20090116Vol II Workshop.pdf

ORIGINAL.BEFORE THE IDAHO PUBLIC UTILITIES COMMISSION
..
IN THE MATTER OF THE APPROPRIATE
DISPOSITION OF IDAHO POWER
COMPANY'S S02 EMISSION PROCEEDS
TO FUND AN ENERGY EDUCATION
PROPOSAL
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) CASE NO. IPC-E-08-11
)
)
) WORKSHOP
)
BEFORE
COMMISSIONER JIM KEMPTON (Presiding)
COMMISSIONER MARSHA SMITH
COMMISSIONER MACK REDFORD
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PLACE:Commission Hearing Room
472 West Washington Street
Boise, Idaho
DATE:January 8, 2009
VOLUME II - Pages 71 - 121
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CSB REPORTING
Constance S. Bucy, CSR No. 187
23876 Applewood Way * Wilder, Idaho 83676
[phone] * [phone]
Email csb(fheritagewifi.com
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2 For the Staff:
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5 For Idaho Power:
APPEARANCES
For Idaho Energy Education
Proj ect:
Mr. Donald Howell
Deputy Attorney General
472 West Washington
Boise, Idaho 83720-0074
Mr. Barton L. Kline
and Ms. Theresa Drake
Idaho Power Company
Post Office Box 70
Boise, Idaho 83707-0070
Mr. Paul Kj ellander
Post Office Box 83720
Boise, Idaho 83720-0098
Mr. Peter Kavouras
Post Office Box 82720
Boise, Idaho 83720-0027
Mr. Bill Chisholm
19073 East Highway 30
Buhl, Idaho 83316
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8 For Office of Energy
Resources:
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For State Department of
Education:
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1 BOISE, IDAHO, THURSDAY, JANUARY 8,2009, 9:35 A. M.
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4 COMMISSIONER KEMPTON: If we could come
5 to order, we'll go ahead and get started. It's Thursday,.
6 January the 8th, 2009. It's always important to get the
7 year right this early on. The time is 9: 35. The place
8 is the Idaho Public Utili ties Commission Hearing Room and
9 we're here in the matter of the appropriate disposition
10 of Idaho Power Company's S02 emission proceeds to fund an
11 energy education proposal, otherwise identified as Case
12 No. I PC - E - 0 8 - 11 .
13 I'll be the Chairman today. I'm Jim
14 Kempton, a member of the Idaho Public Utilities
15 Commission. On my right is Mack Redford, the president
16 of the Commission, and on my left is Marsha Smith,
17 Commissioner. Now, to the extent we have appearances in
18 terms of interested parties and we have used that term
19 parties and interested parties intermittently and so to
20 identify who those specifically are to date, at least,
21 what I'll do is read the name of the organization and
22 then find a person that is here to speak on behalf of
23 that organization or agency.
24 The first one is the Idaho Energy
25 Education ProJ ect and, if you will, if you'll give me
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1 your name and clearly pronounce it and spell the last
2 name for the benefit of the recorder. We will record
3 this today --
4 MR. CHISHOLM: Do I press the button?
5 COMMISSIONER KEMPTON: You will and that's
6 what I was getting ready to tell you next is any time you
7 speak, be sure and punch the button on the microphone
8 speaker combination to pick up, so the recorder can pick
9 up, your verbal comments, so if you would push that.
10 MR. CHISHOLM: Bill Chisholm with the
11 Idaho Energy Education Proj ect.
12 COMMISSIONER KEMPTON: Idaho Office of
13 Energy Resources.
14 COMMISSIONER KJELLANDER: Paul Kj ellander,
15 last named spelled S-m-i-t-h.
16 COMMISSIONER KEMPTON: It's always good to
17 have Paul back. Department of Education, is there
18 anybody here from the Department of Education? If you
19 would, you might like to - right, thank you.
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21 K-a-v-o-u-r-a-s.
MR. KAVOURAS: Thank you. Peter Kavouras,
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COMMISSIONER KEMPTON: K-a-v-o-u-r-e-s?
MR. KAVOURAS: "a -s. "
COMMISSIONER KEMPTON: "a-s"? Idaho Power
Company.
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1 MR. KLINE: Yes, my name is Bart Kline.
2 Last name is spelled K-l-i-n-e. I'm an attorney hereby
3 representing Idaho Power. Also, with me is the person
4 who is actually going to be making the presentation and
5 I'LL let her introduce herself.
6 MS. DRAKE: Hi, Theresa Drake. Last name
7 is D-r-a-k-e. I'm manager of the customer relations and
8 energy efficiency department at Idaho Power.
9 COMMISSIONER KEMPTON: And Idaho PUC
10 Staff.
11 MR. HOWELL: My name is Don Howell. I'm a
12 Deputy Attorney General and I'm representing, as you
13 indicated, the Commission Staff.
14 COMMISSIONER KEMPTON: Are there any
15 others that would like to be identified as a party in the
16 proceedings today? Okay, because this has been strung
17 out as badly as it has, what I would like to do is to go
18 back and run a brief background of how we got to where we
19 are today as a matter of fact. On April 14th, 2008, the
20 Commission issued Order No. 30529 concerning the
21 appropriate disposition of the proceeds from the sale of
22 Idaho Power Company's sulfur dioxide emission allowances
23 in calendar year 2007.
24 In this Order, the Commission reserved
25 $500,000 of the S02 proceeds to possibly fund an energy
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1 education program in schools wi thin the Idaho Power
2 service area. Under provisions of Commission Order No.
3 30557 and Commission Notice No. 30588, the Commission
4 convened a status conference on Wednesday July 16th, 2008
5 to provide interested parties an opportunity to advise
6 the Commission on details of their respective positions.
7 Interested parties advised the Commission
8 on progress and relevant communications and discussed
9 whether there is or can be a consensus organizational
10 structure that will support moving forward. At the
11 conference, the Idaho Office of Energy Resources
12 submi tted a proposal for the Commission's consideration.
OER indicated that the proposal was prepared in
cooperation with the Idaho Department of Education and
15 the Idaho Power Company. Idaho Power indicated it had
16 existing programs that fit very well with the goals of
17 the OER-DOE' s proposal, but due to the press for time,
18 Idaho Power did not present a proposal or provide
1 9 additional detail regarding its existing community
20 education programs for schools. Instead, the Company
21 said it was prepared to support whatever the Commission
22 decided.
23 A proposal to the -- or a proposal by the
24 Idaho Energy Education Project can be found in Commission
25 Order No. 30577 and it was determined in that Order that
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it was insufficiently developed. IEEP had initiated
2 contact with several entities, but had not produced
3 implementation agreement among the potentially interested
4 parties. You have before you a workshop purpose handout.
5 I won't go through the details. Does everybody have a
6 copy of the workshop purpose handout? We'll be in recess
7 for just a minute, Connie.
8 (Pause in proceedings.)
9 COMMISSIONER KEMPTON: What the Commission
10 is specifically interested in, and it's reflected in the
11 handout that you have, is the extent to which
12 supplemental funding of existing and enhanced energy
13 efficiency education programs discussed by Idaho Power
14 today in this workshop is supported by interested
15 parties, the extent to which programs already proposed by
16 interested parties can be incorporated into existing or
17 enhanced Idaho Power energy efficiency programs in the
18 schools and the means by which each interested party may
19 be willing to contribute resources or assistance in
20 achieving energy education objectives compatible with
21 existing or enhanced Idaho Power programs.
22 You will have a chance after the workshop
23 today to file formal comments and you'll note in the
24 comment period section of this handout that those, the
25 suspense date, the last date, for those comments is
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1 February 5th, 2009. The procedures that we'll follow,
2 you do have a copy of the Commission Staff's information
3 requests and Idaho Power's responses and you can follow
4 those as Idaho Power makes its presentations. You also
5 have an IEEP handout and we have provided that to Connie
6 for the record, so that is filed, Mr. Chisholm, as a part
7 of the record.
8 We will do questions, interactive
9 questions, from interested parties during the procedures
10 today. All I ask is that you get recognition from myself
11 as the Chair and then after that you can continue on back
12 and forth discussion with whoever it is that you're
13 talking to, whether it's with Theresa Drake who is the
14 Idaho Power presenter or whatever. It's just that I
15 don't want multiple voices. I would like for you to use
16 last names when you're communicating. That's for the
17 benefi t of the recorder.
18 If I need to say something during an
19 exchange between a presenter in this case, Idaho Power,
20 and whoever is asking questions in that dialogue, I will
21 just interrupt. I will try and do that as little as
22 possible, so are there any other additional matters,
23 then, or questions before we go ahead with the briefing
24 from Theresa brake? Comments?
25 MR. KLINE: Just one procedural matter,
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1 Mr. Chairman.
2 COMMISSIONER KEMPTON: Mr. Kline.
3 MR. KLINE: We will just for the -- what
4 the record will be in the workshop process, I've handed
5 out copies of the materials that Theresa is going to
6 present, the slides, and also a concept proposal. I
7 think those have been handed out to the Commissioners,
8 also to the parties that I was aware that were here. The
9 rest there are other copies of those materials over on
10 that table if people want to look at them. There are
11 also a number of other materials that Theresa will be
12 referring to during the course of her presentation. I
13 guess my thought would be these would be the two things
14 that would actually go into the record. The others are
15 kind of supplemental materials that she can refer to, but
16 if people want copies of them, they're certainly
17 available and I think they have been delivered to the
18 Commission as well.
19 COMMISSIONER KEMPTON: They will be so
20 entered in. The only thing that I would state is that
21 the Staff questions and the responses from Idaho Power
22 will also be entered in the record officially.
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MR. KLINE: Okay.
COMMISSIONER KEMPTON: And that they can
be a source of questions today in those discussions. I
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1 think since they were presented by Idaho Power, they can
2 also be responded to by Idaho Power. If there is at
3 the same time I'll certainly provide latitude for
4 Theresa, for Ms. Drake, if she needs any additional
5 information or anything that she doesn't have an answer
6 for because of that, because we have put that on the
7 record as well, she'll certainly be allowed to submit
8 that at a later point after the hearing, after the
9 workshop is over for the record, so Ms. Drake. You're
10 going to use the computer there, I think, for your
11 presentation, right, so you'll present from there? It's
12 fine with me if that's what you want to do.
13 MS. DRAKE: If that works for you, that
14 would be fine.
15 COMMISSIONER KEMPTON: Go ahead.
16 MS. DRAKE: I'm used to standing, but I
17 think I might be in the way if I stand, so if it's okay
18 wi th you, I'll just stay here.
19 COMMISSIONER KEMPTON: Well, we debated
20 about putting all these tables in a circle, Ms. Drake,
21 and we decided that maybe we would just go ahead and work
22 the best way we can.
23 MS. DRAKE: That's fine.
COMMISSIONER KEMPTON: I will say one more
thing before we get started, 11: 00 0' clock is going to be
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1 Cinderella time because there are several people that
2 have to leave between 11: 00 and 11: 15 and I want to make
3 sure that everybody gets out of here at the time they
4 need to get out. Okay, Ms. Drake.
5 MS. DRAKE: Thank you. Idaho Power
6 appreciates the opportunity to take a pause in this
7 process and be welcomed back to talk about all of our
8 energy efficiency education efforts and that's what my
9 presentation during the first part of this will cover
10 today. It may be helpful to have this in front of you as
11 I go through it. We'll be talking through our existing
12 outreach opportunities that we have with our education
13 system as well as our energy efficiency financial
14 incenti ve programs and the schools that have helped their
15 facili ties improve on energy efficiency as well, and then
16 after the presentation, we have a proposal of concepts
17 for, I think, $500,000 as well.
18 Wi th that, I will continue on. Idaho
19 Power has five fully dedicated resources of employees
20 that are called community education representatives.
21 There' s five of them located in each geographic region of
22 Idaho Power, so they are accessible by the schools and
23 those five employees are supported by a number of
24 addi tional support staff from our department of energy
25 efficiency as well as throughout Idaho Power's
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1 organization, supply materials and other items needed.
2 This particular picture here represents
3 Mr. Wi eden who is our representative in the Boise area
4 gi ving a voltage demonstration to one of the classrooms.
5 This is a position that covers not just energy efficiency
6 in the classrooms, but the representatives cover energy
7 issues that are important to administer at various grade
8 levels, safety being one of them and that's what you see
9 here in this picture.
10 We have over 200 schools that participate
11 in presentations on an annual basis and wi thin those
12 schools, we address a number of the different grades and
13 grade levels and we had last year around 1,500
14 presentations, which is pretty similar to what we do on a
15 regular basis annually, and one of the handouts that I
16 had was a -- on the table there is a list of all the
17 schools that we reached in presentations with these
18 representatives over last year's calendar school year.
19 At the top it says list of schools requesting educational
20 presentations and as you can see from the list, there's
21 200 of the schools that are represented here broken out
22 regionally through our service terri tory just to give you
23 an idea of the schools that are requesting information
24 from us.
25 Again, this information covered is a
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1 variety of subj ects, but mostly include safety
2 presentations as well as energy efficiency, conservation
3 and the environment and natural resources. One key piece
4 that I will be talking from today is this resource guide,
5 this resource calendar. Again, the copies are available
6 on the table and at this time I'd like to draw your
7 attention to the overview page which is on page 15 and
8 will pause for a moment to have you go to that page. It
9 looks like this. It says "Overview." This overview
10 section has the three main areas that are educational
1 1 opportuni ties available to students and faculty offered
12 by Idaho Power.
13 There's three main categories. The first
14 is presentations. These are the representatives that go
15 out into the classroom to provide presentations which I'm
16 going to show you a sample of in just a moment. The
17 other area is a loan library and this is a free service
18 to teachers or other adults to subscribe online to a loan
19 library that we have where we can send out materials
20 based on the curriculum that the teachers want to cover
21 in their classrooms or other adults teaching
22 opportuni ties, and finally, we offer tours of our
23 facilities.
24 The presentations I'm going to cover in a
25 moment start on page 16, but if you turn to page 17, this
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1 is the start of the loan library materials and I offer
2 this as an index that lists the subj ects, the description
3 and the age group that it reaches from kindergarten
4 through aduit and there's units for teachers that
5 teachers can check out in addition to other types of
6 uni ts where we have literature available for teachers.
7 As you scroll through the pages, you can see it's pretty
8 voluminous. I'm not planning to go through all those
9 today, but really use this as a reference point to the
10 subj ects that we cover, the age groups that we reach and
11 the materials that are available.
12 Now, back to the presentations, again, the
13 presentations are the ones that Idaho Power employees
14 deli ver out to the classrooms. The first one that I want
15 to brief you on is for the third grade audience and it's
16 called saving a world full of energy. This one describes
17 nature and the role of many types of energy, explains
18 where energy comes from, how it's used, emphasizes that
19 certain types of energy are not renewable and warns of
20 the matter of conservation and how important that is to
21 preserve our natural resources.
22 I'm just going to flip through a couple of
23 the pages of our presentation. Again, these are
24 administered from our representatives out to the
25 classroom in an interactive format where they're posing
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1 questions to students as they go through here. Again,
2 third grade audience, understanding what energy is, the
3 various descriptions of energy and this leads into what
4 types of energy are available, and you can see from the
5 graphics, it is geared towards a third grade audience.
6 There's more to the presentation, but I just wanted to
7 present today a flavor of what they see.
8 The next age group that I want to
9 demonstrate here is for a sixth grade audience and this
10 talks about the generation, the transmission and
11 distribution of energy. It talks about how cumbersome or
12 how involved it is to generate electricity and the
13 importance of conservation and why that's really
14 important and to a sixth grade audience, it's an
15 important message to have in place, understanding the
16 different types of generation and how it's used, but also
17 the global energy use and the increase of energy use that
18 we're seeing in our time frame and what's yet to come,
19 and then also we talk about the sources of electricity
20 and, again, tpis is just to give you a flavor of what
21 types of information are presented in this particular
22 presentation, so in third, it's an introduction of energy
23 and where it comes from, the different types.In sixth,
24 it's an understanding of the generation and how it's
25 distributed and the importance of conserving, and then
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1 the next presentation we have is for fourth through sixth
2 graders and we also have materials on the subj ect
3 available for adult audiences as well, but this
4 particular presentation walks through the importance of
5 saving energy, talks about compact fluorescent light
6 bulbs, what are they, how far have they come in
7 technology, looks at the various needs for energy from
8 the new gadgets that are available, and fourth through
9 sixth grade can really relate to the Ipods and cell
10 phones and the gaming systems that are using energy today
11 and this presentation speaks to that and also poses
12 questions to those students about really contemplating
13 how many different types of electronic gadgets they have
14 in their household. It also introduces the concept of
15 phantom load which is a really important concept. Fourth
16 through sixth graders can start to understand how
17 appliances have associated phantom load with that
18 resource and what to do about that, and that's our new
19 presentation that we just were able to send out this year
20 as well.
21 The other piece of information that goes
22 out to the schools is a mini audit. It's a take-home
23 audit called simple ways and simple ways to save energy
24 and I believe you have this in your packet as well, but
25 it's a walk-through for students to take home, use with
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1 their family and understand what types of electricity
2 uses are wi thin their household as well as their
3 behaviors towards energy use and then it scores it and
4 gives some helpful tips to the family about what to do
5 and where they fall wi thin a typical consumer of
6 electrici ty.
7 The other material that we hand out, and
8 this is more at the school principal level, we mail this
9 30 simple ways to save energy and it's written for
10 somewhat of a young adult audience, but in the back of
11 this that you have in front of you, it starts at page 78,
12 there's a module that's specific to children, what can
13 you do to save energy, how can you start an environmental
14 club and different exercises and so forth that are
15 included within this book, and we have other distribution
16 venues for this booklet, but if their principal is
17 interested in it and provide it to faculty members, we've
18 offered in a letter that goes with this additional
19 resources are. available to supply teachers and students
20 with extra copies of that booklet and then we have book
21 marks and so forth that are available, and finally, this
22 is in our solar program, we have a program called Solar
23 4R Schools and it's a very unique program and we're real
24 exci ted about it.
25 Mr. Chisholm had mentioned this the last
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1 time we had a workshop involved. Castleford School was
2 the first installation of our Solar 4R Schools program
3 award that we had and with Mr. Chisholm's efforts in
4 pulling together, being a school champion for the
5 Castleford area, were able to be the first Solar 4R
6 Schools participant in Idaho Power's service terri tory.
7 Now, after Castleford was installed, we are up to 11
8 installations, eight of which are finalized, three are in
9 the final stages of being completed and we have a
10 partnership to offer this through the Bonneville
11 Environmental Foundation and this is a picture of their
12 websi te. I encourage anybody to go to their website and
13 click on Solar 4R Schools. You can see the connection to
14 the other schools that are involved in this program
15 throughout the United States.
16 The program itself offers a 1.1 kilowatt
17 array for the school. It provides a metering opportunity
18 for the school. It comes with a packaged curriculum for
19 the school, which I'LL talk about in just a moment, but
20 it also provides access for the students to have a
21 hands-on understanding of generation, of solar technology
22 and also integrates the consumption of the school to see
23 how much it really takes to generate to offset your
24 consumption and then it offers a unique feature where the
25 students at the schools can actually look into other
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1 schools on the web that are participating in this program
2 and see geographically based on their location how it
3 differs from other places in the United States, very nice
4 program that we have offered there.
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5 This is what a typical installation looks
6 like. This is one in American Falls at William Thomas
7 Middle School. It's a pole mount system and these are
8 the installation locations throughout our service
9 terri tory that are presently awarded from our program.
10 The handout that says Solar 4R Schools at the top is the
11 index to the curriculum that is available for that
12 program. It looks like this. If you open the one that's
13 for kindergarten or elementary school, excuse me, it's
14 called a level one and it's for grades three through six
15 and there's a middle school level and a high school level
16 as well and the subject matter at the age group, but I
17 thought it would be helpful for you to see what exactly
18 do the teachers get in this package for Solar 4R Schools
19 and it is a pre-packaged curriculum that walks through
20 the various subj ects of the science of energy, sources of
21 energy, the solar electric system and so on, but it comes
22 packaged with acti vi ties as a solar oven comes with it so
23 they can see how solar generation is used to produce
24 something and other activities that are included and you
25 can see that from the index, but, again, I didn't want to
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1 go into the detail of those today.
2 At Solar 4R Schools and that is the
3 conclusion of the energy efficiency as well as renewable
4 programs that are offered into the school itself from an
5 energy efficiency and program standpoint. Our
6 representati ves are also engaged in various efforts to
7 support activities such as the Chamber of Commerce,
8 education committees, and this is found on page 2 of that
9 guide. We' re involved in Idaho Business Week, Junior
10 Achievement, Idaho Environmental Education Awareness and
11 Business Education Exchange, and that one in particular
12 is for teachers to earn continuing education credits
13 where Idaho Power is one of the active members that take
14 them off site during the summertime and help them earn
15 credi ts about various topics relating to energy.
16 COMMISSIONER KEMPTON: Which one is that,
17 Theresa?
18 MS. DRAKE: On page 2, it's the blue area
19 under Commitment to Education. It's the last bulleted
20 items called Business Education Exchange.
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COMMISSIONER KEMPTON: Page 2?
MS. DRAKE: Yes.
COMMISSIONER KEMPTON: How extensive is
24 that field program?
25 MS. DRAKE: Pardon me?
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1 COMMISSIONER KEMPTON: How extensive --
2 it's a field program; right?
3 MS. DRAKE: Yes.
4 COMMISSIONER KEMPTON: And how extensive
5 is it? I mean, how many days? Is it a camp or is it a
6 single day?
7 MS. DRAKE: Right. The sessions that
8 we've been involved in are half-day sessions. I'm not
9 sure if they have other additional acti vi ties that go
10 along with it besides Idaho Power's involvement, but it
11 is for a half-day session and this particular avenue is
12 located wi thin the Treasure Valley area. To my
13 knowledge, there aren't exchanges that happen outside the
14 Treasure Valley that we have been able to identify, but
15 there has been talk of starting up different exchanges
16 throughout the service territory. The education exchange
17 isn't something that Idaho Power hosts, but we are a
18 presenter in that forum.
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COMMISSIONER KEMPTON: Okay.
MS. DRAKE: The next subj ect that I'm
21 prepared to talk about is our energy efficiency efforts
22 in the facilities of which students and teachers reside,
23 so now we switched instead of the classroom materials,
24 this is the actual buildings themselves and how many
25 schools have participated in our incentive programs for
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1 improvements for their buildings. The first area that we.2 wanted to address was the subj ect of energy audits and as
3 most of you may know, audits can cover a variety of
4 different explanations, everything from a cursory
5 walk-through of a building to identify energy uses to a
6 two- to three-week analysis with separate metering and
7 breaking apart of equipment and appliances and so forth
8 to really get a sense of areas for improvement.
9 Idaho Power typically does not offer a
10 full-fledged few-week audit for schools, so I want to
11 just clarify that; however, there are energy service
12 companies that partner with school districts to assess to.13 that level of degree and engineering to provide
14 recommendations of what they see as areas of improvement
15 for energy efficiency and taking advantage of Idaho Power
16 programs that exist what the savings opportunities and
17 payback periods are for those schools. We do have a
18 couple of districts in Idaho that have participated in
19 our programs that utilize these service companies to do
20 that for them.
21 The other options that we offer beyond the
22 programs are training sessions for the building operators
23 through the building operations management system. We
24 have hosted different training and education sessions to.25 really teach the folks that are going to be there day to
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1 day managing the facilities, the lighting, the heating,
2 the cooling, whatever it might be for a school building.
3 It's important to get them educated and understand how to
4 efficiently run their school. We also help fund the
5 integrated design lab which helps architects who build
6 new buildings such as schools be able to utilize energy
7 efficient resources such as natural light and daylighting
8 concepts into their building design or their maj or
9 remodel designs. It's located here in Boise and we have
10 had a couple of schools use that facility as well.
11 Back to the programs, we have three maj or
12 commercial programs for energy efficiency and we have an
13 illustration here of just the type of proj ects that go
14 through them. Every school is a building that we
15 consider a commercial building. Depending on its size
16 and its usage, it fits the programs that exist today for
17 energy efficiency criteria. This is an example of our
18 building efficiency for new construction of a facility.
19 It could be a school. In this case it's St. Luke's,
20 their new hospital. Custom efficiency is for a maj or
21 renovation or a high intensity replacement proj ect. This
22 happened to be one for the Boise Plaza. They had
23 renovated most of their lighting in the building. It was
24 a substantial proj ect with a lot of savings, and finally,
25 we have an easy upgrade. This is for simple retrofits.
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1 If a school wants to exchange their lighting for more
2 efficient lighting , exit signs for high efficiency exit
3 signs and so forth. It's a menu-driven program. Schools
4 can participate in that as well.
5 This is a discussion about our BOMA
6 training that we offer as well and this is a picture of a
7 school design using the integrated design lab for natural
8 daylighting into the school classrooms for efficiency on
9 lighting. These are the locations that we've had
10 proj ects in schools over the last year, 2008. We have 90
11 proj ects that we've paid on that have school involvement
12 and the larger circles have the most proj ects per town
13 and the small circles have the fewest, just to
14 geographically illustrate where the proj ects,
15 applications and payments are going. This is the actual
16 count. These are in alphabetical order and not numerical
17 order. Boise is listed on the far left and this is
18 listed by the number of proj ects in that town, Valli vue
19 being the last one on the right, and you can see the
20 number of projects which the highest is 30 and that is
21 the Nampa School District. The second largest district
22 wi th the number of proj ects just for last calendar year
23 was 20 in Caldwell, a substantial number of projects that
24 have happened over this last calendar year. We're very
25 happy to see that and it has been successful for the
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1 school to participate in programs that exist with our
2 energy efficiency program designs.
3 We also have 42 pending proj ects. This is
4 where the proj ect applications, the pre-applications have
5 been submitted that alert the Company that they're
6 working on a proj ect that they'll be seeking a final
7 application for and there's 42 on the drawing board,
8 specifically for schools that have not yet been completed
9 or paid. That would be in addition to the 90 that were
10 completed last year.
11 COMMISSIONER KEMPTON: Theresa, in a
12 general way, what kind of proj ects are those? I mean,
13 it's curious to me in the Nampa School District how
14 active they have been in this and yet, how many others
15 are lower and, more importantly, how many are
16 non-existent on that chart, so it seems to me that maybe
17 there's a message component to this. There's maybe a
18 school funding distribution component to it; in other
19 words, what the schools can actually afford to invest in
20 these kinds of proj ects. Can you give us some idea of
21 where the funding comes for the proj ects, whether they're
22 funded by the school, co-pay between the schools and
23 Idaho Power and sort of the general nature of the
24 projects?
25 MS. DRAKE: Regarding the general nature
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1 of the proj ects, we have three different program types
2 that are available, so we do have a fair distribution of
3 new building construction proj ects as well as retrofits
4 where a school is using retrofitting types of measures,
5 whether it be lighting -- lighting is the most common for
6 retrofi t, so some of the proj ects are for new
7 construction of a new building and then, again, some are
8 for retrofits. The dollars associated with each, I don't
9 have that on hand, but that is something that we can
10 provide supplementally to that and that would address the
11 question of how much gets paid towards the school versus
12 what the school pays for.
13 What I can tell you is that a couple of
14 the school districts that have embraced the energy
15 service companies have a performance contract with those
16 companies and those arrangements, I don't really have a
17 lot of detail about what type of arrangements they make
18 with the school districts, but it's just like any other
19 commercial customer where a performance contract would be
20 made through this vendor that would say based on the
21 assessment we have of your facility and the incentive
22 programs Idaho Power offers, we see a payback of two
23 years or less in this type of energy savings and they
24 have to meet or beat that contract arrangement with that
25 school and if they don't, typically it's the energy
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1 service company that pays the difference to the school.
2 Did that answer your question?
3 This is a nice photo. We always enj oy
4 seeing this. This is actually what the school districts
5 recei ve. They'll receive a check presentation for that
6 energy efficiency measure once it's completed and been
7 validated. It's something that may not trickle up into
8 the mass media of attention for newspapers and so forth
9 and so you may not be aware of some of these different
10 opportuni ties of the 90 proj ects that we've been able to
11 be out in the communi ties to present. It's nice to be
12 able to provide the one-time incentive, but packaged with
13 that, as you know, one of the savings measures that are
14 accounted for, they're seeing a monthly decrease in their
15 consumption from Idaho Power, so not just in the energy
16 efficiency check that's provided the one time, but the
17 ongoing savings for their monthly energy consumption is a
18 nice payment to the school district as well, and that
19 concludes my presentation portion.
20 COMMISSIONER KEMPTON: Thank you, Theresa.
21 Are there questions of anybody? Discussions?
22 Mr. Chisholm.'
23 MR. CHISHOLM: Yeah, one of the things
24 because I sort of participated in a proj ect down in Buhl
25 in the middle school and Popwell, the representative from
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1 Idaho Power, myself and a local contact, we went and did
2 an assessment of the schools. They have atrocious
3 inefficient lighting and so one of the things I tried to
4 do is I tried to add an energy education component to
5 that energy efficiency project because I wanted to get
6 the kids involved. I wanted the kids to sort of get
7 involved in the audit, doing the math, doing the thing,
8 and so they could see what was going on, so the one side,
9 Idaho Power's proj ect was looking at getting the
10 efficiencies in there and what I felt was it would be
11 nice to add a component so that there was an educational
12 opportuni ty there for kids to learn about all aspects of
13 energy in the thing, so I think that would be something
14 that could -- any time you go into a school, you don't
15 just look at the energy efficiency, but you also look at
16 the educational opportunity to go with it, so that's kind
17 of what I really sort of see in my original concept of
18 how things could be partnered is that we sort of take
19 advantage of those moments because they not only affect
20 the school, the kids go home and tie into some of the
21 other things, so I guess my question is currently that's
22 not necessarily part of what goes on? An education
23 component is not necessarily a part of those particular
24 energy projects, per se?
25 MS. DRAKE: That's true.
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1 MR. CHISHOLM: Okay.
2 COMMISSIONER KEMPTON: Any other
3 questions? Ms. Drake, I have a question. I'm going to
4 refer you to a request that came out of the PUC Staff.
5 It will tie into your presentation. I think it will
6 blend fairly well.The request had to do with
supplemental programs and augmentation of existing
programs and in that,the response to that was Idaho
Power's perception of what they would like to see in
terms of expanded or augmented programs.I'm going to go
7
8
9
10
11 through four of them that are here and ask that you
12 comment on them. One of them was expanding mini home
13 audi ts for school children. We saw what the mini home
14 audi t looked like. How much of an expansion would you
15 see in your existing program as being something that
16 would be educational for the kids in the process of
17 taking this home and working it out?
18 MS. DRAKE: That is part of the proposal
19 that I haven't talked about yet. Would it be beneficial
20 to run through the three concepts that we have for the
21 additional funding for that?
22 COMMISSIONER KEMPTON: Well, we went
23 through the point where you said that the was end of your
24 presentation.
25 MS. DRAKE: I'm sorry, for this part of
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1 the presentation.
2 COMMISSIONER KEMPTON: Okay, then let's
3 press on.
4 MS. DRAKE: Okay.
5 MR. KLINE: Sorry about that.
6 MS. DRAKE: Sorry. I want to make sure
7 you have this.
8 MR. KLINE: They have that.
9 MS. DRAKE: So I'm going to be speaking to
10 the document that talks about a concept proposal. Based
11 on what you saw here and going forward, what we've also
12 been asked to consider, we've packaged together three
13
14
different concepts. Collectively they add up to the
$500,000. We broke them into different options for you
15 and there's three of them, so I'll walk through that.
16 The first one is the expansion of the mini home audits,
17 and, again, it's that audit we just talked about. The
18 funding amount for this would be about 90,000 per year
19 and what it would do is be more in-depth information and
20 training and acti vi ties associated with that mini home
21 audit, and as you can see from the outline, we'd like to
22 create a classroom kit that includes materials such as a
23 kilowatt meter itself, 30 of those for each student in a
24 classroom, exercises to calculate the usage in a home,
25 help having them understand an exercise of how to read a
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1 meter from a mechanical as well as a digital meter and
2 miscellaneous collateral material geared towards that
3 grade level, and we also as part of this component see an
4 opportuni ty to introduce advanced metering
5 infrastructure, what it means, why it's important, what
6 the advantages are, and when it's coming to a meter near
7 them.
8 Each classroom kit would be collectively
9 between 800 and $900 depending on a volume discount that
10 perhaps could be secured and we could distribute 90 to
11 100 classroom kits per year in Idaho Power's service
12 terri tory, so it would be an add-on to the mini home
13 audi t, bringing that information back from the audit into
14 the classroom. and building upon what they've learned
15 about their own home and their behaviors through
16 exercises and putting some tangible nature to it, such as
17 the meters.
18 The second concept addresses the point
19 that Mr. Chisholm discussed and that is how can we get
20 students more engaged in understanding where those energy
21 efficiency opportunities are in their school. This
22 funding amount is anticipated at $85,000 per year and the
23 proj ect plans outline to include materials for announcing
24 this type of concept, an audit form and a process to do
25 si te visits and provide technical assistance, understand
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1 the building characteristics, building information, and
2 then actual energy accounting information, and then we
3 suggest holding regional workshops where we have the
4 train the trainer format and our regions are listed
5 there, basically, again, the five regions geographically
6 that Idaho Power operates in.
7 We anticipate needing program assistance
8 support through a program manager of part time. That's
9 the $40,000 listed there and the concept is that Idaho
10 Power would work on recruiting interested student teams
11 led by trained teachers and a local champion and the team
12 would participate in a training class on how to conduct
13 an audit, gather information about their building,
14 calculate energy use, identify energy efficiency options,
15 organize information, but then take it to the next degree
16 where they can make a recommendation and a presentation
17 to the appropriate people in the school to garner support
18 for that.
19 This, again, would need to be facilitated
20 with Idaho Power's program resource here, a program
21 manager, and we also contemplated the idea of having high
22 school teams making recommendations for other schools,
23 such as elementary schools. We talked to two utili ties,
24 BC Hydro and another utility in the Pacific Northwest,
25 about their current programs. They did warn that their
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1 programs took up to 10 years to ramp fully on getting not
2 only the word out, the materials all put together, but
3 also the full engagement took some time. They cautioned
4 about that, but they said after a number of years in
5 participating it is successful. They did say that it
6 took a lot more energy engineering resources from the
7 audi t standpoint that they weren't expecting at first, so
8 we learned a little bit about what it took to start
9 something from ground zero from those two utili ties and
10 execute on that, so this is a similar path to what they
11 took. Again, under a two-year or a limited budget
12 standpoint, I'm not quite sure how much can be
13 accomplished in a two-year period. I just offer that as
14 part of the discussion of the concept, and finally, the
15 third concept in materials that I presented on Solar 4R
16 Schools and the curriculum materials that are already
17 developed for those systems, we have in our plans to be
18 able to put out a bid for two schools per year to receive
19 a 1.1 kilowatt system and as a Company package I
20 discussed earlier.
21 We do see an opportunity to augment that
22 particular program. It's a nice curriculum. It fits at
23 various levels of grades and it comes already with a
24 teacher curriculum. What we do see is supplementing some
25 of the classroom kits that come along with that, but also
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16
1 to bolster support for applications. Again, it is a bid
2 process and we look for a local champion or the school
3 representati ve to make a bid in this award process and we
4 evaluate those. The more that we have coming in,
5 obviously, the more we can provide a thorough review of
6 those interested and really putting to use.
7 We propose two additional systems at
8 $25,000 each or 50,000, so that brings up for this
9 concept to 75,000 per year. Those are the three concepts
10 that Idaho Power would like to process as part of this
11 stage of the workshop and offer and welcome any comments
12 on those.
13 MR. KLINE: Now you're really done.
14 MS. DRAKE: That's all I have to
15 present.
COMMISSIONER KEMPTON: So now are there
17 questions? Commissioner Smith.
18 COMMISSIONER SMITH: Theresa, on the first
19 concept, am I reading it correctly that à classroom
20 you're saying. needs 30 kits, so if you distribute 90 to
21 110 kits each year, that's three classrooms.
22 MS. DRAKE: No, it would be -- a classroom
23 kit itself would be about $900.
24
25
COMMISSIONER SMITH: So tell me, a
classroom kit is enough for 30 students?
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1 MS. DRAKE: Yes.
2 COMMISSIONER SMITH: Okay, all right,
3 gotcha, and on concept No.3, who maintains the solar
4 systems once they're installed, who's responsible for
5 that?
6 MS. DRAKE: There's a provider that has an
7 a contract with the Bonneville Environmental Foundation
8 that's responsible for the maintenance.
9 COMMISSIONER SMITH: And Bonneville pays
10 them?
11 MS. DRAKE: Yes, there's a time frame
12 associated with that maintenance and I don't have that on
13 hand, but yes.
14 COMMISSIONER SMITH: Thank you.
15 MS. DRAKE: You're welcome.
16 COMMISSIONER KEMPTON: Well, having been
17 on the Council, Northwest Power and Conservation Council,
18 and that was one of the maj or acti vi ties that the Council
19 undertook early on to promote energy efficiency which is
20 one of the first provisional contracts in the 1980 Power
21 Act, and so they have consistently received funding
22 through Bonneville Power Administration and other
23 conservati ve interested parties and it's grown into a
24 very much respected organization in the Northwest for
25 these kinds of programs. I won't go into it any further
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1 than that, but there's significant' funding that's
2 available there, but it's also highly competi ti ve to get
3 it.
4 Mr. Chisholm.
5 MR. CHISHOLM: Yes, so I guess my question
6 when in your opening statement you were talking about
7 basically there's $500,000 and in the original concept as
8 I put on the table is 250,000 for education and 250,000
9 for proj ects, you know, energy efficiency in some cases,
10 so how is that money broken out? Proj ect money and
11 education money, did you look at those two separate
12 things? And then the other thing is how much of the
13 $500,000 does your proposal take up? How much of it
14 would be used?
15 MS. DRAKE: Well, it's 250,000 a year to
16 do all three concepts, so it would be for two years.
17 MR. CHISHOLM: Okay.
18 MS. DRAKE: And to answer your first
19 question, I don't have an itemization of how much is
20 towards education and how much is proj ects, but we do
21 have it split out, it can be added up.
22
23
COMMISSIONER KJELLANDER: Mr. Chairman.
COMMISSIONER KEMPTON: Mr. Kj ellander,
24 Director Kj ellander.
25 COMMISSIONER KJELLANDER: Mr. Chairman,
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1 Paul Kj ellander, Office of Energy Resources. I guess as
2 I look at these proposals, while I appreciate a little
3 more granularity in terms of what the utility is
4 interested in presenting and also the initial
5 presentation that they offered because I think that helps
6 provide a little more clarity to what is in existence
7 today and perhaps raises the question of why reinvent the
8 wheel if there's nothing that's there and probably needs
9 to have some additional utilization in schools.
10 I think the point I would like to just
11 throw out today, though, is as I look at the function of
12 the Public Utili ties Commission and who it can order to
13 do what, in this room the only individual entity that
14 they can order to do anything is the utility, so as I
15 look at the role of the Office of Energy Resources in
16 relationship to this, I don't see a specific role in any
17 of these concepts other than to help promote and push
18 things forward, but I guess with that said, I look at
19 what we're likely to see coming down the road from the
20 next administration with additional emphasis perhaps on
21 energy efficiency as it relates to government and school
22 buildings as well, one of the key areas, of course, that
23 will be critical to that will be audits in the schools
24 since schools will have the tools within their tool boxes
25 to know what steps to take if additional monies should
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1 show up, so as you start to look at some of those
2 options, I look at concept No.2, I look at what you can
3 order someone in this room to start moving on and that
4 one to me at least initially seems to yield some actual
5 benefi t to the system as a whole by providing energy
6 savings and efficiency that could actually be measured,
7 and, again, I think helping some of the school districts
8 get a better feel for what it is that they ought to be
9 doing and considering moving forward.
10 We talk a lot about low hanging fruit. I
11 think we ought to start looking at the word gleaning.
12 There's a lot of stuff that's just laying on the ground
13 that's not being picked up because for some reason they
14 just don't seem to understand that it's simple, it's easy
15 and it's stuff they should be doing today. It looks as
16 if there could be a curriculum component brought into
17 that and, again, it seems as if it might also be
18 something that could be readily helpful as we look at
19 what may be coming down in the next few months from the
20 next administration, so if I were just to look at
21 comments as opposed to going back from today and trying
22 to write up comments and take time and bother the
23 Commission with those additional pieces of information to
24 consider, I guess I'd like to just offer those as my
25 general comments and support for concept No.2, and then
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1 to the extent that future S02 cases allow for other
2 options to come from that, perhaps competitive grant
3 programs to go along with Mr. Chisholm's approach and let
4 schools specifically apply for those funding mechanisms,
5 then certainly those would be options to look at, because
6 as we look at where we're at today in terms of timing, I
7 know you'll probably be seeing another S02 case coming up
8 in a few months, this may give us at least an opportunity
9 to get moving~ get rolling and maybe even look at some of
10 the other audit resources that might have become
11 available in the last few months that didn't exist when
12 we first began to talk about this, probably most notably
13 BSU, which I believe next week will be announcing some
14 funding that i t received to conduct some educational
15 opportuni ties to generate new energy audits, at least to
16 create more opportunity.
17 If we could perhaps get something moving
18 and rolling, there may be a way to take advantage of
19 BSU' s efforts and actually begin to connect some of these
20 dots that will again result in some actual energy
21 efficiency and benefit to the system.
22 COMMISSIONER KEMPTON: Thank you,
23 Director. Marsha, Commissioner Smith.
24 COMMISSIONER SMITH: Director Kj ellander,
25 as Chairman Kempton pointed out, we are accepting
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1 comments until February 5th, so I am most interested in
2 your ideas and wonder is there any way you can coordinate
3 with BSU to perhaps provide us information before or on
4 February 5th that we could use to see the path of the
5 leveraging, kind of the audit concept and getting benefit
6 to both the system and the schools in this way?
7 COMMISSIONER KJELLANDER: Commissioner,
8 I'd be happy to work with the utility to sit down with
9 BSU to find out exactly what their funding that they
10 received will allow them to do and then to see if there
11 might be some ways in which we can utilize them for a
12 proj ect like this. We're already talking at least
13 ini tially with BSU. We supported their request for
14 funding with the concept of helping us with another
15 proj ect we have funded with the Boise area chamber to try
16 and get more audits conducted and, again, to proceed as
17 quickly as we can to get more actual energy efficiency in
18 place.
19 COMMISSIONER SMITH: And I know that we
20 focused on the educational component of this, but if the
21 program would also include other public buildings, like
22 libraries and such, I think that would also be
23 appropriate.
24 COMMISSIONER KEMPTON: Are there other
25 questions? Mr. Chisholm.
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1 MR. CHISHOLM: Well, you know, if you look
2 at one of the papers that I presented today, it sort of
3 starts with the educational planning and assessment
4 committee that, you know, this money is not taxpayer
5 money, nor is it Idaho Power money.It's really
6 ratepayer money, so one of the proposals that I'd have is
7 that, I mean, I know you can't order the Department of
8 Energy or you can't order the Office of Energy Resources
9 to participate, but my original concept was to put
10 together some sort of partnership that could do, you
11 know, kind of assess what's out there already. I know on
12 June 8th, the -- there was some training of teachers over
13 in Pocatello/Idaho Falls area. There are some resources
14 out there that could be sort of tied in if there was some
15 sort of vehicle to bring those together and see what's
16 out there, what we can use, how we can tie programs in,
17 teachers who are already doing things, so I guess what I
18 would like to see is that it's not strictly an Idaho
19 Power proj ect, though I'm real excited by many of the
20 things they said here today, but that there be some sort
21 of advisory committee brought together to sort of help
22 talk about what other issues may be out there, other
23 opportuni ties that out there.
24 The second paper that I gave today was the
25 thing that sa~d Buhl Middle School and that's actually a
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1 presentation that I made on, like, December 10th or
2 something in Buhl. I went in and a teacher, the energy
3 curriculum came up in her class and she invited me in and
4 I spent a whole day talking energy efficiency,
5 conservation, renewables, the whole thing, got those kids
6 interested and so there are opportunities outside sort of
7 the normal realm.
8 On the back page there's a thing about
9 Castleford and that was an opportunity where they had a
10 greenhouse that they had bought which had some great
11 educational opportunities, but it was costing them an arm
12 and a leg to run the thing, so as we said, we did the
13 first Solar 4R Schools proj ect out there and it was
14 mostly an adult proj ect, so when this other thing came up
15 about the greenhouse, I said okay, this time we've got to
16 invol ve the kids. You know, we wanted to accomplish the
17 same thing. We wanted energy efficiency. We wanted kind
18 of the gain in sort of the economics of the greenhouse,
19 so that particular case I went in and it was a two-day
20 thing. One was on a Monday, we went in and talked about
21 doing an audit of the greenhouse, what its assets were
22 and what its liabilities were, gave them some information
23 on how to come up with a plan and then Friday we talked
24 about their plan, we assessed their plan and in that
25 particular case we actually had some money that I had got
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1 for the school via another thing, so we had money for the
2 kids to actually implement that proj ect, so it wasn't
3 something that was just an educational thing, it actually
4 had a component where by God, we did this, so that's kind
5 of what I would like to see in this thing, that we take
6 advantage of moving along with energy efficiency and
7 conservation and renewables where that makes sense, but
8 we really involve the students in that process, give them
9 some ownership, get them excited about energy and where
10 it's coming from and how it's being used and given that
11 we have some fairly significant shortfalls in people who
12 are involved in the energy field from linemen all the way
13 through that we could get some kids that would be excited
14 and that would be an additional benefit from an energy
15 education project, so I do think it would be great in the
16 order of moving this along and I would like to see this
17 moved along.I mean, I think we've almost wasted a year
18 from when this was put on the table and I would like to
19 see it move along, but I would like to see it take
20 advantage of the resources that are out there, people who
21 are already excited, how we can help make their job
22 easier and get this done.
23 COMMISSIONER KEMPTON: Thank you,
24 Mr. Chisholm. Working on the comments from Director
25 Kj ellander and Mr. Chisholm, concepts 2 and 3 are pretty
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13
14
1 explici t in their obj ecti ves. Concept 1 looks like it
2 could have an area of expansion that would deal with
3 programs that were submitted by individual schools for
4 proj ects. There isn't any way you could price that right
5 now, but depending on whether and to what extent
6 concepts -- if we're talking about $250,000 a year for
7 all three concepts, you've expended the money in two
8 years and so this mayor may not be applicable in concept
9 No.1, but if there was going to be an expansion of
10 concepts in terms of allowing schools to make an
11 application for a program or a proj ect, it would probably
12 be under the concept No. 1 general heading and it would
probably involve an organizational structure within Idaho
Power that would allow outside voices to make
15 recommendations relative to those projects, just like you
16 do now when you're making decisions for your planning
17 process and, as a matter of fact, that's where this whole
18 thing basically surfaced in the first place was through a
19 group that made the recommendation in areas of what to do
20 with the S02 proceeds, and so under concept No.1, I
21 would suggest that if you are thinking about all of those
22 here that are interested parties, if you're thinking
23 about an expansion allowing schools to make
24 recommendations for proj ects to be reviewed, they should
25 be under concept No. 1 and you probably should recommend
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1 that there be an advisory panel similar to what Idaho
2 Power already uses in their program and proj ect planning,
3 because, obviously, you may get more proj ects proposed
4 than you have money to expend and somewhere in there,
5 there has to be a refining process instituted that is
6 open and clear in its final decision process.
7 On the issue -- I don't think,
8 Mr. Chisholm, that the Commission is intending to explore
9 areas that we would expand our Order process. This has
10 always been about the Orders that we could give through
11 our normal hearing process to utili ties, but it's always
12 been the interest of the Office of Energy Resources and
13 the Department of Education to participate in a process
14 that gives us the educational advantages that you're
15 speaking to in terms of anything that we would discuss in
16 a hearing or that we would place into an Order and their
17 assistance has always been voluntary and they have never
18 indicated that they would be resistant to a Commission
19 Order that goes the way we normally do Orders, so I don't
20 know exactly what your comments were directed to when you
21 referred to OER and DOE, but they have been willing
22 organizations assisting this proj ect from the beginning.
23 MR. CHISHOLM: Well, I guess I would have
24 to slightly disagree because I invited them to
25 participate in a process early on and as I say in my
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1 paper, there was initial enthusiasm and then, all of a
2 sudden, they got really cold and we quit having the
3 discussion. If we had continued that discussion, then I
4 think we would have been further down the road today.
5 All I'm saying in that particular thing, in my last
6 statement was I know you can't order them to participate.
7 I just hope that everybody does see this as a very
8 posi ti ve opportunity and can sit down and we can move
9 this thing forward.
10 COMMISSIONER KEMPTON: It's a little bit
11 like picking your team when you're a kid and you're
12 deciding who's going to be on your side to play baseball
13 or something. In this case it was this proj ect and
14 people aligned the way they thought was the most
15 appropriate way, so I appreciate the fact that you may
16 not have gotten the support you desired, but ultimately,
17 these issues come back around where you have input on the
18 other side. You're still playing the game.
19 MR. CHISHOLM: I'm still in the game, yes,
20 and I appreciate that everybody else is.
21 COMMISSIONER KEMPTON: Are there any other
22 questions? Commissioner Smith.
23 COMMISSIONER SMITH: Just a few comments,
24 especially to Mr. Chisholm, and I think the Commission
25 probably shares his desire and appreciates his comments
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1 and interests that actually have moved us this far, so
2 I'd just say I don't think a thoughtful process that I
3 think is going to have a good result is time wasted and
4 probably the Company could fill you in on regulatory lag
5 at length. Probably there is some of that happening, but
6 in addition to having the benefit for the schools and the
7 educational system and the students, to me the most
8 important thing is because this is ratepayer money that
9 there has to be a benefit to the system and there has to
10 be some showing the Commission can make that this money
11 was used to the benefit of all of Idaho Power's
12 ratepayers, so that to me is a really important component
13 and since the Company already has an advisory committee
14 that it uses and I think it has learned to use more
15 effecti vely over time with our energy efficiency funds, I
16 don't favor any more money for any more advisors.
17 My goal is to use something we already
18 have in place, wherever it is, education, OER, Idaho
19 Power, wherever it is, BSU, to use the money for the
20 educational or retrofit or audit or whatever it is and
21 not on more people having meetings, and I do agree there
22 are serious work force issues and that's another good
23 reason to get these programs going.
24 Just a general comment, I think Idaho
25 Power has thoughtfully presented three al ternati ves that
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1 if all of them are used over two years, the money is
2 used. I think people ought to also think about whether
3 one or two of them would be more beneficial and to just
4 put more money into one or two of them than to try and
5 spread it out and dilute it over three, so if it comes up
6 in the discussions that maybe the audit program is the
7 one that's going to benefit the most the fastest, then
8 maybe more money ought to be put there and maybe we'll
9 have to scale back or eliminate one of the three, so I
10 just appreciate everybody being creative and thoughtful
11 about this and we look forward, I look forward, to seeing
12 your comments on or before February 5th.
13 COMMISSIONER KEMPTON: Commissioner
14 Redford.
15 COMMISSIONER REDFORD: I have nothing.
16 MR. HOWELL: Thank you, Mr. Chairman. I
17 just had one clarifying question about concept No. 2
18 where it talked about the regional workshops and it said
19 conduct two regional training sessions, would that be two
20 sessions for each of the five regions?
MS. DRAKE: Yes, that's correct.
MR. HOWELL: All right, thank you.
COMMISSIONER KEMPTON: Are there other
24 questions, comments or thoughts? Well, from the Chair's
25 perspecti ve, I'd like to say that I certainly agree with
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1 Commissioner Smith's comments and I'm particularly
2 interested because the legislature is also interested in
3 efficiency education and efficiency construction in the
4 schools and I know this is also an interest of the
5 Department of Education. In fact, what I'm going to do
6 Mr. Kavouras, I asked if there was any questions or
7 comments, I'm actually going to specifically address that
8 question to you before we close.
9 MR. KAVOURAS: Could you repeat the
10 question for me?
11 COMMISSIONER KEMPTON: Yes, I'm sorry.
12 Sometimes I'm the worst of the bunch to turn on the red
13 light. I'd like to have a comment from you in general
14 about the direction that this is going in terms of
15 interests of the Department of Education, specifically in
16 the areas of energy audit and of educational classroom
17 opportuni ty for the students themselves and for the
18 training of some of the teachers in the workshops that
19 Theresa Drake mentioned. I asked for comments, but I
20 think in the office that you serve that it would be
21 helpful to us for you to at least give us some idea of
22 where you think this has gone today.
23 MR. KAVOURAS: Thank you, Mr. Chairman.
24 Just let me comment on what the Department of Education
25 has done up to this point with regards to some teacher
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1 training and programs in energy education and as
2 presented in our proposal, we've been working with the
3 National Energy Education Development curriculum in K-12
4 and earlier in the school year, in October, we presented
5 a two-day train the trainer model workshop in which we
6 trained teachers in eastern Idaho at the science
7 conference on a number of areas using the NEED
8 curriculum, such as energy, solar energy, wind energy,
9 et cetera, using their curriculum and tying their
10 curriculum into the K-12 content standards in science
11 education, so that's a little bit of what we've done.
12 In terms of the presentation today, I'm
13 not that familiar with the Idaho Power educational
14 resources. Some of the questions that came up in my mind
15 is were they correlated to the Idaho content standards or
16 what's the correlation to K-12 with regards to the
17 curriculum. Also, the aspect of teacher follow-up,
18 gi ving a kit to a classroom, it's important that there be
19 constant follow-up with the teacher to make sure that
20 that information just does not sit on a shelf and it's
21 constantly being used and reinforced.
22 I don't know if I've really answered your
23 question in terms of what was presented today, but the
24 Department of Education is indeed focusing and has
25 focused in the last year-and-a-half on energy education
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.1 and our science coordinator, Mr. Scott Smith, has been
2 conducting workshops and working in part with the Idaho
3 National Laboratory to try and develop energy curriculum
4 to present both to the schools, to students and teacher
5 training.
6 COMMISSIONER KEMPTON: Okay, but in the
7 number of areas where you're working, I didn't hear that
8 you're actually working with students to do energy audits
9 or work in the homes with kits and things like that, and
10 it's also my understanding that these programs when they
11 go in, the teachers that are applying for them are doing
12 so recognizing that they assist in meeting the.13
14
educational standards in the syllabi that the Department
of Education puts out to meet the educational standards
15 that you expect to achieve.
16 MR. KAVOURAS: In terms of the energy
17 audi ts, I know some of the NEED curriculum does help
18 train teachers in teaching their students about energy
19 needs. One simple example is leaving your cell phone
20 charger in your wall when it's not being plugged into
21 your cell phone uses unneeded energy, so I know that's
22 part of the curriculum. We don't or we have not
23 developed the type of audit program that Idaho Power
24 presented today in terms of a checklist or some of those.25 other materials.
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1 COMMISSIONER KEMPTON: And the phantom
2 energy concept, I think, is a good one because the
3 Commission is quite concerned, as is everybody in power
4 deli very, about the plasma energy set uses and the new
5 technologies that are coming out where some of the
6 off-time dark screen energy uses are as high as your
7 current refrigerator and the kids going into this new
8 generation of consumers needs to be aware of some of
9 those things, so we would certainly welcome your comments
10 by February 5th as to how you would see this or
11 suggestions as to how we can better accommodate and meet
12 expectations that would be there in the classroom as well
13 as the administrators over in the Department of
14 Education, specifically the curriculum folks in the
15 academic standards, so if there are no other questions,
16 is there any other business, then, to come before the
17 Commission on this issue, on the S02 proceeds? There
18 being none, this workshop is adjourned.
19 (The workshop adjourned at 10:50 a.m.)
20
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25
1 AUTHENTICATION
2
3
4 This is to certify that the foregoing
5 proceedings held in the matter of the appropriate
6 disposi tion of Idaho Power Company's S02 emission
7 proceeds to fund an energy education proposal, commencing
8 at 9:35 a.m., on Thursday, January 8,2009, at the
9 Commission Hearing Room, 472 West Washington Street,
10 Boise, Idaho, is a true and correct transcript of said
11 proceedings and the original thereof for the file of the
12 Commission.
13
14
15
16 ~V-17
18
CONSTANCE S. BUCY
Certified Shorthand
19
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