1. Seattle Academy Carbon Sequestration Project Seattle Academy of Arts & Sciences Alex Brewer Kyle Shurtleff June 2010

2. Seattle Academy Carbon Footprint (2008-2009 school year)

3. Carbon Footprint Data Category Emissions (metric tons CO 2 equivalent)Percentages Direct Financed Air Travel64638.2% Purchased Electricity316.618.7% Student & Faculty Commuting284.716.8% Direct Financed Transportation261.315.5% Solid Waste64.53.8% Wastewater56.53.3% Paper Purchasing1.90.1% All Other59.13.5% Total1690.6100.0%

4. Primary Goals To become a carbon neutral institution; To create non-tuition derived cash flow; To prove that carbon neutrality is an economic reality for Seattle Academy; To investigate if carbon neutrality could be an economic reality for a broad range of urban, suburban, and rural schools.

5. Team Students, from the class of 2010 forward; Currently Alex Brewer and Kyle Shurtleff. Preliminary work by Page Ive, Andy Healey and the Environmental Studies class. Lead Advisor Dexter Chapin Faculty, Administration and Board of Directors. The broader Seattle Academy community of parents and supporters.

6. Stipulated Assumptions Anthropogenic carbon dioxide, as well as other anthropogenic greenhouse gases, are engendering climate change; There is a demand and a market for individual and corporate amelioration; This project combines education, service, non-tuition income, and amelioration.

7. Organizational Context Seattle Academy has the conditions socially and environmentally to simultaneously educate and ameliorate climate change. Internally, the culture of performance; Externally, an educated, environmentally, socially, and economically committed and supportive community; Legally, a 501(c)(3) tax-exempt organization who can act as a conservation easement trustee, meeting the requirements of 509(a)(2).

8. Business Summary Seattle Academy initially offsets its total organizational carbon emissions. Sustainable forestry practices and sales of carbon credits begin to generate institutional income from year 6 onward. Sustainable harvesting of hybrid poplar and long-rotation selective harvesting of conifers and broadleaf trees. Monitoring and sale of ex-post carbon credits. Sequester carbon in a mixed forest on a clear-cut, purpose donated or leased/loaned, parcel of approximately 60 hectares in the Cascade foothills.

9. SAAS Advantages As far as we know, no other school in the country is doing this Broad interest and support among administration, faculty, and students Schools entrepreneurial culture

10. Sequestration Projections

13. t CO 2 per hectare Year 1Year 15Year 50Year 100+ 100% Conifer 4.3906.01010.1708.021 50:50 Split (conifer/broadleaf) 5.9556.7658.8457.771 100% Broadleaf 7.520 100% Hybrid Poplar 72.2 Land Required to Immediately Offset SAAS Emission 100% Conifer – 385 hectares 50:50 Conifer/Broadleaf split – 280 hectares 100% Broadleaf – 225 hectares 100% Hybrid Poplar – 23.4 hectares

14. Credit Value Projections Credit Price Year 1Year 15Year 50Year 100+ $5.00 $8,411.00$8,573.00$8,989.00$8,774.10 $10.00 $16,822.00$17,146.00$17,978.00$17,488.20 $15.00 $25,233.00$25,719.00$26,967.00$26,232.30 $20.00 $33,644.00$34,292.00$35,956.00$34,976.40

15. Sustainable Forestry FSC Certification Long-term Forest Management Plans Direct Sales / Local Marketing

16. Process and Goals 1 st year: Locate and negotiate use of land Topography dependent planning With input from UW and WADNR Reserve and procure seedlings from Webster Forest Nursery (WADNR) Seasonal planting Conifers and broadleaf trees at approximately 380 units per hectare Hybrid poplar at approximately 1700 units per hectare

17. Process and Goals 2 nd to 6 th years: Additional planting Selective cutting for carbon analysis. 6 th year: Begin hybrid poplar harvesting. Additional planting Selective cutting carbon analysis

18. Process and Goals 6 th year onward: Maintain optimal planting density Continue poplar harvesting with an aggressive 6 year rotation Begin selling carbon credits in year 15 Begin conifer/broadleaf harvesting with a sustainable 40-50 year rotation.

19. Financials 1st year: Costs: Travel to meetings and activities between Olympia and Monroe; unknown Direct costs of involved faculty; unknown Seedlings for pilot planting/5 hectares; est. $1,000 Planting tool sets/12 sets; est. $800 General overhead and expenses; est. $2,500 Income: none Goodwill: Its such a SAAS thing to do.

20. Financials 2 nd year: Costs: Travel to activities in Monroe; unknown Travel to Olympia is reduced; unknown but low Direct costs of involved faculty; unknown Seedlings/25 hectares; est. $5,500 Planting tool sets/36 sets; est. $2,600 General overhead and expenses; est. $2,700 Income: none Goodwill is increasing as PR increases at PNAIS, etc.

21. Financials 3 rd and 4 th year: Costs/year: Travel to activities in Monroe; unknown Direct cost of faculty; unknown Seedlings: 3 rd year est. $5,600, 4 th year est. $1,000 Planting tool sets/10 sets; est. $900 General overhead and expenses; est. $2,800 Income: none Goodwill: Continues to spread through word-of- mouth, local media, etc.

22. Financials 6 th year Costs/year: Costs will stabilize at about the level for the 4 th year New costs may be incurred putting in an education/retreat center based on ten platforms, guide tents, a well, and associated equipment Goodwill: maintained at high level Income: First poplar cuttings sold at $2/bf

23. Resource Requirements at Start Up Non-financial Planning and technical support from State and University Departments Input from potential harvesters and buyers Financial Startup costs of seedlings, tools, utility vehicle, etc. Land, insurance, and overhead, including staffing

24. Organizational Rewards SAAS would Be carbon neutral, and in a position of community leadership Have a non-tuition income stream for scholarships, and development of program and facilities Have gained an educational/retreat center that can be used in multiple ways to further the goals and culture of the school Have a recognized brand

25. Educational Rewards Students would Have a place-based, experiential, expeditionary, opportunity to learn in an interdisciplinary, authentic manner both in and out of class. Be exposed to the complexity of scientific, economic, and socio-cultural facets of making a project work. Develop a long-term, vested interest and understanding of sustainability issues

26. Near-term Key Issues Is acreage available? Donation, long-term rent, loan? What dont we know? Dont underestimate our ignorance. Are possible mentor/models available? Commercial, academic, government What resources are available to explore this effort?

27. Long-term Key Issues What is the impact of Cap and Trade? How do we maintain the integrity of the SAAS project so that only realized offsets are sold? How do we maintain interest, enthusiasm, and support for ongoing project?