environmental education across all subject and grade levels, including connections to Indigenous perspectives, equity, inclusion, culturally responsive pedagogy, mental health, and well-being.

Examples:

• Embed environmental education into mission statements, SAP goals, policies and procedures and monitor their implementation.

• Offer and support student-led clubs, teams, and committees focused on environmental topics (e.g., recycling, composting, gardening, energy conservation).

• Use available, real world data to deepen student understanding of environmental issues. e.g., OCSB energy and waste data.

• Promote Eco events at the school level, e.g., Earth Day, OCSB Eco-Days, Laudato Si Week, Feast Days of Saints who are patrons of this work.

• Encourage cross-curricular projects addressing environmental issues (e.g., climate change, biodiversity, waste management, water conservation).

School board will:

• use relevant ministry resources to support implementation of revised curricula, as appropriate.

• promote awareness of environmental education concepts/issues through board-wide initiatives.

Examples:

• Reference Ministry Documents: Environmental Education: Scope and Sequence of Expectations, Acting Today, Shaping Tomorrow: A Policy Framework for Environmental Education in Ontario Schools.

• Highlight during Stand up Against Racism week, STEAM week, Catholic Education week, and Indigenous Education Month.

• Connect with the 4 P’s of Indigenous Education (Niigan Sinclair), How do we move from Presence to Permanence?

Schools will:

• provide opportunities for students to relate and apply their knowledge and skills to environmental issues (e.g., loss of biodiversity, climate change, waste reduction, energy conservation). 

• endorse student-led initiatives focusing on environmental sustainability such as recycling, composting, gardening, energy conservation, and tree planting.

• challenge students to develop critical thinking skills to become discerning, responsible citizens within their community (homes, locally or globally).

Examples:

• St. Isabel's ECO Club organized an outdoor learning day (treasure hunts, art, Literacy, school yard cleanup ...) for all students. 

• Participate in local, regional, and global environmental events (e.g., Earth Day, World Environment Day, EcoChallenge, LSF Youth Forum).

• Participate in environmental decision-making and advocacy, ensuring the inclusion of diverse voices and perspectives (e.g., Black Environmentalists Alliance).

• Support inquiry-based, action-research projects, project based, experiential (e.g., Social Justice Clubs, Eco Clubs, SEP, Science Fairs, ReconciliACTION, LSF Environmental Youth Forum, Coop, SHSM, Youth Ministry Institute).

• Use the SDGS to address systemic inequities (e.g., environmental racism, climate justice, and systemic oppression).

• Use technology to access partner resources and develop learning partnerships.

School board will:

• collaborate with external partners to foster school-based opportunities related to environmental education. 

• empower students to take a leading role in sustainability efforts.

• celebrate and showcase student achievements in sustainability education.

Examples:

• Encourage schools to leverage partnerships to engage students (e.g., parishes, creating and maintaining indoor/outdoor gardens in collaboration with Growing Up Organic, Box of Life, Ottawa Seed Library, Indigenous Community Partners).

• Include Student representative on OCSB Environmental Stewardship Committee.

• Celebrate achievements in EcoSchools Status, SEP showcases, Catholic Education Week, Board of Trustee Presentations, and an Indigenous Education Showcase.

Schools will:

• emphasize outdoor and environmental awareness by highlighting student-led activities and initiatives.

• communicate, on an ongoing basis, with the community about student-led initiatives related to the environment.

Examples:

• Celebrations of student achievements in enviro and sustainability (e.g., Gospel value awards, class celebration, school assembly, open house, parishes).

• Highlight student-led activities and initiatives through announcements, school council events, and community gatherings.

• Leverage digital for documentation and sharing (e.g., blog, social media, school newsletter, parish bulletin).

• Leverage morning prayer and announcements to raise awareness and promote learning.

School board will:

• model a culture of environmental action within our communities.

• highlight student-led environmental initiatives within all our communities.

Examples:

• Provide waste management posters for recycling/waste/compost.

• Develop campaigns to reduce single use plastics.

• Share through the OCSB website, blog, Director’s Annual Report, social media etc.

Schools will:

• foster collaborative and meaningful relationships with local and global communities and organizations to support environmental, outdoor, and sustainability education and action.

• strengthen networks and advisory committees to promote collaboration, share ideas and expand sustainability initiatives.

Examples:

• Work with parish, business and community partners (e.g., build relationships with elders/knowledge keepers when developing gardens).

• Ensure diverse voices/perspectives are represented. 

• Involve School council and families (e.g., yard clean-up, No-Idle Zone, walk to school initiatives that reduce carbon footprints, community outdoor day).

School board will:

• foster ongoing relationships with environmental groups, faith-based groups, minority groups, Indigenous communities, and businesses to support student activities/initiatives. 

• explore/assess potential community partners and networks to support school environmental, outdoor, and sustainability education and action.

• support collaborative opportunities for staff to share best practices, develop resources and work on action research projects.

Examples:

• Connect schools with partners such as EOCCC, CSPA, IEAC, Ecology Ottawa, etc.

• Maintain networks such as Environmental & Outdoor Ed Google Spaces, Forest School Google Spaces, Indigenous Ed Google Spaces, highlight with the use of hashtags #ocsbEco, #ocsbOutdoors.

Schools will:

• adopt environmentally responsible energy management practices that are consistent with Board practices.

Examples:

• Conserve energy by turning off lights, adjusting blinds, monitors, and other electronics when not in use.

• Participate in energy related EcoSchools Actions such as School Energy Footprint, Sweater Day, Switch off Lights and Devices, Phantom Power, Heating and Cooling.

School board will:

• continue efforts to reduce energy consumption across the system (review on an annual basis).

• implement and evaluate renewable energy projects or technologies, and monitor and report on their performance, impacts, and benefits, such as energy production, revenue generation, cost savings, or emission reduction.

Examples:

• Meet annually with the trades team and project team to review any potential upgrades to mechanical and electrical systems to help improve energy performance. Elicit input from head custodians and district supervisors. 

• Continue to retrofit schools with LED lighting with occupancy sensors and upgrade building control systems.

• Replace roofs with higher insulation values when undertaking annual replacement projects. 

• Replace old boilers with new high efficiency/condensing boilers.

• Use energy modelling for our new schools to compare three different mechanical systems in order to determine the most cost effective/suitable application for the building.

• Trial an outdoor air recovery system at St. Joseph HS.

• Continue to invest in VRF (variable refrigerant flow) heat pumps. 

• Continue to explore the use of air source heat pumps. 

• Provide Solar Photovoltaic (PV) energy data to school communities through school monitoring software available at new school installations.

• Explore and trial an EV service vehicle as part of a future vehicle fleet for trades staff.

Schools will:

• minimize waste and encourage reducing, reusing, recycling, and composting.

• consider environmentally responsible choices when purchasing.

Examples:

• Participate in waste related EcoSchools Actions such as Waste Free Lunch, Community Clean-Up, Conduct a Waste Audit, Sort Your Waste, Divert Textile Waste, Vermicomposting etc.

• Encourage an e-waste partner (such as Greentec) to organize an e-waste day.

• Encourage a school-wide recycling program for paper, plastics and batteries.

• Encourage participation in the City of Ottawa compost program.

• Encourage the use of digital resources and GOOS paper.

• Encourage boomerang or waste-free lunches. 

• Limit single-use items (ex. plastic cutlery, plastic packaging) and encourage community to bring/use compostable or reusable containers and utensils (ex. “lug a mug”/bottles). 

• Encourage the use of repurposed materials in projects (e.g., art projects).

• Hold swap meets or second-hand sales (e.g. clothing library, white elephant sale)

• Send unclaimed lost and found items to Children Support schools or Catholic Centre for Immigration & Shelters.

School board will:

• monitor waste diversion to maximize reducing, reusing, recycling, and composting.

• promote reusable or biodegradable materials and limit single-use items.

Examples:

• Look to reduce printing, for example, improve the online tender process to reduce printing files.

• Track garbage weights through one contractor.  

• Encourage other departments at CEC to move to centralized waste stations to grow the initiative. Suggested next departments/areas: building A: HR & Finance; building B: LT & Boardroom. 

• Trial a centralized waste system at St. Gianna. 

• Centralize e-waste for Elementary schools for pick up from Greentec; High Schools can place a help desk ticket, talk with site LTST (technician) or contact Del Shelp to organize e-waste pick up from Greentec.

• Collect used batteries for recycling through e360.

• Limit single-use items (ex. plastic cutlery, plastic packaging) and encourage staff to bring/use compostable or reusable containers and utensils (ex. “lug a mug”/bottles).

Schools will:

• encourage students and staff to adopt water-saving behaviours.

Examples:

• Participate in water related EcoSchools Actions such as School Water Audit, School Water Footprint and The Great Gulp.

• Promote turning off the tap when not in use.

• Encourage the use of refillable water bottles.

School board will:

• reduce the school board's water use through such actions as the modernization of existing water fixtures and through exploring new technologies.

Examples:

• Continue to invest in refillable water stations in all our buildings. 

• Install water regulating valves with automatic sensors when renovating washrooms and kitchens.

• Explore new sports field irrigation technology to minimize water usage.

Schools will:

• enhance the school grounds as biodiverse spaces for learning, recreation and well being under the guidance of the Planning & Facilities Department. 

Examples:

• Create and maintain green and naturalized outdoor spaces (e.g., gardens, trees, outdoor classrooms, playgrounds, sports fields, and natural habitats).

• Participate in related EcoSchools Actions such as Low Mow Zones, Tree Planting and Pollinator Gardens.

• Involve community and student voice in planning for gardens and Outdoor Learning Spaces.

• Promote walking, cycling and carpooling to/from school.

School board will:

• support school grounds as green spaces for learning, recreation, and biodiversity.

• support schools with green initiatives, including soil or hydroponic grow systems and vermicomposting.

Examples:

• School grounds greening, outdoor classrooms, playgrounds, sports fields, and outdoor spaces such as gardens, trees, and natural habitats.

• Review ways to provide shade and reduce heat island effect in our school yards. (ex. planting trees, creating naturalized areas where possible.

• Use Garden Towers, Tower Gardens, Click and Grow, Box of Life, etc.

Schools will:

• consider and promote sustainable purchasing choices for goods and services.

Examples:

• Consider materials/equipment made of natural materials over plastic (e.g., loose parts).

• Encourage consolidated purchases when possible to reduce greenhouse emissions from shipping.

School board will:

• promote sustainable purchasing choices for goods and services across the system.

• request that vendors include environmentally sound product details in tenders, including but not limited to certification.

Examples:

• Move away from aerosol products.

• Use environmentally friendly products when possible.

• Reduce the need for chemical based floor care products (ex. no-wax flooring, replacing our needs for floor wax).

• Request details on low chemical emission, sustainable forest management, green manufacturing processes and transportation of products.

• Encourage consolidated purchases when possible to reduce greenhouse emissions from shipping.