MVWUSD 2023 GREENING SURVEY

JavaScript isn't enabled in your browser, so this file can't be opened. Enable and reload.

ABOUT MVWUSD 2023 GREENING

As part of MVWUSD's 2023 Climate Resolution, Carducci Associates (Landscape Architecture) have developed School Greening Standards with input from the District, school site administrators, and supporting organizations.

School Greening is measured by 6 categories:

PHYSICAL COMFORT
Schoolyards are comfortable places that offer protection from weather and a variety of seating options, with an emphasis on natural materials (boulders, logs, etc.).

MENTAL WELL-BEING
Schoolyards provide offer opportunities and spaces for mindfulness, retreat, and therapeutic sensory experiences.

EXPLORATION & DISCOVERY
Schoolyards increase the quality and quantity of interaction with nature, offering undirected, informal, and unstructured play experiences.

OUTDOOR LEARNING

Schoolyards provide opportunities to learn outside.

OPERATIONS & SUSTAINABILITY

Schoolyards are operationally and ecologically sustainable sites.

STUDENT SAFETY & EXPERIENCE

Schoolyards offer a range of recreational and learning opportunities within the supervision capacity and identified use zone of the school site.

Please indicate the school(s) with which you are affiliated: *

Amy Imai

Bubb

Castro

Crittenden

Graham

Landels

Mistral

Monta Loma

Stevenson

Theuerkauf

Vargas

Required

Please indicate your affiliation with the school(s): *

Parent/Guardian

Staff

Community Member

Other:

Required

SURVEY INSTRUCTIONS

Please CHOOSE 2 ITEMS from each School Greening category below that are most important / most needed to improve your OUTDOOR school experience.

PHYSICAL COMFORT

(Choose 2 that are most important to your school)

Seating areas are sheltered from sun, rain, and wind

Multiple seating areas for different group sizes and activities, with at least one space for large school functions

Learning and gathering areas are accessible and comfortable to students of all relevant ages and abilities

Visual screening between campus and neighboring areas; planting buffers nearby noise

Tree canopy will eventually cover 30% of school property

Forest or grove setting

Natural materials (mulch, decomposed granite, stone, etc.) are accessible for physical interaction

Shaded, comfortable lunch area

Existing shaded spaces are programmed to encourage use

Heat island effect mitigated by painting asphalt with lighter, more reflective colors

MENTAL WELL-BEING
(Choose 2 that are most important to your school)

Quiet, semi-private spaces for contemplation

Outdoor spaces for movement, conflict resolution, and emotional & physical regulation are adjacent to classrooms

Use zones on campus are laid out and defined to minimize conflict

Opportunities for student horticulture

Planting and materials engage all five senses

Therapeutic interventions: sensory wall, walkway, auditory features

Therapeutic interventions are accessible to the whole school population

Student creations are used or on display

Space for art production and/or dramatic play

Space for messy play in a managed/controlled space (eg. mud table)

EXPLORATION & DISCOVERY
(Choose 2 that are most important to your school)

Nature play opportunities (informal play with natural materials)

Nature play area compliments the traditional play structures and opportunities

Movable/flexible play elements

Areas with varied topography

Nature play elements allow for vestibular movement

Environment is explicitly designed to change with climate & weather conditions over time, and for student engagement

At least one natural structure provides an outdoor “destination”

Areas for native wildlife habitat

Variety of tree types (deciduous/evergreen, small/large)

Diverse planting palette without Cal-IPC-identified invasives species*

OUTDOOR LEARNING
(Choose 2 that are most important to your school)

Facilitate and support student understanding of their environment through data collection, informed observations and guided learning

Outdoor learning garden provides opportunities for students to participate in every stage of gardening (seeding, planting, harvesting, composting)

Outdoor learning garden has seating, water, secure storage, and an appropriate number of raised beds

Outdoor learning garden is shaded for comfort

There is an outdoor space suitable for classroom instruction

District’s maintenance staff is familiar with Bay-Friendly and other sustainable maintenance practices

School organizes community maintenance days

Native plant garden or native planting throughout outdoor areas increases local ecological literacy

Educational signage and/or artwork makes cultural references to local community

Green infrastructure* is visible through signage and/or design

OPERATIONS & SUSTAINABILITY
(Choose 2 that are most important to your school)

Planting suited to the regional climate and campus microclimates

Plants are irrigated with efficient systems

Stormwater is actively captured and/or infiltrated on site

Lawn limited to necessary areas (playfields, etc.)

Impermeable surface limited to necessary areas (ball play, circulation, etc.)

Library has adjacent seating/instructional outdoor space

Existence of a schoolyard committee (dedicated or part of a related group)

School community outside of maintenance staff (students included) involved in schoolyard stewardship

School has acquired outside resources (community partnerships and/or funding) for outdoor greening & learning

School has an action plan/design vision for future school site improvements

STUDENT SAFETY & EXPERIENCE
(Choose 2 that are most important to your school)

Natural features define and reinforce the schoolyard boundary with public shared-use areas

Natural features define and reinforce distinct outdoor spaces

School entry reflects greening and sustainability objectives

Waiting areas for pickup and dropoff have suitable amenities (shelter, seating, adequate visibility)

Site exiting and accessibility requirement are maintained

Movement between outdoor spaces is fluid

Active play is encouraged in supervised areas of campus

Passive recreation areas are easily accessible from school buildings: close by, visible, and connected by clear pathways

Outdoor learning garden is secure but visible through gates, fencing and/or planted screens

Loose materials are not sharp or heavy and tripping hazards are mitigated

Additional Feedback:

Submit

Clear form

Never submit passwords through Google Forms.

This content is neither created nor endorsed by Google. Report Abuse - Terms of Service - Privacy Policy

Forms