HomeMy WebLinkAboutAgenda - 04-07-2009 - 3aORANGE COUNTY
BOARD OF COMMISSIONERS
ACTION AGENDA ITEM ABSTRACT
Meeting Date: April 7, 2009
Action Agenda
Item No. 3 - q
SUBJECT: Orange County Schools Presentation - C.W. Stanford Middle School Eco-
Classroom Project
DEPARTMENT: County Manager PUBLIC HEARING: (Y/N) No
ATTACHMENT(S):
1. Stormwater Background Information
2. Schematic Graph
3. Engineer's Preliminary Opinion of
Probable Cost of Construction
4. Educational Opportunities
5. List of Collaborators
INFORMATION CONTACT:
Laura Blackmon, 245-2300
Patrick Rhodes, Superintendent, Orange
County Schools, 732-8126
PURPOSE: To receive a presentation from Orange County Schools (OCS) Superintendent
Patrick Rhodes, OCS Board member Debbie Piscitelli, Principal Anne Purcell, and Teacher Eric
McDuffie regarding the C.W. Stanford Middle School Eco-Classroom Project.
BACKGROUND: Orange County Schools Superintendent Patrick Rhodes recently requested
to make a short presentation to the Board of Commissioners on the C.W. Stanford Middle
School eco-classroom project. The initial location was the wooded area to the right of the C.W.
Stanford driveway between C.W. Stanford and Orange High School. This area has a stream
and collects stormwater runoff from the middle school building, the parking lots and the Orange
High School football stadium. This project has grown in scope and the list of community
collaborators has increased.
Julie Elmore, Council Coordinator with the Piedmont Conservation Council, Inc. submitted a
grant application for the project to the North Carolina Clean Water Trust Fund on behalf of C.W.
Stanford. The project, entitled Stanford Middle School Innovative Stormwater Retrofit Project,
has a proposed grant budget of $1,046,800.
In addition to the improvements to water quality, this project provides a multitude of educational
opportunities which align with the middle school and high school curricula. This project may
also benefit the graduation project program and has the potential to involve the Career and
Technical Education Program at Orange High School. With this project, the entire C.W.
Stanford campus would become an eco-classroom and the wooded site with the stream would
be the location of an amphitheater and natural trails.
FINANCIAL IMPACT: There is no financial impact associated with the presentation. If the
grant application is successful, Orange County Schools may have to match the grant up to 20%
including in-kind donations.
RECOMMENDATION(S): The Manager recommends the Board receive the presentation from
Orange County Schools representatives regarding the C.W. Stanford Middle School Eco-
Classroom Project and provide any comments or questions.
CW Stanford "Eco-Classroom" -Stormwater Background Information
Introduction
The eight grade science teachers approached Orange County staff involved in Stormwater
and water quality issues, regarding an outdoor or. "eco" classroom. Water quality and
Stormwater runoff pollution are part of the science curriculum, and the teachers saw a
need for "hands-on" learning.
There is a great opportunity to create an outdoor classroom centered on improving water
quality. The area on Stanford property under consideration has several benefits. These
include:
• A stream and forested riparian buffer;
• Receives a great deal of stormwater runoff from the school building, parking lots
and even the Orange High football stadium;
• Is accessible from the entrance driveway and bus parking lot;
• Contains a variety of mature trees
Stormwater Runoff and Water Quality
By focusing on water quality issues initially, staff can hopefully take advantage of
available grants through the state's Clean Water Management Trust Fund, and the federal
EPA's 319 grants given to water quality improvement projects. This can include not only
stormwater retro-fits for water quality, but walking trails and maybe even an
amphitheatre to more easily teach about water quality. The outdoor classroom can then
be easily adapted to other curriculum areas.
To help understand why there is funding available in this area, it is helpful to understand
the following key points about stormwater runoff.
• Impervious surface increases the amount and velocity of stormwater runoff;
• Impervious surface includes roads, rooftops, driveways, parking lots, etc.;
• More stormwater runoff and higher velocity increases the risk of erosion;
• Increased Stormwater runoff raises the likelihood of flooding while decreasing the
amount of water that soaks (infiltrates) into the ground.;
• Less infiltration leads to less groundwater, worsening the effects of drought;
• As Stormwater flows across impervious surfaces or exposed soil, it picks up
various pollutants, such as oil, grease, excess nutrients, bacteria, trash and
sediment;
• Polluted stormwater runoff flows into storm drains and through ditches where it is
discharged, untreated, into streams, rivers, and lakes;
• Stormwater runoff pollution adversely impacts aquatic ecosystems and drinking
water supplies;
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CW Stanford "Eco•Classroom" - Stormwater Background Information
• Excess nutrients, such as nitrogen, become pollutants in stormwater runoff by
promoting algae to grow in surface waters; algae use large amounts of oxygen
during their life cycle, especially when they die-off, causing fish kills and other
negative impacts;
• North Carolina's number one water quality problem is stormwater runoff
pollution.
Stormwater "Retro-fits"
Currently, there is a large amount of impervious surface that ultimately drains to this
creek. No doubt the water quality of the stream and the aquatic ecosystem has been
adversely impacted. There is grant money available to install stormwater "retro-fits".
These are engineered stormwater devices designed to reduce runoff and improve water
quality. They can be designed as amenities in addition to being terrific teaching aids.
Some of these include:
• Rain gardens or bioretention -man made depressions designed to pond
stormwater runoff, allowing it to soak into the ground where native plants and
other biotic processes help to remove pollutants. Typically water pools less than a
day. This slows runoff, reducing erosion and downstream flooding potential.
• Stormwater wetlands -designed to permanent pool water capture the "first flush"
of runoff and allows wetland plants to filter pollutants. Stormwater wetlands also
provide valuable aquatic habitat. Mosquitoes are not a problem since stormwater
wetlands provide places for small fish and amphibians that are mosquito
predators. This slows runoff, reducing erosion and downstream flooding potential.
• Rain harvesting -capturing rainfall is not a new idea. Rural people and farmers
used cisterns extensively. Thanks to the drought, capturing rainfall has had a re-
emergence. Harvesting rainfall to irrigate landscape areas and athletic fields
would not only reduce water usage, it improves water quality. Capturing runoff
and slowly releasing it in dry weather as irrigation, allows it to soak into the
ground, removing pollutants and reducing erosion and downstream flooding
potential.
• Riparian Buffers -are anon-structural stormwater management practice. Trees
along streams act as "water pumps" removing pollutants from runoff. They also
slow down runoff, hold the soil in place which reduces erosion and downstream
flooding potential. Trees are aesthetically appealing as well.
There are other measures that can be used as well but these are the most common and
logical. Using grant money, consulting firms can study, design, and build these measures
to meet the needs of the eco-classroom.
Page 2 of 4
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CW Stanford "Eco-Classroom" -Stormwater Background Information
Present Teaching Opportunities
Fortunately, there is no need to wait for grant funding to start using this area as an eco-
classroom. Teachers can have students begin working on various things now that will
provide baseline information. Once retrofitted, students can continue collecting data and
compare it to baseline to see how things improve. Some suggestions that
teachers/students can do now include:
• Conduct a biological inventory of the plants and animals currently present;
• Collect water samples of the creek, including aquatic insects used as water quality
indicators;
• Pick up trash that has been washed into the area and learn how it adversely
impacts the environment;
• Enhance the existing riparian buffer by planting additional trees;
• Help design portions of the project;
• Learn the processes necessary to gain approval to develop the "eco-classroom"
• Simply spend time in nature that has proven physical and mental health benefits;
• Gain a real appreciation of the environment by taking "ownership" and providing
"sweat equity" in this project.
Community Collaboration
Another benefit of this project is to build a sense of community by collaborating with
other interested school, civic and local government groups. For instance, by focusing on
Stormwater and water quality, Orange County and Hillsborough staff can provide
assistance through the process. Specifically, the following detail the potential for
collaborative efforts:
• Orange County Erosion Control and Stormwater Division, which is part of the
Planning Department, actually oversees the Town of Hillsborough's stormwater
program and has local delegated authority from the state to administer the Neuse
Buffer rules. .These programs require education/outreach efforts as well as
identifying stormwater retro-fit opportunities
• Orange County Soil and Water Conservation District staff also work on water
quality projects, including education. They have potential funding sources and
work with a federal employee that seeks grants for this type of project.
• OHS -since some of the Stormwater comes from OHS, their staff and students
have a vested interest. Especially in lieu of the high school project requirement for
graduation.
Page 3 of 4
" - k round Information
CW Stanford `Eco-Classroom Stormwater Bac g
• Scout Groups -these civic groups have various service hour requirements,
including Eagle.Scout projects. Many Stanford students belong to scout units that
would be interested in helping.
• EnvironmentaUConservation Groups -like the Eno River Association may have
interest in assisting a project such as this.
• Local Businesses -often local businesses desire providing assistance to the
community, especially if they can obtain positive recognition for their efforts.
Obviously, there are many other potential collaborators, possible benefits, and .scope to
this project. This is by no means an exhaustive list, but a rather a starting point. No doubt
there will be multiple opinions how to proceed, various obstacles to overcome, and plenty
of input from lots of different people. However, I think everyone can agree on one
thing...this is a worthwhile endeavor, and we should keep it moving along.
Page 4 of 4
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CW Stanford Eco-Classroom -Educational Opportunities
Introduction
From the inception of a simple outdoor classroom to the concept of a campus wide eco-
ciassroom, educational opportunities have been the driving force pushing this project.
Obviously, the 6th through 8~' grade science curriculums can use the eco-classroom to
teach principles directly correlated to the required curriculum.
Likewise, the high school science classes can also use the eco-classroom to meet their
required curriculum goals. This is especially the case for the high school environmental
science curriculum.
Basically students will learn about something in the classroom and then walk outside for
a truly "hands-on" learning experience that will no doubt stick with them. More
importantly, a student entering 6~` grade will have this "hands-on" learning opportunity
each year through both middle school and high school. Without realizing it students will
develop "ownership" of this area, tracking it each step of the way.
However; science is not the only educational opportunity the eco-classroom will present.
In addition to the obvious science opportunities, other educational opportunities include:
• Math classes can analyze and track baseline and future data
• Chemistry classes can learn techniques to monitor and analyze water quality
• Art classes can utilize scenic portions for nature sketching or painting
• Language Arts classes can utilize quiet areas for reading or writing
• High school vocational classes such as drafting and woodworking can design
projects within the eco-classroom and then actually build them.
• High school landscaping classes can be an integral part of planting and
maintaining rain garden and bioretention areas.
There is also a community education component to the eco-classroom. Local
government agencies directly involved with water quality and stormwater programs are
required to conduct education/outreach. Partnering with the eco-classroom to achieve
these requirements make good sense.
Civic groups like Boy Scouts and Girls Scouts have community service requirements,
including building projects that benefit the environment and/or the community. Groups
like the Eno River Association also conduct education and outreach. The PTSA would
also have a vested interest in the eco-classroom. High school students are required to
conduct a graduation project. How fitting would it be for a student that started at Stanford
to complete a project in conjunction with the eco-classroom? Lastly, let's remember that
there are documented physical and mental health benefits from spending time outdoors.
Fortunately, there is no need to wait for grant funding to start using this area as an eco-
classroom. Teachers can have students begin working on various things now that will
provide baseline information.
Page 1 of 4
CW Stanford Eco-Classroom -Educational Opportunities
Once the stormwater retro-fits and other structural components of the eco-classroom are
in place, students can continue collecting data and compare it to the original baseline to
see how things change over time.
In an effort to show just a few of the educational opportunities and their direct correlation
to current science curriculum, the following lists have been generated. The first shows the
present. opportunities in collecting baseline information. The second list provides a few
possibilities for ongoing monitoring.
Under each item the grade level curriculum that it correlates to is listed. Please note that
the high school science classes are not noted. Generally, ALL of the items listed below
can be correlated directly to the high school environmental science curriculum as well as
portions of the biology and chemistry classes.
Present Opportunities (Baseline Data Gathering)
1) Review maps and available Geographic Information systems
a) Identify land use/cover types ................................................................................ (7)
b) Determine mapped geology .................................................................................. (6)
c) Identify mapped soils ............................................................................................ (6)
d) Determine watershed, i.e. "ecological address" .................................................... (8)
2) Conduct Biological Inventory
a) Identify/map trees ........................................................................................... (6,7,8)
b) Survey and record wildlife noted (i.e. visual observation, tracks, scat, etc.) ..... (6,8)
c) Collect macro-benthic samples to identify aquatic animals present ............. ..... (6,8)
d) Identify den trees, downed logs and other significant "micro-habitats"....... ..... (6,8)
e) Look for and identify fungus and other signs of natural decay processes .... ........ (6)
3) Co llect Baseline Physical Property Data
a) Take soil samples to identify soils present, identify soil horizons (i.e. layers),
compare to soil map ...................................................................................... ........ (6)
b) .Analyze soils to determine properties (i.e. pH, nutrient levels, etc.)............ (6, 7, 8)
c) Collect rock/mineral samples, compare to geologic map ............................. ........ (6)
d) Analyze rock/mineral samples to determine properties ................................ (6, 7, 8)
e) Collect water samples and use with macro-benthic data to determine current water
quality ........................................................................................................... ........ (8)
f) Analyze water samples to determine properties ........................................... ..... (7,8)
Page 2 of 4
CW Stanford Eco-Classroom -Educational Opportunities
g) Install rain gages/weather station to collect precipitation data, temperature,
humidity; etc ......................................................................................................... (7)
h) Collect data on the amount of sediment/turbidity within the stream ................. (6,8)
i) Measure stream flow before, after, during rainfall events ................................. (7,8)
j) Evaluate erosion and sedimentation processes by measuring stream channel .. (6,8)
4) Impacts from Human Activities and making improvements
a) Pick up trash that has been washed into the area and learn how it adversely.
impacts the environment ................................................................................. (6,7,8)
b) Sample stormwater runoff and analyze components; learn how stormwater runoff
gets polluted and its impact on aquatic resources .............................................. (7,8)
c) Create "micro-habitats" but leaving den trees, and remove deadfalls, leaving them
on the ground, etc .................................................................................................. (6)
d) Enhance the existing riparian buffer by planting additional trees ..................... (6,8)
e) Help design portions of the project ...................................................................... HS
f) Learn the processes necessary to gain approval to develop the "eco-classroom" .....
Future Opportunities (Long-term Data Gathering)
1) Water quality/quantity
a) Compare stormwater runoff (both quality and quantity) between green roofs and
regular roofs ....................................................................................................... (7,8)
b) Design and construct rain garden/bioretention cells with monitoring wells so that
students can sample at differing depths to compare treatment effectiveness ....... (8)
c) Compare runoff from bioswales vs. runoff from untreated pavement .................. (8)
d) Monitor the amount and velocity of runoff reaching the creek ......................... (6,8)
e) Measure the amount of water entering biorention areas vs. what is leaving ..... (7,8)
f) Sample and analyze chemical constituents in the stormwater runoff ................... (8)
2) Biological
a) Sample aquatic organisms (insects, amphibians, etc.) within the stormwater pond
and compare to indicator species .......................................................................... (8)
b) Sample aquatic organisms in receiving stream, compare to baseline data to
determine improvements ....................................................................................... (8)
c) Document and monitor aquatic plant health and health of riparian vegetation .... (8)
d) Document and observe wildlife diversity at the stormwater wetland and within the
stream; compare how it changes over time ........................................................... (8)
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CW Stanford Eco-Classroom -Educational Opportunities
3) Physical Properties
a) Document erosion and sedimentation issues, compare to baseline ................... (6,8)
b) Monitor and measure sediment entering stormwater BMPs and in the receiving
stream ................................................................................................................. (6,8)
c) Continue collecting trash; monitor and remove the amount of trash reaching the
stormwater BMPs ............................................................................................ (6,7,8)
d) Measure and monitor stream channel movements over time ............................. (6,8)
4) Human Impacts
a) Compare data collected each year to baseline to determine if the overall
environmental health has improved ................................................................ (6,7,8)
b) Assess impacts of proposed campus improvements on all ecological components
of the eco-ciassroom ....................................................................................... (6,7,8)
c) Survey students each year to monitor their environmental awareness and
determine if attitude/knowledge towards the environment has changed ........ (6,7,8)
Page 4 of 4
is
CW Stanford
Eco-classroom Collaborators
School
/ Anne Purcell, Principal
/ Eric McDuffie, Department Chair, 8th Grade Science Teacher
/ Michele Kehoe, 8th Grade Science Teacher
/ Sandy Chandler, President of the PTSA
/ Debbie Piscitelli, Chair of the Science Committee, PISA
/ Carole Andrews, Chair of the Grant Committee, PTSA
District
/ George McFarley, Chief Operating Officer, OCS
/ Buster Crabtree, Director of Maintenance, OCS
/ Bruce Middleton, Math and Science Coordinator K-12, OCS
Community
/ Marabeth Carr, Landscape Architect, Environment and
Resource Conservation Department
/ Julie Elmore, Council Coordinator, Piedmont Conservation
Council, a US Department of Agriculture Natural Resource
Conservation Service, Resource Conservation and
Development Non-Profit agency
/ Terry Hackett, Orange County Erosion Control and Stormwater
Division
/ Gail Hughes, Orange County Soil and Water Conservation
District
/ Edmund Purcell, Head of Surveying, Summit Engineering
/ Holly Reid, President, Board of Directors, Eno River
Association
/ Rich Shaw, Land Conservation Manager, Environment and
Resource Conservation Department