20110907SO2 Emissions Education.PDF

HO
AnIDACORPCompanv
Idaho Power Company’s Developed and Administered by
SO2 Emissions Allowance Idaho Power Customer Relations &
Energy EfficiencyEnergyEducationProgram
An Energy Efficiency Education Program
Targeting Elementary and Secondary Students August 2011
©2011 Idaho Power
Idaho Power Company IPC’s Energy Education Program
TABLE OF CONTENTS
Table of Contents .i
Executive Summary 1
Energy Wise Program—Elementary Students 1
Students for Energy Efficiency Program—Junior and Senior High Students 1
Summary 2
Energy Wise Program 2
Students for Energy Efficiency Program 2
History 3
IPC’s Energy Education Program 3
Community Advisory Group 3
Community Advisory Group Meetings 4
First Year of Program Implementation 2009—2010 School Year 5
Energy Wise Program 5
Program Description 5
Elementary School Program Survey 7
Students For Energy Efficiency Program 8
Marketing 8
First Year:2009—20 10 School Year 9
Second Year of Program Implementation 2010—2011 School Year 15
Energy Wise Program 15
Program Description 15
Elementary School Program Survey 15
Students for Energy Efficiency Program 16
2010—2011 Curriculum 16
Marketing 17
Second Year:2010—2011 School Year 17
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IPC’s Energy EducaUon Program Idaho Power Company
Program Budget Details 23
Recommendations for Future Use of Remaining Equipment and Funds,and Program C)
Continuation 23
Conclusion 24
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Idaho Power Company IPC’s Energy Education Program
EXECUTIVE SUMMARY
Idaho Power Company (IPC)has a long history of educating elementary,junior high and seniorhighstudentsinthetopicsofenergyandenergyefficiency.As a neighbor and communitypartner,and in response to a directive from the Idaho Public Utilities Commission,PCdevelopedanelementaryandsecondaryprogramtoeducateandpromoteenergyefficiency forIdahostudentsinthePCservicearea.The program allows the students to use their skills inscienceandmathtoevaluatewhereenergyconsumptionimprovementscanandshouldbemade.The program,consisting of an elementary component and high school component,wasdevelopedandimplementedfortwoconsecutiveacademicschoolyears.
Energy Wise Program—Elementary Students
The program targeting elementary school students is a fully implemented,multi-resourceefficiency/education program designed to facilitate installation of efficiency measures in homesandbuildknowledgeofenergyissues.The pre-packaged program,known as “Energy Wise,”yields a variety ofmeasurable energy savings results using the best messengers—students.Theprogramdeliveredaprovenblendofteacher-designed classroom activities with hands-on homeprojectstoinstallenergyefficiencydevicesandintroduceresource-conscious behavior tostudentsandtheirfamilies.
Students for Energy Efficiency Program—Junior and SeniorHighStudents
This secondary program targeting junior and senior high students is a hands-on learning lab thatprovidesthefollowingopportunitiesforsecondary-school students:
•Awareness of energy flow/use in a building
•Competency in the use of specific energy efficiency equipment
•Processes to collect data and assess energy usage in a building
•Individual report gathering and team collaboration on findings and recommendations
•Preparation of a written report detailing the assessment findings and recommendations
•Presentation ofthe report to school boards,principals,administrators,faculty,staff,business owners,and other interested groups
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SUMMARY fl
Energy Wise Program
Total 2009—2010 2010—2011
Students 7,192 1,008 6,184
Teachers 247 37 210
Schools 99 32 67
Projected Annual Savings (Combined for Both Years)
Electricity Savings 1,749,884 kilowatt-hours (kWh)
Natural Gas Savings 39,124 therms
Projected Average Annual Savings per Home (Combined for Both Years)
Electricity Savings 475 kWh
Natural Gas Savings 9 therms
Students for Energy Efficiency Program 0
Total 2009—2010 2010—2011
Students 423 155 268
Teachers 33 17 16
Schools 30 16 14
*potential*Electricity Savings (Combined for Both Years)
Electricity Savings 2,200,137 kWh
*potential Savings differs from Projected Savings as follows:Potential Savings are savings
identified and recommended by students but not yet implemented;Projected Savings is based
upon actual replacement of incandescent bulbs,use of LED night lights,etc.
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Idaho Power Company IPCs Energy Education Program
HISTORY
On November 9,2007,IPC filed a report disclosing that it sold 35,000 sulfur dioxide (SO2)
emission allowances in 2007.The after-tax proceeds approximated $10 million.
The Idaho Public Utilities Commission (IPUC)issued Order 30478 convening a public workshop
to decide proper disposition of the funds.An initial public workshop was held in January 2008;
because workshop participants were unable to reach a consensus,public comment was sought.
Several participants and groups proposed suggested uses of the funds,including development of
an energy education program submitted by the Idaho Energy Education Project.On March 27,
2009,the IPUC ordered $500,000 in SO2 proceeds,plus accrued interest,be used to develop and
implement an energy education project proposed by IPC (IPC-E-08-1 1 Order 30760).
IPC’s Energy Education Program
In 2009,David Thornton of IPC began development of IPC’s Energy Education Program with
assistance from Bill Chisholm ofthe Idaho Energy Education Project (Buhl,Idaho)and Dave
Beck from Sawtooth Technical Services (Meridian,Idaho).
It was decided to offer two,grade-specific programs:
1.Energy Wise program
Providing at-home energy conservation activities targeting students in elementary grades
2.Students for Energy Efficiency (SEE)program
Promoting the use ofspecialized equipment to gather energy usage data and education
on energy reduction strategies targeting secondary school students
Students for Energy Efficiency Community Advisory Group
As directed by the IPUC,Idaho Power established the Students for Energy Efficiency
Community Advisory Group (SEECAG)to facilitate the disbursement of funds for the
development and implementation of an energy education project.SEECAG members were
invited to participate by IPC,with input from the IPUC,Office of Energy Resources (OER),and
the Idaho Department of Education.
Member Affiliation City
Tracy Blenker Horizon Elementary Boise
Bill Block JUB Engineering Twin Falls
Bill Chisholm ID Energy Education Project BuhI
Sheryl Howe Capital High School Boise
Kristen Jensen William Thomas Middle School American Falls
Billie Johnson ON Semiconductor Pocatello
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IPC’s Energy Education Program Idaho Power Company
Member Affiliation City
Alla Langston Community Member Boise
Bryan Lanspery IPUC Boise
Dan Richards Meadows Valley School New Meadows
Hannah Sanger ID Environmental Education Association Pocatello
Sue Seifert OER Boise
Scott Smith ID Department of Education Boise
Russ Weedon IPC Boise
Mike Youngblood IPC Boise
SEECAG Meetings
The IPUC IPC-E-08-1 1 Order 30760 directed PC to ensure expenses related to conducting
SEECAG meetings were not to exceed the interest earned on the original $500,000.The total
amount of interest earned at the time of this writing is $32,553,and total expenses spent on
conducting SEECAG meetings came in under $7,000.
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Idaho Power Company IPC’s Energy Education Program
FIRST YEAR OF PROGRAM IMPLEMENTATION
2009—2010 ScHooL YEAR
Energy Wise Program
The first SEECAG meeting was held on July 21,2009.Because time was limited for developing
separate curricula,and due to the intensity of developing and implementing the SEE program
for high school students,IPC staffrecommended to the SEECAG the use of an existing,proven
classroom kit for the elementary portion of the program.During spring 2010,34 elementary
schools were approached and received Student Energy Wise Home Savings Kits developed
and distributed by the Resource Action Program.The program is a fully implemented,
multi-resource efficiency/education program designed to facilitate installation of efficiency
measures in homes and build knowledge of environmental issues.The program delivers a proven
blend ofteacher-designed classroom activities with hands-on home projects to install
high-efficiency devices and introduce resource-conscious behavior to students and their families.
Program Description
The school-based Energy Wise program is fully implemented and designed to generate
immediate and long-term savings by bringing interactive,“real-world”education home with
motivated students.The Resource Action Program staff identified and enrolled students and
teachers within IPC’s Idaho service area.Enrolled participants received educational materials
designed to build knowledge and demonstrate simple ways to save by not only changing habits,
but also changing devices.Materials support state and national educational standards,
which allow the program to easily fit into teachers’existing schedules and requirements.
Each participant received classroom materials and an Energy Wise Activity Kit containing
efficiency measures for their homes to perform the hands-on activities.Modifications were made
to select materials that incorporated IPC’s logo and brand guidelines.
Materials Each Student Received
Student Guide
Student Workbook
Parent introduction letter*
Home Audit Form
Pre &Post Surveys
Certificate of Achievement
Energy Wise Activity Kit containing:
•13-Watt (W)Compact Fluorescent Lamp (CFL)
•18-WCFL
•23-WCFL
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IPC’s Energy Education Program Idaho Power Company
•FilterTone®alarm*
•LimeLite®night light
•Natural Resources Fact Chart
•Air temperature ruler
•Reminder stickers and magnet pack*
•Parent comment card
•“GetWise”wristbands
Additional Resources
Interactive program website
Toll-free telephone support
Supplemental activities*
*Materialslinstallation instructions provided in English and Spanish
Materials Each TeacherlClassroom Received
Teacher Book
Step-by-step program checklist
Lesson plans
Teacher program evaluation
Supplemental activities*
ID State Education Standards Correlation Chart
Pre &post survey answer keys
Classroom electricity poster
Self-addressed postage paid envelope
Teacher gift card
*Materialslinstallation instructions provided in English and Spanish
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Idaho Power Company IPC’s Energy Education Program
Total Outreach to Elementary Schools in the IPC Service Area
Schools 32
Teachers 37
Students/Homes 1,008
Elementary School Program Survey
Surveys conducted by Resource Action Program revealed the following:
•One-hundred (100)percent ofparticipating teachers indicated that parents supported
the program.
•One-hundred (100)percent of participating teachers indicated they would recommend
this program to other colleagues.
•Eighty-one (81)percent of participating students gave the program a rating of good
or great.
Knowledge Gained
Identical surveys (tests)were taken by students prior to the program and again upon program
completion to measure knowledge gained.Scores and subject knowledge improved from
77 percent to 86 percent.
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IPC’s Energy Education Program Idaho Power Company
Energy Savings Results
In addition to educating students and their parents,the primary program goal for utility sponsors
is to generate cost-effective energy savings.Student reporting activities not only provided the
data used in savings projections,but also reinforced the learning benefits.
The following projections are based on the actions taken by students in their homes:
Projected Annual Savings:
Electricity Savings 251,989 kWh
Natural Gas Savings 4,524 therms
Projected Average Annual Savings per Home:
Electricity Savings 241 kWh
Natural Gas Savings 4 therms
See the IPC Energy Wise Program Summary Report 2009—201 Ofor a complete
program description.
Students for Energy Efficiency Program
Marketing
The SEE program was marketed to high school teachers as follows:
•Development of IPC website:
http ://www.idahopower.com!EnergyEfficiency/educationalResources/default.cfhi
•Dissemination of a tn-fold,color brochure
•Email distribution via the State Department of Education,Association of School
Superintendents,and the OER
•Outreach by IPC Community Education representatives
•Outreach by members of the SEECAG
Dave Beck of Sawtooth Technical Services (Meridian,Idaho)was contracted to assist in
development and implementation of the SEE program curriculum.John Bernardo,a part-time
project manager with a masters degree in education,was hired in September 2009 to continue
development and manage implementation ofthe SEE program.
High school teams and their sponsoring teacher were identified,registered,and contacted to
arrange a training date in October and November 2009.When possible,multiple schools were
trained at a single school site.For example,students from Leadore High School traveled to
Salmon to receive training with students from Salmon High School.
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Idaho Power Company IPC’s Energy Education Program
Frequent follow-up conversations were conducted via telephone and email to monitor assessment
progress and address questions or concerns from teachers and their students.In several cases,
IPC employees performed additional site visits to provide continued assistance.
Upon completion ofthe school assessments,students developed a report that provided their
findings and recommendations for energy improvements.In many cases,the report included
the IPC Easy Upgrades Lighting Calculator spreadsheet,accessible on the IPC website,which
detailed recommended changes in lighting and installation of lighting controls.(Easy Upgrades
is a prescriptive energy efficiency program offered by Idaho Power.)Additionally,the calculator
spreadsheet detailed kWh savings,projected cost savings,return on investment (ROl)for project
implementation,and payments of PC incentives.School report formats took the form of Word
documents,PowerPoint presentations,and,in one case,a high school website.
IPC employees reviewed and revised the draft reports and returned them to the students for
development of a final report.Their report was presented a minimum of two times by the student
groups,often to the school board and principals,classmates,teachers,janitors,or local service
organizations.The presentations to school boards included a formal request for funding ofthe
recommended projects.All reports were submitted to the OER for funding consideration using
federal American Recovery and Reinvestment Act (ARRA)monies.
Participating teachers whose students completed the program requirements received a stipend of
$250 and one continuing education credit from Boise State University.
First Year:2009-2010 School Year
Program Details
For the 2009—2010 school year,a total of 155 students (78 males and 77 females)participated in
the training sessions.
A total of 16 schools completed the program:
American Falls High School Kuna High School
BuhI High School Leadore High School
Capital High School (Boise)Magic Valley Christian School (Jerome)
Dennis Professional Technical Center (Boise)Meadows Valley School (New Meadows)
Emmett High School Mountain View High School (Meridian)
Hansen Junior—Senior High School Pocatello High School
Horseshoe Bend High School Salmon High School
Jerome High School Timberline High School (Boise)
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IPCs Energy Education Program Idaho Power Company
Four schools did not complete the program:
Note:Schools may not have been able to complete the SEE program due to the difficulty in
incorporating an extracurricular activity into the classroom regimen.
Training Sessions
Training sessions were performed at the schools with multiple school teams participating.
The sessions usually lasted three hours.An example training session is as follows:
1:00—3:00 Presentation of the PowerPoint slide deck
Review of the SEE program curriculum
Introduction of the Energy Scene Investigation (ESI)equipment kit
Electronic/magnetic ballast discriminator
Kill-A-Watt meter
Lumen light meter
Tapeless measuring device
Switchable power outlet strip
HoBo Light Sensor Data Logger
HoBo Temperature Sensor Data Logger
3:00—4:00 Hands-on training in use of ESI equipment
Walk-through assessment of school to determine and familiarize students with lighting,
use of sensors,exit sign lighting,opportunities for installation of occupancy sensors and
Vendingmisers,etc.
Schools Assessed for Energy Efficiency Opportunities
A total of2l schools were assessed by the student teams:
Centennial High School (Boise)
Treasure Valley Math &Science School (Boise)
Riverstone International School (Boise)
Twin Falls High School
Kit contents:
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School Sponsoring Teacher Student Team
American Falls High School Todd Winters American Falls HS
BuhI Middle School1 Susie Jones Buhi HS
Buhi High School Susie Jones BuhI HS
Popplewell Elementary School1 Susie Jones BuhI HS
Capital High School Sheryl Howe Capital HS
Fairmont Junior High Sheryl Howe Capital HS
Valley View Elementary School Sheryl Howe Capital HS
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Idaho Power Company IPC’s Energy Education Program
School Sponsoring Teacher Student Team
Mountain View Elementary School Sheryl Howe Capital HS
Dennis Professional Technical Center James Cupps Dennis Prof TO
Emmett High School Sandy Powell Emmett HS
Hansen Junior—Senior High School Shirley Mikota Hansen Jr—Sr HS
Horseshoe Bend High School1 Chris Ball Horseshoe Bend HS
Jerome High School Steve Bruns Jerome HS
Kuna High School DaNel Huggins Kuna HS
Leadore High School Shane Matson Leadore HS
Magic Valley Christian School Dale Quesnell Magic Valley CS
Meadows Valley School Loretta McConnor Meadows Valley School
Mountain View High School Gina Lockwood Mountain View HS
Pocatello High School Sharie Ellis Pocatello HS
Salmon High School2 Arlene Wolf Salmon HS
Timberline High School Dick Jordan Timberline HS
‘These schools are scheduled for a full lighting upgrade replacing all T-12 lamps with T-8 lamps through the OER.This lighting
upgrade was one of the recommendations made by SEE program participating students.
2This school participated in the SEE program.Participating student teams made recommendations that mirrored improvements
implemented by their respective school districts through IPCs Easy Upgrades program.
Total Potential kWh Savings from Student Recommendations
As a result of the total energy assessments performed by students,the estimated potential energy
savings for all projects exceeds 1,480,000 kWh.At an average cost of $0.06/kWh,the estimated
potential savings exceeds $88,000.
Known Energy Efficiency Implementation Projects
As a result of the SEE program report and presentations,several schools implemented lighting
retrofits and installation of lighting controls.While the retrofits and installations may have been
previously considered by the respective school districts,there is no doubt that the student
recommendations either echoed the recommendations from energy professionals or,in some
cases,exceeded the professional recommendations,providing school boards and facility
maintenance managers with additional opportunities for energy reductions and cost savings.
It was evident to IPC employees and sponsoring teachers that the education imparted on the
students through this program had an impact beyond the classroom.Many students discussed
taking the information home to inform (in some cases prod)their families to practice energy
conservation measures,such as unplugging cell phone chargers when not in use,turning off
computers and monitors,and unplugging or using switchable power strips to eliminate phantom
(continual electrical draw)load from major appliances.
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The following are descriptions of some of the findings and impacts from the student assessments.
Dennis Profrssional Technical Center
Boise School District Facilities &Operations Administrator Chris Wendrowski began
implementing projects in May 2010.According to Wendrowski,the projects were scheduled to
be performed prior to the development and presentation of the SEE program report to the school
board.However,he did confirm that the students identified many of the energy efficiency
opportunities previously identified by a school district audit conducted by energy efficiency
professionals.The overlap included the following:
•Recommissioning of occupancy sensors and installation of new occupancy sensors
throughout the facility
•Delamping of overlit areas
•Resetting ofthermostats,especially in summer months
Emmett High School
The school board was very interested in the findings and recommendations presented in the SEE
program report;however,funding was not available.Mike Fisher,head ofmaintenance for the
high school,is pursuing bids for the purchase and installation of motion sensors as recommended
in the SEE program report.He is particularly interested in this recommendation because of the
potentially attractive ROT using the IPC Easy Upgrades incentive money.
Horseshoe Bend High School
In June 2010,the Horseshoe Bend school district submitted a pre-application for an IPC Easy
Upgrades incentive payment.The project entailed lighting retrofits,including installation of
T-8 fluorescent fixtures,T-5 high output (HO)fixtures and CFLs,and delamping of 92 lamps.
All of these upgrades reflected recommendations described in the SEE program report developed
by Horseshoe Bend High School students.
Salmon High School
The Salmon school board had previously approved money to perform energy efficiency upgrades
at the high school.The improvements were previously identified in an energy efficiency audit
performed by the McKinstry Engineering Company.Many of the improvements recommended
by the SEE program report mimicked the McKinstry audit findings.It is important to note that
the students did not have access to the McKinstry report while conducting their assessment of the
high school or preparing their SEE program report.
Arlene Wolf the SEE program sponsoring teacher,indicated that one of the findings in the
SEE program report,purchase and installation of power outlet strips to reduce plug and
phantom loads,was not part of the McKinstry recommendations.Arlene indicated plans to
identify funding and source the strips during the 2010—2011 school year.
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Idaho Power Company IPC’s Energy Education Program
Student Reports
The following is a link to the IPC website containing the student reports:
www.idahopower.comlEnergyEfficiency/educationalResources/studentsForEE/keyFindings.cfin
Survey Summaries
During the 2009—2010 school year,IPC employees worked with teachers and other school
officials in 16 schools across IPC’s Idaho service area to implement the SEE program.
IPC employees provided all the schools with training and education about the program as well as
an ESI kit for every four to five students participating in the program.Upon completion of the
program,sponsoring educators were asked via an email message to participate in an online
survey.The survey,developed and administered by Becky Andersohn,Customer Relations
Research Coordinator for PC,consisted of 23 questions.Fourteen of the 16 educators completed
the survey for an 87.5 percent response rate.The following summarizes the response:
•In general,educators involved with the SEE program were satisfied with the program.
•All of the educators involved with the program indicated that the program “exceeded”
(71 percent)or “met”(29 percent)their expectations.
•Most of the educators involved with the program in the 2009—2010 school year heard
about the program through a brochure or another teacher.
•The majority (86 percent)of the educators said that PC communicated with them
excellently regarding the program.
•The Kill-A-Waif meter and the lumen light level meter were the two pieces of equipment
judged most useful to the students in completing their evaluations.
•Approximately 50 percent of the teachers felt the students would have benefited from at
least one more of each of the tools included in the ESI kit.
•A majority of the educators indicated that an infrared heat detector,computer software to
interact with the HoBo devices,and a regular tape measure would be beneficial tools for
the ESI kit.
•Most of the educators (93 percent)said they thought their school is likely to implement
recommendations from the student evaluations.
•Of these recommendations to be implemented,the most commonly cited were
motion/occupancy sensors and delamping light fixtures.
•Over 50 percent of the respondents indicated they did not think their school would have
implemented any of the energy efficiency improvements iftheir students had not
participated in the SEE program.
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IPC’s Energy Education Program Idaho Power Company
•All of the sponsoring educators from the 2009—2010 school year said they
“definitely would”(86 percent)or “probably would”(14 percent)recommend the
SEE program to a fellow teacher.
•Half ofthe participants in the 2009—2010 SEE program said they “definitely will”
participate in the program again next year,and 43 percent said they “probably will.”
•All the educators felt their student participants gained an awareness and
understanding ofhow lighting,building design,and plug-in devices impact energy
usage and costs.They also felt the experience in conducting an assessment,
writing a report with recommendations,and making oral presentations was of benefit
to the student participants.
•Most ofthe teachers felt their student participants would use the skills they learned
participating in the SEE program outside the classroom.
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Idaho Power Company IPC’s Energy Education Program
SECOND YEAR OF PROGRAM IMPLEMENTATION
2010—2011 SCHOOL YEAR
Energy Wise Program
Based on the success and interest in participation of the program during the initial year,
IPC solicited interest and participation from area-wide elementary school classrooms.
Program Description
The program was revised during the summer of 2010 as follows:
•Specific graphic changes were incorporated into the educational materials provided by
Resource Partners to emphasize IPC’s involvement.
•Instructions regarding the replacement of incandescent lamps (light bulbs)with the
three CFLs in each kit were enhanced to promote replacement of appropriate
incandescent lamps with the proper wattage CFL.For instance,instructions targeted
replacement of a standard 75-W incandescent lamp with the kit’s 18-W CFL,
which provides similar lumen output with a vast reduction in power usage.
Otherwise the kit contents and materials provided to each student and classroom teacher
remained the same.
Total Outreach to Elementary Schools in the IPC Service Area
Schools 67
Teachers 210
Students/Homes 6,184
Elementary School Program Survey
Surveys conducted by Resource Action Program revealed the following:
•Ninety-nine (99)percent of participating teachers indicated that parents supported
the program.
•Ninety-eight (98)percent of participating teachers indicated they would recommend this
program to other colleagues.
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IPC’s Energy Education Program Idaho Power Company
Ninety-eight (98)percent of participating teachers indicated they would conduct the
program again.
Knowledge Gained
Identical surveys (tests)were taken by students prior to the program and again upon program
completion to measure knowledge gained.Scores and subject knowledge improved from
71 percent to 82 percent.
Energy Savings Results
In addition to educating students and their parents,the primary program goal for utility sponsors
is to generate cost-effective energy savings.Student reporting activities not only provided the
data used in savings projections,but also reinforced the learning benefits.
The following projections are based on the actions taken by students in their homes:
Projected Annual Savings:
Electricity Savings 1,497,895 kWh
Natural Gas Savings 34,600 therms
Projected Average Annual Savings per Home:
Electricity Savings 234 kWh
Natural Gas Savings 5 therms
See JPC’s Energy Wise Program Summary Report 20]O—2Ollfor a complete
program description.
Students for Energy Efficiency Program
2010—2011 Curriculum
Based on the conmients received from participating teachers,students,and the SEECAG,IPC
revised the SEE program curriculum for the 2010—2011 program year.The revised curriculum
contained significant additional information and reference tabs,modified graphics,and a link to
the 21 reports produced by the students from the 2009—2010 program year.Copies ofboth
versions of the curriculum are included for reference.
Additionally the HoBo data loggers were coupled with software donated by the manufacturer
and distributed to each teacher so students could immediately download and graph lighting and
temperature data.
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Idaho Power Company IPC’s Energy Education Program
Marketing
The SEE program was once again marketed to high school teachers as follows:
•Expansion of IPC website:
http://www.idahopower.comlEnergyEfflciency/educationalResources/default.cfrn
•Dissemination of a tri-fold,color brochure
•Email distribution via the State Department of Education,Association of School
Superintendents,and the OER
•Outreach by teacher participants from first year
•Outreach by PC Community Education representatives
•Outreach by members of the SEECAG
•Outreach by IPC employees
Additional marketing efforts included the following participation in Chartwell’s Webinar on
Children as Social Change Agents:Educating Kids about Energy Efficiency.October,2010.
www.chartwellinc.com.
Second Year:2010—2011 School Year
Program Details
A total of268 students (108 males and 160 females)participated in the training sessions.
A total of 15 schools participated in the trainings.
A total of 14 schools completed the program:
American Falls High School Kuna High School
BuhI High School Lewis &Clark Middle School (Meridian)
Capital High School (Boise)Meadows Valley School (New Meadows)
Emmett High School Pocatello Community Charter School
Homedale Middle School Salmon High School
Homedale High School Timberline High School (Boise)
Kimberly High School Twin Falls High School
One school,Wings Charter Middle School,did not complete the program.
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IPCs Energy Education Program Idaho Power Company
Note:Schools may not have been able to complete the SEE program due to the difficulty in
incorporating an extracurricular activity into the classroom regimen.
Participating teachers whose students completed the program requirements received a stipend of
$250 and one continuing education credit from Boise State University.
Training Sessions
Part of the revisions made to the SEE program was splitting the training sessions into
two separate sessions.As was the case during the first year,training sessions were presented
to multiple school team audiences.The first training lasted two hours,and the second lasted
one hour.
First Training Presentation of the PowerPoint slide deck (reduced in size and scope with
more reference to the hard-copy curriculum and materials provided on a CD to
each teacher)
Review of the SEE program curriculum
Introduction of the ESI equipment kit
Kit contents:
Electronic/magnetic ballast discriminator
Kill-A-Watt meter
Lumen light meter
Flexible tape measuring reel
Switchable power outlet strip
HoBo Light Sensor Data Logger
HoBo Temperature Sensor Data Logger
Hands-on training in use of ESI equipment
Walk-through assessment of school to determine and familiarize students with
lighting,use of sensors,exit sign lighting,opportunities for installation of occupancy
sensors and Vendingmisers,etc.
Second Training Review of energy assessments,graphic presentation of IPC Easy Upgrades Lighting
Calculator,discussion of report format,Q&A.
Note:When necessary and as requested,additional visits to the schools were made or questions
were addressed via email and telephone calls with students and teachers.
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Idaho Power Company IPC’s Energy Education Program
Schools Assessed for Energy Efficiency Opportunities
A total of 14 school buildings were assessed by the student teams:
School Sponsoring Teacher Student Team
William Thomas Middle School Pat Patterson American Falls HS
Emmett Middle School’John Bernardo,IPC Emmett HS
(mentor to senior student)
Homedale Middle School Jennifer Martin Homedale MS
Homedale High School Mark Thatcher Homedale HS
Kimberly High School3 Mike Huttanus Kimberly HS
Kuna Middle School12 DaNel Huggins Kuna HS
Pocatello Community Charter School Cara Sonnemann PCCS
Salmon Alternative School3 Arlene Wolf Salmon HS
Salmon Elementary School3 Arlene Wolf Salmon HS
Salmon Middle School3 Arlene Wolf Salmon HS
Salmon High School3 Arlene Wolf Salmon HS
Salmon School District Office3 Arlene Wolf Salmon HS
Timberline High School Dick Jordan Timberline HS
Twin Falls High School Jo Dodds Twin Falls HS
1These schools are scheduled for a full lighting upgrade replacing all T-12 lamps with T-8 lamps through the OER.This lighting
upgrade was one of the recommendations made by SEE program participating students.
2This school participated in the SEE program.Participating student teams made recommendations that mirrored improvements
implemented by their respective school districts through PC’s Easy Upgrades program.
3Student assessment reports detailing potential kWh savings are pending.
Businesses Assessed for Energy Efficiency Opportunities
Since several of the schools and sponsoring teachers returned for a second round,it was decided
to assist the students in identifying area businesses for performance of the energy assessment.
In many cases,the businesses provided this service have established ties of financial or other
support to the school.A total of seven businesses were assessed by the student teams:
Business Sponsoring Teacher School
Don’s Market in Buhi’Susie Jones BuhI HS
El Cazacior Restaurant’Susie Jones BuhI HS
Garden City Boys &Girls Club Sheryl Howe Capital HS
Paul’s Market DaNel Huggins Kuna HS
US Forest Service Office1 Loretta McConnor/Dan Richards Meadows Valley School
C&M Lumber Company’Loretta McConnor/Dan Richards Meadows Valley School
Meadows Valley Market Loretta McConnor/Dan Richards Meadows Valley School
1Reports containing potential kWh savings are still pending.
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IPC’s Energy Education Program Idaho Power Company
Municipal Building Assessed for Energy Efficiency Opportunities
During summer 2010,Leah Resinkin of Emmett High School received a request from the mayor
of Emmett to use the ESI equipment and assist Emmett Public Library staff in assessing the
library for energy efficiency opportunities.Leah went on to assess Emmett Middle School for
her senior project.
Student Reports
The following is a link to the IPC website containing the student reports:
www.idahopower.com/EnergyEfficiency/educationalResources/studentsForEElkeyFindings.cfm
SEE Benefits
1.In the 2010—2011 program year,the SEE program had 268 students and 16 teachers
participate.Each student and teacher received one,19-W CFL,which replaces a 75-W
incandescent,according to the product description.
Estimated energy savings were derived from “deemed”savings estimates provided by the
Regional Technical Forum (RTF).The RTF is a part of the Northwest Power Council and
serves as an advisory committee to develop standards to verify and evaluate conservation
savings.Utilities across the Northwest,including IPC,use the RTF format to estimate energy
savings for many of their energy efficiency measures.Deemed values from the RTF take into
consideration many factors,including calculated energy savings,operating hours,measure
persistence,and direct install realization rates.
The deemed value for replacement of a 75-W incandescent lamp with al 9-W
ENERGY STAR®CFL is 34 kWh per lamp per year.The total estimated savings of the
direct install of 283 CFLs by students and teachers is 9,622 kWh per year.The calculation
methodology is as follows:
283 x 34 kWh!year =9,622 kWh/year
2.The estimated total savings for schools whose student teams made recommendations that
mirrored improvements implemented by their respective school districts through IPC’s Easy
Upgrades program equaled 662,834 kWh.
Survey Summaries
At the completion of the 2010-2011 SEE program,IPC employees engaged 16 teachers and
other school officials to encourage the student participants to complete a survey about their
experience with the SEE program.Once again,Becky Andersohn,Customers Relations Research
coordinator for IPC,provided the instructors with an email and survey link to be forwarded to
student participants.Eighty-seven students completed the survey for a 37-percent response rate.
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Idaho Power Company IPC’s Energy Education Program
The findings are as follows:
•Almost one-half ofthe student respondents said that they put more than 15 hours into
their project for the SEE program.
•Only 10 percent of the respondents indicated they spent less than 5 hours on their project.
•Almost 60 percent of the respondents said they liked participating in the program “a lot”.
•Only 2.3 percent (2 respondents)said they didn’t like participating in the program at all.
•Most students (59.3 percent)said the program met their expectations;22 percent
said the program exceeded their expectations;and 18.6 percent said it met some of
their expectations.
•The majority (52.9 percent)of the respondents said they are “very likely”to recommend
the SEE program to other students.Another 37.9 percent said they are “somewhat likely”
to recommend the program,and 9.2 percent said they would be “somewhat unlikely”
to recommend the program to other students.
•Almost half (48.3 percent)of the students “strongly agree”they will be able to apply
what they learned about energy efficiency after high school.Forty-six percent of
the students “somewhat agree”they will be able to use what they learned about
energy efficiency.
•When asked what tools and techniques they learned as part of the program they will use
after high school,most students mentioned an overall awareness of energy usage and the
costs associated with energy usage.Other students noted they are much more informed
about phantom load and how leaving various electrical equipment plugged in still uses
electricity.Other students mentioned the training they received on the various equipment
used in the program for validating usage and savings.
•Those students who indicated they didn’t think they would use what they learned in the
program after high school said that it didn’t match their interest or career choice or they
anticipate they will forget much ofwhat they learned if not used on a regular basis.
•Students were asked how confident they would feel using the equipment and procedures
they learned in the program to conduct an energy audit in their home or business.
The majority (57.1 percent)said they would be “very confident,”and another
45.1 percent said they would be “somewhat confident”conducting an energy audit.
•Almost half (49.4 percent)of the students feel “very confident”their recommendations
will be implemented at their school or the business where they conducted the audit,
and 47 percent feel “somewhat confident”their recommendations will be implemented.
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IPC’s Energy Education Program Idaho Power Company
•For those students who were “not very confident”their recommendations would be
implemented,the primary reasons were the building is already energy efficient,
budget constraints,and inconclusive results of the audit.
•When asked what the students liked best about participating in the SEE program,
responses included the following:
•Learning about the tools and equipment
•Understanding how their school (or the business they worked with)used energy and
how the audit could help them know how to save energy
•Working together as a team on a project
•Collecting and analyzing data
•Being given the responsibility for conducting the audit
•When asked what students like least about participating in the SEE program,
responses included the following:
•The volume of data and detail that needed to be recorded
•Having to depend on other team members to complete their portion of the work and
the fact that some students didn’t seem to take the project seriously ()
•Learning how to use the HoBo devices
•The length of time it took to complete the entire project
•The lecture portion of the program
•Students were asked to make suggestions of ways to enhance the SEE program for future
participants.Some of the suggestions included the following:
•Providing more information up front so participants have a better understanding of
what the project will entail (i.e.,how much time,activities they will be involved in,
measurements and tools they will use)
•Providing better explanation ofhow to use the tools and equipment
•Making the program more youth oriented
•Over half the respondents (54.2 percent)were 7thi graders;21.7 percent were 8th graders;
and the rest were distributed across grades 9—12 with smallest representation from both
9th and 1 2th graders.
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Idaho Power Company IPC’s Energy Education Program
Program Budget Details
2009 2010 2011
Beginning Fund Balance 500,000 479,101 371,210
Labor (17,973)(46,063)(30,350)
Other Expenses (30,119)(66,228)(239,197)
Total Expenditures (48,092)(112,291)(269,546)
Total Interest Earned 27,193 4,400 959
Ending Fund Balance 479,101 371,210 102,622
Recommendations for Future Use of Remaining Equipment
and Funds,and Program Continuation
At the time of this writing,approximately $100,000 remains from the original $500,000 plus
interest.At the final SEECAG meeting held June 28,2011,it was recommended to use the
remaining funds as follows:
•Purchase additional equipment to provide ESI kits to two Idaho Science,Technology,
Engineering,and Mathematics (iSTEM)lending libraries (in Meridian and Twin Falls)
for use by teachers.
•Use the majority of funds to purchase additional Energy Wise kits for use during the
2011—2012 school year.IPC employees will coordinate with PC Customer Education
representatives for elementary classroom teacher participation throughout the IPC Idaho
service area.
•Cover additional program expenses,including outstanding travel and labor costs.
•Encourage the Center for Advanced Energy Studies,Energy Efficiency Research Institute
(CAES EERI),Idaho Science,Technology,Engineering,and Mathematics consortium
(iSTEM)or other entity to adopt the SEE Program for dissemination throughout the state
of Idaho.
IPC concurs with the recommendations of the SEECAG and will use the remaining equipment
and disburse the remaining funds as described above.IPC will also pursue adoption and
dissemination ofthe program by CAES EERI,iSTEM or other entity or investigate continuing
the program along with the many other educational programs currently offered by the company.
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CONCLUSION fl
While implementing the two-year program,IPC staffwitnessed firsthand the enthusiasm and
opportunity the SEE program provided to students.Most memorable is the “a-ha”moment when
students used the equipment to investigate their school and discovered the phantom load and
over-lit energy usage occurring around them.Many teachers reported their schools and students
were highlighted in local newspaper articles and television reports.Several students used the
SEE program as their senior project.In fact,one teacher described the SEE program as the
catalyst which turned an at-risk student into an engaged student who graduated on schedule with
his classmates.
Here are some observations and takeaways,presented in an abridged manner:
•Paraphrasing a student from the Dennis Professional Technical Center upon seeing
school district personnel changing lights and activating occupancy sensors:“I never
thought adults listened to me.I can’t say that anymore.”
•Learning that empowered students can politely but directly question teachers about the
plug and phantom loads of the appliances and circulating fan in their offices/classrooms.
•“I enjoyed the program and learned which of my classmates are workers and which
are slackers.”
•“I just wanted to thank you and Idaho Power for the stipend and credit.This was the most
fun and greatest continuing credit I have ever received.”
•Witnessing the interaction between a school board member and a high school student as
they discussed energy and cost savings opportunities in district buildings.This from a
student who,15 minutes earlier,was anxious about presenting in the first place.
•Being amazed at the involvement,over two years,of students at Buhi High School whose
sponsoring teacher,the librarian,mentored the school’s ecology club.These students
spent hours on their projects without the incentive of earning a grade.
•Seeing heads nod in approval when IPC staff stated that some graduates return to their
schools to view the winning team plaque on display in the trophy case,and some
graduates walk the halls and see improved lighting,motion sensors,and programmable
thermostats.Both important contributions that can have an effect on their futures.
•Feeling a sense of pride upon learning that,in multiple cases,the recommendations
presented by participating students mirrored and even exceeded the recommendations
made by professional companies contracted by the OER under ARRA funding.
•Initiating the SEE program training for a group of 80 seventh and eighth graders at the
Pocatello Community Charter School (PCCS).This was by far the largest student
contingent participating in the SEE program,to which IPC staff agreed only after meeting C)
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idaho Power Company IPC’s Energy Education Program
with their teacher and determining her commitment to the program and its relevance totheirExpeditionaryLearningtrackonenergy.Staffremained anxious yet confident thiswouldwork,all in the interest of energy efficiency education.And work it did.Thestudentsdidathoroughassessmentoftheirschoolbuilding,which included consistentdatafrommultiplestudentcollections(which supports the scientific method),andconfirmedfindingsandrecommendations.
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