Solar for Africa and the Amazon – Solar Electric Light Fund – fighting climate change and poverty with solar - Give Now

Solar Advocacy – support the solar advocates doing work around the US – Vote Solar - Give Now

Solar for Turtles – La Tortuga Feliz – help support the next phase of solar work at the sanctuary and the turtles year round - Give Now

Solar Affordable Housing – Grid Alternatives – low income housing and green jobs in California - Give Now

Solar Education – 100 People Foundation – connecting more schools and profiling solar leaders in the US and around the world  - Give Now

This is by no means an exhaustive list…pick your solar cause, and let’s change our solar present and future together!

By Katie Kizer

People tend to start renewable energy projects – and more specifically, solar PV projects—for all sorts of reasons. They want to educate students, promote awareness in the community, or they may just want to prove they are “going green” along with the rest of the world. After taking the initiative to start these types of projects, a more appropriate question that arises is, why do they keep going? As Steve Ruelli of the Skokie School District 73.5 explains it, he was bitten by the bug.

After a successful solar PV installation at McCracken Middle School, Steve’s interest immediately turned to possible improvements on the John Middleton Elementary School. He explored various options for energy efficiency and renewable energy, yet he decided to once again pursue a solar PV system. This is because roof-mounted solar PV panels can easily be integrated into existing buildings, such as the elementary school. They installed another 1 kW solar PV system, for which data is available to monitor online, and Steve is already looking to expand. The project’s funding was made possible by ComEd and the Illinois Clean Energy Community Foundation.Back to the original question, why keep going?

It’s because people like Steve know that it works.

It’s also because the Skokie School District is very supportive of green technologies, and in the type of environment where innovation is encouraged and even facilitated, renewable energy thrives. All it takes is one committed person, like Steve, who knows the ropes.

Like the McCracken installation and all of the Illinois Solar Schools, this system will be used as an educational tool for students, staff, and community to learn about the power of the sun. As the district has continued to expand upon its green credentials, its reputation has mirrored the advancements. Steve explains that he is being asked to be part of a “green tour” as a result of the example that the district has set. He has also been asked to head a test project for a 30-50 kW solar PV system. Such a large system would offset a notable portion of energy while saving a chunk of change on utility bills.

Not only have the people of Skokie School District 73.5 seen this technology work, they are continuing to set the bar for what these installations can achieve. Steve told me that his goal is to be a leader in the industry and to exemplify these successful systems for other educational facilities—a way for others to learn from Skokie’s example. If you ask me, we should all be bitten by the bug.

Our 8^th grade students have really been impressive in their effort to help the school district save money along with seeking out ways for the school to use more sustainable energy. Last year’s students were originally presented with a problem to look for ways to reduce energy use and cost in our school. One of their solutions was to use energy-saving lights. Thanks to an administration that listens to students and the generous support of the Lutron lighting company, our classroom is now fitted with a balance LC system that measures the sunlight coming in the room to determine the amount of electric light needed. That system has resulted in a 50% savings in energy use and is part of a new Lutron program involving schools nationwide called Greenovation. (For more information about Greenovation you can visit www.lutron.com/greenovation).

The students were also interested in capturing solar energy. We had Mr. Jay Bingaman from Thomas school visit to explain how their solar array worked and the process he went through to get funding from Illinois Clean Energy Community Foundation. The ambitious group of students followed up by writing a grant for South. Again with the support of administration we were able to receive the grant and enjoy our new array. This year’s students have been inspired to follow in the path of the previous class. They are currently working on an application for the Ecozone Contest for $100,000.

CBS News Chicago did a report on our entry process. (To see a copy of the CBS piece go to 

http://cbs2chicago.com/video/?id=52486@wbbm.dayport.com).

Since both our panel and lighting system will be connected to a web site, we can monitor both energy use and production. Our students will be monitoring each sustainable effort to make appropriate decisions in regards to changes we will make in the future. We will also be planning our Solar Celebration for April 9.

Our students are having a tremendous impact in reducing our school’s carbon footprint as they show leadership and creativity in their efforts.

Story submitted by the team at Saint Malachy

Everyday sunlight strikes a portion of earth for 7 to 8 hours. Solar energy is the most abundant energy resource in the world. The sun delivers 4 million watts of energy to an acre of surface on a sunny day. If the sun had shown for 8 hours on an acre of soil in your back yard yesterday, it would have received enough solar energy to generate 32,000 kilowatts hours of energy. It would only take about 5.5 acres of sunshine to provide Geneseo with all it’s daily power requirements if we could find efficient methods of converting, storing and transmitting solar energy to electricity for Geneseo residents.

Saint Malachy School students, led by Mrs. Franque’s sixth grade class, are going to study how a photovoltaic cell solar system reaches out to collect sunlight and convert it to electrical power for school use. Classroom lessons designed around a solar energy collector will include mathematics, accounting, chemistry, physics, computer technology, and meteorology. Students will have “hands on” interaction with more ecologically responsible technology tracking how power generation is affected by sun angles, cloudiness, length of day, air temperature, and equipment efficiency.

Illinois Clean Energy Community Foundation granted Saint Malachy School the money needed to purchase and install a new solar collector system and Commonwealth Edison is helping to pay for the teacher training workshops and the Illinois Solar School Program administration. 

Dave Merrill of Sunair Systems from Byron, Illinois supplied and installed the new equipment on September 11, 2008. Father Pakula is Pastor of Saint Malachy Catholic Parish and School and Stan Griffin is principal of this K-6 grade parochial school located on I-80 just 20 miles East of the Mississippi River. This beautiful church/school campus is used to educate 120 children with the dedication of 11 teachers and 3 aids. 

Gregg Swanson, Building and Grounds Maintenance Supervisor said that the One Kilowatt System has provided about 55kWh of energy in the first 18 days of operation, saving the Parish almost $11.00. One classroom can be lighted with the power generated by the new solar system on a sunny day.

Other schools in the area who have similar solar collection systems are

• Logan Junior High School: Princeton, Illinois
• Alwood School: Woodhull, Illinois
• Nelson Elementary School: Nelson, Illinois

You may go to the following websites to gain more information on solar collection systems:

www.illinoissolarschools.org

http://www1.eere.energy.gov/solar

Story by Katie Kizer

In a world where one of the most constant sources of concern is money, and big businesses tend to emphasize profit, a major exception to this rule has emerged.  ComEd, a company owned by Exelon, is pushing for alternatives to the burning of fossil fuels.  The company is conscious of the economic strain on the wallets of hardworking Americans and has allied with a grassroots movement for energy efficient and renewable projects.  Aside from these green developments, Exelon is known for its hydroelectric and nuclear power, and the production of energy from fossil fuels.  One could assume from this list of assets that such a company would support the continued devotion to burning fossil fuels and other mechanisms of power which we hold so dear to our hearts.  However, what Exelon has added to that list is its status as “the largest provider of wind power east of the Mississippi River.”  And while wind is the company’s specialty in regards to renewables, Exelon has also branched out into solar energy.  

When inventions such as electric cars debut in this culture, the first thing many of us say is that it will threaten the automobile industry, and by extension threaten the livelihoods of many hardworking individuals.  As the harvesting of corn takes off for purposes of Ethanol, we await the cries from big oil.  Likewise, when solar and wind power are used more continuously to supplement energy use, we all turn to energy companies and wait for the protest.  Exelon has done something different.  It has examined all possible options, factored in the well-being of its stakeholders, and decided to aid in the fight to save money and protect our natural world.  This major conglomerate has committed itself to easing the transition from fossil fuels to alternative energies and ComEd has carried out this commitment in the Chicagoland area.  Paying tribute to these sponsors is important because often they are misrepresented as big bad utility companies with nothing but self-interest in mind.

Now a little bit about how this all relates to a solar installation at Rowe-Clark Math & Science Academy, otherwise known as The Exelon Campus of Noble Street Charter School.  Part of the Noble Street Charter Schools, Rowe-Clark is a college prep campus with an emphasis on math and science, located just west of downtown Chicago.  I interviewed Rachel Kramer, Director of External Affairs at Rowe-Clark, who explained exactly how the alliance between the Noble Street Charter Schools and Exelon came about.  “Frank Clark, Chairman & CEO of ComEd, and John Rowe, Chairman and CEO of Exelon, along with Exelon Corporations, invested in Noble to name the Rowe-Clark Math & Science Academy campus.”  Rachel describes the solar installation as a “natural addition” during the renovation process preceding the August 2007 opening.  This is a rare sequence of events in that the school opened its doors for the first time with this renewable energy project already in place.  This is true evidence of solar PV technology becoming engrained within the structure of our nation’s schools.  And what better environment than an accelerated college prep institution with an emphasis on science and math?

Something that I am always eager to learn is how the community in and around the school has reacted to the addition.  It is through these responses that we truly understand the great impact these projects can have.  The truth is that we live in an imperfect world, and even something as sensible as solar can have a rocky start.  Rachel told me about certain frustrations spreading throughout the school while they were awaiting the live online data from the panels.  Everyone was so excited about watching the effects of the project that they felt disillusioned when it was not working properly.  However, Rachel reassured me that “the school community and staff have been very enthusiastic now that our panels are correctly hooked up and we can see the ‘action’ online.”  And of course, a solar PV system in the Midwest is not going to experience as much unadulterated sunlight as those lucky Californians have for their solar schools, so it is natural to feel frustrated throughout the duration of the data collection. 

Illinois Clean Energy Community Foundation provided $10,000 in funding for the solar schools project and there is a web page devoted to this project at www.IllinoisSolarSchools.org where the data on the electricity generation from this system can be viewed.  

The ending to this story is nothing but a happy one.  Like many solar schools choose to do, Rowe-Clark held a solar celebration day filled with activities and games all pertaining to the power of the sun.  This includes “making a solar necklace, decorating a cookie to look like the sun (complete with sun spots), making a mini-model of the building’s solar panels, looking at the sun through a solar telescope, playing solar bingo and more.”  Complete with Exelon volunteers, this solar celebration put the final touch on a truly successful endeavor. 

“At Rowe-Clark, we live the Noble Way, dedicating ourselves to scholarship, discipline, and honor as we prepare our scholars for success in college and beyond.”  And if you read a little further into the mission of this school, you will find that one of the priorities is a will and dedication “to learn in a socially conscious environment,” a promise that has been fulfilled above and beyond all expectation.  The people of Chicago can rest easy that the individuals who matriculate at Rowe-Clarke will certainly become a socially responsible citizenry.

Story written by Katie Kizer

Skokie school district 73.5 began its venture down the energy conservation path just as many other institutions do: retrofitting buildings in order to make its facilities just a bit more efficient.  What this entails is a process in which small adjustments are made to the buildings in order to lessen the daily energy use.  Specifically, District 73.5 installed motion sensors in its three schools within the more common areas to ensure that the lights come on only when individuals are present.  What subsequently took place for the three schools in this Skokie school district is unique in the face of renewable energy trends.  In 2006, both the school board and administrators decided to go forward with a program to install not only motion sensors, but also a “green/planted roof and a thermal solar panel system” on McCracken Middle School says Steve Ruelli, Director of Buildings and Grounds.

After going forward with this energy conservation plan, Mr. Ruelli began to educate himself about the available renewable energy options for the District.  What he learned was that renewable energies serve as invaluable learning tools to the students, in addition to saving money.  What is imperative to emphasize is that this movement began with the intent to save money, and discovered some very cool ways to also help out the planet.  This is a unique sequence of events.  Often times, people begin to feel guilty about the many CNN headlines entitled, “Our Earth in Peril” and begin to entertain the idea of alternative forms of energy and conservation.  After the decision has been made to pursue these alternatives, environmentalists tend to step in and outline the many ways in which institutions can actually save money through this process.  What Steve Ruelli and others from District 73.5 did was pursue these methods because they save money and they are good for the environment.  No convincing needed there.  All that is left is to carry out the project and pass on the success story.   

There are many ways to pass on this knowledge, including the education of all generations about the value of the sun’s power.  On a site visit in Skokie with my father, Glen Kizer, and Mr. Ruelli, I was able to witness the torch being passed on to the upcoming generation.  Jana Jones, Environmental Education K-12 Program Manager of the Marketing & Environmental Programs at ComEd, came out to McCracken to view the installation and discuss the nature of the project.  She brought her son, Hayden, with her to learn a little something about solar.  While he and I shared the same feeling that it was rather early to be out of bed and talking science, his interest was nothing but perked by this invention.  What Hayden and I will one day have in common is that he too will be sitting around with his friends in a class and he will be one of the only kids to have seen a solar installation at such a young age.  I should know, because much of my childhood was laced with tours of green schools and other energy-related projects.  I have memories of, for example, planting trees when I was still in the single digits.  These steps taken by parents like my father and Jana Jones will lead to at least a conviction that we must protect our environment.  While I did not understand this when I was Hayden’s age, I am now incredibly grateful that I was lucky enough to have those experiences.

Mr. Ruelli researched grants available, applied, and was awarded assistance.  Though it is not quite as easy as the snap of one’s fingers, the process of writing a proposal, applying for grants, and carrying out the project is something that any individual with a little motivation and persistence can carry out.  Steve Ruelli proves this through his experiences.  District 73.5 now has a new solar PV system, which is helping to supplement some of the schools’ energy use.  

While this is an excellent jumping off point for these teachers, students, and community, Mr. Ruelli expresses his wish “for a bigger system that could power more mechanicals.”  What is fantastic about this desire is that we only have potential advancement in our future as a society, or as many would say, ‘no where to go but up’ and these systems will only get bigger.  These projects are not designed to replace entire fossil fuel usage; they are intended to demonstrate the capability of renewable energies.  As a university student in Chicago, I have seen firsthand how those who run utility systems are not comfortable with initiating major projects up front without having witnessed the successful results.  And why should they be?  We have burned fossil fuels since the Industrial Revolution, and to rapidly change this tradition is a scary thing.  District 73.5 has the appropriate mentality in that it has installed a smaller end system that can open the door for future grants and funding for a larger system.  Once an institution has evidence of both economic and energy savings, there is more of an opportunity to add on to such projects.  This District is even ahead of the curve in that it is already aware that there are both economic and energy savings with these projects.  Not only do the fine individuals within this District know these facts without any needed convincing, they are craving more.  Steve describes the sentiment upon the completion of this project.  “I really like our system and can’t wait till the students, staff and community are all able to view this at or new addition dedication.”