PHILLIPS Programs’ report on an approved proposal to the AIMS India Foundation

to facilitate access to quality education and to promote a healthy lifestyle for high
school students with disabilities in the Washington DC Metropolitan area.
AIMS India Foundation generously supported the startup infrastructure needed to open and to begin
operating an indoor vertical farm growing microgreens and fresh produce all year long. The vertical farm
curriculum is paired with a culinary arts curriculum offering hands on experiential learning focused on
healthy food preparation, and the development of both confidence and competence for high school
youth with disabilities preparing for employment after high school graduation.

The Indoor Vertical Farm is Operational

Renovation of the existing space within the PHILLIPS School ~ Laurel took place during the summer of
2017 with the permit to occupy the space issued on August 10, 2017. Initial start-up equipment and
supplies were purchased from June 2017 through January 2018. See Appendix A for a list of
expenditures. The Farm to Table Career and Technical education (CTE) program entitled PHILLIPS
Growing Futures opened on August 23, 2017. See Appendix B for pictures of the Open House.

Currently there are 14 high school students enrolled in the PHILLIPS Growing Futures Farm to Table
curriculum. Each of the students works in the indoor vertical farm planting, cultivating and harvesting
fresh greens. The curriculum includes science concepts such as the scientific method, hydroponics, food
sustainability, and current environmental issues. The students are engaged in solving real life problems.
For example, why did one tray of basil flourish while a tray of sorrel did not? The indoor vertical farm
curriculum is paired with a culinary arts curriculum that takes place in the commercial kitchen located
across the hall. The students love planning what greens to grow that will complement the foods they are
learning how to cook. They are the first to ask the Chef what greens should be added to the menu. The
students love the farm! Their faces light up as they carry trays of greens from the farm to the kitchen.
The farm has had a positive impact on students’ increased engagement in school. For example, one
student who regularly demonstrated behaviors in their academic classroom that lead to their not being
able to remain in class, has significantly decreased his time out of class. He is motivated to do well and is
thriving!

The farm has had a positive effect on the entire campus. PHILLIPS School ~ Laurel has an enrollment of
74 students. During back to school night, the farm was a highlight, as parents of all the students
enrolled at the Laurel School were given a tour and were introduced to growing fresh produce indoors.
Many didn’t realize that this was even possible. An Open House was held on November 15, 2017.
Maryland Senator Guy Guzzone, Howard County Delegates Turner and Atterbeary were in attendance.
Students gave tours of the farm. The delegates and other guests were impressed with how much the

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students were engaged and had learned in a short period of time. The students discussed the three
growing systems (Fodder, NFT and Tray), the growing process, harvesting and how the greens are used.
See coverage in The Baltimore Sun. [Link]
[Link].

PHILLIPS’ indoor vertical farm is impacting the larger community. The Howard County Health
Department has become very interested in vertical farming. Our contact person is the President of the
Central Atlantic States Association of Food and Drug Officials (CASA). She held a training for all their
members on An Introduction to Urban Agriculture on Dec. 14th, 2017 at the Baltimore Conference of
CASA. PHILLIPS’ vertical farm is a model program that exemplifies how urban agriculture is benefitting
our youth, our school and our community.

Outcomes and Impact

Beginning this school year, SY 2017 – 2018, PHILLIPS School ~ Laurel is able to offer a Career and
Technical Education curriculum focused on culinary arts paired with urban agriculture. With the addition
of an indoor vertical farm paired with a state of the art commercial kitchen, youth with disabilities are
actively engaged in a culinary arts curriculum that has a focus on health and wellness. Students grow
fresh produce indoors all year long and they use the fresh greens in their culinary creations. See
Appendix C for pictures of greens grown and the students’ dishes. Primary education goals of the
program include science concepts, healthy living, entrepreneurship, marketable culinary arts skills, as
well as critical social skills, work habits and attitudes needed to obtain and sustain employment.

Outcome #1: Students, families and the community will have access to local, healthy foods from the farm
to school program activities.

The students have grown a variety of fresh produce using three hydroponic systems: the Fodder system,
the Tray system and the NFT (Nutrient Film Technique) system. The Fodder system has been used to
grow wheatgrass. The students showcased the health benefits of adding this fresh ingredient to their
diets by holding a Smoothie Day in which all classes and PHILLIPS staff were able to taste the delicious
and nutritious smoothies made with fresh fruit and wheatgrass. The students planted the wheatgrass,
tended to its growth, harvested it into powder, and then added it to the smoothies.

The tray system has been used to grow 22 different microgreens. The students particularly like growing
basil, wasabi, carrots, and thyme. The students use the microgreens in the culinary arts curriculum to
augment taste and nutrition. The students have taken some of their fresh microgreens home to harvest
and to use with their family. For example, basil has been used at home on sandwiches and chicken.
Another parent was given dill that was grown by her child. The parent was so proud of what her child
was learning and so impressed with the taste of the microgreens, that she shared portions of the fresh
dill microgreens with her friends.

The NFT system grew a variety of lettuce including Butter, Oakleaf and Summer Crisp. Fresh lettuce in
the winter time! The initial harvest went towards side salads to accompany homemade pizzas. The
second harvest was used for a school wide Lettuce Wrap Lunch in which all students and staff were able
to enjoy a wrap with a protein of their choice (BBQ chicken, beef, tofu) paired with fresh lettuce. The
students will donate the third harvest to a local organization in the community that assists families in
need. See appendix D for pictures of the student grown lettuce.

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Outcome#2: Students will increase their knowledge about the relationship between the environment and
food systems, including environmental impacts of food production, processing, distribution and waste or
composting.

This first semester students studied concepts such as food sanitation and prevention of food borne
illnesses; the effect of light, water, humidity, temperature and pH levels on the growing systems; and
improved their scientific math skills as they charted, graphed and kept daily records. The students
studied the policies and procedures involved in Good Agricultural Practices (GAP Certification). In
January 2018 the farm received its GAP Certification from the state of Maryland. This allows the student
grown greens to be distributed to the public. During the second semester the students will continue
with the curriculum expanding their knowledge of food sustainability, our earth’s resources and the
impact on local communities.

Outcome #3: Students, families and staff will increase their knowledge about food and its impact on
health.

The students are learning a variety of food preparation techniques and now regularly discuss what
greens will complement the food they are preparing. In critiquing their products, the students
brainstorm on food preparation technique, taste, presentation, and nutrition. They prepared a
Thanksgiving Meal for approximately 150 people. The students planned how to add nutrition and taste
to the traditional meal. The mashed potatoes were infused with thyme and chervil; the turkey was
garnished with cress, and the macaroni and cheese was transformed as the dish was topped with carrot
microgreens. The students are learning that greens can add both nutrition and taste cutting down on
the amount of salt and sugar added to the food products they make.

Outcome #4: Students will learn critical soft skills in addition to technical skills needed for employment.

Initial analysis of behavior data suggest that students are improving in the soft skills need for
employment. Being able to work as a member of a team, accepting feedback, asking a question and
continuing to work until the assigned task is complete are critical skills for sustained employment. A pre
and post competency checklist was developed encompassing both the soft job skills and the technical
skills that are a focus in the farm curriculum. The pre assessment has been administered. The post
assessment will be administered at the end of the school year. Initial qualitative data suggest that the
farm is having a positive impact on the youth with disabilities. One young lady’s experience has been so
positive that she wants to work with growing and arranging flowers, or at a local garden center taking
care of their plants post-graduation. Another young man who has a developmental disability has new
found confidence working in the farm. He is proud of what he has grown and takes great pride that
others are eating what he has grown. He started the year coming to class complaining; now he comes to
class each day with a smile on his face and asking “What are we doing in the farm today?” Another
senior who is a quiet person did not possess the confidence to speak up with others. She loves the farm
so much that she has been the person to talk to visitors about the farm and explain what she and the
other students do in the farm. We knew she could develop communication skills needed in a work
setting however she didn’t have the confidence to take a risk. The farm gave her that confidence! Now
that she has developed the foundational communication skills to be successful in a competitive
employment setting, she is looking forward to participating in a school sponsored internship near her
home.

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Plans for Second Semester
- An Indoor Grow Tent (another method for indoor growing) was purchased to grow tomatoes,
green peppers and edible flowers in the vertical farm. Given a variety of factors, this was put on
hold pending approval from the fire marshal. The fire marshal needed to consult with his
supervisor as this was something new to them. We recently were given the go ahead to use it!
We are very excited to have the students exposed to additional indoor growing methods and to
have access to learning about and using additional fresh produce.

- During the first semester we developed and implemented policies and procedures for the farm
that are aligned with Good Agriculture Practices (GAP). We participated in a GAP Audit through
the Maryland Department of Agriculture and were given our Maryland GAP Certification. This
voluntary audit verifies that any fresh greens grown are produced, handled, and stored safely to
minimize risks of microbial food safety hazards. This allows PHILLIPS Growing Futures to
distribute the student grown fresh produce to the community through donations and/or sales.
We will be doing both during the second semester. Also, we intend to apply for GAP certification
through USDA. We want our students to be fully informed about health and sanitation practices.

- The students acquired the foundational skills used to grow fresh produce and prepare fresh
food. The next step is to engage in entrepreneurship activities through the selling of their
produce. The student run microenterprise curriculum includes financial literacy, and the
principles of advertising and consumerism. Currently the students are developing their business
name, and are gearing up to sell their produce directly to a restaurant, or individuals.

Next Steps
The launch of PHILLIPS Growing Futures at PHILLIPS School ~ Laurel provides a gateway to sustainable
employment with livable wages for youth with disabilities. PHILLIPS has a long term vision that builds
upon this initial year. The vision includes expanding the internship opportunities for our youth,
expanding the number of youth and young adults that can be served to beyond those that attend the
PHILLIPS School ~ Laurel (a summer program for youth with disabilities that reside in the nearby
community is in the planning stages), and in the future expanding to workforce development
partnerships and apprenticeships in a worker cooperative employment model. The worker cooperative
employment model is an innovative approach to not only providing employment but also offering those
with disabilities a voice in the company in which they are employed.

More Than A Farm

PHILLIPS is extremely grateful for the support of the AIMS India Foundation! Together we are making a
difference in the lives of others. As one student recently stated “It is not just a farm. The space is
therapeutic for me. I can come to work, unwind and relax”. The indoor vertical farm allows youth with
disabilities to gain both confidence and competence as they prepare to transition from school to
employment. We welcome the opportunity to give you a tour of the farm at any time that is convenient
for your schedule. Come see what you built!

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APPENDIX A: Start Up Expenditures

Item Name and Cost Description and Impact to the Youth Cost
8 Rust-Proof 4 Shelf Unit NSF The shelf is where the bins growing the 2,745.00
(National Sanitation microgreens are held. Students enrolled in
Foundation) rated plus canister the Microgreens Farm will be involved in all
locking wheels aspects of the growing process: planning,
planting, harvesting and distribution.

I Rust Proof 4 Shelf Unit NSF This unit comes with doors in the front to 699.00
Approved Security Unit with lock. This is required to keep seeds, and other
canister locking wheels. growing items secure.

12 Artisan Dough Trays and lids The microgreens grown in the bins will be 216.00
delivered directly to the purchaser
(chef/catering company) in the bin. This
keeps the green fresh until the purchaser is
ready to cut and use. The bins will be rotated
out when fresh replacement product is
purchased. The students will be responsible
for the ongoing organization and tracking as
well as the food service health and sanitation
process required.

CocoTek Plant Germination CocoTek mats are made from a strong weave 500.00
Mat, Rockwool Plug Sheets containing 100% organic coconut fiber and
natural rubber. Roots grow under the mats
where moisture remains in the hydroponic
bin.
Students will cut the mats to the 5” x 5”
squares to fit the bins. Also, students can be
creative and cut any shape they design for
marketing to others. For example, they can
cut letters with their name on it to grow the
greens.
The Rockwool Plugs are used to plant/grow
the lettuce in the NFT system.

Bacteria Strips Quick bacteria strips required for the water 302.00
reservoir used in the NFT and Fodder Systems
Gloves, Hairnets, Jackets These items are required per health and 480.00
sanitation procedures.

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Mondi Mist and Spray The students water the microgreens twice a 84.00
day when the seeds are germinating and
once a day once they start growing. Two
different kinds of misters are best as students
use the one that works best for them.
Lighting for each shelving unit: Each shelf on the unit has two lights and the 890.00
lights go into a power supply box. The lights are
on a timer to provide the correct lighting for
growth.

Electrical Outlets and Power Along two walls are additional electrical 3000.00
Supply outlets and plugs so that each shelf unit can
have a power source on the wall that meet
with fire and electrical code.
2 Circulating Commercial Grade Fans are needed in the corners of the room 919.00
Hardwire Fans to provide for air circulation. Microgreens do
best when air is fresh and moving. The fire
department requires that the fans be
hardwired into the walls and not a standing
fan.
Two Door Reach In Refrigerator The microgreens must be refrigerated when 3347.00
NSF Rated grown. This keeps the fresh until delivery.
Regulations require that we use a commercial
grade refrigerator in this space. The students
will be responsible for the planting, growing,
harvesting and delivery data logs.

Three Compartment Sink Required by Health Department for 3172.00

sanitation.

Two workbenches and Stools Two stainless steel workbenches with a shelf 689.00
NSF Rated underneath: 30” wide and 8’ long. NSF Rated.
These tables are used for working with the
cocomat, seeds, bins and other
environmental science activities.
Johnny Seeds: Microgreen seeds 789.00
Microgreen seeds

Materials for Seeding Trays, Aluminum Foil, Folding Rulers, ZipSnip 352.00
(cutting coco mat)
Textbooks/Online Curriculum Several individual textbooks and an online 550.00
curriculum have been purchased. There is not
one resource that covers the course content.

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Sanitation Supplies CycloMop Spin Mop & Supplies, Sanitizing 428.00
Foot Bath, 3% Hydrogen Peroxide,

Color Printer, Camera, and For student run microenterprise, for student 490.00
Supplies projects and printed curriculum materials

Ebb and Grow Hydro System The Ebb and Grow Hydro System uses pots 543.00
and supplies to include and pebbles to grow tomatoes, peppers and
required lighting edible flowers in the indoor vertical farm.

Gorilla Grow Tent Tent and Fan for Circulation of Air. This is the 536.00
controlled environment within the farm
which houses the Ebb and Grow Hydro
System.
20,731.00
Balance to date

Marketing Materials Students and staff are in the process of 1,000.00

designing the business forms to include a
business name and logo. Once developed and
approved, then the forms will need to be
copied in color. The students will continue to
be involved in the entrepreneurial aspects of
marketing, calculating orders, and delivery.
Packaging Materials to Some of the greens will be transported in the 500.00
Transport Products trays, other live greens will need to be
transferred to a container for delivery.
Tower Garden A Vertical Tower Garden will expand crop 2,000.00
production into the vertical dimension
producing a higher yield and less floor space.
These systems are gaining popularity in urban
spaces.
TOTAL EXPENDITURES 24,231.00

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APPENDIX B: PHILLIPS Indoor Vertical Farm Open House

Piper Phillips Caswell, PHILLIPS CEO, and Julie Buisson, PHILLIPS Agriculture Specialist, talk with
Maryland Senator Guy Guzzone about growing lettuce indoors using hydroponics.

Students seeding microgreens. The microgreens grow in 10 – 12 days and are nutrition packed. They
contain up to 40 times higher levels of vital nutrients than their mature counterparts.

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APPENDIX C: Fresh Greens All Year Long

Radish Microgreens Basil Microgreens

Wheatgrass growing in the Fodder System Wheatgrass ready to use

The tray system A variety of greens

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A PHILLIPS student adding greens to the batter A PHILLIPS student serving macaroni and
cheese topped with fresh greens

Thanksgiving turkey garnished with fresh cress. Minestrone Soup topped with carrot microgreens.

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APPENDIX D: Fresh Lettuce: All Four Seasons including in the middle of winter……..

NFT: Nutrient Film System Medley of student grown lettuce

(Rosaine, Red Butter, Green Butter, Oakleaf, Starfighter)

Student grown lettuce

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