Many areas of the U.S. are experiencing drought conditions. Many other areas receive little rainfall. As the cost of providing water grows for our growing population, schools are experiencing rising costs with only one guarantee: rates will continue to rise.
What are some strategies to reduce the use of water? A local school district researched ways to save water. In a recently-completed new school, they chose to use waterless urinals. (Most people, when they hear “waterless urinal”, say “ewwww”.) But waterless urinals don’t necessarily smell. The ones this district selected have a one-way valve that works to trap odors so there are no smells. There is also a cartridge that gets changed out after every 300 flushes. They did the math and the cartridges only need to be replaced every couple of months. The replacement involves turning and twisting the old cartridge out with a built-in lever, popping a new one into the holder, turning and twisting it back in.
Low-water usage faucets and showerheads are now commonplace, and are code-required in many municipalities. Low-flow toilets have been around for quite a few years now, and are getting better all the time. Some work better than others. Check out the link to see which ones work best. (If you still have the old tank toilets, the old trick of putting a brick in the tank, or filling up a milk jug with water, capping it and putting it in the tank will work to obtain flushing with less water.)
The same district also decided to try a pilot project to see if rainwater harvesting would provide sufficient water for use in irrigating ball fields. This is a big issue for schools – if you offer sports opportunities for students, you really need irrigation. If you don’t irrigate fields, when they dry out, they get hard and lead to injuries. This is especially true for the clay soils we have here in North Texas. At this school the rainwater is gathered from gutters and downspouts from the buildings on the campus, and also from catch basins in parking lots. All runoff is piped to an irrigation pond, which is aerated to keep the water quality high. It’s a fairly simple system, with a pump providing the means to distribute the water. Several cities are interested the project and are studying the practicality of reproducing this system, and are also interested in the benefit of less runoff in the river.
Another school district was piping runoff from one of their schools to a stream that ran fairly close to the school. The method used to harvest rainwater was a clever one. Since the piping ran several hundred yards before the outfall into the stream, a valve was installed in the large-diamter pipe. This means the water is stored in the pipe until it needs to be used for irrigation. If your school has a scenario similar to this, you could upsize your pipe to store a lot of water.
Look at every aspect of water use in your school. Commercial dishwashers use minimal amounts of water while washing dishes in two minutes or less. Other ways to save water in the kitchen can be researched, for instance, low flow heads in the dish rinsing area.
Is there a way your school could do something other than have large amounts of lawn? Lawns are preferred by many school districts as their optimal surface for many reasons, but it’s possible to reduce the amount of sod, replacing with other surfaces. A few possibilities would be bark chips, crushed limestone or crushed granite, decorative river rock or other decorative rock, or ground covers that don’t use as much water (or fertilizers) as lawn.
Xeriscaping could be the subject of another blog because it’s a big subject. Xeriscaping is the art and science of using drought-tolerant plants, and perhaps more specifically native plants, in landscaping. After watching many trees, shrubs, and other plants die this summer from record high temperatures and record drought, xeriscaping is a strategy that can help reduce water needs while still maintaining attractive and functional outdoor spaces.
Drip irrigation can be effectively used to target areas that need water. Instead of using sprinkler heads to water shrubs and trees, use drip irrigation.
One area that is little utilized but is more under discussion is that of gray water re-use. Gray water means water that’s used for washing gets re-used. (Black water is a term for the re-use of sewage water.) Many municipalities don’t allow gray water re-use, or only allow it under certain conditions. We will be seeing more and more use of gray water, especially water from showers or hand-washing being filtered, treated, and re-used, especially for landscape irrigation. Municipalities will continue educating plan review and code compliance departments in successful gray-water reuse methods.
There are many ways to save your district money on water usage. Your district may want to adopt water saving strategies for cost-savings measures or because there is insufficient water supply.
http://www.consumersearch.com/toilets/reviews
http://www.facilitiesnet.com/plumbingrestrooms/article/Making-Waterless-Work--2442
http://www.colostate.edu/Dept/CoopExt/4dmg/Xeris/xeris1.htm
http://www.ext.colostate.edu/pubs/garden/04702.html
http://www.wvu.edu/~agexten/hortcult/homegard/graywate.htm
Monday, December 26, 2011
Sunday, December 18, 2011
Weatherization for Schools
Back in the old days I lived in Alaska. A cold part of Alaska where, living in a mobile home for a winter, I discovered that, at about minus 20 degrees and colder, no stud finder was needed to determine the location of wall studs in the walls (behind the faux walnut paneling) because the walls would grow a coat of frost on the paneling at the location of each stud. In addition, each nail head would be covered with an even larger cap of frost. It was a drafty, cold winter.
Perhaps your school is feeling like the mobile home this winter. Here are a few ways, on a shoestring, to increase what is referred to as human comfort while reducing your utility bills
• Start with caulk. On a day that is warm enough for caulk to set up (read manufacturer recommendations) caulk everything on your building’s exterior. You should be doing this once per year no matter what. If you have windows that operate check to see if they close all the way or not. Use caulk instead of spray foam insulation since the spray foam is usually not UV resistant. Check doors frames and the doors themselves. Walk around your building and on the roof, caulking roof and wall penetrations.
• Humidify. Adding humidity to dry winter indoor air will increase comfort more than any other fix. The added benefit to humidity is that it will decrease the spread of bacteria and viruses via the nasal passages. It will reduce that irritating static also. Building humidifiers are typically not inexpensive but are an excellent investment. No matter the type of humidifier you’re using, make sure you’re using an anti-bacterial/mold agent in the water. A note of caution: you need to watch to ensure you aren’t creating condensation problems by adding humidity. If condensation occurs on the inside of (particularly single pane) windows for instance, you’ll want to reduce the use of humidifiers until you get older windows replaced.
• Doors may have a weatherstripping gap at the latch mechanism part of the door frame, especially if it’s aluminum storefront. There is a door hardware plate that will help with air infiltration. Other weatherstripping issues at doors typically involve the frames. Since most schools have hollow metal frames, see if you can tell if the frames have been grouted. If not they are going to be leaking lots of air. Even though it’s messy, if you drill small holes in the gypsum board around the edge of the frame and fill the frame with spray foam insulation you’ll be helping the R value of the door. Make sure you know whether or not you have a rated door and frame assembly because if you do you should NOT put spray foam insulation in the cavity; grout will most likely be required by code. Are your doors thermally broken? If you purchase new doors make sure they are.
• The other issue to consider with doors is how well they fit in their frame. Buildings settle or heave. When the frame moves the door doesn’t always follow suit. If you have a hollow metal door and frame your facilities people will need to adjust the door as best possible. Install door sweeps and thresholds to alleviate the largest source of drafts – the bottom of the door.
• Roof insulation is the best and cheapest way to reduce your heating/cooling bills. Add additional roof insulation if you’re able. Remember not to pack insulation – it works by trapping air, if you jam the insulation in it won’t be as effective. Blown-in insulation works really well, especially if you have tight spaces but don’t use blown-in if you need to access those insulated areas, it will get walked on and packed down. If you can’t access roof cavities, or if there is no space to add insulation, then check to see if your ducts are insulated, both supply and returns. Check for insulation on upper walls between ceilings and roof decks. If it’s not there you should add it.
• HVAC – use multi-stage furnace and use equipment that will pre-condition your intake air. Newer equipment is so much more energy-efficient that older equipment, put your equipment on a replacement schedule. HVAC fixes tend to cost more but also provide big savings. Maybe this is one for your long-range facilities planning.
• Water heating – insulate water heaters. Boilers and water heaters should be drained annually to reduce gunk in the bottom of the tanks. Quite often water heaters and boilers are located in unheated parts of buildings. See if there is a way to reduce heating load on water heaters in unheated spaces.
• Maybe you have old windows, and maybe your windows are single pane. Older buildings with double-hung windows typically have a gap where the top and the bottom meet; it can be up to ¼ inch. Sometimes windows don’t shut all the way, or the upper part keeps slipping down. Old wood windows can warp, and old metal windows can rust. Determine where your leaks are using a lit candle you blow out, watching the smoke. You can buy “canned smoke”, you shake and spray the can. If you see a lot of air movement either caulk and/or install weatherstripping. Use backer rod if you have large gaps to fill.
There are companies who specialize in energy performance contracting. They’ll help your school district with the above energy savings initiatives and more, and they will structure a program where the savings will pay back the cost of the work. The link below has a good description of energy performance contracting.
http://www.energystar.gov/ia/partners/spp_res/Introduction_to_Performance_Contracting.pdf
Perhaps your school is feeling like the mobile home this winter. Here are a few ways, on a shoestring, to increase what is referred to as human comfort while reducing your utility bills
• Start with caulk. On a day that is warm enough for caulk to set up (read manufacturer recommendations) caulk everything on your building’s exterior. You should be doing this once per year no matter what. If you have windows that operate check to see if they close all the way or not. Use caulk instead of spray foam insulation since the spray foam is usually not UV resistant. Check doors frames and the doors themselves. Walk around your building and on the roof, caulking roof and wall penetrations.
• Humidify. Adding humidity to dry winter indoor air will increase comfort more than any other fix. The added benefit to humidity is that it will decrease the spread of bacteria and viruses via the nasal passages. It will reduce that irritating static also. Building humidifiers are typically not inexpensive but are an excellent investment. No matter the type of humidifier you’re using, make sure you’re using an anti-bacterial/mold agent in the water. A note of caution: you need to watch to ensure you aren’t creating condensation problems by adding humidity. If condensation occurs on the inside of (particularly single pane) windows for instance, you’ll want to reduce the use of humidifiers until you get older windows replaced.
• Doors may have a weatherstripping gap at the latch mechanism part of the door frame, especially if it’s aluminum storefront. There is a door hardware plate that will help with air infiltration. Other weatherstripping issues at doors typically involve the frames. Since most schools have hollow metal frames, see if you can tell if the frames have been grouted. If not they are going to be leaking lots of air. Even though it’s messy, if you drill small holes in the gypsum board around the edge of the frame and fill the frame with spray foam insulation you’ll be helping the R value of the door. Make sure you know whether or not you have a rated door and frame assembly because if you do you should NOT put spray foam insulation in the cavity; grout will most likely be required by code. Are your doors thermally broken? If you purchase new doors make sure they are.
• The other issue to consider with doors is how well they fit in their frame. Buildings settle or heave. When the frame moves the door doesn’t always follow suit. If you have a hollow metal door and frame your facilities people will need to adjust the door as best possible. Install door sweeps and thresholds to alleviate the largest source of drafts – the bottom of the door.
• Roof insulation is the best and cheapest way to reduce your heating/cooling bills. Add additional roof insulation if you’re able. Remember not to pack insulation – it works by trapping air, if you jam the insulation in it won’t be as effective. Blown-in insulation works really well, especially if you have tight spaces but don’t use blown-in if you need to access those insulated areas, it will get walked on and packed down. If you can’t access roof cavities, or if there is no space to add insulation, then check to see if your ducts are insulated, both supply and returns. Check for insulation on upper walls between ceilings and roof decks. If it’s not there you should add it.
• HVAC – use multi-stage furnace and use equipment that will pre-condition your intake air. Newer equipment is so much more energy-efficient that older equipment, put your equipment on a replacement schedule. HVAC fixes tend to cost more but also provide big savings. Maybe this is one for your long-range facilities planning.
• Water heating – insulate water heaters. Boilers and water heaters should be drained annually to reduce gunk in the bottom of the tanks. Quite often water heaters and boilers are located in unheated parts of buildings. See if there is a way to reduce heating load on water heaters in unheated spaces.
• Maybe you have old windows, and maybe your windows are single pane. Older buildings with double-hung windows typically have a gap where the top and the bottom meet; it can be up to ¼ inch. Sometimes windows don’t shut all the way, or the upper part keeps slipping down. Old wood windows can warp, and old metal windows can rust. Determine where your leaks are using a lit candle you blow out, watching the smoke. You can buy “canned smoke”, you shake and spray the can. If you see a lot of air movement either caulk and/or install weatherstripping. Use backer rod if you have large gaps to fill.
There are companies who specialize in energy performance contracting. They’ll help your school district with the above energy savings initiatives and more, and they will structure a program where the savings will pay back the cost of the work. The link below has a good description of energy performance contracting.
http://www.energystar.gov/ia/partners/spp_res/Introduction_to_Performance_Contracting.pdf
Sunday, December 11, 2011
Energy Efficiency Measures for Schools
If you look at a typical school district budget, facilities operations and maintenance costs are one of the big-ticket items. What if you could decrease the amount your school district spends on utilities?
Is your school energy-efficient? If your school is typical, your power usage goes up every year. Has your school instigated an energy-savings program? It can be as simple as starting a student green club. The students can provide a watt-watching program for your school. Let’s look at some ways schools experience increased power usage and some strategies to help decrease utility costs:
• Start an energy conservation education campaign. Involve the whole school.
• Schools have more computers now than ever. Rather than use screen savers, which don’t save much energy, put computers on “sleep” which will help. Also start a program to turn all computers off when not in use.
• What gets measured gets saved. Have a committee that tracks where lights are being left turned on unnecessarily. Many schools submitted for ARRA funding for projects to have motion sensor lights installed. Students are especially good at being the “lighting police”.
• Make sure HVAC equipment has clean filters and is operating correctly. Newer HVAC systems tend to have programming available that will help with occupied/unoccupied cycles. Have your facilities staff ensure the building HVAC controls are programmed to provide unoccupied settings appropriate for energy savings.
• Are doors being left open during lunch, recess, before and after school? Note problem areas and have students help with efforts to keep doors shut. Or think about adding a vestibule.
• Green in a Box was discussed in a previous blog. You can use the school walkthrough to help target the overall school for individual measures.
• eQuest energy modeling software was reviewed in a previous blog. Model your buildings using eQuest for a benchmark; then compare the benchmark to your actual building. You can come up with a list and the priorities for energy efficiency improvements.
• I drove past a school last week and the lights were on late at night. The custodial staff was cleaning. A new trend in energy savings is to accomplish school janitorial services during the day. If your school is heavily used in the evenings for community events this won’t work, but hopefully if your school is used in the evenings you’re getting rent for your facility to offset utility costs. In any case you’ll want to ensure you’re heating/cooling your building only when needed.
• Use a kill-a-watt meter to determine electricity usage. They cost $30 each, you plug them in and see how much energy you’re using on any given appliance.
• Ask teachers to reduce their in-classroom appliances or take them home. There has been a trend in recent years to have refrigerators, coffee makers, toaster ovens, and other appliances in the classroom. Besides creating an environment for insects and other pests, this creates a lot of extra drain on electricity. When you do purchase appliances, purchase Energy Star appliances.
• Use daylight harvesting (daylighting). How many schools operate with blinds or curtains shut? There are other benefits to providing natural daylight in lieu of electric lighting.
Also look for energy efficiency funding through federal, state, and local entities. Most states and many utility companies have programs that will help schools.
http://www.energysavers.gov/financial/
http://www.epa.gov/greenbuilding/tools/funding.htm
Is your school energy-efficient? If your school is typical, your power usage goes up every year. Has your school instigated an energy-savings program? It can be as simple as starting a student green club. The students can provide a watt-watching program for your school. Let’s look at some ways schools experience increased power usage and some strategies to help decrease utility costs:
• Start an energy conservation education campaign. Involve the whole school.
• Schools have more computers now than ever. Rather than use screen savers, which don’t save much energy, put computers on “sleep” which will help. Also start a program to turn all computers off when not in use.
• What gets measured gets saved. Have a committee that tracks where lights are being left turned on unnecessarily. Many schools submitted for ARRA funding for projects to have motion sensor lights installed. Students are especially good at being the “lighting police”.
• Make sure HVAC equipment has clean filters and is operating correctly. Newer HVAC systems tend to have programming available that will help with occupied/unoccupied cycles. Have your facilities staff ensure the building HVAC controls are programmed to provide unoccupied settings appropriate for energy savings.
• Are doors being left open during lunch, recess, before and after school? Note problem areas and have students help with efforts to keep doors shut. Or think about adding a vestibule.
• Green in a Box was discussed in a previous blog. You can use the school walkthrough to help target the overall school for individual measures.
• eQuest energy modeling software was reviewed in a previous blog. Model your buildings using eQuest for a benchmark; then compare the benchmark to your actual building. You can come up with a list and the priorities for energy efficiency improvements.
• I drove past a school last week and the lights were on late at night. The custodial staff was cleaning. A new trend in energy savings is to accomplish school janitorial services during the day. If your school is heavily used in the evenings for community events this won’t work, but hopefully if your school is used in the evenings you’re getting rent for your facility to offset utility costs. In any case you’ll want to ensure you’re heating/cooling your building only when needed.
• Use a kill-a-watt meter to determine electricity usage. They cost $30 each, you plug them in and see how much energy you’re using on any given appliance.
• Ask teachers to reduce their in-classroom appliances or take them home. There has been a trend in recent years to have refrigerators, coffee makers, toaster ovens, and other appliances in the classroom. Besides creating an environment for insects and other pests, this creates a lot of extra drain on electricity. When you do purchase appliances, purchase Energy Star appliances.
• Use daylight harvesting (daylighting). How many schools operate with blinds or curtains shut? There are other benefits to providing natural daylight in lieu of electric lighting.
Also look for energy efficiency funding through federal, state, and local entities. Most states and many utility companies have programs that will help schools.
http://www.energysavers.gov/financial/
http://www.epa.gov/greenbuilding/tools/funding.htm
Sunday, December 4, 2011
Handwashing
School districts that implement sustainability initiatives typically take a close look at handwashing. According to the CDC, which is more effective: a strict handwashing regime or flu shots? Answer: Handwashing. The recommended best practices are to use foam soaps, to use liquid/foam but not bar soaps, which can harbor germs. A school district with a comprehensive IEQ program which includes a strict handwashing regime shared a graph at a recent EPA IEQ Schools Symposium that shows their absentee “bell curve” which used to peak quite high in January being flattened out when they instigated hand washing. (Meaning that student illness is low in September/October, starts rising, peaks in January/February, then starts heading downward, returns to a low point in May/June.) They could also tell which schools didn’t take the district-wide handwashing program as seriously, with a glance at the monthly school nurse report of absences and trips to the school nurse statistics they could see who needed to pay more attention to handwashing. A lack of handwashing showed up in increased absenteeism, increased trips to the school nurse and increased flu incidence. (Many school districts and education architects are incorporating handwashing lavatories (sinks) in hallways so teachers can more easily observe handwashing in progress.)
The Center for Disease Control (CDC) states “…the very simple activity of frequent handwashing has the potential to save more lives than any single vaccine or medical intervention”. The CDC website has many resources available to help schools – posters, documents, information, and a Happy Handwashing song are only a few of the resources available. They discuss the use of hand sanitizers versus regular handwashing with soap and water, and they recommend against the use of anti-microbial soaps. They also recommend using either paper towels or air to dry hands. What are effective ways to dry hands?
Paper towels create their own set of problems – expense and waste being the two largest issues, although they are effective at drying without spreading germs. Just think if you no longer had to buy paper towels and the savings available not only in paper towels but also garbage bags, staff time in handling all the waste, and garbage costs at the landfill.
We’ve all heard that the regular metal air hand dryers (where you push a button and the air comes out) blow bacteria onto our hands – is that true? I was just in a store using a public restroom that had the ubiquitous white metal push button air dryers. I looked at the underside, where the air intake is located, and sure enough, it was coated with the cobwebby-looking dust we think of when we think of dirty air intakes. There are new hand dryers on the market that use air which seem to alleviate the blowing of dirty air onto hands. They’re called “air blades”. A narrow stream of air is focused on each side of the hands, which are placed, fingers pointing towards the ground, into the middle of the air blade dryer. The air is propelled out of the air blade at a high velocity, and it strips the water from the hands. These types of air dryers are also fun for clowning around – pretending your hands are being sucked into the dryer is always good for a laugh! It kind of feels that way a little but is very effective, and your hands actually do get dry in a real hurry. The other difference between air blades and the old work horse variety is that the air intake on an air blade comes from a duct that draws air from outdoors – usually from the roof, with the air being pulled into the dryer. No more dirty air being deposited on your clean hands!
Ask your school nurses for statistics on absences, and start tracking as your district or school implements a successful handwashing program. You’ll reduce absenteeism using a method that, according to the Center for Disease Control, is more effective than flu shots.
http://www.cdc.gov/features/handwashing/ features a number of resources
http://www.bam.gov/teachers/epidemiology_hand_wash.html a children’s handwashing project
The Center for Disease Control (CDC) states “…the very simple activity of frequent handwashing has the potential to save more lives than any single vaccine or medical intervention”. The CDC website has many resources available to help schools – posters, documents, information, and a Happy Handwashing song are only a few of the resources available. They discuss the use of hand sanitizers versus regular handwashing with soap and water, and they recommend against the use of anti-microbial soaps. They also recommend using either paper towels or air to dry hands. What are effective ways to dry hands?
Paper towels create their own set of problems – expense and waste being the two largest issues, although they are effective at drying without spreading germs. Just think if you no longer had to buy paper towels and the savings available not only in paper towels but also garbage bags, staff time in handling all the waste, and garbage costs at the landfill.
We’ve all heard that the regular metal air hand dryers (where you push a button and the air comes out) blow bacteria onto our hands – is that true? I was just in a store using a public restroom that had the ubiquitous white metal push button air dryers. I looked at the underside, where the air intake is located, and sure enough, it was coated with the cobwebby-looking dust we think of when we think of dirty air intakes. There are new hand dryers on the market that use air which seem to alleviate the blowing of dirty air onto hands. They’re called “air blades”. A narrow stream of air is focused on each side of the hands, which are placed, fingers pointing towards the ground, into the middle of the air blade dryer. The air is propelled out of the air blade at a high velocity, and it strips the water from the hands. These types of air dryers are also fun for clowning around – pretending your hands are being sucked into the dryer is always good for a laugh! It kind of feels that way a little but is very effective, and your hands actually do get dry in a real hurry. The other difference between air blades and the old work horse variety is that the air intake on an air blade comes from a duct that draws air from outdoors – usually from the roof, with the air being pulled into the dryer. No more dirty air being deposited on your clean hands!
Ask your school nurses for statistics on absences, and start tracking as your district or school implements a successful handwashing program. You’ll reduce absenteeism using a method that, according to the Center for Disease Control, is more effective than flu shots.
http://www.cdc.gov/features/handwashing/ features a number of resources
http://www.bam.gov/teachers/epidemiology_hand_wash.html a children’s handwashing project
Friday, December 2, 2011
Working with City Government
One aspect of the planning process that often takes a back seat is the time and effort it takes to coordinate your school project with the City that has jurisdiction in your district. It can often be a long process to work the plans through the many layers of the city government that is tasked with checking and reviewing compliance with the building code and city ordinances that are in place.
Unfortunately, when an architect completes the drawings and sends them over to the city for review, they can sit there for months while each city department goes through their review of the documents. You, as the owner, keep looking to see why the ground has not been broken and construction work has not started. What can be done to expidite this process?
Sometimes not much can be done, the City is going to go through their process and you must simply wait. There are a few things that you can do to be proactive however. The first is to establish a good working relationship with the city staff members in the building and inspection department. Knowing who to call when you have an issue is very important, and knowing who that persons immediate supervisor is, can also be of value. Second, start the process of review early on in the planning stage. As soon as you have a schematic floor plan and site plan ready, take it to the city and review it with them. Let the city know what is going on and what your schedule is so that they can coordinate it with their review schedule. Third, realize that the city is viewing you as a developer and that you will most likely have to pay for utility and roadway upgrades around your site. Also there will be impact fees, permit fees, etc that you will be responsible for. It can be helpful if you can establish some interlocal agreements regarding fees before hand so that all are aware of the cost implications to your project.
The city may also require you to have an environmental impact study, a traffic study, or special drainage studies done. Knowing what will be required before you start the planning process will go a long way to making the road smoother in the approval process.
Unfortunately, when an architect completes the drawings and sends them over to the city for review, they can sit there for months while each city department goes through their review of the documents. You, as the owner, keep looking to see why the ground has not been broken and construction work has not started. What can be done to expidite this process?
Sometimes not much can be done, the City is going to go through their process and you must simply wait. There are a few things that you can do to be proactive however. The first is to establish a good working relationship with the city staff members in the building and inspection department. Knowing who to call when you have an issue is very important, and knowing who that persons immediate supervisor is, can also be of value. Second, start the process of review early on in the planning stage. As soon as you have a schematic floor plan and site plan ready, take it to the city and review it with them. Let the city know what is going on and what your schedule is so that they can coordinate it with their review schedule. Third, realize that the city is viewing you as a developer and that you will most likely have to pay for utility and roadway upgrades around your site. Also there will be impact fees, permit fees, etc that you will be responsible for. It can be helpful if you can establish some interlocal agreements regarding fees before hand so that all are aware of the cost implications to your project.
The city may also require you to have an environmental impact study, a traffic study, or special drainage studies done. Knowing what will be required before you start the planning process will go a long way to making the road smoother in the approval process.
Sunday, November 27, 2011
A Night at the Energy Modeling Improv
I recently attended a presentation on energy modeling. To my surprise, upon arrival one of the presenters was wearing a tall black pointed hat with a brim, and on the hat were gold crescent moons and stars – not a typical presenter at a lunch and learn seminar. The event was billed as “A Night at the Energy Modeling Improv”.
The “Wizard” (thus the hat) explained that we would be participating in an energy modeling exercise using the “Design Wizard” component the Quick Energy Simulation Tools software, more commonly referred to as “eQuest”. Energy modeling is an important component of building design, given today’s more stringent building codes. Energy modeling takes place during the schematic design phase of a project, and is an important tool in moving a building’s design forward. Energy modeling typically utilizes complex software, can be very time-consuming, and is generally thought of as being the bailiwick of the mechanical engineer. The eQuest software was developed by an engineer who wanted a quick, easy way to perform building modeling within several variables.
The Wizard explained we would be playing what they call “the Wizard Game”. He divided us into two groups. He gave us basic programming for the building including square feet and layout, number of stories, window information, R value of insulation for roof and for walls, and orientation. With the co-presenter operating the eQuest software for two different scenarios, our two teams competed against each other, with the software showing on a projection screen so we could see the results. Each team was given several choices of how to decrease energy usage. As each team made their selection of several variables, the co-presenter entered the data into eQuest so we could immediately see what, if any, energy savings was possible with our choices. Two choices stood out: one team chose to upgrade wall insulation, which didn’t cost much but also didn’t make much difference in energy savings. The other team chose to utilize daylighting, which increased electricity savings quite significantly.
That first game gave us a taste for the possibilities of choices that would help win the second game. For the second game, each team started by selecting a building footprint (out of 5-6 choices) and orientation (north-south or east-west). Other choices for the building envelope were square footage of window to wall ratio, glass type, sun shades, wall insulation, and roof insulation. Our team picked a better building footprint than the other team, but we stumbled a bit on glass selection, going for a low-E glazing. The Wizard explained that low-E really doesn’t do much for keeping heat out of a building in Texas, where we deal more with cooling than with heating (low-E works better in cold climates). We also could see what an important selection daylight harvesting is for providing energy savings for a building.
The eQuest Energy Wizard can be used by anyone, and is helpful in providing immediate feedback in modeling strategies during the design stage. This means energy modeling is no longer only something the mechanical engineer is involved in, but by using this simple, free software, anyone can obtain expertise in the concepts behind successfully modeling a given building. Just ask Mr. Wizard!
The eQuest software can be downloaded at www.doe2.com/equest and there is also a downloadable tutorial.
The DOE-2 software was developed by James J. Hirsch & Associates (JJH) in collaboration with Lawrence Berkeley National Laboratory (LBNL), with LBNL DOE-2 work performed mostly under funding from the United States Department of Energy (USDOE) and other work performed mostly under funding from a wide range of industry organizations, JJH and LBNL. The site, however, is not sponsored or endorsed by either USDOE or LBNL, and use of “DOE” in names in this site does not imply any endorsement or recommendation of any listed products or services by the United States Government, LBNL, or anyone else.
The “Wizard” (thus the hat) explained that we would be participating in an energy modeling exercise using the “Design Wizard” component the Quick Energy Simulation Tools software, more commonly referred to as “eQuest”. Energy modeling is an important component of building design, given today’s more stringent building codes. Energy modeling takes place during the schematic design phase of a project, and is an important tool in moving a building’s design forward. Energy modeling typically utilizes complex software, can be very time-consuming, and is generally thought of as being the bailiwick of the mechanical engineer. The eQuest software was developed by an engineer who wanted a quick, easy way to perform building modeling within several variables.
The Wizard explained we would be playing what they call “the Wizard Game”. He divided us into two groups. He gave us basic programming for the building including square feet and layout, number of stories, window information, R value of insulation for roof and for walls, and orientation. With the co-presenter operating the eQuest software for two different scenarios, our two teams competed against each other, with the software showing on a projection screen so we could see the results. Each team was given several choices of how to decrease energy usage. As each team made their selection of several variables, the co-presenter entered the data into eQuest so we could immediately see what, if any, energy savings was possible with our choices. Two choices stood out: one team chose to upgrade wall insulation, which didn’t cost much but also didn’t make much difference in energy savings. The other team chose to utilize daylighting, which increased electricity savings quite significantly.
That first game gave us a taste for the possibilities of choices that would help win the second game. For the second game, each team started by selecting a building footprint (out of 5-6 choices) and orientation (north-south or east-west). Other choices for the building envelope were square footage of window to wall ratio, glass type, sun shades, wall insulation, and roof insulation. Our team picked a better building footprint than the other team, but we stumbled a bit on glass selection, going for a low-E glazing. The Wizard explained that low-E really doesn’t do much for keeping heat out of a building in Texas, where we deal more with cooling than with heating (low-E works better in cold climates). We also could see what an important selection daylight harvesting is for providing energy savings for a building.
The eQuest Energy Wizard can be used by anyone, and is helpful in providing immediate feedback in modeling strategies during the design stage. This means energy modeling is no longer only something the mechanical engineer is involved in, but by using this simple, free software, anyone can obtain expertise in the concepts behind successfully modeling a given building. Just ask Mr. Wizard!
The eQuest software can be downloaded at www.doe2.com/equest and there is also a downloadable tutorial.
The DOE-2 software was developed by James J. Hirsch & Associates (JJH) in collaboration with Lawrence Berkeley National Laboratory (LBNL), with LBNL DOE-2 work performed mostly under funding from the United States Department of Energy (USDOE) and other work performed mostly under funding from a wide range of industry organizations, JJH and LBNL. The site, however, is not sponsored or endorsed by either USDOE or LBNL, and use of “DOE” in names in this site does not imply any endorsement or recommendation of any listed products or services by the United States Government, LBNL, or anyone else.
Friday, November 11, 2011
Cost Management - Value Engineering
As a continuation of the cost management discussion, I want to discuss the term "value engineering", what the process is and should be relating to the construction bids that you receive.
Value Engineering generally refers to the process of reducing the cost of the construction after the bids are taken. Of course this process would only be considered if you are over budget and have to reduce the cost of the facility. The goal of this process is to look at specific items in the building systems and products that have been specified by the design professional, and make changes that reduce the cost but have minimal impact on the overall design intent. For example, a retaining wall may have detailed to be cast in place concrete. An alternate design might be to use a stacked block product (Keystone as an example). If the system works structurally to accomplish the intent, the engineer could approve that change, thus saving the owner the amount offered by the contractor. All systems should be reviewed, roofing, mechanical, lighting, electrical, finishes, etc. The contractor and the design professional should each come to table to make suggestions as to the items to be considered. If need be, reducing the size of the building could also be considered.
Once the items have been reviewed by all parties (owner, contractor, design professional), the items should be documented in the form of an addendum or change order.
Here is the rub, usually the items being offered are not going to be the full initial value of the change. By that I mean the change is usually at 50% or less of the cost. This is the nature of the construction industry. Once a building has been bid, the subs and suppliers have all quoted their best price. The change may only be in a product type but not necessarily reduce the cost to install it.
So where is the value in going through this process if you are only getting 50% of the value of the changes returned to you? Fortunately in this recession we haven't had to confront this issue many times, as bids continue to be at a reduced amount. It wasn't long ago however when construction costs rose at a 20% to 30% rate, sending many budgets into a tailspin.
The true value of 'value engineering' takes place as the architects/engineers design the project. Evaluating the materials and systems to be used as they are integrated into the design. The input of the contractor at this point can be especially useful. This is where you can realize the full value of changing products, prior to bidding the building.
Know what systems are being used in your building and take the time to talk with your design professional. Understanding the life cycle and performance of the different systems will help you make informed decisions as to what the suggested changes could mean in maintenance and upkeep down the road.
Value Engineering generally refers to the process of reducing the cost of the construction after the bids are taken. Of course this process would only be considered if you are over budget and have to reduce the cost of the facility. The goal of this process is to look at specific items in the building systems and products that have been specified by the design professional, and make changes that reduce the cost but have minimal impact on the overall design intent. For example, a retaining wall may have detailed to be cast in place concrete. An alternate design might be to use a stacked block product (Keystone as an example). If the system works structurally to accomplish the intent, the engineer could approve that change, thus saving the owner the amount offered by the contractor. All systems should be reviewed, roofing, mechanical, lighting, electrical, finishes, etc. The contractor and the design professional should each come to table to make suggestions as to the items to be considered. If need be, reducing the size of the building could also be considered.
Once the items have been reviewed by all parties (owner, contractor, design professional), the items should be documented in the form of an addendum or change order.
Here is the rub, usually the items being offered are not going to be the full initial value of the change. By that I mean the change is usually at 50% or less of the cost. This is the nature of the construction industry. Once a building has been bid, the subs and suppliers have all quoted their best price. The change may only be in a product type but not necessarily reduce the cost to install it.
So where is the value in going through this process if you are only getting 50% of the value of the changes returned to you? Fortunately in this recession we haven't had to confront this issue many times, as bids continue to be at a reduced amount. It wasn't long ago however when construction costs rose at a 20% to 30% rate, sending many budgets into a tailspin.
The true value of 'value engineering' takes place as the architects/engineers design the project. Evaluating the materials and systems to be used as they are integrated into the design. The input of the contractor at this point can be especially useful. This is where you can realize the full value of changing products, prior to bidding the building.
Know what systems are being used in your building and take the time to talk with your design professional. Understanding the life cycle and performance of the different systems will help you make informed decisions as to what the suggested changes could mean in maintenance and upkeep down the road.
Thursday, November 10, 2011
Green Building Resources
In times of severe budget constraints how is a school to work on increasing Indoor Environmental Quality? Here are some resources for all school districts.
One resource is the US Green Building Council, a nonprofit organization, originator of the LEED (Leadership in Environmental and Energy Design) rating system. The organization’s goal is to have every student in a green school in this generation. I know I’ve said it before but this is a wonderful goal, similar to putting a man on the moon, only better. With many volunteers in Green Schools Committees in most states, the USGBC is a great resource for green schools, for new construction and for renovations. A program developed here in our North Texas Green Schools Committee is Green in a Box, which contains information and Indoor Air Quality handheld testing tools in a lending library, so schools are able to check out a Green in a Box (GIB) kit that includes “7 Steps to a 21st Century Building Performance Using Your 20th Century Building”. This lending library is available to all schools, public and private, K-12 and higher education. A volunteer comes with each Green in a Box checkout. Green in a Box was developed in response to the question, “As a green building resource, what is the one thing the Committee can do to help schools with their needs?” Volunteers educate on the importance of providing a healthy place for students and staff while reducing expenses.
Volunteers are also available to speak to your group: administrators, school boards, school nurses, facilities and maintenance departments, teachers, students, PTA’s, parents, and the community to help educate on hows and whys of LEED and green schools.
A new program within the US Green Building Council is the Center for Green Schools. (I was thrilled to be invited to Washington DC to attend the formal launch of the Center for Green Schools in 2009.) The Center for Green Schools is envisioned as the resource that will help green schools become a reality. Check out the website for information.
The United States Environmental Protection Agency operates a Schools section to help schools to understand and develop IEQ programs. Their Tools for Schools program is a step-by-step aid, and their Healthy SEAT is a software program that is used to log data for IEQ programs. EPA also has student and teacher education opportunities.
Both USGBC and EPA can help schools implement green cleaning.
Many districts hire consultants when they’re in the planning stage of a project in order to help them achieve better learning outcomes by going green. However, many districts have no money for consultants yet want to go green. Here are some links as to how to obtain resources.
The EPA provides no-cost Green Schools Symposiums around the country - check their website. There is one in the planning stages for North Texas that is scheduled for April 23-24, 2012. We volunteers are working to provide scholarships for hotels for school personnel who want to attend, yet have no travel budget. Please stay tuned.
www.usgbc.org
www.centerforgreenschools.org
http://www.epa.gov/iaq/schools/resources.html
http://www.epa.gov/iaq/schools/pubs.html
One resource is the US Green Building Council, a nonprofit organization, originator of the LEED (Leadership in Environmental and Energy Design) rating system. The organization’s goal is to have every student in a green school in this generation. I know I’ve said it before but this is a wonderful goal, similar to putting a man on the moon, only better. With many volunteers in Green Schools Committees in most states, the USGBC is a great resource for green schools, for new construction and for renovations. A program developed here in our North Texas Green Schools Committee is Green in a Box, which contains information and Indoor Air Quality handheld testing tools in a lending library, so schools are able to check out a Green in a Box (GIB) kit that includes “7 Steps to a 21st Century Building Performance Using Your 20th Century Building”. This lending library is available to all schools, public and private, K-12 and higher education. A volunteer comes with each Green in a Box checkout. Green in a Box was developed in response to the question, “As a green building resource, what is the one thing the Committee can do to help schools with their needs?” Volunteers educate on the importance of providing a healthy place for students and staff while reducing expenses.
Volunteers are also available to speak to your group: administrators, school boards, school nurses, facilities and maintenance departments, teachers, students, PTA’s, parents, and the community to help educate on hows and whys of LEED and green schools.
A new program within the US Green Building Council is the Center for Green Schools. (I was thrilled to be invited to Washington DC to attend the formal launch of the Center for Green Schools in 2009.) The Center for Green Schools is envisioned as the resource that will help green schools become a reality. Check out the website for information.
The United States Environmental Protection Agency operates a Schools section to help schools to understand and develop IEQ programs. Their Tools for Schools program is a step-by-step aid, and their Healthy SEAT is a software program that is used to log data for IEQ programs. EPA also has student and teacher education opportunities.
Both USGBC and EPA can help schools implement green cleaning.
Many districts hire consultants when they’re in the planning stage of a project in order to help them achieve better learning outcomes by going green. However, many districts have no money for consultants yet want to go green. Here are some links as to how to obtain resources.
The EPA provides no-cost Green Schools Symposiums around the country - check their website. There is one in the planning stages for North Texas that is scheduled for April 23-24, 2012. We volunteers are working to provide scholarships for hotels for school personnel who want to attend, yet have no travel budget. Please stay tuned.
www.usgbc.org
www.centerforgreenschools.org
http://www.epa.gov/iaq/schools/resources.html
http://www.epa.gov/iaq/schools/pubs.html
Sunday, November 6, 2011
School Bus and Auto Idling at School
If you’re at a school either before or after school, a familiar sight is that of lines of school buses and private autos lined up outside dropping off or picking up students. In Cincinnati, Ohio, the University of Cincinnati does a lot of research on environmental health. In Cincinnati, about 1 in 4 school-age children suffer from asthma. (We have a similar rate of asthma here in North Texas, which is high and continues to climb). The University of Cincinnati has a research project underway in conjunction with the Cincinnati Health Department and Cincinnati Public schools to help reduce asthma in the community. This research project’s goal is determine how idling school buses and proximity to busy roadways affects the incidence of asthma in school-age children. This is being studied in order to provide information to policy makers and public health officials regarding the extent of pollutants from idling school buses in order to guide policy decisions. (Research shows asthma is triggered by proximity to particulates from diesel emissions. The incidence of asthma attacks rise when school buses idle at schools, and also when schools are near major roadways.)
The research will occur in two stages. During the first stages, students with asthma will have the air sampled both at their school and home neighborhood. Both indoor and outdoor sampling will be done, and the school sampling will include areas near entrances, and in classrooms. In the second stage of the study, an anti-idling campaign will take place, with air sampling at that time. The children will have medical information taken at both stages. There is also an education component that will be at work in order to educate teachers, school nurses, bus drivers, and school administration about how to reduce the health hazards of bus and auto idling.
In green building, we talk about how air pollution is detrimental to the success of students. Air inside a school is never as good (clean) as air outside a school. So if outside air is polluted how will schools be able to provide a healthy indoor environment?
In another way of creating a solution for the problem of school bus idling, LEED for Schools provides a point for bike racks and for building where there are bike routes to school which avoid busy streets.
Also at work on the subject of school bus idling and Outdoor Air Quality (OAQ) is the American Lung Association (ALA). In North Texas, ALA has been lobbying the state legislature to pass a school bus anti-idling law. ALA is also working to educate teachers and administrators on how to limit outdoor time for students on bad OAQ (Outdoor Air Quality) days.
If you want to help the students at your school reduce absenteeism from asthma and other respiratory problems, try instigating a District-wide Indoor and Outdoor Air Quality program. Also contact your state and federal legislators to impress upon them the importance of supporting these measures.
http://healthnews.uc.edu
www.ala.org
www.usgbc.org
The research will occur in two stages. During the first stages, students with asthma will have the air sampled both at their school and home neighborhood. Both indoor and outdoor sampling will be done, and the school sampling will include areas near entrances, and in classrooms. In the second stage of the study, an anti-idling campaign will take place, with air sampling at that time. The children will have medical information taken at both stages. There is also an education component that will be at work in order to educate teachers, school nurses, bus drivers, and school administration about how to reduce the health hazards of bus and auto idling.
In green building, we talk about how air pollution is detrimental to the success of students. Air inside a school is never as good (clean) as air outside a school. So if outside air is polluted how will schools be able to provide a healthy indoor environment?
In another way of creating a solution for the problem of school bus idling, LEED for Schools provides a point for bike racks and for building where there are bike routes to school which avoid busy streets.
Also at work on the subject of school bus idling and Outdoor Air Quality (OAQ) is the American Lung Association (ALA). In North Texas, ALA has been lobbying the state legislature to pass a school bus anti-idling law. ALA is also working to educate teachers and administrators on how to limit outdoor time for students on bad OAQ (Outdoor Air Quality) days.
If you want to help the students at your school reduce absenteeism from asthma and other respiratory problems, try instigating a District-wide Indoor and Outdoor Air Quality program. Also contact your state and federal legislators to impress upon them the importance of supporting these measures.
http://healthnews.uc.edu
www.ala.org
www.usgbc.org
Sunday, October 30, 2011
Test Scores and Indoor Air Quality Are Linked
Is there a link between cognitive functioning / learning / test scores and Indoor Air Quality (IAQ) in schools? Here’s what we know: there is a large body of research out there regarding test scores and IAQ. I’ll simplify the discussion by using the term “test scores” because test scores are more concrete than cognitive functioning or learning. Here are a few of the many studies on this subject. Green building rating systems typically address the importance of IAQ in schools.
If you’re only going to read one study on the benefits of green schools, this is a good one to read. This study links a lot of different sustainable strategies in schools and student success. Greening America’s Schools, was written by Gregory Kats, produced by Capital E and co-sponsored by the American Institute of Architects. http://www.usgbc.org/ShowFile.aspx?DocumentID=2908 .
One study often referred to is that done by Dr. Richard Shaughnessy, et. al. (Dr. Shaughnessy has served as Program Director of Indoor Air Quality Research at the University of Tulsa since 1987), and published in the Journal of Indoor Air (December 2006), and is titled Association Between Substandard Classroom Ventilation Rates and Students’ Academic Achievement. The study was done to see if there was a relationship between increased ventilation and test scores. It was discovered that indoor air quality had a significant impact on test scores. This study used data from 55 Fifth grade elementary school classrooms, with student performance based on standardized math and reading tests. Ventilation rates were calculated from CO2 concentrations. Other factors such as male/female ratios, free lunch program, limited English, gifted student percentage, absenteeism rate and ethnicity were all neutralized.
Basically when you bring sufficient outdoor air into classrooms you alleviate the concentrations of allergens, viruses, and toxins from things like art and science materials. Also if students are falling asleep in certain classrooms but not others it can be due to large concentrations of carbon dioxide. Common sense stuff but it seems school designers aren’t doing a good job of providing sufficient air flow in schools. (This also helps with what teachers report as smelly students coming into class after P.E.).
The study showed that increased ventilation rates had a significant impact on math and reading test scores. With a ventilation volume of less than 5 cubic feet per minute the mean math scores were 56.32 and the mean reading scores were 47.73. When ventilation rates were over 10 cubic feet per minute mean math scores were 64.46 and reading scores were 54.27. This represented a 14.7% increase in math scores and a 13.7% increase in reading scores with improved ventilation.
A 2002 study involved Charles Young Elementary School in Washington, DC. The school had increased the Indoor Environmental Quality in their school through a comprehensive program and achieved the following results: (Source: Healthy School Environment and Enhanced Educational Performance – The Case of Charles Young Elementary School, Washington, DC, Carpet & Rug Institute, January 2002.):
Reading scores at basic or above increased from 59% to 75%; math scores at basic or above increased from 51% to 76%; and school attendance increased by 4%: from 89% to 93%.
And you can check your school in this USA Today Special Report on pollution near schools: http://content.usatoday.com/news/nation/environment/smokestack/index .
Shaughnessy study: http://onlinelibrary.wiley.com/doi/10.1111/j.1600-0668.2010.00686.x/abstract
Charles Young study: http://www.carpet-rug.org/pdf_word_docs/020112_Charles_Young.pdf
Kats study: http://www.usgbc.org/ShowFile.aspx?DocumentID=2908
If you’re only going to read one study on the benefits of green schools, this is a good one to read. This study links a lot of different sustainable strategies in schools and student success. Greening America’s Schools, was written by Gregory Kats, produced by Capital E and co-sponsored by the American Institute of Architects. http://www.usgbc.org/ShowFile.aspx?DocumentID=2908 .
One study often referred to is that done by Dr. Richard Shaughnessy, et. al. (Dr. Shaughnessy has served as Program Director of Indoor Air Quality Research at the University of Tulsa since 1987), and published in the Journal of Indoor Air (December 2006), and is titled Association Between Substandard Classroom Ventilation Rates and Students’ Academic Achievement. The study was done to see if there was a relationship between increased ventilation and test scores. It was discovered that indoor air quality had a significant impact on test scores. This study used data from 55 Fifth grade elementary school classrooms, with student performance based on standardized math and reading tests. Ventilation rates were calculated from CO2 concentrations. Other factors such as male/female ratios, free lunch program, limited English, gifted student percentage, absenteeism rate and ethnicity were all neutralized.
Basically when you bring sufficient outdoor air into classrooms you alleviate the concentrations of allergens, viruses, and toxins from things like art and science materials. Also if students are falling asleep in certain classrooms but not others it can be due to large concentrations of carbon dioxide. Common sense stuff but it seems school designers aren’t doing a good job of providing sufficient air flow in schools. (This also helps with what teachers report as smelly students coming into class after P.E.).
The study showed that increased ventilation rates had a significant impact on math and reading test scores. With a ventilation volume of less than 5 cubic feet per minute the mean math scores were 56.32 and the mean reading scores were 47.73. When ventilation rates were over 10 cubic feet per minute mean math scores were 64.46 and reading scores were 54.27. This represented a 14.7% increase in math scores and a 13.7% increase in reading scores with improved ventilation.
A 2002 study involved Charles Young Elementary School in Washington, DC. The school had increased the Indoor Environmental Quality in their school through a comprehensive program and achieved the following results: (Source: Healthy School Environment and Enhanced Educational Performance – The Case of Charles Young Elementary School, Washington, DC, Carpet & Rug Institute, January 2002.):
Reading scores at basic or above increased from 59% to 75%; math scores at basic or above increased from 51% to 76%; and school attendance increased by 4%: from 89% to 93%.
And you can check your school in this USA Today Special Report on pollution near schools: http://content.usatoday.com/news/nation/environment/smokestack/index .
Shaughnessy study: http://onlinelibrary.wiley.com/doi/10.1111/j.1600-0668.2010.00686.x/abstract
Charles Young study: http://www.carpet-rug.org/pdf_word_docs/020112_Charles_Young.pdf
Kats study: http://www.usgbc.org/ShowFile.aspx?DocumentID=2908
Sunday, October 23, 2011
EPA Releases New Voluntary School Siting Guidelines
New help has just arrived for school districts’ site planning needs. On October 3, 2011, The U. S. Environmental Protection Agency released new voluntary school siting guidelines. These new guidelines will help schools / local educational agencies (LEA), to decide whether to renovate an existing school or build a new school on the current site or on a new site. This document is a good roadmap for LEA’s, architects, and others who are involve in school siting decisions.
The guidelines look at the decision of school siting from a public health standpoint. The aspect of the need for the community’s involvement in working through this process, and how the outcome will be better when the public is apprised of the issues and decisions throughout the process, is also addressed. (If you’ve ever tried to make changes in your school district/school, you know the importance of fully involving the public at all junctures in order to obtain public support.)
EPA used input from school districts, teachers, health care and environmental professionals, other Federal agencies, states, children’s health and environmental organizations, and others, in putting together the guidelines.
The EPA was tasked with producing this information after Congress initiated the Energy Independence and Security Act (EISA) in December of 2007, with the criteria of taking into account the potential for pollution at a given site, transportation modes available, energy savings, and the possibility of using a school as an emergency shelter.
The guidelines use a step-by-step process, starting with questions to answer, then lists the steps to take to do an environmental review, steps for the gathering of data, and the making of a decision.
The 152-page document doesn’t address existing schools, but does encourage existing schools to use EPA’s Healthy SEAT (Healthy Schools Environmental Assessment Tool) to provide a healthy existing school.
Here are the links for both the new School Siting Guidelines and for Healthy SEAT.
http://www.epa.gov/schools/siting/download.html
http://www.epa.gov/schools/healthyseat/
The guidelines look at the decision of school siting from a public health standpoint. The aspect of the need for the community’s involvement in working through this process, and how the outcome will be better when the public is apprised of the issues and decisions throughout the process, is also addressed. (If you’ve ever tried to make changes in your school district/school, you know the importance of fully involving the public at all junctures in order to obtain public support.)
EPA used input from school districts, teachers, health care and environmental professionals, other Federal agencies, states, children’s health and environmental organizations, and others, in putting together the guidelines.
The EPA was tasked with producing this information after Congress initiated the Energy Independence and Security Act (EISA) in December of 2007, with the criteria of taking into account the potential for pollution at a given site, transportation modes available, energy savings, and the possibility of using a school as an emergency shelter.
The guidelines use a step-by-step process, starting with questions to answer, then lists the steps to take to do an environmental review, steps for the gathering of data, and the making of a decision.
The 152-page document doesn’t address existing schools, but does encourage existing schools to use EPA’s Healthy SEAT (Healthy Schools Environmental Assessment Tool) to provide a healthy existing school.
Here are the links for both the new School Siting Guidelines and for Healthy SEAT.
http://www.epa.gov/schools/siting/download.html
http://www.epa.gov/schools/healthyseat/
Friday, October 21, 2011
Managing Project Costs
One of the more difficult aspects of Educational Facility Planning is managing the cost of the project. From the inception to the completion of the project, you must constantly review where you stand related to cost. Building costs are just a part of the equation when looking at the entire budget of a project. Other costs will include Architectural and Engineering services, purchasing and surveying of land, geotechnical or soil investigations, construction material testing, furniture-fixtures & equipment (FFE), roads and utility extensions for water, sanitary sewer, and power requirements to just name a few. All of these items totalled could be as much or more than 30% of the cost of the buildling.
When looking at strictly the cost of the building, it is governed by three factors; the quality of the bldg materials, the quantity of space, and the schedule in which to build the project. As I mentioned in a previous blog regarding Tech specs, this is where you define the quality of the bldg materials. The difference between providing a vinyl tile floor or one using terrazzo is significant. Vinyl tile costs $1.25/sf installed, terrazzo is approx $25/sf. You must also understand the difference in the life cycle of the material being used. The vinyl tile flooring is considered to be in the range of 15 to 20 years before it will have to be replaced. The terrazzo flooring is considered to be a lifetime product. When you average out the maintenance costs of each, you may find that the terrazzo is the more suitable product for the life cycle of the building. You must then determine if the upfront costs can be afforded. This is just one example of the types of decisions that must be made when designing a structure. Your design professional should be able to guide you through these decisions, but you need to be able to be conversant with the issues.
The second factor is the quantity of space. As the design progresses through the process, it is often easy to see additional needs that may not have been addressed early on. When adding space to the project always have the cost estimate revised as well.
The final factor is the time given to construct the project. If the schedule is compressed and the construction firm must provide additional labor to meet that schedule, it will affect the cost. Also if work is added to the project and the time line is extended, the contractor will incurr additional overhead for staffing the project and the cost again is affected.
The question I get asked the most is 'how much per square foot does a school cost these days?'. I always answer, "it depends". It depends on the three factors I have
discussed above. If you can tell me the quantity and quality of space you want, then I can tell what it will cost. We are in interesting times in regards to construction costs. The effects of the recession have kept building costs down the last two years, however we are now seeing a slow trend of rising construction costs. I will polish up my crystal ball to look into the future to see what buildings will cost in the near future, only time will tell.
Michael King AIA
When looking at strictly the cost of the building, it is governed by three factors; the quality of the bldg materials, the quantity of space, and the schedule in which to build the project. As I mentioned in a previous blog regarding Tech specs, this is where you define the quality of the bldg materials. The difference between providing a vinyl tile floor or one using terrazzo is significant. Vinyl tile costs $1.25/sf installed, terrazzo is approx $25/sf. You must also understand the difference in the life cycle of the material being used. The vinyl tile flooring is considered to be in the range of 15 to 20 years before it will have to be replaced. The terrazzo flooring is considered to be a lifetime product. When you average out the maintenance costs of each, you may find that the terrazzo is the more suitable product for the life cycle of the building. You must then determine if the upfront costs can be afforded. This is just one example of the types of decisions that must be made when designing a structure. Your design professional should be able to guide you through these decisions, but you need to be able to be conversant with the issues.
The second factor is the quantity of space. As the design progresses through the process, it is often easy to see additional needs that may not have been addressed early on. When adding space to the project always have the cost estimate revised as well.
The final factor is the time given to construct the project. If the schedule is compressed and the construction firm must provide additional labor to meet that schedule, it will affect the cost. Also if work is added to the project and the time line is extended, the contractor will incurr additional overhead for staffing the project and the cost again is affected.
The question I get asked the most is 'how much per square foot does a school cost these days?'. I always answer, "it depends". It depends on the three factors I have
discussed above. If you can tell me the quantity and quality of space you want, then I can tell what it will cost. We are in interesting times in regards to construction costs. The effects of the recession have kept building costs down the last two years, however we are now seeing a slow trend of rising construction costs. I will polish up my crystal ball to look into the future to see what buildings will cost in the near future, only time will tell.
Michael King AIA
Sunday, October 9, 2011
Daylight Harvesting
One of the intriguing and interesting ways to build sustainably is to use the practice of daylight harvesting or “daylighting” to light a building. As long as there have been windows, daylight has been used to light buildings, but in the era of (relatively inexpensive) electricity, good design practices went out the window, so to speak, and little attention was paid to this aspect of building design. Window placement was then determined based on what the designer was trying to do with the building’s façade, and in many cases, particularly in the 1980’s, it was fashionable to design buildings (particularly schools) without windows as it was considered to be “too distracting” to have windows. LEED has a credit for daylighting – IEQ credit 8.1.
Knowing what we know about human health, hormone production, circadian rhythms, and the various colors and intensities of daylight at different times of the year, one can assume that daylighting is important in human health, therefore in student learning.
Studies show some interesting benefits associated with the use of daylighting. Studies show students in daylit schools experience 3.2 to 3.8 fewer absent days. Studies also show students achieving higher test scores. Fewer dental caries and increased student growth are another correlation between daylighting and student health. In addition, students in daylit schools show better attention spans and better work habits. Schools also report teachers having fewer sick days when teaching in daylit schools. These are a few of the more well-known studies available on this high-performance building strategy.
Daylit buildings also offer substantial cost savings by reducing energy use. Since electrical lighting heats buildings, when lights are turned off cooling loads go down. Since commercial buildings use more cooling, on average, in the course of a year than heating (due in part to lighting, computer and human heat generation), turning off the lights realizes an immediate benefit for both lighting and mechanical systems. A second benefit is that of reduced electrical lighting, which will decrease utility bills. A third benefit of daylighting occurs when the use of HVAC is reduced; then HVAC noise is reduced. (Noise is a big issue in schools and is associated with difficulty in student learning.)
There is no one single successful strategy in the use of daylighting to achieve LEED credit 8.1. Windows should be strategically placed to provide light but not glare. Light should be bounced into areas further away from windows by the use of light shelves and/or reflective surfaces. Other methods are to use clerestory windows or skylights (skylights should be used with caution in areas prone to severe hailstorms). The use of sunshades will reduce glare while providing natural daylight. Interior lighting controls need to be used in order to maximize daylight harvesting. Use building modeling (LEED prerequisite) to determine an overall strategy for successful daylight harvesting. The use of daylight harvesting will create significant cost savings for the building owner and improved outcomes for students.
Student outcomes: http://www.nrel.gov/docs/fy00osti/28049.pdf
Pacific Gas and Electric Company (research conducted by the Heschong Mahone Group, Fair Oaks, CA), Daylighting in Schools: An Investigation into the Relationship Between Daylighting and Human and Performance, 1999.
Energy usage: http://www.lightnowblog.com/2009/01/study-captures-daylightings-hvac-and-lighting-energy-savings-impacts/
Daylight harvesting strategies: http://www.inive.org/members_area/medias/pdf/Inive%5CIBPSA%5CBS05_0501_508.pdf
Knowing what we know about human health, hormone production, circadian rhythms, and the various colors and intensities of daylight at different times of the year, one can assume that daylighting is important in human health, therefore in student learning.
Studies show some interesting benefits associated with the use of daylighting. Studies show students in daylit schools experience 3.2 to 3.8 fewer absent days. Studies also show students achieving higher test scores. Fewer dental caries and increased student growth are another correlation between daylighting and student health. In addition, students in daylit schools show better attention spans and better work habits. Schools also report teachers having fewer sick days when teaching in daylit schools. These are a few of the more well-known studies available on this high-performance building strategy.
Daylit buildings also offer substantial cost savings by reducing energy use. Since electrical lighting heats buildings, when lights are turned off cooling loads go down. Since commercial buildings use more cooling, on average, in the course of a year than heating (due in part to lighting, computer and human heat generation), turning off the lights realizes an immediate benefit for both lighting and mechanical systems. A second benefit is that of reduced electrical lighting, which will decrease utility bills. A third benefit of daylighting occurs when the use of HVAC is reduced; then HVAC noise is reduced. (Noise is a big issue in schools and is associated with difficulty in student learning.)
There is no one single successful strategy in the use of daylighting to achieve LEED credit 8.1. Windows should be strategically placed to provide light but not glare. Light should be bounced into areas further away from windows by the use of light shelves and/or reflective surfaces. Other methods are to use clerestory windows or skylights (skylights should be used with caution in areas prone to severe hailstorms). The use of sunshades will reduce glare while providing natural daylight. Interior lighting controls need to be used in order to maximize daylight harvesting. Use building modeling (LEED prerequisite) to determine an overall strategy for successful daylight harvesting. The use of daylight harvesting will create significant cost savings for the building owner and improved outcomes for students.
Student outcomes: http://www.nrel.gov/docs/fy00osti/28049.pdf
Pacific Gas and Electric Company (research conducted by the Heschong Mahone Group, Fair Oaks, CA), Daylighting in Schools: An Investigation into the Relationship Between Daylighting and Human and Performance, 1999.
Energy usage: http://www.lightnowblog.com/2009/01/study-captures-daylightings-hvac-and-lighting-energy-savings-impacts/
Daylight harvesting strategies: http://www.inive.org/members_area/medias/pdf/Inive%5CIBPSA%5CBS05_0501_508.pdf
Green Building Rating Systems – Summary
I’ve reviewed three of the more-well-known green building rating systems in previous weeks. Since the strategies for building green are fairly similar, a lot of the information used in determining the green building ratings are somewhat similar. The delivery systems of these rating systems differ.
The best way to see which system is going to work best for your organization and your school is to do more research applicable to your specific goals. There are resources available to help you determine which is best. You can hire a green building consultant to lead your school district or school through a needs assessment, and after obtaining information on the systems, you can make a decision. Do the research; the data is out there to show that green building does not necessarily cost more. When you think about green from the standpoint of how much money is spent over the lifetime of a building, you need to build green from a standpoint of spending your money wisely. If you know that you can build a building that will alleviate utility costs, provide a healthier environment, and reduce absenteeism, why wouldn’t you build that way? Use ACEF as one of your resources. Start with a district-wide Indoor Environmental Quality program.
A few takeaway facts:
CHPS: 86 completed CHPS schools and approximately 300 underway seeking CHPS recognition.
Green Globes: Over 150 commercial facilities in the U.S. have been certified using Green Globes.
LEED: There are 8,508 LEED Certified projects and 23,775 LEED Registered projects.
You can build green for both new and for existing buildings. Industry projections point to an avalanche of existing building green building certifications in the coming years, since there are so many more existing schools than new. Existing schools have many more challenges to overcome in maintenance and Indoor Environmental Quality, among other issues. Thirty to forty percent of a typical building’s life cycle costs occur during the design and construction phase, with the remaining sixty to seventy percent cost occurring during the rest of the building’s life. Since the design and construction phase of a building’s life cycle is typically 2-5 years, with the rest of the life cycle at 45-50 years, it only makes sense to maximize the return on the more expensive phase of a building’s life cycle (that’s in constant dollars).
www.chps.org
www.gbci.org
www.greenglobes.com
www.nist.gov
The best way to see which system is going to work best for your organization and your school is to do more research applicable to your specific goals. There are resources available to help you determine which is best. You can hire a green building consultant to lead your school district or school through a needs assessment, and after obtaining information on the systems, you can make a decision. Do the research; the data is out there to show that green building does not necessarily cost more. When you think about green from the standpoint of how much money is spent over the lifetime of a building, you need to build green from a standpoint of spending your money wisely. If you know that you can build a building that will alleviate utility costs, provide a healthier environment, and reduce absenteeism, why wouldn’t you build that way? Use ACEF as one of your resources. Start with a district-wide Indoor Environmental Quality program.
A few takeaway facts:
CHPS: 86 completed CHPS schools and approximately 300 underway seeking CHPS recognition.
Green Globes: Over 150 commercial facilities in the U.S. have been certified using Green Globes.
LEED: There are 8,508 LEED Certified projects and 23,775 LEED Registered projects.
You can build green for both new and for existing buildings. Industry projections point to an avalanche of existing building green building certifications in the coming years, since there are so many more existing schools than new. Existing schools have many more challenges to overcome in maintenance and Indoor Environmental Quality, among other issues. Thirty to forty percent of a typical building’s life cycle costs occur during the design and construction phase, with the remaining sixty to seventy percent cost occurring during the rest of the building’s life. Since the design and construction phase of a building’s life cycle is typically 2-5 years, with the rest of the life cycle at 45-50 years, it only makes sense to maximize the return on the more expensive phase of a building’s life cycle (that’s in constant dollars).
www.chps.org
www.gbci.org
www.greenglobes.com
www.nist.gov
Sunday, September 25, 2011
Green Building Rating Systems Comparison – Green Globes
Starting three weeks ago, I’ve been profiling three of the most well-known green building rating systems that can be used in school construction, both new and renovations. Green Globes is a green building rating system developed by the Green Building Institute. A rating system is available for new and existing buildings, and commercial and residential, Green Globes utilizes a scoring system of 1,000 points.
Green Globes relies on a web-based, interactive scoring system that GBI says allows users to know how many points their building will obtain throughout the certification process. The threshold for certification is reached when 35% of the 1,000 points needed are obtained; and at that point an assessor is assigned and the certification will continue. Unlike LEED and CHPS, there are no prerequisites other than the 35%.
At the culmination of scoring, a building audit is done by an assessor to confirm green strategies.
Green Globes buildings are rated on a scale of one to four, with one being the lowest level of certification and four the highest level of certification. To obtain a Green Globe rating, the project must be third-party verified.
Buildings are rated in seven areas, with the maximum number of points possible as follows:
1. Project Management, worth a maximum of 50 points
2. Site, 115 points
3. Energy, 380 points
4. Water, 100 points
5. Resources,100 points
6. Emissions, Effluents, and other Impacts, 75 points
7. Indoor Environment, 200 points
The project questionnaire is simple, with many yes/no questions, with minimal documentation needed.
One interesting aspect of Green Globes is you can sign up for a free thirty-day trial period.
Similar to the other two rating systems profiled, LEED and CHPS, the website is a good resource with a lot of other information.
www.greenglobes.com
Green Globes relies on a web-based, interactive scoring system that GBI says allows users to know how many points their building will obtain throughout the certification process. The threshold for certification is reached when 35% of the 1,000 points needed are obtained; and at that point an assessor is assigned and the certification will continue. Unlike LEED and CHPS, there are no prerequisites other than the 35%.
At the culmination of scoring, a building audit is done by an assessor to confirm green strategies.
Green Globes buildings are rated on a scale of one to four, with one being the lowest level of certification and four the highest level of certification. To obtain a Green Globe rating, the project must be third-party verified.
Buildings are rated in seven areas, with the maximum number of points possible as follows:
1. Project Management, worth a maximum of 50 points
2. Site, 115 points
3. Energy, 380 points
4. Water, 100 points
5. Resources,100 points
6. Emissions, Effluents, and other Impacts, 75 points
7. Indoor Environment, 200 points
The project questionnaire is simple, with many yes/no questions, with minimal documentation needed.
One interesting aspect of Green Globes is you can sign up for a free thirty-day trial period.
Similar to the other two rating systems profiled, LEED and CHPS, the website is a good resource with a lot of other information.
www.greenglobes.com
Sunday, September 18, 2011
Green Building Rating Systems and Schools – CHPS
Two weeks ago I provided a broad look at the three largest and best-known green building rating systems utilized in school construction and renovation, with an overview of LEED, CHPS, and Green Globes. Last week was a closer look at LEED, with this week a CHPS review. Next week I’ll finish up by looking at Green Globes.
CHPS, or the Collaborative for High Performance Schools, is a rating system developed and utilized specifically for schools. This discussion is specific to CHPS – California since that is where CHPS originated, and also CHPS for new school construction. CHPS now has rating systems specific to twelve different states with more on the way. CHPS addresses five different types of school construction projects - although CHPS recognition is only available for the first three: new school construction, major modernizations, and new buildings on an existing campus.
• New school construction
• Major modernizations
• New buildings on an existing campus (classroom or non-classroom)
• Minor modernizations
• Additions (classroom or non-classroom)
As of 2009 CHPS changed its rating system from 81 points to 116 points. Prerequisites must be earned, along with a minimum of 32 points in order to obtain CHPS recognition for new construction.
There are three levels of CHPS recognition:
• CHPS Designed, which is self-certifying
• CHPS Verified, which is third-party verified
• CHPS Verified Leader, which is third-party verified and must earn a minimum of 64 points for new construction.
There are seven categories CHPS prerequisites and points are broken into, and most of these have sub-categories:
1. Leadership, Education, and Innovation (LEI)
2. Sustainable Sites (SS)
3. Water (WE)
4. Energy (EE)
5. Climate (CL)
6. Materials & Waste Management (ME)
7. Indoor Environmental Quality (EQ)
The prerequisite (required strategy) for Leadership, Education, & Innovation is
1. Education Display.
A total of 13 points are possible for LEI.
A total of 14 points are possible for Sustainable Sites (SS) with two prerequisites:
1. Code compliance and
2. Construction storm runoff control.
Water (WE) has a possible total of 9 points available, with one prerequisite:
1. Create a water use budget.
Energy (EE) has a whopping 29 points possible, with two prerequisites:
1. Minimum energy performance and
2. Fundamental commissioning.
Climate (CL) has 8 points possible, with no prerequisites.
Materials & Waste Management (ME) has 18 points possible and one prerequisite
1. Minimum construction waste site management.
A total of 25 points are possible for Indoor Environmental Quality (EQ) with three prerequisites:
1. Minimum HVAC and construction IEQ requirements
2. ASHRAE 55 thermal comfort code compliance and moisture control
3. Minimum filtration
4. Minimum acoustic performance
CHPS’ six volume “Best Practices Manual is certainly worth perusing, especially if you are a school district. All school districts should know the information in this manual. It’s laid out with each volume addressing a different aspect of construction, for instance, Volume 1 is Planning. There is a lot of information specific to construction projects, with a “how-to” emphasis. This is a great resource, they cite a lot of studies, and even talk about where to find money for your sustainable building projects. There is a discussion of how to get buy-in at the district level to not only build green but to operate and maintain buildings in a green way.
www.chps.net
CHPS, or the Collaborative for High Performance Schools, is a rating system developed and utilized specifically for schools. This discussion is specific to CHPS – California since that is where CHPS originated, and also CHPS for new school construction. CHPS now has rating systems specific to twelve different states with more on the way. CHPS addresses five different types of school construction projects - although CHPS recognition is only available for the first three: new school construction, major modernizations, and new buildings on an existing campus.
• New school construction
• Major modernizations
• New buildings on an existing campus (classroom or non-classroom)
• Minor modernizations
• Additions (classroom or non-classroom)
As of 2009 CHPS changed its rating system from 81 points to 116 points. Prerequisites must be earned, along with a minimum of 32 points in order to obtain CHPS recognition for new construction.
There are three levels of CHPS recognition:
• CHPS Designed, which is self-certifying
• CHPS Verified, which is third-party verified
• CHPS Verified Leader, which is third-party verified and must earn a minimum of 64 points for new construction.
There are seven categories CHPS prerequisites and points are broken into, and most of these have sub-categories:
1. Leadership, Education, and Innovation (LEI)
2. Sustainable Sites (SS)
3. Water (WE)
4. Energy (EE)
5. Climate (CL)
6. Materials & Waste Management (ME)
7. Indoor Environmental Quality (EQ)
The prerequisite (required strategy) for Leadership, Education, & Innovation is
1. Education Display.
A total of 13 points are possible for LEI.
A total of 14 points are possible for Sustainable Sites (SS) with two prerequisites:
1. Code compliance and
2. Construction storm runoff control.
Water (WE) has a possible total of 9 points available, with one prerequisite:
1. Create a water use budget.
Energy (EE) has a whopping 29 points possible, with two prerequisites:
1. Minimum energy performance and
2. Fundamental commissioning.
Climate (CL) has 8 points possible, with no prerequisites.
Materials & Waste Management (ME) has 18 points possible and one prerequisite
1. Minimum construction waste site management.
A total of 25 points are possible for Indoor Environmental Quality (EQ) with three prerequisites:
1. Minimum HVAC and construction IEQ requirements
2. ASHRAE 55 thermal comfort code compliance and moisture control
3. Minimum filtration
4. Minimum acoustic performance
CHPS’ six volume “Best Practices Manual is certainly worth perusing, especially if you are a school district. All school districts should know the information in this manual. It’s laid out with each volume addressing a different aspect of construction, for instance, Volume 1 is Planning. There is a lot of information specific to construction projects, with a “how-to” emphasis. This is a great resource, they cite a lot of studies, and even talk about where to find money for your sustainable building projects. There is a discussion of how to get buy-in at the district level to not only build green but to operate and maintain buildings in a green way.
www.chps.net
Sunday, September 11, 2011
Green Building Rating Systems and Schools – LEED for Schools
Of the three green school rating systems under discussion, more schools have been built using the LEED rating system than either CHPS or Green Globes. Let’s look this week at LEED for Schools. (LEED has several different categories – this discussion is specific to LEED for Schools only.) Leadership in Energy and Environmental Design (LEED), as of 2009, uses 100 points. Another 10 points are able to be earned by the use of Innovation in Design and Regional Priority strategies. The 100 points are earned in five areas:
1. Sustainable Sites (SS)
2. Water Efficiency (WE)
3. Energy and Atmosphere (EA)
4. Materials and Resources (MR)
5. Indoor Environmental Quality (IEQ)
And the two optional strategies:
1. Innovation in Design (ID)
2. Regional Priority (RP)
Each of the five mandatory strategies (SS, WE, EA, MR, and IEQ) are further broken down into prerequisites – mandatory requirements, and credits. Each LEED building must meet all the prerequisites in order to obtain LEED certification at any level. Once prerequisites are met the project uses credits as a “shopping list” based on the project’s environmental and performance goals for certification.
LEED certifications are awarded on the following basis:
LEED Platinum 80 points and above
LEED Gold 60-79 points
LEED Silver 50-59 points
LEED Certified 40-49 points
The prerequisites (required strategies) for Sustainable Sites are
1. Construction Activity Pollution Prevention and
2. Environmental Site Assessment
A total of 17 credits are available for Sustainable Sites. Each credit is worth from one to four points.
The prerequisite for Water Efficiency is
1. Water Use Reduction
Four credits are available for Water Efficiency, with each credit worth from one to four points.
The prerequisites for Energy and Atmosphere are
1. Fundamental Commissioning of Building Energy Systems
2. Minimum Energy Performance
3. Fundamental Refrigeration Managerment
Eight credits can be earned for Energy and Atmosphere. Each credit is worth from one to nineteen points.
The prerequisite for Materials and Resources is
1. Storage and Collection of Recyclables
Ten credits can be earned for Materials and Resources, with each credit worth from one to two points.
The prerequisites for Indoor Environmental Quality are
1. Minimum Indoor Air Quality Performance
2. Environmental Tobacco Smoke (ETS) Control
3. Minimum Acoustical Performance
A total of twenty two credits can be earned for Indoor Environmental Quality, with each credit worth from one to three points.
Optional credits:
Innovation in Design offers one to four points for Schools, with one point awarded for each Innovation achieved, or provide Exemplary Performance in an existing prerequisite or credit.
Regional Priority credits are new to LEED as of 2009. Regional Priority’s six credits are based on specific environmental zones. “A project that earns a Regional Priority credit automatically earns one point in addition to any points awarded for that credit. Up to four extra points can be earned in this way”. For more information on Regional Priority credits go to www.usgbc.org
1. Sustainable Sites (SS)
2. Water Efficiency (WE)
3. Energy and Atmosphere (EA)
4. Materials and Resources (MR)
5. Indoor Environmental Quality (IEQ)
And the two optional strategies:
1. Innovation in Design (ID)
2. Regional Priority (RP)
Each of the five mandatory strategies (SS, WE, EA, MR, and IEQ) are further broken down into prerequisites – mandatory requirements, and credits. Each LEED building must meet all the prerequisites in order to obtain LEED certification at any level. Once prerequisites are met the project uses credits as a “shopping list” based on the project’s environmental and performance goals for certification.
LEED certifications are awarded on the following basis:
LEED Platinum 80 points and above
LEED Gold 60-79 points
LEED Silver 50-59 points
LEED Certified 40-49 points
The prerequisites (required strategies) for Sustainable Sites are
1. Construction Activity Pollution Prevention and
2. Environmental Site Assessment
A total of 17 credits are available for Sustainable Sites. Each credit is worth from one to four points.
The prerequisite for Water Efficiency is
1. Water Use Reduction
Four credits are available for Water Efficiency, with each credit worth from one to four points.
The prerequisites for Energy and Atmosphere are
1. Fundamental Commissioning of Building Energy Systems
2. Minimum Energy Performance
3. Fundamental Refrigeration Managerment
Eight credits can be earned for Energy and Atmosphere. Each credit is worth from one to nineteen points.
The prerequisite for Materials and Resources is
1. Storage and Collection of Recyclables
Ten credits can be earned for Materials and Resources, with each credit worth from one to two points.
The prerequisites for Indoor Environmental Quality are
1. Minimum Indoor Air Quality Performance
2. Environmental Tobacco Smoke (ETS) Control
3. Minimum Acoustical Performance
A total of twenty two credits can be earned for Indoor Environmental Quality, with each credit worth from one to three points.
Optional credits:
Innovation in Design offers one to four points for Schools, with one point awarded for each Innovation achieved, or provide Exemplary Performance in an existing prerequisite or credit.
Regional Priority credits are new to LEED as of 2009. Regional Priority’s six credits are based on specific environmental zones. “A project that earns a Regional Priority credit automatically earns one point in addition to any points awarded for that credit. Up to four extra points can be earned in this way”. For more information on Regional Priority credits go to www.usgbc.org
Friday, September 9, 2011
Green Building Rating Systems and Schools, Part 1
Twenty percent of the population of the U.S. spends their day in a school. Many schools are not healthy environments. Those charged with providing a healthy learning climate for students can and should make changes to foster student health. In the search for providing a better learning experience for students what tools do administrators need to ensure the learning environment is the best possible for students and staff? The case can also be made that, as public schools are funded by taxpayers, school administrators should be good stewards of public monies by building in a way that reduces the environmental impact of schools. This, in turn, saves taxpayer money when the use of water and utilities are reduced.
Sustainable or green building rating systems have been developed in order to assist schools to determine “what exactly is green?”, “how green?”, and “what exactly is it I need to do to provide a healthy environment?”
Three rating systems that are used most frequently to help in providing healthy schools are LEED (Leadership in Energy and Environmental Design), CHPS (Collaborative for High Performance Schools) and Green Globes.
LEED was originally developed in 2000 by the US Green Building Council. It is used in the United States and other countries, with a version specifically for schools. LEED for Schools was updated in 2009 to include both new and existing school projects.
CHPS was founded in 1999. There have been 86 CHPS schools completed nation-wide. CHPS has developed state-specific school building performance criteria for twelve states, with more underway.
Green Globes rating system was developed in 2000 under the name Green Globes for Existing Buildings. It was updated in 2002 and the rating system is applicable to all types of commercial construction, including schools.
Each of these rating systems looks at building design and construction from a holistic standpoint. Each is voluntary and third-party verified.
Next week we'll look at the specifics of rating systems.
What LEED is http://www.usgbc.org/DisplayPage.aspx?CMSPageID=1988
CHPS Fact Sheet http://www.chps.net/dev/Drupal/node/164
Green Globes http://www.greenglobes.com/about.asp
Sustainable or green building rating systems have been developed in order to assist schools to determine “what exactly is green?”, “how green?”, and “what exactly is it I need to do to provide a healthy environment?”
Three rating systems that are used most frequently to help in providing healthy schools are LEED (Leadership in Energy and Environmental Design), CHPS (Collaborative for High Performance Schools) and Green Globes.
LEED was originally developed in 2000 by the US Green Building Council. It is used in the United States and other countries, with a version specifically for schools. LEED for Schools was updated in 2009 to include both new and existing school projects.
CHPS was founded in 1999. There have been 86 CHPS schools completed nation-wide. CHPS has developed state-specific school building performance criteria for twelve states, with more underway.
Green Globes rating system was developed in 2000 under the name Green Globes for Existing Buildings. It was updated in 2002 and the rating system is applicable to all types of commercial construction, including schools.
Each of these rating systems looks at building design and construction from a holistic standpoint. Each is voluntary and third-party verified.
Next week we'll look at the specifics of rating systems.
What LEED is http://www.usgbc.org/DisplayPage.aspx?CMSPageID=1988
CHPS Fact Sheet http://www.chps.net/dev/Drupal/node/164
Green Globes http://www.greenglobes.com/about.asp
Thursday, August 25, 2011
We're Excited About Three New Sustainable Schools in North Texas
School started this week for most school districts in Texas. In North Texas we’re very excited about three brand-new and interesting sustainable (green) schools that opened their doors this week. The research shows green schools are better learning environments in many ways. These schools are also exciting because the students who attend these schools are learning about 21st century building. All of these schools have a “school as learning tool” component.
Fort Worth ISD, a large school district with nearly 80,000 students, implemented a sustainability policy in 2008 after a recently-passed bond measure. The construction department was familiar with research that showed numerous benefits to students in high-performance schools. After researching various rating systems, the district decided to implement The Collaborative for High-Performance Schools or CHPS. The district wanted to spend money on schools that would maximize Indoor Environmental Quality(IEQ), that would reduce the use of electricity, gas, and water, would be built of reduced-maintenance, sturdy materials, that would have increased insulation in the building envelope including doors and windows, and would incorporate low water use both indoors and outdoors.
Fort Worth ISD”s Rosemont Elementary School incorporates all these strategies in a pleasant building that maximizes daylight through the use of windows and features clear and colored glass. The HVAC system is energy-efficient. Water usage is reduced with the use of low-flow plumbing fixtures and native plants in the landscaping. The appliances are Energy Star®. Low-voc and recycled content carpet and VCT (vinyl tiles) were used, as well as low-VOC paints. A second-story science classroom has an outdoor science classroom attached. Sturdy, low-maintenance materials are visible, including both brick and CMU (concrete block) for the building façade.
Keller ISD, with 33,000 students, started going green in 2003 when they started looking at research into how children learn and how to best help their students attain “Intentional Excellence”. When they looked at the data on the connection between Indoor Environmental Quality and absenteeism/ learning/test scores, and even scholarship awards, their entire school district, including Operations and Construction, was tasked with increasing IEQ. They say building LEED buildings were the logical next step in all of this. (LEED® is the US Green Building Council’s rating system.) Keller has increased their IEQ, including green cleaning and green furniture purchasing, using the U.S. Environmental Protection Agency’s program Tools for Schools, even winning a national award from the EPA in 2010. This is the second LEED school for the district.
A few of the benefits of Keller’s Ridgeview Elementary School are over 500 geothermal wells that provide higher air quality while reducing heating/cooling costs, increased HVAC standards for additional pre-conditioned Outside Air, MERV-8 filters even during construction provide a higher amount of filtering of particulate matter, water savings of over 30% with low-water usage plumbing fixtures (including waterless urinals) and low-water landscaping (as Texas experiences the worst drought in its history), low-and –no-VOC paints, flooring, and finishes, and Daylighting. Carpeting is used sparingly, and where it is used, carpet tiles have been used in lieu of “regular” roll carpet. There are many other green features in the school. The District’s green cleaning program means facilities staff use only two cleaning products, both hydrogen-peroxide based. All other chemicals have been removed. The District has seen a marked decrease in asthma, which means marked increase in attendance.
The third school is Irving ISD’s net zero Lady Bird Johnson Middle School, meaning the school produces as much or more energy than it consumes in the course of a year. The largest net zero school in the USA and the first net zero school in Texas, Lady Bird Johnson Middle School produces power with the use of nearly 3,000 solar panels which cover 66% of the roof. They generate 99% of the building’s energy. Twelve wind turbines produce 1% of the building’s energy. The solar panels and wind turbines are used as interactive science nodes. Rainwater is collected from roof drains for grounds irrigation. The school’s curriculum is heavily science/sustainability/net zero based. There is a pulper in the cafeteria with which students grind compostable waste, reducing the amount of garbage sent to landfills by 53%. The cafeteria has no dishwashers. All plates and plastic-ware are made from recycled materials that can be turned into pulp. The building features increased insulation which decreases the need for HVAC, and a reflective roof surface reduces cooling loads needed.
Students at all of these schools will have a distinct advantage in that they will be educated on sustainability concepts, along with the technological aspects of these high-performance, sustainable buildings as part of their school culture. They will also experience greater health, which means they'll spend more time at school and less time at home recovering from illness. As my English teacher in high school would say at the end of class, when he would fling open the door and motion towards the hallway, “Your Destiny Awaits!” The 21st century awaits!
Links:
www.cleanerandgreener.org/download/sustainableschools.pdf
http://www.fwisd.org/cip/Pages/GreenSchools.aspx
http://h-m-g.com/projects/daylighting/summaries%20on%20daylighting.htm#Windows and Classrooms: A Study of Student Performance and the Indoor Environment – CEC PIER 2003
http://www.nrel.gov/docs/fy00osti/28049.pdf
http://www.kellerisd.net/community/communications/news/Pages/RidgeviewElementaryopensasKellerISD%E2%80%99s22ndK-4Campus.aspx
http://www.irvingisd.net/johnson/documents/Fun%20Facts%20about%20Lady%20Bird%20Johnson%20Middle%20School.pdf
Fort Worth ISD, a large school district with nearly 80,000 students, implemented a sustainability policy in 2008 after a recently-passed bond measure. The construction department was familiar with research that showed numerous benefits to students in high-performance schools. After researching various rating systems, the district decided to implement The Collaborative for High-Performance Schools or CHPS. The district wanted to spend money on schools that would maximize Indoor Environmental Quality(IEQ), that would reduce the use of electricity, gas, and water, would be built of reduced-maintenance, sturdy materials, that would have increased insulation in the building envelope including doors and windows, and would incorporate low water use both indoors and outdoors.
Fort Worth ISD”s Rosemont Elementary School incorporates all these strategies in a pleasant building that maximizes daylight through the use of windows and features clear and colored glass. The HVAC system is energy-efficient. Water usage is reduced with the use of low-flow plumbing fixtures and native plants in the landscaping. The appliances are Energy Star®. Low-voc and recycled content carpet and VCT (vinyl tiles) were used, as well as low-VOC paints. A second-story science classroom has an outdoor science classroom attached. Sturdy, low-maintenance materials are visible, including both brick and CMU (concrete block) for the building façade.
Keller ISD, with 33,000 students, started going green in 2003 when they started looking at research into how children learn and how to best help their students attain “Intentional Excellence”. When they looked at the data on the connection between Indoor Environmental Quality and absenteeism/ learning/test scores, and even scholarship awards, their entire school district, including Operations and Construction, was tasked with increasing IEQ. They say building LEED buildings were the logical next step in all of this. (LEED® is the US Green Building Council’s rating system.) Keller has increased their IEQ, including green cleaning and green furniture purchasing, using the U.S. Environmental Protection Agency’s program Tools for Schools, even winning a national award from the EPA in 2010. This is the second LEED school for the district.
A few of the benefits of Keller’s Ridgeview Elementary School are over 500 geothermal wells that provide higher air quality while reducing heating/cooling costs, increased HVAC standards for additional pre-conditioned Outside Air, MERV-8 filters even during construction provide a higher amount of filtering of particulate matter, water savings of over 30% with low-water usage plumbing fixtures (including waterless urinals) and low-water landscaping (as Texas experiences the worst drought in its history), low-and –no-VOC paints, flooring, and finishes, and Daylighting. Carpeting is used sparingly, and where it is used, carpet tiles have been used in lieu of “regular” roll carpet. There are many other green features in the school. The District’s green cleaning program means facilities staff use only two cleaning products, both hydrogen-peroxide based. All other chemicals have been removed. The District has seen a marked decrease in asthma, which means marked increase in attendance.
The third school is Irving ISD’s net zero Lady Bird Johnson Middle School, meaning the school produces as much or more energy than it consumes in the course of a year. The largest net zero school in the USA and the first net zero school in Texas, Lady Bird Johnson Middle School produces power with the use of nearly 3,000 solar panels which cover 66% of the roof. They generate 99% of the building’s energy. Twelve wind turbines produce 1% of the building’s energy. The solar panels and wind turbines are used as interactive science nodes. Rainwater is collected from roof drains for grounds irrigation. The school’s curriculum is heavily science/sustainability/net zero based. There is a pulper in the cafeteria with which students grind compostable waste, reducing the amount of garbage sent to landfills by 53%. The cafeteria has no dishwashers. All plates and plastic-ware are made from recycled materials that can be turned into pulp. The building features increased insulation which decreases the need for HVAC, and a reflective roof surface reduces cooling loads needed.
Students at all of these schools will have a distinct advantage in that they will be educated on sustainability concepts, along with the technological aspects of these high-performance, sustainable buildings as part of their school culture. They will also experience greater health, which means they'll spend more time at school and less time at home recovering from illness. As my English teacher in high school would say at the end of class, when he would fling open the door and motion towards the hallway, “Your Destiny Awaits!” The 21st century awaits!
Links:
www.cleanerandgreener.org/download/sustainableschools.pdf
http://www.fwisd.org/cip/Pages/GreenSchools.aspx
http://h-m-g.com/projects/daylighting/summaries%20on%20daylighting.htm#Windows and Classrooms: A Study of Student Performance and the Indoor Environment – CEC PIER 2003
http://www.nrel.gov/docs/fy00osti/28049.pdf
http://www.kellerisd.net/community/communications/news/Pages/RidgeviewElementaryopensasKellerISD%E2%80%99s22ndK-4Campus.aspx
http://www.irvingisd.net/johnson/documents/Fun%20Facts%20about%20Lady%20Bird%20Johnson%20Middle%20School.pdf
Monday, August 22, 2011
Drought Effect on Your Buildings
As everyone in the Southwest knows, this summer's drought and heat wave have left us all exhausted. Just imagine how your buildings must feel. Most facilities can withstand severe weather conditions, but over an extended period of time, some building systems begin to fatigue more quickly. Severe drought can cause the soil to dry out under the edges of buildings and can force tree root systems to reach further under buildings, causing damage as clay soils shrink. Extreme temperatures can produce additional stresses to roofs, causing them to expand even further than normal possibly tearing the roof membrane. Then when it does rain again, you may experience leaks in a building that has previously been fine.
This year your maintenance and facility staff may need to more diligent in looking for hints that something might be wrong in and around your buildings. Here are a few steps that I recommend:
Review your parking lot and sidewalks- Look for sidewalks that have settled or cracked. Sidewalks shifting away from buildings and curbs can cause sealant joints to be torn, leaving a gap for water to flow in when it rains. Uneven sidewalks may create trip hazards and possibly impede handicap accessibility.
Review your irrigation system- I realize that maintenance budgets are tight, but please remember that proper irrigation around the building is important to keep the soil moisture stable. Changes in soil moisture can lead to problems with foundations and underground utilities. Don't forget to review your watering schedule to make adjustments if needed.
Review your walls- Look for sealant joints that are split which may allow water to enter the building. Look for cracks in the walls. Small hairline cracks are normal, but any crack larger than 1/8" should be evaluated by an engineer.
Review your roof- Look for tears in the roof surface or where the roof membrane turns up at an angle. Look at metal wall caps and roof flashings, especially at the inside or outside corner conditions of parapets.
Preventive maintenance- Don't forget to do it. These additional checks alongside your normal maintenance inspections will help you spot a potential condition before it worsens.
This year your maintenance and facility staff may need to more diligent in looking for hints that something might be wrong in and around your buildings. Here are a few steps that I recommend:
Review your parking lot and sidewalks- Look for sidewalks that have settled or cracked. Sidewalks shifting away from buildings and curbs can cause sealant joints to be torn, leaving a gap for water to flow in when it rains. Uneven sidewalks may create trip hazards and possibly impede handicap accessibility.
Review your irrigation system- I realize that maintenance budgets are tight, but please remember that proper irrigation around the building is important to keep the soil moisture stable. Changes in soil moisture can lead to problems with foundations and underground utilities. Don't forget to review your watering schedule to make adjustments if needed.
Review your walls- Look for sealant joints that are split which may allow water to enter the building. Look for cracks in the walls. Small hairline cracks are normal, but any crack larger than 1/8" should be evaluated by an engineer.
Review your roof- Look for tears in the roof surface or where the roof membrane turns up at an angle. Look at metal wall caps and roof flashings, especially at the inside or outside corner conditions of parapets.
Preventive maintenance- Don't forget to do it. These additional checks alongside your normal maintenance inspections will help you spot a potential condition before it worsens.
Thursday, August 18, 2011
Children are at Higher Risk
Imagine an invisible, toxic cloud that hangs two and a half to three feet off the ground. Imagine it’s in homes and in public buildings, including schools. Imagine the better-built these buildings are from an energy conservation standpoint (more air-tight), the more the gas collects.
Now let’s picture children about three feet tall going about their daily activities in this cloud. They stand, walk, and even run in the cloud. They sit at their desks in the cloud, and at library and cafeteria tables. Because proportionately they breathe more than adults due to their body mass to lung size ratio, they take in more of this gas. This gas is not imaginary, nor is the scenario. The gas is called formaldehyde and it’s classified as a carcinogen by the EPA and the International Agency for Research on Cancer (IARC) among others. We all live in this cloud every day, however, the ones who are most affected by the cloud are the most vulnerable of our population, the very young.
Where does formaldehyde come from? It’s contained in many products, materials, finishes, and furnishings. It’s used in particle board, wafer board or OSB (oriented strand board), and plywood, which is used for floor underlayment, backing in walls, and roof decking. Particle board is also used in most of today’s furniture. A few places you’ll see particle board is in cabinetry, paneling, shelving, desks, tables, chairs – anything that isn’t real wood all the way through - most likely has a wood or “photo wood” veneer with a particle board interior. It’s used in plastic products. Carpet has formaldehyde, as well as sheet vinyl, “pergo-style” wood laminate flooring, vinyl wallpaper, and paints. It’s found in fabrics and used in furniture production. So your child’s sleepwear, sheets, and bed all contain formaldehyde, as well as the furniture at school and at home. That “new home” “new car” “new furniture” and “new carpet” smell is in large part the smell of formaldehyde.
What to do? Build green for starters. Green buildings, when under construction and when brand-new, don’t have a “new building” smell. There are many differences in a LEED® or CHPS building, for example, than a typical building. There are also other rating systems that will produce results (Energy Star although it is not specific to IAQ). Open the doors and windows every day for half an hour or whatever is practical in order to exchange air until you can provide better air circulation. Get rid of particle-board laden furniture. Remove carpets and replace with hard surfaces that don’t contain formaldehyde. When purchasing rugs, purchase “real” fiber rugs like wool, cotton, or jute. Heating, Ventilation, and Air Conditioning (HVAC) systems should be designed to bring in fresh air from outside, and to exhaust stale air. There are some increasingly sophisticated ways to pull in pre-heated or pre-cooled air in HVAC systems. All green building standards recognize the importance of maximizing the quality of inside air.
You can purchase a formaldehyde test kit online. The kit will have information on safe and unsafe levels of formaldehyde so you will be able to interpret test results.
http://www.atsdr.cdc.gov/MMG/MMG.asp?id=216&tid=39
http://cfpub.epa.gov/ncea/iris_drafts/recordisplay.cfm?deid=223614
Formaldehyde Exposure Among Children: A Potential Building Block of Asthma. Environmental Health Protection 118:313–317; McGwin et al.
Goldmacher VS, Thilly WG. Formaldehyde is mutagenic for cultured human cells. Mutat. Res. 1983;116:417-422.
http://www.cancer.gov/cancertopics/factsheet/Risk/formaldehyde#r1
Now let’s picture children about three feet tall going about their daily activities in this cloud. They stand, walk, and even run in the cloud. They sit at their desks in the cloud, and at library and cafeteria tables. Because proportionately they breathe more than adults due to their body mass to lung size ratio, they take in more of this gas. This gas is not imaginary, nor is the scenario. The gas is called formaldehyde and it’s classified as a carcinogen by the EPA and the International Agency for Research on Cancer (IARC) among others. We all live in this cloud every day, however, the ones who are most affected by the cloud are the most vulnerable of our population, the very young.
Where does formaldehyde come from? It’s contained in many products, materials, finishes, and furnishings. It’s used in particle board, wafer board or OSB (oriented strand board), and plywood, which is used for floor underlayment, backing in walls, and roof decking. Particle board is also used in most of today’s furniture. A few places you’ll see particle board is in cabinetry, paneling, shelving, desks, tables, chairs – anything that isn’t real wood all the way through - most likely has a wood or “photo wood” veneer with a particle board interior. It’s used in plastic products. Carpet has formaldehyde, as well as sheet vinyl, “pergo-style” wood laminate flooring, vinyl wallpaper, and paints. It’s found in fabrics and used in furniture production. So your child’s sleepwear, sheets, and bed all contain formaldehyde, as well as the furniture at school and at home. That “new home” “new car” “new furniture” and “new carpet” smell is in large part the smell of formaldehyde.
What to do? Build green for starters. Green buildings, when under construction and when brand-new, don’t have a “new building” smell. There are many differences in a LEED® or CHPS building, for example, than a typical building. There are also other rating systems that will produce results (Energy Star although it is not specific to IAQ). Open the doors and windows every day for half an hour or whatever is practical in order to exchange air until you can provide better air circulation. Get rid of particle-board laden furniture. Remove carpets and replace with hard surfaces that don’t contain formaldehyde. When purchasing rugs, purchase “real” fiber rugs like wool, cotton, or jute. Heating, Ventilation, and Air Conditioning (HVAC) systems should be designed to bring in fresh air from outside, and to exhaust stale air. There are some increasingly sophisticated ways to pull in pre-heated or pre-cooled air in HVAC systems. All green building standards recognize the importance of maximizing the quality of inside air.
You can purchase a formaldehyde test kit online. The kit will have information on safe and unsafe levels of formaldehyde so you will be able to interpret test results.
http://www.atsdr.cdc.gov/MMG/MMG.asp?id=216&tid=39
http://cfpub.epa.gov/ncea/iris_drafts/recordisplay.cfm?deid=223614
Formaldehyde Exposure Among Children: A Potential Building Block of Asthma. Environmental Health Protection 118:313–317; McGwin et al.
Goldmacher VS, Thilly WG. Formaldehyde is mutagenic for cultured human cells. Mutat. Res. 1983;116:417-422.
http://www.cancer.gov/cancertopics/factsheet/Risk/formaldehyde#r1
Monday, August 15, 2011
Three Easy Things
Do you know anyone with asthma or allergies? You most likely do. Here in Texas one in four children, on average, suffers from asthma. As we discuss Indoor Environmental Quality (IEQ) and Indoor Air Quality (IAQ) there are some easy solutions to begin your school’s journey to provide a healthy environment. To alleviate anxiety while we journey through the world of healthy schools, here are some easy solutions.
First step: get rid of air fresheners. Think of it this way. One of the things you’re going to start doing is paying attention to smells in your school. People who have asthma and allergies can have serious problems, and even be hospitalized, by things that are in our environment for no other reason than to “smell good”. On a microscopic level anything that smells is emitting molecules of that particular smell. As the air freshener disappears, those molecules are floating in the air, waiting to inflame the lungs of innocent passers-by. You want the air in your school to be neutral. If you’re masking another smell then you’re going to need to treat the source of the smell. In IEQ lingo, that’s called “source control”.
Second step: More source control: Keep it clean. The three most common sources of indoor air contamination are dust mites, cat dander, and cockroach droppings. Dust mites and cockroach droppings are typically generated on-site, while cat dander is coming to school on clothing and personal belongings like backpacks. Doctors who specialize in allergies and organizations like the Asthma and Allergy Foundation of America www.aafa.org and the American Asthma Foundation www.americanasthmafoundation.org have information to help you develop an asthma action plan. In the meantime you’ll want to clean often and clean deep. This means you want to keep your school clutter-free so your facilities and maintenance staff can do their jobs. You’ll then want to clean soft surfaces, (at some point reducing soft surfaces) cleaning window coverings, cleaning horizontal surfaces (including mini-blinds), and steam-cleaning carpets, if you have them. (Eventually you’ll want to take a serious look at removing carpet.)
If you need to keep soft surfaces in parts of your building, there are steps you can take to help. For example, in kindergarten classes there tend to be stuffed animals, curtains, soft chairs, and carpeting. Wash the stuffed animals often, wash curtains often, and steam clean carpets and fabric furniture.
Third step: more source control: look in places like art studios, shop classes, science classes and science prep areas, janitor closets, and kitchens. Many teachers like to keep cleaning products in their classrooms. Reduce the number and quantity of chemicals in your school. Research a green cleaning protocol.
Your school district may want to begin a comprehensive IEQ program. If so, start by gaining consensus from parents, teachers, students, and administration.
First step: get rid of air fresheners. Think of it this way. One of the things you’re going to start doing is paying attention to smells in your school. People who have asthma and allergies can have serious problems, and even be hospitalized, by things that are in our environment for no other reason than to “smell good”. On a microscopic level anything that smells is emitting molecules of that particular smell. As the air freshener disappears, those molecules are floating in the air, waiting to inflame the lungs of innocent passers-by. You want the air in your school to be neutral. If you’re masking another smell then you’re going to need to treat the source of the smell. In IEQ lingo, that’s called “source control”.
Second step: More source control: Keep it clean. The three most common sources of indoor air contamination are dust mites, cat dander, and cockroach droppings. Dust mites and cockroach droppings are typically generated on-site, while cat dander is coming to school on clothing and personal belongings like backpacks. Doctors who specialize in allergies and organizations like the Asthma and Allergy Foundation of America www.aafa.org and the American Asthma Foundation www.americanasthmafoundation.org have information to help you develop an asthma action plan. In the meantime you’ll want to clean often and clean deep. This means you want to keep your school clutter-free so your facilities and maintenance staff can do their jobs. You’ll then want to clean soft surfaces, (at some point reducing soft surfaces) cleaning window coverings, cleaning horizontal surfaces (including mini-blinds), and steam-cleaning carpets, if you have them. (Eventually you’ll want to take a serious look at removing carpet.)
If you need to keep soft surfaces in parts of your building, there are steps you can take to help. For example, in kindergarten classes there tend to be stuffed animals, curtains, soft chairs, and carpeting. Wash the stuffed animals often, wash curtains often, and steam clean carpets and fabric furniture.
Third step: more source control: look in places like art studios, shop classes, science classes and science prep areas, janitor closets, and kitchens. Many teachers like to keep cleaning products in their classrooms. Reduce the number and quantity of chemicals in your school. Research a green cleaning protocol.
Your school district may want to begin a comprehensive IEQ program. If so, start by gaining consensus from parents, teachers, students, and administration.
Thursday, August 4, 2011
Introduction and Indoor Environmental Quality
My name is Karen Benson and I've been interested in and involved in green building since the early 80's. I'm excited about helping the American Clearinghouse on Educational Facilities spread the word about ways to increase Indoor Environmental Quality (IEQ) and Indoor Air Quality (IAQ) in schools. Part of the purpose of this blog is dedicated to answering questions about school IEQ and IAQ, so please feel free to ask questions.
Q: What's the deal with IEQ and IAQ and why should anyone care?
A: Numerous studies connect learning, teacher retention, abseenteeism, and test scores with IEQ. Twenty percent of the population of the United States spends their day in a school. That translates into a lot of opportunity to breathe either good or bad air. Think back on what your school smelled like - I'm remmbering some funny smells in the schools I attended. Funny smells = particulate matter in the air. Newer schools don't have asbestos or lead paint, but they are much more air-tight, and some of the materials they're constructed or furnished with can be hazardous to human health. A statistic commonly cited is that indoor air quality can be two to seven times worse than outdoor air quality. (Source: U.S. Environmental Protection Agency http://www.epa.gov/iaq/schools/ .)
Next: Children are at a disadvantage when it comes to Indoor Environmental Quality. And 3 simple ways to increase your schools' IAQ.
Q: What's the deal with IEQ and IAQ and why should anyone care?
A: Numerous studies connect learning, teacher retention, abseenteeism, and test scores with IEQ. Twenty percent of the population of the United States spends their day in a school. That translates into a lot of opportunity to breathe either good or bad air. Think back on what your school smelled like - I'm remmbering some funny smells in the schools I attended. Funny smells = particulate matter in the air. Newer schools don't have asbestos or lead paint, but they are much more air-tight, and some of the materials they're constructed or furnished with can be hazardous to human health. A statistic commonly cited is that indoor air quality can be two to seven times worse than outdoor air quality. (Source: U.S. Environmental Protection Agency http://www.epa.gov/iaq/schools/ .)
Next: Children are at a disadvantage when it comes to Indoor Environmental Quality. And 3 simple ways to increase your schools' IAQ.
Friday, July 15, 2011
Phases, Steps, and Activities in Capital Project Planning
In the previous posts I reviewed “Phases and Premises” employed in educational facility planning. Now let's focus more closely on some essential “Steps” in capital project planning. For the sake of this presentation, assume that phases are the more general descriptors, while the steps actually bring us closer to the reality of planning. These items may be viewed as guidelines, since every project is different – Think in terms of phases, then steps, and finally well-defined planning activities. Note: these items are general descriptors, and in no way do I intend to imply that this is an exhaustive set of educational facility planning steps and activities.
Suggested basic phases, steps and activities or milestones (not necessarily listed chronologically) for launching a capital project in the United States are outlined below:
A- Begin the Planning Process. This initial activity has been labeled "pre-design and planning." Set aside at least 1% of the anticipated project costs. Attaching money to the process, early on, will minimize the useless activity of "planning for the sake of planning." The educational facility planner’s (an educator who is also a planner) job is to ensure that the educational institution who is also a partner in planning, clearly defines the functions to be performed in the facility through focused strategic planning activities. The advantage of this step, completed in the absence of an architect, is to clearly define the functions the will go on in the spaces. Note, at this point the architect has not been employed. (Obviously, the activities discussed here are more for small to medium sized school districts that do not have architects as full-time employees.)
Example
Pre - design and planning activities:
* An interactive discussion on sound planning premises.
* Importance of environmentally friendly facilities (Green - LEED).
* How a philosophy of work, teaching, or learning suggests certain goals for facility design.
* A comprehensive review of research-based examples of design patterns that influence Behavior, Attitude, and Learning.
* A qualified educator who is also a planner guides the educational organization through activities leading to a specific concept design based on organizational goals.
* The outcome is a detailed, research-based, illustration of what the clients want the facility to be.
B- Forecast Client Population. Review records of past practices and adjust the forecast to match the new goals and objectives of the organization established in Step A. When working for public schools, forecast the school district's student population for at least 10 years – 20 is better.
C- Determine Feasibility by conducting an area analysis and program and organizational analysis.
*D- Establish Space Needs and Sustainability Goals.
E- Prioritize Needs.
F- Formally Adopt Findings of the Needs Assessment and above activities (A, B, C, D, E).
G- Given the Results of the Analysis, Decide to Build a New Facility or Renovate Existing Structures.
H- Complete the Concept Design Process with Owners and Stakeholders.
*I- Hire an Architect and Convert the Concept Design into Working Schematic Drawings (Translate Functions into Forms). You may include organic (GREEN – LEED specifications) concept design in steps A - H above.
J- Develop Capital Budget Estimates with the Assistance of a Professional Estimating Service.
K- Acquire Financing for the Project (this is a parallel activity)
L- Engage in the Construction Process
---------------------
* (Optional) Architect may be engaged as early as Step D.
CODA
In the process outlined above, I attempt to bring a modern version of an old idea to educational facility planning that emphasizes "true" stakeholder engagement. I am attempting to take you back in time to the 1940s through the 1970s, while employing modern and relevant technology in planning today, including the LEED concepts.
If you wish to get a feel for where my foundation and research interests originate, then think in terms of the survey movement of the 1940s and 1950s, systems analysis of the 1960s, the EFL of the 1970s, and the crisis movement of the 1980s and 1990s (the dark ages of educational facility planning, ... the day the "music died" - the time when many school facilities in the United States were planned with a "drive-through window" mentality allowing little input from the clients). [Think windowless classrooms, for example - think exclusion of the people that pay the taxes for school construction from the process - think elimination or minimization of educational facilities planning as part of the graduate curriculum for educational leaders].
For graduate students wishing to find a dissertation topic, I strongly recommend a comprehensive historical analysis of the school facility planning process in the United States, perhaps from the era of Henry Barnard to the present. A team approach (3 or 4 dissertations) might yield a better product. This activity is, in my opinion, a bright spot for educational facilities planning and its future. “The future ain't what it used to be.” From Yogi Berra quotes!
Capital Project Planning
Suggested basic phases, steps and activities or milestones (not necessarily listed chronologically) for launching a capital project in the United States are outlined below:
A- Begin the Planning Process. This initial activity has been labeled "pre-design and planning." Set aside at least 1% of the anticipated project costs. Attaching money to the process, early on, will minimize the useless activity of "planning for the sake of planning." The educational facility planner’s (an educator who is also a planner) job is to ensure that the educational institution who is also a partner in planning, clearly defines the functions to be performed in the facility through focused strategic planning activities. The advantage of this step, completed in the absence of an architect, is to clearly define the functions the will go on in the spaces. Note, at this point the architect has not been employed. (Obviously, the activities discussed here are more for small to medium sized school districts that do not have architects as full-time employees.)
Example
Pre - design and planning activities:
* An interactive discussion on sound planning premises.
* Importance of environmentally friendly facilities (Green - LEED).
* How a philosophy of work, teaching, or learning suggests certain goals for facility design.
* A comprehensive review of research-based examples of design patterns that influence Behavior, Attitude, and Learning.
* A qualified educator who is also a planner guides the educational organization through activities leading to a specific concept design based on organizational goals.
* The outcome is a detailed, research-based, illustration of what the clients want the facility to be.
B- Forecast Client Population. Review records of past practices and adjust the forecast to match the new goals and objectives of the organization established in Step A. When working for public schools, forecast the school district's student population for at least 10 years – 20 is better.
C- Determine Feasibility by conducting an area analysis and program and organizational analysis.
*D- Establish Space Needs and Sustainability Goals.
E- Prioritize Needs.
F- Formally Adopt Findings of the Needs Assessment and above activities (A, B, C, D, E).
G- Given the Results of the Analysis, Decide to Build a New Facility or Renovate Existing Structures.
H- Complete the Concept Design Process with Owners and Stakeholders.
*I- Hire an Architect and Convert the Concept Design into Working Schematic Drawings (Translate Functions into Forms). You may include organic (GREEN – LEED specifications) concept design in steps A - H above.
J- Develop Capital Budget Estimates with the Assistance of a Professional Estimating Service.
K- Acquire Financing for the Project (this is a parallel activity)
L- Engage in the Construction Process
---------------------
* (Optional) Architect may be engaged as early as Step D.
CODA
In the process outlined above, I attempt to bring a modern version of an old idea to educational facility planning that emphasizes "true" stakeholder engagement. I am attempting to take you back in time to the 1940s through the 1970s, while employing modern and relevant technology in planning today, including the LEED concepts.
If you wish to get a feel for where my foundation and research interests originate, then think in terms of the survey movement of the 1940s and 1950s, systems analysis of the 1960s, the EFL of the 1970s, and the crisis movement of the 1980s and 1990s (the dark ages of educational facility planning, ... the day the "music died" - the time when many school facilities in the United States were planned with a "drive-through window" mentality allowing little input from the clients). [Think windowless classrooms, for example - think exclusion of the people that pay the taxes for school construction from the process - think elimination or minimization of educational facilities planning as part of the graduate curriculum for educational leaders].
For graduate students wishing to find a dissertation topic, I strongly recommend a comprehensive historical analysis of the school facility planning process in the United States, perhaps from the era of Henry Barnard to the present. A team approach (3 or 4 dissertations) might yield a better product. This activity is, in my opinion, a bright spot for educational facilities planning and its future. “The future ain't what it used to be.” From Yogi Berra quotes!
Thursday, July 14, 2011
Major Phases in Planning Capital Projects
How to get started in Planning for a capital project:
Phase I - Hold a Pre-Design and Pre-Planning Forum. - Orientation.
Phase II - Complete a Demand Study, Survey, and Client Population Forecast. Assuming a thorough study of the organization's functions, facilities needs, and client population forecast, we then launch the Focused Strategic Planning Process based on sound research and design principles!
Phase III - Participate in Planning Activities and Complete Concept Design for the Development of Facilities.
Phase IV – Engage an Architect to Translate the Concept design Into a Set of Schematics and Construction Documents That Match the Sustainable Design Stakeholders Want.
Phase V - Acquire Project Cost Estimates.
- Example of a Work Breakdown Schedule For Planning School Facilities
-You add the time estimates in the CPM! Allow at least 12 months for Phases I to V.
| Responsibility Chart | |||
| WBS Phase | School | Planner | Architect |
| I | x | x | |
| II | x | ||
| III | x | x | |
| IV | x | x | x |
| V | x | ||
 | |||
Exercise for discussion: Fit this set of phases into the general planning model presented earlier in this blog.  | |||
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