Resource Lists
SCHOOL ENERGY MANAGEMENT Information on powering, heating, cooling, lighting, and maintaining school facilities that results in energy efficiencies and conservation, compiled by the National Clearinghouse for Educational Facilities. References to Books and Other Media
EPA: Healthy School Environments Assessment Tool, Version 2[HealthySEAT]
(U.S. Environmental Protection Agency, 2012)
U. S. Environmental Protection Agency's second version of a free software tool that helps school districts evaluate and manage their school facilities for key environmental, safety, and health issues. HealthySEAT is designed to be customized and used by district-level staff to conduct voluntary self-assessments of their school facilities and to track and manage information on environmental conditions school by school. EPA has also included critical elements of all of its regulatory and voluntary programs for schools, as well as web links to more detailed information. Enhancements for Version 2 include user-defined custom checklists, custom notification letters, additional and updated reports and forms, new navigation improvements, e-mail functionality, changes in terminology, and additional documentation.
Points to Ponder: Submetering for LEED v3 in Schools and Universities
(E-Mon, Nov 2011)
As an inexpensively installed data acquisition "front end," submeters are ideal for helping educational institutions obtain LEED certification points in Energy & Atmosphere (EA) and other categories. When integrated with the facility's building management system, submeters can identify savings opportunities that can help fund additional energy conservation measures or electrical upgrades. This white paper explores the various uses and benefits of submetering in the school facility environment. [Author's abstract]
LBJ NetZero Middle School Sole, John (Guerilla Educators, Nov 2011)
On November, 11-12, educational facilities planners from CEFPI had the opportunity to visit and participate in a NetZero Symposium at the Lady Bird Johnson Middle School, located in Irving, Texas. In this video, a tour of the school is given by Alejandro, a student there. The school is virtually paperless and produces more energy than it uses which is then sold back to the local utility company.
Advanced Energy Design Guide for K-12 School Buildings (ASHRAE, the American Institute of Architects, the Illuminating Engineering Society of North America, and the U.S. Green Building Council, with support from the Department of Energy, Oct 2011)
Guide provides a sensible approach to easily achieve advanced levels of energy savings in K-12 school buildings without having to resort to detailed calculations or analysis. Covers administrative and office, classrooms, hallways, restrooms, gymnasiums, assembly, libraries, food preparation and dining areas. Case studies and technical examples throughout the guide illustrate the recommendations and demonstrate the technologies in real-world applications. Includes recommendations for practical products and off-the-shelf technology.
Solar Schools Assessment and Implementation Project: Financing Options for Solar Installations on K-12 Schools.  Coughlin, J.; Kandt, A. (U.S. Department of Energy, National Renewable Energy Laboratory, Golden, CO, Oct 2011)
Details best practices for financing and installing photovoltaic (PV) systems on school buildings. The report focuses on financial options developed specifically for renewable energy and energy efficiency projects. Some highlights of the report include: an introduction to financing PV installations on schools; a look at the direct-ownership option, which takes advantage of financing mechanisms such as general funds, bonds, construction funds, and grants; and a review of the third-party finance model, including power purchase agreements and energy services performance contracts. In addition to comparing a range of financing options for PV installations, the report provides real-world examples of financing solar installations on K-12 schools and other public facilities. These examples may be used by school districts around the country to help them navigate the process of financing PV installations.
38p
Thermal Comparison between Ceiling Diffusers and Fabric Ductwork Diffusers for Green Buildings. Fontanini, Anthony; Olsen, Michael; Ganapathysubramanian, Baskar (Iowa State University, Ames , Jul 2011)
Compares the performance of conventional ductwork with recent advancements in fabric-based ductwork. The article focuses on the transient behavior of an on/off control system, as well as the steady state behavior of the two ductwork systems. Transient, fully three dimensional validated computational (CFD) simulations are performed to determine flow patterns and thermal evolution in rooms containing either conventional or fabric ductwork. The results conclusively show that fabric ducting systems are superior to the conventional systems in terms of efficiency. Observations from the data show that fabric ducting systems heat the room faster, more uniformly, and more efficiently. The increase in performance demonstrates the potential benefits of moving away from conventional systems to fabric systems for the construction of green buildings: particularly in conjunction with adaptive control systems. 41p.
Sensitivity Analysis: Comparing the Impact of Design, Operation, and Tenant Behavior on Building Energy Performance
Heller, Jonathan; Heater, Morgan; Ecotope, Mark Frankel (New Buildings Institute, Jul 2011)
This study compares the magnitude of energy impact that various design features, operations and tenant behaviors have on total building energy use. Study finds that although the market generally assigns responsibility for building energy performance to the design team, operational and tenant practices have a very significant impact on building energy use. Summarizes the extent to which operations and occupant behavior impact a building's energy use compared to design characteristics, such as aspects the building envelope, HVAC systems and lighting system features. It examines how buildings use energy and what aspects of building energy performance need more attention in design, operation and policy strategies. The findings of this study can help the building community begin to align their priorities with those building features and operational characteristics that have the most impact on building energy use.
81p
High Performance Public Buildings: Impact on Energy Use is Mixed. Fleming, Mark; Dean, David (State of Washington, Joint Legislative Audit and Review Committee, Olympia , Jun 23, 2011)
Reports that legislation mandating high performance construction in Washington's public buildings has added between 1 and 3 percent in reported construction costs. The impact of these standards on energy use is mixed, with some buildings meeting expectations while others do not. However, many show some improvement in energy performance over time. The impact on student performance and worker productivity is not clear. Many projects are newly completed with limited operating experience and incomplete data. 46p.
Report NO: 11-7
Energy Use in Day Care Centers and Schools. [Finland] Airaksinen, Miimu (VTT Technical Research Centre of Finland, Jun 2011)
This study analyses different schools and day care centers and their energy as well as primary energy use. The buildings are located in southern Finland. Each building has had different objectives with respect to energy efficiency in the design phase. Our objective was to find out how those decisions made in the design and construction phase have influenced the overall energy performance of the building compared to existing building stock of similar building type. The results show that the studied buildings had lower thermal energy consumption compared to existing building stock. Thus the special attention in the design phase allowed achieving the desired goal. However, for the electricity consumption such a correlation could not be found. One of the reasons could be also different service level of buildings (more equipment). Also other quality values could not be compared since such data were not available from the existing building stock. As many earlier studies have indicated users have a high influence on the energy consumption. In the future, when feed-back from the users are obtained it will be interesting to analyze the results and compare what kind of influence that user behavior will have on the overall energy consumption of the studied buildings.
[Author's abstract] 12p.
Building R&D Breakthroughs: Technologies and Products Supported by the Building Technologies Program. (U.S. Dept. of Energy, Washington, DC , May 2011)
Identifies and characterizes commercially available products and emerging technologies that benefited from the support of the Building Technologies Program (BTP) within the U.S. Department of Energy's Office of Energy Efficiency and Renewable Energy. The investigation specifically focused on technology-oriented research and development (R&D) projects sponsored by BTP's Emerging Technologies subprogram from 2005-2009. To perform this analysis, Pacific Northwest National Laboratory (PNNL) investigated 190 technology R&D projects funded directly by the Emerging Technologies subprogram or via the Small Business Innovation Research and Small Business Technology Transfer programs. This effort identified 11 commercially available products, 41 emerging technologies, and 68 potential technologies that are still being researched but are more than three years away from commercialization. The report documents the methodology and results of PNNL?s technology tracking effort, including various analytical cross-sections and descriptions of the commercially available and emerging technologies that resulted from support of the Emerging Technologies subprogram from 2005-2009. 122p.
Reducing Energy Consumption and Creating a Conservation Culture in Organizations: A Case Study of One Public School District.
Schelly, Chelsea; Cross, Jennifer; Franzen, William; Hall, Pete; Reeve, Stu (Environment and Behavior, May 2011)
Compares two public high schools from the same school district, one that has achieved moderate energy savings and another that has reduced its electricity use by 50% over several years. Examining the individual and organizational components of both schools’ efforts, the authors find that the greater success at one school is the result of integrated efforts at all levels within the organization, from district administrators to individual students. Success is based on structural changes, individual behavioral change, and, most important, the weaving of both into a cohesive organizational culture emphasizing conservation. p316-343
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Reducing Trenton's Carbon Foot Print Old-School Style.
(TrentonPatch, Apr 08, 2011)
Richard C. Hedke Elementary School in Trenton, New Jersey, was built in 1955, but the recent updates provided by a bond issue have made it one of the most energy-efficient schools in the district.
Lighting Retrofit and Relighting: A Guide to Energy Efficient Lighting. Benya, James R.; Leban, Donna J. (Wiley, Apr 2011)
Discusses the recent advances in lighting equipment and retrofittable controls, for both interior and outdoor use. Explains how to do a lighting audit to identify and evaluate logical retrofit choices. Includes case studies of retrofits, illustrating improvements in the quality and efficacy of new lighting. Demonstrates how cost savings realized over time can not only pay for new equipment but produce a return on the investment.
312p.
Energy Consumption in Conventional, Energy-retrofitted and Green LEED Toronto Schools.
Issa, Mohamed; Attalla, Mohamed; Rankin, Jeff; Christian, A. John (Construction Management and Economics, Apr 2011)
Green buildings have been marketed as the economical, energy-efficient alternative to conventional buildings. This is despite little existing empirical evidence to prove their energy efficiency, especially in Canada. To overcome this limitation, the electricity and gas consumption quantities and costs of a sample of 10 conventional, 20 energy-retrofitted and three green Toronto schools following the Leadership in Energy and Environmental Design Rating (LEED) System for New Construction were analysed in this study. The analysis conducted over eight years for conventional and energy-retrofitted schools, and since their inception for green schools, showed surprisingly that energy-retrofitted and green schools spent 37% more on electricity than conventional schools. Nevertheless, green schools spent 56% and 41% less on gas than conventional and energy-retrofitted schools respectively. Their total energy costs were also 28% lower than conventional and energy-retrofitted schools. Nevertheless, these savings do not always justify their construction cost premiums. The study showed that more research was needed to overcome the scarcity of data on green buildings in Canada. There was a need to focus on analysing more green buildings, of various types, and over longer study periods in order to better understand why some green buildings do not live up to expectations. {Authors' abstract]
p383-395
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Best Practices Checklist for Energy Conservation.
(Delaware Department of Education, 2011)
Checklist poses energy conservation-related questions about lighting, policy, maintenance, energy controls, and staff. 7p.
Energy Efficiency Programs in K-12 Schools. A Guide to Developing and Implementing Greenhouse Gas Reduction Programs.
(U.S. Environmental Protection Agency, Washington, DC , 2011)
Discusses benefits of energy efficiency in K-12 schools; planning and design approaches; key participants; strategies for effective program implementation; investment and financing opportunities; Federal, state, and other program resources; case studies; additional examples; and references. 60p
Green Building Studio. Web-Based Energy Analysis Software.
(Autodesk Green Building Studio, Jan 2011)
GBS is a web-based service that enables building design teams to integrate whole-building energy analysis into the early stages of the design process. Architects and engineers use their existing building information modeling (BIM) systems to communicate the project's building geometry to the GBS website, which conducts an energy analysis of the building design. The GBS web service was developed by Green Building Studio, Inc. and funded through grants from the California Energy Commission Public Interest Energy Research (PIER) Program, Pacific Gas & Electric Company, United States Environmental Protection Agency, Northwest Energy Efficiency Alliance, and other organizations.
Swimming Pool Heating.
(U.S. Department of Energy, 2011)
Information provided by the U.S. Department of Energy on heating and energy saving technologies that can reduce swimming pool operation costs by as much as 50%, including installing a high efficiency or solar pool heater;
using a pool cover; managing the water temperature; and installing a smaller, energy-efficient pump and/or operating it less.
Optimize Energy Use [Whole Building Design Guide]
WBDG Sustainable Committee (National Institute of Building Sciences, Washington, DC, 2011)
This section from the Whole Building Design Guide recommends that during the facility design and development process, projects should have a comprehensive, integrated perspective that seeks to: 1. Reduce heating, cooling and lighting loads through climate-responsive design and conservation practices; 2. Employ renewable energy sources such as daylighting, passive solar heating, photovoltaics, and geothermal; 3. Specify efficient HVAC and lighting systems that consider part-load conditions and utility interface requirements; 4. Optimize building performance and system control strategies such as the use of occupancy sensors and air quality alarms; and 5. Monitor project performance through a policy of commissioning, metering and annual reporting. Detailed information is provided for each recommendation.
School Energy and Environment Survey 2010; Data & Analysis.
(Honeywell and Education Week Research, Nov 18, 2010)
The results of an online survey of 800 district administrators or school board members reveal that almost 90 percent of school leaders see a direct link between the quality and performance of school facilities, and student achievement. However, districts face several obstacles when it comes to keeping their buildings up to date and well maintained. 68 percent of school districts have either delayed or eliminated building improvements in response to the economic downturn. The survey finds that a quarter of these respondents have seen their district’s energy costs rise at least 25 percent in the past three years, compared to 17 percent of those polled in 2009. As a consequence of rising utility bills, almost 75 percent of the districts have cut spending in key areas such as maintenance, capital investment and staffing.
23p.
A Textbook Example: Why American Schools Must Go Green.
(RenewableEnergyWorld.com , Sep 08, 2010)
Profiles a public/private partnership, assisted by grants, that enabled a Connecticut school to install a photovoltaic array on its roof at no cost to the district, while allowing immediate access to cheaper electricity that will save $25,000 in the first year alone. 2p.
Bridging the Gap Between Predicted and Actual Energy Performance in Schools.
Damanuelel, Christine; Twedell, Tamsin; Davies, Michael (World Renewable Energy Congress XI, 25-30 September 2010, Abu Dhabi, UAE, Sep 2010)
There is currently a significant gap between design stage estimates and actual energy performance of buildings, mainly due to a lack of understanding of the factors affecting energy use. The current work focuses on investigating which factors have the greatest influence on energy performance in schools and how the performance of the building in use differs from design assumptions. Sensitivity analysis was performed to rank the importance of various factors affecting energy use. In addition, visits to 15 schools across the UK were carried out. The aim of these visits was to collect
data on a number of factors relating to building energy use, as well as to determine the likely variability of these factors. Preliminary results show that operational issues and occupant behaviour have a major influence on energy performance of schools, and therefore play a significant role in the discrepancy between
design estimates and actual energy use. Hence an effective handover and user-education are essential to optimise energy performance. [Authors' abstract] 6p.
Northeast-CHPS Operations and Maintenance Guide.
(Northeast Energy Efficiency Partnerships, Lexington, MA , Apr 2010)
Advises on a wide range of topics from energy and water efficiency in a school, to incorporating renewable energy systems, as well as technologies for improved school indoor environmental quality. Additionally, there are detailed guidelines for implementing environmentally friendly policies and practices for existing buildings, such as anti-idling policies, recycling programs, using green cleaning agents, and developing training for building operators. 90p.
Collaborative for High Performance Schools Operations Report Card.
(Collaborative for High Performance Schools, San Francisco, CA, 2010)
Provides a tool to benchmark the current performance of existing schools, provide a report card of results and make suggestions for improvement. Assessments take place in five categories: energy efficiency, thermal comfort, visual comfort, indoor air quality, and acoustics. The ORC is an interactive online tool. While designed for district-wide deployment over multiple school sites, it is also usable by single public schools, charter schools, and private schools.
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Education Case Studies.
(Lennox, Inc., Richardson, TX, 2010)
Provides case studies for ten schools that variously improved indoor air quality, saved energy, and improved thermal comfort with Lennox equipment.
High Performance Building Initiatives In Maryland Public Schools: Energy Conservation, Alternative Energy Sources, And High Performance Building Practices.
(Public School Construction Program, Baltimore, MD , Jan 2010)
Reviews Maryland's progress in creating high performance schools, citing state legislative and administrative efforts, as well as county-by-county initiatives in design, construction, behavior modification, preventive maintenance, alternative energy, and conservation. Appendices listing all Maryland LEED certified schools and those with geothermal systems are included. 59p.
Students Leading the Way 2009-2010:
Energy Saving Success Stories from California.
(Alliance to Save Energy, Green Schools Program, Washington, D.C. , 2010)
Students and teachers from California Green Schools describe their strategies to reduce energy waste and bring the energy efficiency message into the community. 54 schools across all three participating school districts reduced energy use by an average of 15.5%, more than any other year of the program.
The Paid-from-Savings Guide to Green Existing Buildings: Executive Summary.
(U.S. Green Building Council, Washington, DC , 2010)
Provides basic information to help building owners understand the paid-from-savings approach and decide if it is a viable option for "greening" their existing buildings. This approach is a financing strategy that leverages the savings generated from building system upgrades to pay for a comprehensive greening project within a defined pay-back period. The variety of financing methods available are described, and case studies that include a school are included. 20p.
Sustainable School Architecture: Design for Primary and Secondary Schools.
Gelfan, Lisa; Freed, Eric (John Wiley & Sons, Hoboken, NJ , 2010)
Offers guidance on the planning, architecture, and design of schools that are healthy, stimulating, and will conserve energy and resources. The book emphasizes how eco-friendly practices for school construction can create an environment that students will emulate and carry into the world. Also included are a focus on the links between best sustainable practices and the specific needs of educational institutions, 19 international case studies of contemporary sustainable schools, information on the California Collaborative for High Performance Schools (CHPS) and the Leadership in Energy and Environmental Design (LEED) rating system, resources for incremental modernization and operation strategies as well as comprehensive transformation, tips on running an integrated, and contributions by experts on approaches to the sites, systems, maintenance, and operation of sustainable schools. 335p.
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Guide to Operating and Maintaining Energy Smart Schools.
(U.S. Department of Energy, Washington, DC , Sep 2009)
Guides a district or school-wide operations and maintenance (O&M) program that focuses on energy efficiency. The Guide provides organizational and technical information for integrating energy and high-performance facility management into existing operation and maintenance practices. The Guide helps school district management, facility managers, business officials, and administrators identify energy savings, develop an energy management plan, and address technical considerations. Accompanying the Guide are Action Plan Templates that provide a snapshot of customizable checklists used for planning and implementing energy-focused operations and maintenance. The Action Plans, which are organized by building system component, are tools for senior facilities managers and custodial staff to schedule preventative maintenance and training. 64p.
2009 Energy Efficient IT Report: The Power of Prioritization.
(CDW-G, Vernon Hills, IL , Aug 31, 2009)
Surveys 752 IT professionals in U.S. organizations to study marketplace attitudes toward energy efficient IT, barriers to its adoption and what differentiates successful implementations. Detailed results indicate that more organizations are taking steps to improve IT energy efficiency in both desktop computing and in the data center; energy reduction efforts are yielding significant results; and best results are achieved when organizations ask, assign, and provide incentives for IT to provide energy efficiency. 37p.
Planning for Energy Efficiency.
(Coalition for Adequate School Housing, Sacramento, CA , May 2009)
Advises on reducing energy consumption in schools. Chapters address energy efficiency in new construction, modernization, and operations and maintenance; establishing a baseline by benchmarking; setting goals and developing a formal energy master plan; energy-saving tips for all aspects of school operations; funding options; a sample board resolution; and a list of 32 additional resources. 36p.
Jackson LEED School Tour. (Channel 22 Local, Jackson Hole, WY, Apr 2009)
Illustrates the challenge of LEED-certified construction in the face of extreme cold. Davy Jackson Elementary School, Jackson, Wyoming, is a K-2 school that aims to conserve heat loss. While upgraded insulation costs more at first, it achieves buy-back value in 13 years. The school makes use of time and motion sensors for classroom lighting in addition to sensors that detect zoned need for light when classroom is occupied. School makes use of local suppliers.
Energy Guidelines For K-12 Public Schools.
(North Carolina Dept. of Public Instruction, Raleigh , Mar 2009)
Advises on a variety of building features that impact energy consumption. The publication opens with a discussion of life cycle costing, building modeling, and performance verification. Subsequent sections cover building orientation, architectural design, building materials, plumbing, HVAC systems, building controls, and lighting and power systems.. The publication describes varieties of systems available under each category, advises on their costs, and illustrates the energy impact of each. 27p.
Fossil Ridge High School, Fort Collins, Colorado.
(U.S. Department of Energy, Washington, DC , Mar 2009)
Explains how this high-performance school was constructed at no extra design or construction cost, the strategies and products used, and the energy savings realized in the completed project. 4p.
Best Practices Manual and Assessment Tool: Relocatable Classrooms for High Performance Schools, 2009 edition.
(Collaborative for High Peformance Schools, San Francisco, CA , 2009)
Advises school designers and builders on how to adjust their high-performance strategies to account for the differences found in a typical relocatable classroom. Issues involved with site preparation and locating the relocatable on the site are also addressed. The high-performance characteristics detailed for relocatable classrooms include enhanced daylighting, energy-efficient lighting, energy-efficient, low- noise HVAC systems, an efficient building envelope and interior material with low emissions of volatile organic compounds (VOC). Additional chapters detail the CHPS Relocatable Program, which gives manufacturers the option of building relocatables according to bid specifications included in the manual, or to achieve a minimum number of points based on the CHPS relocatable criteria scorecard, also included in the manual. 154p.
Energy Efficiency Study of Connecticut Schools.
(Eastern Connecticut State University, Willimantic , 2009)
Analyzes the energy bills for 356 of Connecticut's 1,026 public schools, revealing that they are among the least energy-efficient schools in the country, rating 26 on a scale of 100. A large percentage of the state's schools were built when energy was cheap and efficiency was not a priority, and analysis of specific school construction shortcomings by era is included. Specific guidelines and recommendations to communities and the state legislature are proposed, and 13 references are included. 20p.
EnergySmart Schools Tips: Retrofitting, Operating, and Maintaining Existing Buildings.
(U.S. Department of Energy, Washington, DC , 2009)
Describes quick and inexpensive strategies for energy savings in schools, including updating light bulbs and HVAC systems, installing room occupancy sensors, turning down hot water heaters or replacing them with tankless models, investing in high-efficiency equipment, and installing automatic shut-down devices. A number of longer-term capital investments including alternative energy sources are also outlined. 4p.
Green Building Initiative: K-12 and Higher Education.
(Green Building Initiative , 2009)
The American Recovery and Reinvestment Act of 2009 has provided unprecedented levels of federal funding for education and a unique opportunity for schools and school districts to make investments that will produce long-term sustainability impacts. Schools built or remodeled with a recognized green building rating system like Green Globes, can save money on utility bills and improve indoor air quality - not to mention lessen the building's environmental footprint.
Green Existing Schools Implementation Workbook.
(U.S. Green Building Council, Washington, DC , 2009)
Assists with the evaluation and improvement of current school operations and maintenance practices and policies. The workbook is organized by LEED for Existing Buildings: O&M prerequisites and credits, though not all prerequisites and credits in the rating system are addressed by the workbook. The guidance and tools contained in the workbook correspond to prerequisites and credits that lend themselves to a campus- or
district-wide application. The workbook includes sample policies, programs, plans, and surveys, along with data collection forms, worksheets, and tables. 108p.
Green Existing Schools: Project Management Guide.
(U.S. Green Building Council, Washington, DC , 2009)
Helps schools and school districts "green" their existing facilities and achieve LEED® (Leadership in Energy and Environmental Design) certification. The guide outlines the process for navigating LEED certification for existing schools and provides details on how to conduct organizational assessments,educate and train staff, initiate the certification process, and manage a campus- or district-wide plan. It is designed to be used in concert with additional resources contained in the Green Existing Schools Toolkit (www.usgbc.org/k12toolkit). 85p.
A Better Way to Rate Green Buildings.
Gifford, Henry (American Institute of Architects Connecticut, New Haven , 2009)
Describes flawed procedures in how the energy use of LEED-certified is reported and that while LEED-certified buildings typically appear at first to be designed for energy efficiency, the typically do not deliver expected savings. Flawed design and installation of solar panels are critiqued as well. Buildings earning LEED ratings based on design, but not built or operated correctly are addressed, and the difficulty of getting building owners to divulge actually energy use after occupancy is cited. The author recommends rating buildings in the second full year after they are occupied rather than on design and predicted. Includes 49 references. 12p.
Greening Our Built World: Costs, Benefits, and Strategies.
Kats, Greg (Island Press, Washington, DC , 2009)
Reports the results of a large-scale study based on extensive financial and technical analyses of more than 150 green buildings in the United States and ten other countries. Using modeling techniques, the study analyzes the costs and financial benefits of building green on both large and small scales, and addresses the role of the built environment in reducing carbon dioxide emissions. The author reports that green buildings cost roughly 2 per cent more to build than conventional buildings - far less than previously assumed - and provide a wide range of financial, health, and social benefits. In addition, green buildings reduce energy use by an average of 33 per cent. The book also evaluates the cost-effectiveness of "green community development." 280p.
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Guide to Financing EnergySmart Schools.
(U.S. Dept. of Energy, Washington, DC , Oct 2008)
Addresses common barriers associated with new construction, major renovations, and retrofit projects in high performance schools. The guide summarizes existing methods of financing and looks ahead to innovative, replicable approaches. It supports making a business case for high performance design backed by economic analysis that looks at the costs and benefits of new construction and retrofits over the project's lifetime. It also describes nonenergy benefits that tie energy efficiency and economic feasibility back to the critical mission ensuring a healthy learning environment for students. 36p.
The Efficient Windows Collaborative Tools for Schools.
(Efficient Windows Collaborative, Washington, DC , Oct 2008)
Advises schools on window design parameters, performance factors, and efficient window options. Daylighting, shading, insulation value, air leakage, coatings, framing, skylights, and natural ventilation are addressed. 17p.
Variable Speed Comes to the (Kitchen) 'Hood.
(California Energy Commission, Public Interest Energy Research Program, Sacramento , Sep 2008)
Profiles technology that reduces kitchen hood ventilation rates during slow periods, making it possible for institutions to significantly reduce the amount of wasted energy. Lower fan speeds also means less noise. The concept calls for control of kitchen ventilation-fan speed based on the amount of heat, smoke, and steam released by cooking. 2p.
Report NO: CEC-TB-42
School Modernization: George Miller & Ben Chandler. [Video] Jun 04, 2008
Rep. George Miller, Chairman of the Education and Labor Committee, and Rep. Ben Chandler, sponsor of the 21st Century Green High-Performing Public School Facilities Act, speak to the need to modernize public school facilities on the House floor on June 4, 2008. The bill they support was for funding to help schools renovate for increased energy efficiency.
Cookbook for Energy Conservation Measures.
(California Department of General Services, Office of Public School Construction, Sacramento , May 2008)
Provides general energy efficiency techniques and procedures that can be reasonably implemented in schools and have an immediate effect on energy savings and costs, as well as design and construction considerations that include HVAC and duct system efficiency, daylighting, occupancy sensors, insulation, triple glazing, and alternative energy sources. 25p.
Improving Ventilation and Saving Energy: Final Report on Indoor Environmental Quality and Energy Monitoring in Sixteen Relocatable Classrooms.
Apte, Michael, et al (Ernest Orlando Lawrence Berkeley National Laboratory, Berkeley, CA , Apr 04, 2008)
An improved HVAC system for portable classrooms was specified to address key problems in existing units. These included low energy efficiency, poor control of and provision for adequate ventilation, and excessive acoustic noise. Working with industry, a prototype improved heat pump air conditioner was developed to meet the specification. A one-year measurement-intensive field-test of ten of these IHPAC systems was conducted in occupied classrooms in two distinct California climates. These measurements are compared to those made in parallel in side by side portable classrooms equipped with standard 10 SEER heat pump air conditioner equipment. The IHPAC units were found to work as designed, providing predicted annual energy efficiency improvements of about 36 percent to 42 percent across California's climate zones, relative to 10 SEER units. Classroom ventilation was vastly improved as evidenced by far lower indoor minus outdoor CO2 concentrations. [Authors' abstract]
Environment Report: Making Real Change Happen
(Toronto District School Board, Ontario, Canada , Apr 2008)
Reports accomplishments by Toronto schools in achieving goals for environmentally responsible school facilties operations. The report begins with an outline of the Toronto District School Board's strategy for improving its environmental performance, followed by four sections that focus on priority areas: energy conservation, waste minimization, school ground greening, and ecological literacy. The report describes how the TDSB reduced its consumption of electricity by 8.34% and natural gas by 7.42%1, how school staff and students diverted 42% of their waste from landfill, and how ten outdoor education schools serve 3,500 teachers and provide more than 90,000 students every year with experiences in the natural world. 36p.
Integrated Classroom Lighting Systems: Light's Great, Less Billing.
(California Energy Commission, Publicc Interest Energy Research Program, Sacramento , Apr 2008)
Describes energy-efficient, flexible lighting for today's classroom needs. The integrated classroom lighting system (ICLS) consists of a combination of direct and indirect light, assisted by 96 percent reflective material in the fixtures, and easy-to-use controls. 2p.
Energy Performance of LEED for New Construction Buildings.
Turner, Cathy; Frankel, Mark (New Buildings Institute, White Salmon, WA , Mar 04, 2008)
Analyzes measured energy performance for 121 LEED New Construction (NC) buildings, providing a critical information link between intention and outcome for LEED projects. The results show that projects certified by the USGBC LEED program average substantial energy performance improvement over non-LEED building stock. Buildings varied widely in energy consumption compared to their modeling, with some performing much better, and some much worse. Problems with high-load building types such as laboratories are cited, and improvements to the LEED program are suggested. 46p.
Heating with Biomass: A Feasibility Study of Wisconsin Schools Heated with Wood.
(Focus on Energy, Madison, WI , Feb 2008)
Based on data collection from four schools in Wisconsin that currently heat with biomass, and recent fuel use and pricing, this study found that 200-300 schools in Wisconsin now heating with natural gas may find biomass heating economical at current fuel prices. These systems will often cash flow positive in the first year of installation. Case study results from the four schools are included. 38p.
A Student Perspective on Greening Schools: Analysis of an Austin, Texas High School as a Model for Rethinking in Green.
(U.S. Green Building Council, Washington, DC , 2008)
Presents a student's perspective on the necessity of "green" remodeling of existing schools. Austin's 1974 Lyndon Banes Johnson High School is described as an example where initial sustainability measures have been taken, but significant additional opportunities that would require little investment are possible. These include changing computer settings to reduce phantom load, reducing vending machine electricity use, and switching to water-efficient bathroom fixtures. Includes 65 references. 19p.
AASA Fuel and Energy Snapshot Survey.
(American ASsociation of School Administrators, Arlington, VA , 2008)
Presents the responses to an eight-question fuel and energy survey that asked school superintendents about the effect of rising fuel and energy costs on their school districts. Ninety-nine percent of respondents reported these rising costs are having an impact on their school systems. Further, they reported that conserving energy, cutting back on student field trips and consolidating bus routes are among the top steps districts are taking to minimize the impact of rising fuel and energy costs. Meanwhile, few states are stepping forward to assist school systems struggling to meet escalating these rising costs. 16p.
Advanced Energy Design Guide for K-12 School Buildings.
(American Society of Heating, Refrigerating, and Air-Conditioning Engineers; Atlanta, GA , 2008)
Assists design teams in constructing energy-smart schools using off-the-shelf technology that can cut energy use 30 percent or more annually. It provides recommendations for various climate zones and implementation advice via a series of case studies. Also included are suggestions for achieving LEED energy credits and supplemental strategies for achieving advanced energy savings beyond 30 percent. Design suggestions from the guide include: 1) Daylight the classrooms and gym so that lights can be off most of the day, but design it carefully so that additional cooling needs are not required. 2) Design lighting that uses the most current energy-efficient lamps, ballasts, and integrated controls. 3) Control the HVAC system based on actual occupancy of each space at a given time. 4) Design a well-insulated envelope, including good wall and roof insulation and low-e windows. 5) Use high-efficiency heating and cooling equipment. 174p.
Financing an EnergySmart School.
(U.S. Dept. of Energy, Office of Energy Efficiency and Renewable Energy, Washington, DC , Jan 2008)
Describes ten creative financing methods that can be used to create an energy-smart school, and includes three case studies. 4p.
NSBA Endorses EnergySmart Schools.
(U.S. Dept. of Energy, Office of Energy Efficiency and Renewable Energy, Washington, DC , Jan 2008)
Outlines the case for support of energy-efficient school facilities, which in turn yields more money for educational programs. 2p.
Reduce Operating Costs with an EnergySmart School Project.
(U.S. Dept. of Energy, Office of Energy Efficiency and Renewable Energy, Washington, DC , Jan 2008)
Advises on simple energy saving strategies for schools. These include limiting equipment operation during unoccupied times, low-cost repairs by in-house staff, preventive maintenance, energy tracking, and performance contracts. 2p.
Wisconsin Green & Healthy Schools Program Assessment.
(Wisconsin Department of Natural Resources, Madison , 2008)
These assessment forms are designed to help schools identify what types of healthy, safe, and environmentally sound activities are already in place and where the school can improve its efforts. The Wisconsin program requires that the energy, waste, and recycling, and water sections be done along with any two of the remaining sections that cover chemicals, community involvement, facilities and grounds, indoor air quality, integrated pest management, mercury, and transportation.
Ashland High School. (Ashland High School, Ashland, MA, Oct 22, 2007)
Profiles this high performance Massachusetts school, illustrating the photovoltaic array, heat recovery system, outdoor classrooms, recycling, composting, and daylighting.
Improving Energy Performance of School Buildings While Ensuring Indoor Air Quality Ventilation. Beckera, ,Rachel ; Goldbergera, Itamar; Paciuk, Monica (Building and Environment, Volume 42, Issue 9, Sep 2007)
The paper deals with the energy performance, energy classification and rating and the global environmental quality of school buildings. A new energy classification technique based on intelligent clustering methodologies is proposed. Energy rating of school buildings provides specific information on their energy consumption and efficiency relative to the other buildings of similar nature and permits a better planning of interventions to improve its energy performance. The overall work reported in the paper, is carried out in three phases. During the first phase energy consumption data have been collected through energy surveys performed in 320 schools in Greece. In the second phase an innovative energy rating scheme based on fuzzy clustering techniques has been developed, while in the third phase, 10 schools have been selected and detailed measurements of their energy efficiency and performance as well as of the global environmental quality have been performed using a specific experimental protocol. The proposed energy rating method has been applied while the main environmental and energy problems have been identified. The potential for energy and environmental improvements has been assessed.
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Generation G. (Kontent Real Films, Aug 2007)
Draws on narration by students at “platinum level” LEEDS-certified Sidwell Friends School, Washington, DC, to show action steps to implement school’s philosophy of environmental stewardship. In addition to the best practices used in new construction, the retro-fit of existing buildings resulted in use of 60% less energy.
Saving Energy: How Three School Districts Improved Efficiency.
Helmke-Long, Laura (Council of Educational Facility Planners, International, Scottsdale, AZ , May 01, 2007)
Profiles three school districts named as Energy Star Partners of the Year for their outstanding achievements in improving the energy efficiency of their facilities. Also included is a brief description of the Energy Star program and basic suggestions for easy-to-implement energy-saving measures. 4p.
LEED for Schools for New Construction and Major Renovations.
(United States Green Building Council, Washington, DC , Apr 2007)
Based on the Leadership in Energy and Environmental Design (LEED) rating system for new construction, the LEED for Schools Rating System considers the unique nature of the design and construction of K-12 schools, addressing issues such as classroom acoustics, master planning, mold prevention, and environmental site assessment. By addressing the uniqueness of school spaces and children's health issues, LEED for Schools provides a tool for schools that wish to build green, with measurable results. LEED for Schools is a third-party standard for high performance schools that are healthy for students, comfortable for teachers, and cost-effective. It provides parents, teachers and the community a "report card" for their school buildings, by verifying that schools are built healthy, efficient, and comfortable. 77p.
Leavitt Area High School: Independent Evaluation of Wood Chip Heating System.
Doughty, Richard (Maine Dept. of Education, Augusta , Mar 07, 2007)
Reviews the energy and financial performance of a wood chip boiler installed in a Maine high school in 1999. Even though more labor-intensive to operate, the assessment of the system was favorable in that it shifted the school's dependency from fossil fuels to readily-available wood chips, thus lowering fuel costs and offering a boost to the state's struggling wood products industry. Charts illustrate fuel consumption and savings, a suggested maintenance schedule, ancillary electric cost projections, a summary of economics, and life cycle cost analyses. 22p.
Revolving Loan Fund for Certain Energy Efficient Projects [State of Utah]
(Utah State Legislature, Mar 2007)
This is the text of a Utah bill to create a revolving loan fund for use by school districts to improve energy efficiency in school district buildings. 1p.
Core Performance Guide.
(New Buildings Institute, White Salmon, WA, 2007)
Advises on how to deliver best-in-class energy efficiency and indoor environmental quality in high-performance buildings. The book brings together over 30 criteria defining high performance in building envelope, lighting, HVAC, power systems and controls. It provides quantitative and descriptive specifications for exceeding state and national minimum standards such as ASHRAE/IESNA Standard 90.1-2001. 127
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Ecoschools Certification Guide and Planner 2007-08.
(Toronto District School Board, Ontario, Canada , 2007)
Provides guidance that a team of students, teachers, and staff can use to complete the Toronto District's application to be certified as an EcoSchool. The steps assessed cover energy conservation, waste minimization, environmental curriculum enhancement practices within the school, and community involvement. Points are earned for a variety of sustainable practices, and then the checklist is submitted with documentation to earn EcoSchool certification 32p.
LEED for Schools Registered Project Checklist.
(United States Green Building Council, Washington, DC , 2007)
Provides a checklist for estimating potential Leadership in Energy and Environmental Design (LEED)certification, listing the attributes of site selection and design, water efficiency, energy use, effect on atmosphere, building materials, indoor air quality, and innovation in design that are considered under the LEED system. The number of required points in each category are shown, with an opportunity to indicate whether or not features within that category are in place, and then add up the points. 2p.
Understanding the Needs of Arkansas School Districts Relative to Building Use and Control, Utility Tracking, Personnel, and Facility Planning.
Keazer, Jay; Nutter, Darin (Texas A&M University, College Station , 2007)
Reports on a study of Arkansas school districts' utilities use that documents community use, and utility use and tracking practices. Concerns over rising costs, differences between large and small districts, and the need for utility tracking personnel are particularly noted. 5p.
50 Green Strategies that Cost Less.
Nicklas, Mike (Innovative Design, Raleigh, NC , 2007)
Compilation of a list of 50 sustainable design strategies for school projects that are cost-effective, including overall concepts, community, site design, daylighting and windows, building shell, electrical systems, mechanical systems, recycling and environmentally-sound materials.
6p.
Gorham Middle School: Evaluation of Geothermal and HVAC System.
Doughty, Richard (Maine Dept. of Education, Augusta , Nov 21, 2006)
Evaluates a geothermal HVAC system at a Maine middle school. Details on the system s performance compared to other schools is provided, as are initial cost comparisons and a life cycle analysis. The report concludes that the system significantly outperforms typical existing schools, and marginally outperforms other high performance schools. 14p.
Green Buildings and the Bottom Line.
(Reed Business Information, Oak Brook, IL , Nov 2006)
Examines financial considerations of "green" building across many building types, with one chapter each devoted to the practice in higher and K-12 education. Current attention to and financial advantages of green building in education are considered, as are obstacles and ways to overcome them. 62p.
Energy Management: A Necessity Not a Luxury in the 21st Century. Final Step: Development of Your Energy Management Plan.
Schoff, Lorenz (Schoolfacilities.com, Orange, CA , Jun 06, 2006)
Adresses key elements that must be developed before an energy anagement plan can be developed and implemented. Numerous unseen or overlooked inefficiencies that can account for a significant waste of energy are identified. The development, goals, implementation, checklists, and training involved in an energy management plan are outlined. 4p.
Advanced HVAC Systems for Improving Indoor Environmental Quality and Energy Performance of California K-12 Schools, Displacement Ventilation Design Guide: K-12 Schools.
(Architectural Energy Corporation, Boulder, CO , Jun 2006)
Provides guidance concerning the use and implementation of displacement ventilation (DV) for K-12 schools. It serves architects, engineers, and educators seeking to understand why DV is beneficial, addresses the implications of installing DV in schools, and details a design procedure for DV systems in school applications. It contains recommendations from a range of sources, including PIER research, ASHRAE Guidelines and Standards, and practical experience gained in the design, installation, and performance monitoring of DV systems in two California schools. Topics covered include general design requirements for classrooms, air supply characteristics, diffuser specifications, architectural design issues, load calculations, system sizing, HVAC design options, and estimating energy savings. Case studies from six installations are included, as are 42 references, a glossary, and numerous figures and tables. 123p.
Energy Efficiency Study of Connecticut Schools: an Opportunity to Improve Our Educational Infrastructure.
(Eastern Connecticut State University, Willimantic , Jun 2006)
Analyzes the energy bills for 119 of Connecticut's 1,026 public schools, revealing that they are among the least energy-efficient schools in the country, rating 26 on a scale of 100. A large percentage of the state's schools were built when energy was cheap and efficiency was not a priority, and analysis of specific school construction shortcomings by era is included. Specific guidelines and recommendations to communities and the state legislature are proposed, and eight references included. 19p.
Advanced HVAC Systems for Improving Indoor Environmental Quality and Energy Performance Of California K-12 Schools: Draft / Final Research Report.
Arent, John (Architectural Energy Corporation, Boulder, CO , Jun 2006)
Covers HVAC design considerations for displacement ventilation systems, drawn from completed research of the project, a computational flow dynamics analysis, and the results of the first demonstration classroom. The report addresses diffuser selection and layout, load calculations and system sizing and energy modeling options. The report also describes HVAC system requirements for displacement ventilation and control options. For the design phase, this report covers design requirements for TDV, load calculation procedures, energy modeling, and equipment selection. For the construction phase, the report documents show typical diffuser locations, ductwork layout, control details, and installation requirements. 23p.
Advanced HVAC Systems for Improving Indoor Environmental Quality and Energy Performance Of California K-12 Schools: Final Classroom Documentation Report.
Arent, John (Architectural Energy Corporation, Boulder, CO , Jun 2006)
Documents the performance monitoring results of a displacement ventilation demonstration project at Kinoshita Elementary in San Juan Capistrano, California. The report also documents the processes of design, financing and construction of the demonstration classrooms. The unit is designed to supply a steady 65-degree supply temperature, with variable air volume to maintain comfort in the space. This report assesses the performance of the unit in meeting specifications, and a comparison of comfort, indoor air quality, and energy use with a control classroom that is served by a conventional 4-ton packaged rooftop unit. 36p.
Advanced HVAC Systems for Improving Indoor Environmental Quality and Energy Performance Of California K-12 Schools:Combined Document for Product Engineering Efforts Report, Research Summary Report, and Production Readiness Plan.
Arent, John (Architectural Energy Corporation, Boulder, CO , Jun 2006)
Documents the development of a unit that can tightly control supply air temperature in a classroom thermal displacement ventilation (TDV) cooling system, in response to varying load and outdoor conditions. Also described are the steps that the manufacturer has taken towards making it a production unit. The report provides an evaluation of the unit with all available data, and identifies the steps required to make this a production unit. 20p.
Advanced HVAC Systems for Improving Indoor Environmental Quality and Energy Performance Of California K-12 Schools, Project 2 Final Report: Thermal Displacement Ventilation.
Arent, John; Eley, Charles (Architectural Energy Corporation, Boulder, CO , Jun 2006)
Serves as the final project report for Project 2, Thermal Displacement Ventilation (DV) in Schools, under California's PIER IEQ-K12 Program. Key outcomes included the following: 1)Two demonstration DV systems were installed, commissioned, and monitored in two classrooms; one in southern and one in northern California. 2)Results of the DV demonstration classrooms showed that significant energy savings are possible. 3)Other results of the DV demonstration classrooms showed improved IAQ and acoustics with acceptable humidity levels. 4)Teacher feedback was positive for the DV demonstration classrooms. 5)The demonstration classrooms confirmed that DV provides good thermal comfort for classrooms with normal ceiling heights (9 feet). 6)A supply of 1,100 cfm of 65-degree air is sufficient for most classrooms in California climates. 7)The use of a tuned VAV control strategy will optimize energy savings. 8)DV can be achieved today using a variety of HVAC system designs. 9)DV provides many compelling benefits including energy savings. 43p.
Cost-benefit analysis of a Building Integrated Photovoltaic Roofing System for a School Located in Blacksburg, Virginia.
Cholakkal, Leena (Virginia Polytechnic Institute, Blacksburg , May 2006)
Analyzes how solar radiation, temperature, solar altitude, and solar azimuth affect the power produced by a new thin film photovoltaic panel. Through the application of multiple linear regression, the model developed is then used to evaluate the cost-effectiveness of the building integrated photovoltaic roofing system when connected to the utility grid when compared to a conventional roofing system. The analysis is applied to a school building located in Blacksburg, Virginia. Using the current utility rates and the energy consumption data, the payback period of the system is evaluated for full roof, half roof and quarter roof coverage. 93p.
Advanced HVAC Systems for Improving Indoor Environmental Quality and Energy Performance of California K-12 Schools: Applications Guide for Off-the-Shelf Equipment for Displacement Ventilation Use.
Blatt, Morton (Architectural Energy Corporation, Boulder, CO , May 2006)
Provides background information on the potential energy use, indoor air quality and acoustic benefits of displaced ventilation as well as field experience with DV in schools and commercial buildings. The applications that could benefit from use of displacement ventilation are described including facility requirements, acoustic requirements, climate-related factors, and indoor air quality. Displacement ventilation system requirements for K-12 schools are defined, including diffuser requirements, HVAC requirements, and optional HVAC system features. Mechanical system options are described including central (chiller-based) plants, packaged direct expansion (DX) variable air volume systems and packaged single zone direct expansion units. Alternative control strategies are discussed and diffuser options are presented. Includes nine references. 15p.
UK School Carbon Footprint Scoping Study.
(Sustainable Development Commission, London, UK , Mar 2006)
Reviews the current state of carbon emissions from British schools, their sources, and trends that will both increase and decrease carbon emissions in the near future. A variety of practices are proposed that will reduce school carbon emissions based on building design, waste, travel to school, procurement, and food preparation. 76p.
Energy Benchmarking: Does Your School Get a Passing Grade?
(Public Interest Energy Research Program, Sacramento, CA , 2006)
Discusses the virtues of the Public Interest Energy Research (PIER) system for benchmarking school energy use. The steps in the process include gathering and tabulating usage data for all fuels; determining energy use per area, student, and hour; ranking the schools; and developing an action plan. 2p.
Energy Conservation and Indoor Air Quality: Lessons from the Past Have Relevance for the Future.
(Air Quality Sciences, Inc., Marietta, GA , 2006)
Presents an historical look at energy use and indoor air quality, from prehistoric times to the present. The introduction of air conditioning in the late 19th and early 20th centuries is described, and the manner in which HVAC technology transformed building in the 20th century is noted. The largely negative impact of these various technologies, as introduced, on indoor air quality is addressed, and 22 references are included. 12p.
Energy Conservation and Indoor Air Quality: Partnering to Protect Public Health.
(Air Quality Sciences, Inc., Marietta, GA , 2006)
Briefly reviews the history of indoor air quality and energy conservation during the past 40 years, and how indoor air contaminants can affect human health. Issues addressed include the OAPEC oil embargos, energy conservation, tight buildings, poor IAQ, mold, volatile offgassing compounds (VOCs), climate change, "green" building, and complimentary goals of indoor air quality and energy conservation. 21 references are included. 12p.
Energy Conservation Guide.
(Toronto District School Board, Ontario, Canada , 2006)
Assists schools with energy conservation in order to participate in the Toronto District School Board's EcoSchools program. The Board's energy conservation standards, a five-step process for EcoSchool review and improvement, and the program's energy conservation toolkit are included. 24p.
Energy Conservation Report.
(Toronto District School Board, Ontario, Canada , 2006)
Shares the highlights of energy conservation work completed by Toronto District School Board staff and others during the 2004/05 school year. The document reportst that number of certified EcoSchools rose from 13 in 2003/04 to 53 in 2004/05, that "Smart" meters at 31 pilot schools are capturing and reporting on the hourly consumption of natural gas and electricity, and that monthly energy reports are now available on-line for all schools. 20p.
Energy in Schools:Energy Education and Projects for Reducing Energy Demand in Schools.
(Wisions, Wuppertal, Germany , 2006)
Describes five international projects that promote energy savings in schools, including the replacement of a school's three gas boilers with one wood boiler, the construction of a biogas plant to provide cooking fuel for a school cafeteria, and the renovation of schools for energy efficiency financed with anticipated energy savings. 16p.
Financing Energy-Efficient Projects.
(Schoolfacilities.com, Orange, CA , 2006)
Briefly describes tax-exempt lease/purchase agreements as a means to finance improvements in school facility energy consumption. 1p.
School Advanced Ventilation Engineering Software. (SAVES)
(U.S. Environmental Protection Agency, Washington, D.C. , 2006)
SAVES is a free software package that architects, engineers, school officials, and others can use to determine what type of ventilation equipment provides the best advantages for their unique applications. SAVES incorporates two software tools for the school design community: 1) the ERV Financial Assessment Software Tool (also referred to as ‘EFAST’) assesses the financial characteristics of energy recovery ventilation systems for school applications; and 2) the Indoor Humidity Assessment Tool (also referred to as ‘IHAT’) helps school designers assess the moisture control characteristics of ERV systems, along with other building design decisions that can impact indoor moisture levels and indoor air quality.
Solar Secure Schools: Stategies and Guidelines.
Graun, G. W.; Varadi, P.F. (U.S. Dept. of Energy, National Renewable Energy Laboratory, Golden, CO , Jan 2006)
Explores possibilities for schools to have more stable energy costs because they derive a portion of their electricity from solar panels. Large numbers of solar power systems are already being deployed at U.S. schools. Solar secure schools are not only technically feasible but also economically justified when grid electricity prices are high and volatile or schools are shut down by grid power outages more than once every 10 years. Solar power prices and grid electricity prices are trending strongly in opposite directions, so solar secure schools soon will be an attractive cost control and public safety strategy in most states. This document presents a simple step-by-step process that school officials can use to assess energy security options. 30p.
Report NO: NREL/SR-520-38435
Handbook of Financing Energy Projects
Thumann, Albert (Fairmont Press, 2006)
As the trend for obtaining funds for energy projects moves away from utility rebate programs toward other types of financing alternatives, there is a growing need for guidance as to what options are now available, how to assess project payback in advance, how to anticipate and avoid potential risks and/or hidden costs, and how to assure that the project is an economic success. Providing this guidance, this book details innovative methods for financing energy projects. It covers energy service performance contracting, rate of return analysis, and measurement and verification of energy savings. It provides tips to help readers work with lenders and case histories detailing financing success stories.
432p.
Report on the 2005 Annual Performance of Monitored High Performance Mobile Classrooms.
Cleveland, Tommy (North Carolina State University, Raleigh , Dec 2005)
Presents numerous graphs comparing the energy use for a conventional versus a high- performance modular classroom. The total energy consumption of the high-performance unit was 30% less than that of the conventional unit. Figures for HVAC, lighting, hot water, and plug load use are broken out as well. Graphs are presented for each month of the year, with special attention to the extreme-temperature months of February and July. Ventilation and carbon dioxide levels are also covered. 18p.
Case Study: Commissioning--Commissioning Skeptic Now Believes.
(Oregon Dept. of Energy, Salem , Nov 2005)
Relates a situation where the Hillsboro School District (Oregon) spent considerable effort to rectify problems with uncommissioned school buildings. Then, when later using renovation grant money that compelled commissioning, the District had a different and positive experience with their buildings. 4p.
National Review of Green Schools: Costs, Benefits, and Implications for Massachusetts.
Kats, Greg; Perlman, Jeff; Jamadagni, Sachin (Massachusetts Technology Collaborative, Westborough , Nov 2005)
Documents the financial costs and benefits of "green" schools compared to conventional schools, with specific reference to Massachusetts. This review of 20 schools nationwide demonstrates that "green" schools cost 1.5 to 2.5% more to build, but provide financial benefits that are 10 to 20 times as large. Individual sections discuss energy savings, emission reduction, water and wastewater impacts, construction and demolition waste, and health and learning benefits. 72p.
Another Challenge for School Districts: Keeping Kids Warm This Winter.
(New York State Association of School Business Officials, Albany , Oct 2005)
Presents results of a survey of New York school business officials that assessed how recent increases in heating fuel prices will affect school operations budgets and how districts are planning for any anticipated budget shortfall. The principal findings of the survey are: 1) 82% of school districts expect a 2005-2006 operations budget shortfall. 2) The average 2005-2006 operations budget shortfall is estimated at $135,646. 3) Based on estimated energy prices, the cumulative impact on New York State s schools in 2005-2006 is estimated to be nearly $96,000,000. 4) School districts are prepared to implement a variety initiatives to close the anticipated budget gap, with the vast majority implementing new conservation efforts or strictly enforcing existing ones. This and other measures that avoid a negative impact on the educational program are described, including reducing non-school and after-school use of facilities, cooperative energy purchasing, and using alternative energy sources. 7p.
Improving Indoor Environmental Quality and Energy Performance of California K-12 Schools: D-2.5c Final Outline Specification and Schematic Design Report.
(Architectural Energy Corporation, Boulder, CO , Jul 29, 2005)
Summarizes a general HVAC load calculation for a hypothetical single-level classroom building in coastal Southern California, and an identical building in Sacramento, including accommodations for thermal displacement ventilation (TDV). Subsequent sections of the report provide a schematic description of three design options for applying TDV in the hypothetical classroom building. For each of the three options, a summary of the system design, major components, HVAC sequences of operation, and estimated capital costs are indicated. For each design option, an effort has been made to address the relative advantages, disadvantages, and limitations of each TDV design option, and to highlight differences from conventional HVAC design approaches. A general schematic of the system layout, room layout and room section are included for each system design. 18p.
Improving Indoor Environmental Quality and Energy Performance of California K-12 Schools: D-2.8b Final Equipment List and Performance Specification.
(Architectural Energy Corporation, Boulder, CO , Jul 29, 2005)
Documents the requirements for new products designed specifically for thermal displacement ventilation (TDV), with the objective of identifying new products for TDV that are not currently available. The identification of new products springs from the TDV design charrette, system design options study, and market barriers study performed in this California research project. 12p.
School Ground Greening Guide.
(Toronto District School Board, Ontario, Canada , Apr 2005)
Guides in selection, funding, purchase, placement, and planting of trees to create school ground shade for health and energy conservation. Presented in curriculum format, the guide explains the scientific justification for adding trees to the environment, then organizes the process into the following steps: 1) Establish a team, 2) Conduct a review, 3) Develop an action plan, 4) Implement the action plan, and 4) Monitor and evaluate progress. The included "toolkit" offers extensive forms and guidelines for plant and materials selections, as well as questionnaires to help guide the process. 100p.
Financing Options for Schools [Oregon]
(Oregon Department of Energy , 2005)
Oregon school districts constructing energy efficient facilities and/or making energy improvements to existing buildings have several financing options available through the Oregon Department of Energy. This describes the Energy Loan Program, SB1149 Public Purpose Funds, Performance Contracting, and the Business Energy Tax Credit Program.
The Pennsylvania Green Building Operations and Maintenance Manual.
(Commonwealth of Pennsylvania, Dept. of General Services, Harrisburg , 2005)
Provides guidance for environmentally preferable maintenance and operation practices in buildings, including landscaping, snow removal and de-icing, cleaning practices and product selection, and maintenance of building systems, including parking garages 101p.
Geothermal Heat Pumps: Environmental and Economic Benefits for Public Schools.
Joblin, Nathan (Adapted from masters thesis, University of San Francisco, 2005 , 2005)
Describes how the energy savings from geothermal heat pumps can typically pay for the system in ten years through reduced energy and maintenance costs. Indoor air quality benefits are also described. The study also finds that U.S. schools spend $6 billion a year on energy and that $1.5 billion to $2.4 billion could be saved if U.S. schools converted to geothermal. Includes 15 references.
5p.
North Carolina Performance Enhanced Relocatable Classroom Project: An Evaluation of Design Changes to a Typical Relocatable Classroom.
Raper, Garrett (North Carolina State University, Raleigh , 2005)
In this study, the energy consumption of two relocatable classrooms located on the southern portion of the campus of Chapel Hill High School in Chapel Hill, NC is investigated. One classroom, the control, was specified and purchased by the Chapel Hill-Carrboro City School System. The other is a performance enhanced classroom designed by the Florida Solar Energy Center and purchased by the North Carolina Solar Center. Both classrooms are 24' by 40' modular structures, completely underpinned, and located adjacent to one another for a side by side comparison. The energy consumption and indoor conditions of each classroom are monitored by a data-logging system that also records outdoor conditions via a weather station. The performance enhanced classroom is equipped with a 3 ton, SEER 12 heat pump controlled by a Bard CS2000 unit, six skylights, increased insulation and envelope sealing, a demand control ventilation system with an energy recovery wheel, and a day lighting system controlled by occupancy sensors. The control classroom is equipped with a wall-mounted 10 kW electric furnace/air conditioning system. A programmable thermostat was also installed in the control classroom after two months of data was collected. A building model is prepared using the Energy-10 software package to estimate the impact the various design changes have on the energy consumption of each classroom. [Author's abstract] 54p.
Easy Access to Energy Improvement Funds in the Public Sector.
(U.S. Environmental Protection Agency, Washington, DC , Nov 2004)
Outlines bonds, tax-exempt lease, and performance contract mechanisms to finance energy improvements in public buildings. 2p.
Classroom HVAC: Improving Ventilation and Saving Energy.
Apte, Michael; Faulkner, David; Hodgson, Alfred; Sullivan; Douglas (U.S. Dept. of Energy, Office of Scientific & Techincal Information, Washington , Oct 14, 2004)
The primary goals of this research effort are to develop, evaluate, and demonstrate a very practical HVAC system for classrooms that consistently provides quantity of ventilation in current minimum standards, while saving energy, and reducing HVAC related noise levels. This research is motivated by the public benefits of energy efficiency, evidence that many clasrooms are under-ventilated, and public concerns about indoor environmental quality in classrooms. This document provides a summary of the detailed plans developed for the field study that will take place in 2005 to evaluate the energy and IAQ performance of a new classroom HVAC technology. The field study will include measurements of HVAC energy use, ventilation rates, and IEQ conditions in 10 classrooms with the new HVAC technology and in six control classrooms with a standard HVAC system. Energy use and many IEQ parameters will be monitored continuously and remotely, while other IEQ measurements will be performed seasonally. The study plan include the collection of real time data for a full school year, the use of high quality instrumentation, the incorporation of many quality control measures, and the extensive collaborations with industry that limit costs to the sponsors. 16p.
Report NO: LBNL-56527
Marion County Public Schools Operates Successful Energy Management Program.
(Schoolfacilities.com, Orange, CA , Oct 2004)
Describes the success of this school district's energy management program, run by an energy manger who monitors energy bills, trains and motivates maintenance, custodial, and administrative personnel. 3p.
School Ground Greening Guide: Designing for Shade and Energy Conservation.
(Toronto District School Board, Ontario , Aug 2004)
Guides in selection, funding, purchase, placement, and planting of trees to create shade for health and energy conservation. Presented in curriculum format, the guide explains the scientific justification for adding trees to the environment, then organizes the process into the following steps: 1)Establish an EcoTeam, 2)Conduct an EcoReview, 3)Develop an action plan, 4)Implement the action plan, and 4)Monitor and evaluate progress. 84p.
School Operations and Maintenance: Best Practices for Controlling Energy Costs.
(Prepared by U.S. Dept. of Energy, Rebuild America EnergySmart Schools Program, Washington, DC; Princeton Energy Resources International, Rockville, MD; HPowell Energy Associates, Westford, MA; Alliance to Save Energy, Washington, DC. , Aug 2004)
Provides detailed practical guidance on how K-12 school districts can plan and implement enhancements to their current operations and maintenance programs that can successfully maintain their facilities while also reducing energy costs up to 20 percent. Most of the strategies detailed entail limited capital costs and produce rapid paybacks. In addition to technical information, the guide provides organizational information on barriers, challenges, the steps necessary to develop this type of program. Reviews successful strategies from a wide variety of American school districts and includes case studies. 114p.
Using DOE 2.1E to Evaluate Green Building Construction Opportunities and Ventilation Design for Lotus School.
Chimak, Michael; Walker, Christine (International Building Performance Simulation Association, College Station, Texas , Aug 2004)
Using an elementary school as an example, this paper demonstrates how building simulation can be used as late in the process as the early construction phase of a building project, though usually with increasing cost of building modifications. Using building utility budget as an indicator, the options presented through use of building simulation tools can justify the change to the design or construction, by showing a reduction in the expected operational costs over the lifetime of the building. 163-168p.
Improving Indoor Environmental Quality and Energy Performance of California K-12 Schools: D-2.2d Final CFD Analysis and Documentation Report.
(Architectural Energy Corporation, Boulder, CO , Jun 16, 2004)
Presents conclusions from computational flow dynamics analysis of various classrooms in this California research into displacement ventilation in schools: 1) Sufficient cooling and thermal comfort can be provided through two displacement diffusers, providing 65- degree supply air. 2)A 9-foot ceiling is sufficient for thermal displacement ventilation. Benefits of stratification are seen with high (12-foot) ceilings; as a result, less air is required to maintain the same room setpoint, for the same design cooling loads. 3)Marginal comfort is maintained at locations close to the diffusers. The temperatures at floor level are cool (67-68 degrees). Seated students should be situated at a distance of at least 4 feet from the corner diffusers, to stay comfortable. 4) Lighting loads contribute less heat to the occupied zone than occupant or equipment loads. 5) Displacement ventilation shows improvements in ventilation effectiveness, as evidenced by lower CO2 levels and a lower mean age of air in the occupied zone. 66p.
Energy and Water Conservation: Techniques to Reduce Waste and Improve the Budgetary Bottom Line.
Peterson, David (The Council of Educational Facility Planners International, Scottsdale, AZ , May 2004)
Presents simple ways to lower energy and water costs for existing school facilities that do not involve renovation or retrofitting. An inspection of bills and meters may reveal overcharges, duplicate billings, and inefficient payment processing. Adjustments to HVAC, light usage, and grounds watering can often be made without any negative impact on the facility or user comfort. Often, ignorance of systems settings create excess usage that is easily remedied by educating the staff. 4p.
Report NO: Issuetrak 17
Case Study: Resource Conservation Management--Crook County Schools Debunk Energy Myth.
Mar 2004)
Describes how a small school district reduced its energy costs by 15% in one year without spending any extra money. This was achieved by auditing energy use and discovering HVAC programming errors that caused unoccupied space to be heated. Thermostat settings, lighting, and use of computers and appliances were also addressed. 4p.
Improving Indoor Environmental Quality and Energy Performance of California K-12 Schools:D2.1b-TDV Research Coordination Final Report.
Arent, John; Eley, Charles (Architectural Energy Corporation, Boulder, CO , Feb 03, 2004)
Presents a report on the coordination of research for this study of thermal displacement ventilation (TDV) in California schools. The existing literature was reviewed to determine important design factors on TDV performance. The ceiling height, the location of the heat sources, and the convection heat flow at the wall impact the temperature stratification. Design guidelines were formed from results of computational flow dynamics (CFD) analysis and experimental data. These guidelines consist of predictions of floor temperature, the temperature difference between head and foot level, and ventilation effectiveness. The CFD and experimental results can support the existing design guidelines, or serve as the basis for new guidelines. Includes 30 references. 12p.
Advanced HVAC Systems for Improving Indoor Environmental Quality and Energy Performance of California K-12 Schools, Technology Transfer Plan (Revised).
Blatt, Morton (Architectural Energy Corporation, Boulder, CO , Feb 2004)
This technology transfer plan provides a time-phased tabulation and description of documents to be published and distributed to disseminate the results and to increase the market penetration of the thermal displacement ventilation (TDV) and ultraviolet-c (UDV) technologies being studied in this The plan addresses market barriers that often impede the adoption of new technologies and analyzes the roles of influential market participants in the funding, specification, installation and operation of these technologies. Potential advantages and disadvantages TDV and UVC technologies are tabulated. Information dissemination channels are outlined for each set of market participants, including publications, periodicals, web sits and upcoming meetings. Technology transfer materials are described that can overcome market barriers for the influential market participants. Anticipated technology transfer deliverables are tabulated with the expected delivery date and channel to be used. 43p.
Report NO: CEC-500-03-003
A Client's Guide to Sustainable Schools: A Draft for Development.
(The GAIA Group, Edinburgh, Scotland , 2004)
Describes principles of sustainable design and provides guidance for owners formulating a program for sustainable building, communicating the benefits of sustainability, working with design professionals, and ultimately taking ownership and maintaining the facility. Several European sustainable schools and sources for additional information are cited. 43p.
Case Study: Retro-Commissioning--Silver Falls School District Gets What It Paid for.
(Oregon Dept. of Energy, Salem , Jan 2004)
Describes a commissioning project for an underperforming new HVAC system. The process identified 72 discrepancies in the installation and operation of the system, made necessary repairs and replacements, and trained staff on the new system. 5p.
Energy Life Cycle Cost Analysis.
(Washington State Dept. of General Administration, Olympia , 2004)
Provides guidance for performing energy life cycle cost analyses (ELCCA) in Washington State and promoting the selection of low life cycle cost alternatives. Chapters 1 and 2 define energy life cycle cost analysis and explain which agencies and projects are affected by the ELCCA requirements. Chapters 3 through 7 provide the instructions and forms needed to prepare the ELCCA submittals. Chapter 8 is the ELCCA submittal evaluation that addresses the timing and completeness of each ELCCA submittal. Many components of this document are specific to Washington State building owners, but the auditing, reporting, and product selection procedures are generally applicable nationwide. 21p.
Guidelines for the Design of Energy Efficient Roof Systems.
(National Roofing Contractors Association, Rosemont, IL, 2004)
These guidelines are intended to assist design professionals who want to specify energy-efficient roof systems, as well as those who need to meet the requirements of the American Society of Heating, Refrigerating and Air Conditioning Engineers Inc. (ASHRAE) Standard 90.1-1999, "Energy Efficient Design of New Buildings Except Low-Rise Residential."
Maine High Performance Schools Program.
(Maine Public Utilities Commision, Efficiency Maine, Augusta , 2004)
Presents an overview of energy-efficient technologies that may be eligible for financial assistance from the Maine High Performance Schools Program. Artificial lighting, daylighting, mechanical systems, heating systems, and life cycle cost analysis are described. 24p.
Performance Contracting: Financing Better Schools Through Energy Cost Savings.
(U.S. Dept. of Energy , 2004)
Describes how performance contract management can provide added funds for K-12 school improvement projects, with sections on how performance contracting works, case studies, and recommended sources. Under performance contracts, energy service companies (ESCOs) contract with school districts to pay for improvements from savings in energy innovations. If guaranteed savings don't materialize for the customer to the extent projected, the ESCO pays the difference. Depending on negotiations, performance contracts allow for either the customer or the contractor to keep any "excess" savings during the contract term. After the end of the contract term, the customer keeps all savings. 6p.
Sustainability: Building Our Future: Scotland's School Estate.
(The Scottish Executive, Edinburgh , 2004)
Outlines princples and processes for achieving a sustainable school, covering issues that should be considered throughout the design and construction process. The individual elements of sustainable schools are enumerated, and the processes for securing them described. Extensive practical advice from two architects and a government official, along with case studies of nine schools that addressed sustainability are included. 55p.
The Cash Flow Opportunity (CFO) Calculator
(Energy Star Buildings, U.S. Environmental Protection Agency, Washington, D.C., 2004)
This tool helps decision-makers answer three critical questions about energy efficiency investments: 1.How much new energy efficiency equipment can be purchased from the anticipated savings?; 2.Should this equipment purchase be financed now, or
is it better to wait and use cash from a future
budget?; and 3.Is money being lost by waiting for a lower
interest rate?
The Energy Performance Benchmarking Tool.
(Energy Star Buildings, U.S. Environmental Protection Agency, Washington, D.C. , 2004)
This benchmarking tool allows school districts to compare their energy performance among their own schools and against schools nationwide. The free, on-line tool is password protected, and rates schools on a scale of 1 to 100. Schools that score a 75 or over and meet indoor environmental criteria earn the ENERGY STAR label- a metal plaque to display on top-performing buildings.
Preliminary Evaluation of Performance Enhanced Relocatable Classrooms in Three Climates.
Thomas-Rees, Stephanie; Parker, Danny; Sherwin, John (University of Central Florida, Florida Solar Energy Center, Cocoa , 2004)
Summarizes comparative energy performance data from side-by-side installations of standard and energy-efficient portable classrooms in New York, North Carolina, and Florida. The monitoring showed that the heating and cooling needs dominated the energy requirements, with lighting accounting for only about 10-15% of total use. The long term energy savings of the energy-efficient models were 34% for New York, 46% for North Carolina, and 81% for Florida. The specifications of the units and nine references are included. 13p.
Report NO: FSEC-PF-382-04
Improving Indoor Environmental Quality and Energy Performance of California K-12 Schools: D2.2B Classroom Prototypes Developed Draft Report.
(Architectural Energy Corporation, Boulder, CO , Dec 05, 2003)
Discusses the full-scale mockup classrooms developed to determine the supply airflow and supply air temperature conditions necessary to meet classroom cooling loads and maintain thermal comfort in this California research. Specifications for prototypical classrooms were developed to be representative of cooling loads and operating conditions found in modern classrooms. These specifications were translated into building models, and energy simulations were run to determine boundary conditions for a range of cooling loads and conditions. 17p.
HPCBS Element 6, Project 2.1.2: Energy Savings Estimates and Cost Benefit Calculations for High Performance Relocatable Classrooms: Final Report.
Rainer, Leo; Hoeschele, Marc (U.S. Dept of Energy, Office of Science and Technical Information, Washington , Nov 24, 2003)
Reports results of monitoring to develop reasonable energy performance and cost models for high performance relocatable classrooms across California climates. A key objective was to validate simulations for comparison to initial performance projections. The validated model was then used to develop statewide savings projections by modeling base case and high performance relocatable classroom operation in the 16 California climate zones. Includes 15 references. 38p.
School Energy Costs: A Matter of Leadership.
(Utah State Office of Education, Salt Lake City , Nov 2003)
Recommends organizing a district energy management team, conducting a district-wide energy needs assessment, and then drafting an energy action plan to control school energy costs. Goals described are energy-efficient design for new construction, setting up a program for energy accounting and tracking, evaluating energy efficiency upgrades and creative funding, performing regular maintenance, hiring or designating a district energy manager, and involving staff, teachers, and students. 34p.
The Costs and Financial Benefits of Green Buildings.
Kats, Greg (California Integrated Waste Management Board, Sacramento , Oct 2003)
Presents a detailed analysis of costs and financial benefits of environmentally sensitive building design and occupancy practices. The study concludes that an upfront investment of about two percent of construction costs typically yields life cycle savings of over ten times the initial investment. Topics covered include reduced energy and water use, less waste, lower operations and maintenance costs, and increased occupant health and productivity. (Includes 20 annotated references.) 120p.
Energy Efficiency and Indoor Air Quality in Schools.
(U.S. Environmental Protection Agency, U.S. Dept. of Energy, Energy Star Program, Washington , Sep 2003)
Describes how to protect and enhance school indoor air quality while improving energy efficiency. Common threats to indoor air quality are described, as is the energy cost of outdoor ventilation, energy recovery ventilation, and energy efficiency measures where adjustments may be necessary. 5p.
Design Guide for Energy-Efficient Research Laboratories.
(Lawrence Berkeley National Laboratory, Livermore, CA , Aug 12, 2003)
Assists facility owners, architects, engineers, designers, facility managers, and utility demand-side management specialists in identifying and applying advanced energy-efficiency features in laboratory-type environments. The Guide focuses on laboratory energy design issues with a systems design approach that views the entire building as the essential system. This means the larger, macro energy-efficiency considerations during architectural programming come before the smaller, micro component selection such as an energy-efficient fan.
Effects of Energy Needs and Expenditures on U.S. Public Schools. Statistical Analysis Report.
Smith, Timothy; Porch, Rebecca; Farris, Elizabeth; Fowler, William (U.S. Department of Education, National Center for Education Statistics, Washington, D.C. , May 2003)
This report provides national estimates on energy needs and expenditures of U.S. public school districts. The survey provides estimates of Fiscal Year (FY) 2000 energy expenditures, FY 2001 energy budgets and expenditures, and FY 2002 energy budgets; methods used to cover energy budget shortfalls in FY 2001; and possible reasons for those shortfalls. The survey also explored the cost-saving measures that school districts took in FY 2000, FY 2001, and FY 2002. Finally, the survey examined the extent to which the chief financial officer of the school district (or other district respondent) perceived the school district succeeded in reducing energy usage and cost per unit. The nationally representative sample of approximately 1,000 regular school districts was selected from the 1999–2000 Common Core of Data Local Education Agency Universe file. 87p.
Report NO: NCES-2003-018
Energy-Efficient Schools Policies and Opportunities
Rewey, Christie; Brown, Matthew (National Conference of State Legislatures, Denver, CO , Apr 2003)
Presents a range of options for increasing energy efficiency in schools, gathered from a survey of 227 school business officials. These options include stronger consideration of long-term building cost over initial cost, energy-efficiency requirements for retrofits of older schools, energy managers in school districts, special billing categories for schools, mandatory energy codes or design guidelines, stronger building energy codes, state energy incentive programs, and performance contracting. The most vital elements of successful state incentive programs are also detailed, and the complete survey document is included. 49p.
Best Practices Report: A Sampling of Best Practices and Resources of School Facility Construction.
(California Office of Public School Construction, Sacramento , Mar 2003)
Reviews useful documents from the California Office of Public School Construction and several "feature projects" that illustrate recent school facility planning ideas and design solutions approved by the Division of the State Architect and the California Department of Education. Examples of prototype school plans, developer-built schools, and design-built schools are highlighted. 59p.
Case Study: North Santiam School District.
Hardy, Catherine (Oregon Office of Energy, Salem, Feb 2003)
Oregon's North Santiam School District stretched $350,000 into $1.2 million to upgrade antiquated school buildings by implementing energy-saving lighting, heating, and control projects, thereby qualifying for Oregon's SB1149 public purpose funds, and by using a tax credit pass-through option, made possible with a partnership with Nike, an Oregon-based shoe, apparel, and sports equipment manafacturer. 5p.
Energy Smart Choices and Financial Considerations for Schools.
(U.S. Department of Energy, Energy Efficiency and Renewable Energy, Washington, D.C. , 2003)
There is more information packed into this two-page sheet than in many full-length studies. Includes salient facts that can help decision makers formulate an argument for implementing energy-saving projects in schools, such as "The 118,000 public and private K-12 schools in the nation are spending about $6 billion annually on energy costs--25 percent to 30 percent more than they need to." Provides snapshots of four schools around the country with successful lighting, retrofitting, air quality, and integrated design projects. Includes briefly stated statistics and facts about saving energy in schools. 2p.
Measurement of Energy and Demand Savings.
(American Society of Heating, Refrigerating, and Air-Conditioning Engineers, Atlanta, GA, 2003)
This describes how to reliably measure energy savings due to building energy management projects. A standardized set of energy and demand savings calculation procedures, the guidelines provide information on minimum acceptable levels of performance in determiniing energy and demand savings in commercial transactions.
Report NO: Guideline 14-2002TO ORDER: ASHRAE, Tel: 800-527-4723 http://www.ashrae.org
Labs21 Environmental Performance Criteria, Version 2.0
(U.S. Dept. of Energy and Environmental Protection Agency, Labs for the 21st Century, Washington , Oct 01, 2002)
Provides a rating system for use with laboratory building projects to assess environmental performance. It builds on the LEED Green Building Rating System that was developed by the U.S. Green Building Council. As with the LEED system for commercial and institutional facilities, this publication proposes a point system that quantifies sustainable building features and practices, with the goal of obtaining silver, gold, and or platinum ratings. 25p.
National Best Practices Manual for Building High Performance Schools.
(U.S. Dept. of Energy, National Renewable Energy Lab, Golden, CO. , 2002)
This guide was developed specifically for architects and engineers who are responsible for designing or retrofitting schools, and for the project managers who work with the design teams. The design strategies presented here are organized into 10 chapters covering important design disciplines and goals: (1) site design; (2) daylighting and windows; (3) energy-efficient building shell; (4) lighting and electrical systems; (5) mechanical and ventilation systems; (6) renewable energy systems; (7) water conservation; (8) recycling systems and waste management; (9) transportation; and (10) resource-efficient building products. An additional chapter addresses commissioning and maintenance practices. Each chapter contains a list of related resources. 457p.
Report NO: DOE/GO-102002-1610
Energy Design Guidelines for High Performance Schools: Cold and Humid Climates.
(U.S. Dept. of Energy, National Renewable Energy Lab, Golden, CO. , Jun 2002)
The U.S. Department of Energy's EnergySmart Schools provides school boards, administrators, and design staff with guidance to help them make informed decisions about energy and environmental issues important to school systems and communities. The design guidelines presented in this document outline high performance principles for the new or retrofit design of K-12 schools. The document presents recommended design elements in 10 sections, each representing a key interrelated component of high performance school design: (1) site design; (2) daylighting and windows; (3) energy-efficient building shell; (4) lighting and electrical systems; (5) mechanical and ventilation systems; (6) renewable energy systems; (7) water conservation; (8) recycling systems and waste management; (9) transporation; and (10) resource efficient building products. To effectively integrate energy-saving strategies, these options must be evaluated together from a whole-building perspective early in the design process. A "high performance checklist" for designers is located at the end of the document along with case studies. These guidelines contain recommendations generally appropriate for cold and humid climates, for which Minneapolis-St.Paul, Minnesota, served as a model city. Other guidelines have been developed for the other climate zones. 83p.
Report NO: DOE/GO-102002-1542
Energy Design Guidelines for High Performance Schools: Cool and Dry Climates.
(U.S. Dept.of Energy, National Renewable Energy Lab, Golden, CO. , Jun 2002)
The U.S. Department of Energy's EnergySmart Schools provides school boards, administrators, and design staff with guidance to help them make informed decisions about energy and environmental issues important to school systems and communities. The design guidelines presented in this document outline high performance principles for the new or retrofit design of K-12 schools. The document presents recommended design elements in 10 sections, each representing a key interrelated component of high performance school design: (1) site design; (2) daylighting and windows; (3) energy-efficient building shell; (4) lighting and electrical systems; (5) mechanical and ventilation systems; (6) renewable energy systems; (7) water conservation; (8) recycling systems and waste management; (9) transporation; and (10) resource efficient building products. To effectively integrate energy-saving strategies, these options must be evaluated together from a whole-building perspective early in the design process. A "high performance checklist" for designers is located at the end of the document along with case studies. These guidelines contain recommendations generally appropriate for cool and dry climates, for which Denver, Colorado, served as a model city. Other guidelines have been developed for the other climate zones. 83p.
Report NO: DOE/GO-102002-1543
Energy Design Guidelines for High Performance Schools: Cool and Humid Climates.
(U.S. Dept. of Energy, National Renewable Energy Lab, Golden, CO. , Jun 2002)
The U.S. Department of Energy's EnergySmart Schools provides school boards, administrators, and design staff with guidance to help them make informed decisions about energy and environmental issues important to school systems and communities. The design guidelines presented in this document outline high performance principles for the new or retrofit design of K-12 schools. The document presents recommended design elements in 10 sections, each representing a key interrelated component of high performance school design: (1) site design; (2) daylighting and windows; (3) energy-efficient building shell; (4) lighting and electrical systems; (5) mechanical and ventilation systems; (6) renewable energy systems; (7) water conservation; (8) recycling systems and waste management; (9) transporation; and (10) resource efficient building products. To effectively integrate energy-saving strategies, these options must be evaluated together from a whole-building perspective early in the design process. A "high performance checklist" for designers is located at the end of the document along with case studies. These guidelines contain recommendations generally appropriate for cool and humid climates, for which Boston, Massachusetts, served as a model city. Other guidelines have been developed for the other climate zones. 85p.
Report NO: DOE/GO-102002-1539
Energy Design Guidelines for High Performance Schools: Hot and Dry Climates.
(U.S. Dept. of Energy, National Renewable Energy Lab, Golden, CO. , Jun 2002)
This guide contains recommendations for designing high performance, energy efficient schools located in hot and dry climates. A high performance checklist for designers is included along with several case studies of projects that successfully demonstrated high performance design solutions for hot and dry climates. The guide's 10 sections scrutinize the following key interrelated components of high performance school design: site design; daylighting and windows; energy-efficient building shell; lighting and electrical systems; mechanical and ventilation systems; renewable energy systems; water conservation; recycling systems and waste management; transportation; and resource-efficient building products. The Phoenix, Arizona, climate was used as the model for these recommendations. Resources for additional information conclude the document. 89p.
Report NO: DOE/GO-102002-1291
Energy Design Guidelines for High Performance Schools: Hot and Humid Climates.
(U.S. Dept. of Energy, National Renewable Energy Lab, Golden, CO. , Jun 2002)
The U.S. Department of Energy's EnergySmart Schools provides school boards, administrators, and design staff with guidance to help them make informed decisions about energy and environmental issues important to school systems and communities. The design guidelines presented in this document outline high performance principles for the new or retrofit design of K-12 schools. The document presents recommended design elements in 10 sections, each representing a key interrelated component of high performance school design: (1) site design; (2) daylighting and windows; (3) energy-efficient building shell; (4) lighting and electrical systems; (5) mechanical and ventilation systems; (6) renewable energy systems; (7) water conservation; (8) recycling systems and waste management; (9) transporation; and (10) resource efficient building products. To effectively integrate energy-saving strategies, these options must be evaluated together from a whole-building perspective early in the design process. A "high performance checklist" for designers is located at the end of the document along with case studies. These guidelines contain recommendations generally appropriate for hot and humid climates, for which Orlando, Florida, served as a model city. Other guidelines have been developed for the other climate zones. 83p.
Report NO: DOE/GO-102002-1541
Energy Design Guidelines for High Performance Schools: Temperate and Humid Climates.
(U.S.Dept. of Energy, National Renewable Energy Lab, Golden, CO. , Jun 2002)
The U.S. Department of Energy's EnergySmart Schools provides school boards, administrators, and design staff with guidance to help them make informed decisions about energy and environmental issues important to school systems and communities. The design guidelines presented in this document outline high performance principles for the new or retrofit design of K-12 schools. The document presents recommended design elements in 10 sections, each representing a key interrelated component of high performance school design: (1) site design; (2) daylighting and windows; (3) energy-efficient building shell; (4) lighting and electrical systems; (5) mechanical and ventilation systems; (6) renewable energy systems; (7) water conservation; (8) recycling systems and waste management; (9) transportation; and (10) resource efficient building products. To effectively integrate energy-saving strategies, these options must be evaluated together from a whole-building perspective early in the design process. A "high performance checklist" for designers is located at the end of the document along with case studies. These guidelines contain recommendations generally appropriate for temperate and humid climates, for which Atlanta, Georgia, served as a model city. Other guidelines have been developed for the other climate zones. 85p.
Report NO: DOE/GO-102002-1540
Energy Design Guidelines for High Performance Schools: Temperate and Mixed Climates.
(U.S.Dept. of Energy, National Renewable Energy Lab, Golden, CO. , Jun 2002)
The U.S. Department of Energy's EnergySmart Schools provides school boards, administrators, and design staff with guidance to help them make informed decisions about energy and environmental issues important to school systems and communities. The design guidelines presented in this document outline high performance principles for the new or retrofit design of K-12 schools. The document presents recommended design elements in 10 sections, each representing a key interrelated component of high performance school design: (1) site design; (2) daylighting and windows; (3) energy-efficient building shell; (4) lighting and electrical systems; (5) mechanical and ventilation systems; (6) renewable energy systems; (7) water conservation; (8) recycling systems and waste management; (9) transportation; and (10) resource efficient building products. To effectively integrate energy-saving strategies, these options must be evaluated together from a whole-building perspective early in the design process. A "high performance checklist" for designers is located at the end of the document. The checklist is a quick reference for key architectural and engineering considerations. Case studies can also be found at the end of the document. These guidelines contain recommendations generally appropriate for temperate and mixed climates, for which various cities in Washington and California served as a models. Other guidelines have been developed for the other climate zones. (Contains a list of numerous Web resources.) 83p.
Report NO: DOE/GO-102002-1544
Get Smart About Energy.
(U.S. Dept. of Energy, Washington, DC , Feb 2002)
This publication discusses the high costs of energy in schools, the benefits of smart energy use, options for smarter energy use, energy's impact on student performance, how schools can participate in the EnergySmart Schools campaign operated by Rebuild America, and successful initiatives at other schools. Also included are a list of resources and factsheets on myths about energy in schools, the Rebuild America campaign, and energy initiatives at Seattle public schools. 16p.
Report NO: DOE/GO-102002-1524
How Parents and Teachers Are Helping To Create Better Environments for Learning. Energy-Smart Building Choices.
(Department of Energy, Washington, DC. , Feb 2002)
This brochure shows parents and teachers how smart energy choices reduce school operating costs and create better learning environments. The brochure reveals how schools have turned energy improvements into powerful teaching tools by incorporating energy features into the curriculum. It provides guidelines on ten key elements to consider for designing a high performance school: site design, daylighting and windows, energy-efficient building envelope, renewable energy systems, lighting and electrical systems, mechanical and ventilation systems, environmentally sensitive building products and systems, water conservation, recycling and waste management, and transportation. 7p.
Report NO: DOE-GO-102002-1521
Classroom Lighting Knowhow.
(Northern Energy Efficiency Partnerships, Inc.; Design Lights Consortium , 2002)
This guide provides some advice on how to use photocell dimming in schools to save lighting energy without creating distraction to students. It also provides guidance on what types of luminaries to use, and how best to orient and group them in order to maximize energy savings. Estimated energy savings are given for a variety of luminaire and control options. Includes general classroom layouts, computer classroom layouts, corridor layouts, and lighting fixture specifications.
8p.
Energy-Efficient Education: Cutting Utility Costs in Schools.
(Texas Legislative Budget Board, Austin , 2002)
Details ten methods for saving energy in schools. The suggestions are accompanied by ideas for involving students, teachers, administrators, and outside professionals. Examples of how some Texas districts have saved money and lists of additional resources are included for each of the ten items. 35p.
Innovative Financing Solutions: Finding Money for Your Energy Efficiency Projects.
(U.S. Environmental Protection Agency Energy Star Program, Jan 2002)
This describes how performance contracts and tax-exempt lease-purchase agreements may offer practical solution when no money is available for energy efficiency projects. It provides clear financial reasoning and cost modeling, as well as some case studies. 11p.
Lighting Control Best Practice Guide: Schools.
(Watt Stopper, Inc., Santa Clara, CA. , 2002)
This publication offers design, specification, and installation guidance for lighting control appropriate for K-12 educational facilities. It features applications that illustrate the best control practices for a variety of spaces, facilitating lighting control design and application. Each best practice meets the provisions of relevant energy codes, reduces lighting operation costs, saves energy, and considers the needs of the primary space occupants, teachers and students. Each best practice includes a description of application, a list of control needs, a product solution, design considerations, a lighting plan sketch, installation notes, wiring and installation diagrams, and an equipment schedule. 58p.
Myths about Energy in Schools.
(U.S. Department of Energy, Rebuild America's EnergySmart Schools, Washington, DC , 2002)
Examines some myths and misconceptions about energy in schools and provides facts that can help school districts make smarter energy choices. The myths discussed are: (1) energy isn't a major budget item for schools; (2) schools can't save much by being energy smart; (3) energy efficiency is unrelated to student performance; (4) energy improvements in existing buildings require major upfront investments; (5) new schools are energy efficient; (6) constructing an energy efficient school costs more; (7) designing energy efficient buildings takes more time; (8) tracking energy use isn't necessary; (9) local communities won't support energy improvements; and (10) help is hard to find. 6p.
Report NO: DOE/GO-102002-1525
Indoor Air Quality and Energy Efficiency in the Design of Building Services Systems for School Classrooms.
Tam, K.L. (Indoor Air 2002, The Ninth International Conference on Indoor Air Quality and Climate, Monterey, CA , 2002)
Introduces Hong Kong's proposed Indoor Air Quality Management Programme, its achievements, and proposed target objectives. The design approaches taken to tackle the issues both from maintaining good air quality and energy efficient usage in school classrooms are outlined. (Includes two references.) 5p.
Energy Management Handbook. Fourth Edition.
Turner, Wayne C. (Marcel Dekker, 2002)
This is a comprehensive handbook covering every component of effective energy management, including boiler and steam system optimization, lighting and electrical systems, HVAC system performance, waste heat recovery, cogeneration, thermal energy storage, energy management control systems, energy systems maintenance, building envelope, industrial insulation, indoor air quality, energy economic analysis, energy procurement decision making, energy security and reliability, and overall energy management program organization. The new fourth edition adds new chapters covering all aspects of utility deregulation and energy project financing. An important new section addresses the pluses and minuses of in-house vs. outsourcing of energy services. Detailed illustrations, tables, graphs and many other helpful working aids are provided throughout.
761p.
Intelligent Skins.
Wigginton, Michale; Harris, Jude (Butterworth Architectural Press, 2002)
This introduces a new approach to Intelligent Buildings. The prime objective is to control internal environments through a responsive building fabric rather than by energy conserving building services systems.
The authors examine the potential for integral intelligence within the fabric of the building and explore the evolution of information technology and smart materials which have allowed a whole new category of design principles to be created. Includes international case studies.
184 p.
Sustainability Theory and Educational Facilities.
Woodson, Carol Mitchell (Dissertation, University of Florida, 2002)
The focus of this comparative case study was to test, discern, and document whether the theory of the construct of sustainability, specifically in the area of renewable energy systems, could be utilized in educational facilities as measured by cost effectiveness and efficacy. This study examined two Texas schools that approached supplying their energy needs in the two different ways: one using traditional methods and one incorporating the use of renewable energy. Data were collected to establish a life-cycle cost model for assessing the cost-benefit of sustainable renewable energy systems in place in educational facilities. Efficacy of the systems was established from the perceptions of the participant users of the facilities by use of an oral survey. It was the purpose of this study to test the theory for appropriate utilization of sustainable renewable energy systems in educational facilities in anticipation of providing the needed documentation to support a policy change in the design and construction of educational facilities. [Author's abstract]
TO ORDER:
UMI Dissertation Expresshttp://disexpress.umi.com/dxweb
Lighting for Schools.
Benya, James R. (National Clearinghouse for Educational Facilities, Washington, DC , Dec 2001)
This publication highlights some of the benefits of proper daylighting design in educational facilities, discusses energy efficient electric lighting choices schools can make that are long lasting and require little maintenance, and offers six steps for designing lighting systems that use half the energy of earlier conventional designs. Several light sources and systems are listed along with their mean lumens per watt, luminary usage, and types of school spaces where they would be used.(Contains three references). 6p.
Preliminary Evaluation of Energy-Efficiency Improvements to Modular Classrooms.
Parker, Danny; Fairey, Philip (Florida Solar Energy Center, Cocoa, FL; Grant from the National Association of State Energy Officers and the U.S. Deparment of Energy. , Sep 2001)
The ojective of this investigation was to evaluate innovations that would enable modular classroom builders to improve the energy performance of their classrooms, including improved insulation, better windows, daylighting, cross-ventilation, heat recovery, and radiant barriers for cooling dominated climates. The preliminary results discuss the classroom simulation model; preliminary research; building geometry; energy baseline for various climates; comparison of simulation model to measured data; issues associated with ventilation and infiltration; analyzed measures, and results. 12p.
How School Administrators and Board Members Are Improving Learning and Saving Money. Energy-Smart Building Choices Series.
(Department of Energy, Washington, DC. , Aug 2001)
This brochure shows how school administrators and board members can make smart energy choices to reduce school operating costs and create better learning environments. It provides guidelines on ten key elements to consider for designing a high performance school: site design, daylighting and windows, energy-efficient building envelope, renewable energy systems, lighting and electrical systems, mechanical and ventilation systems, environmentally sensitive building products and systems, water conservation, recycling and waste management, and transportation.
Report NO: DOE-GO-102001-1430
How School Facilities Managers and Business Officials Are Reducing Operating Costs and Saving Money. Energy-Smart Building Choices Series.
(Department of Energy, Washington, DC. , Aug 2001)
This brochure shows how school facility administrators and business officials can make smart energy choices to reduce school operating costs and create better learning environments. It provides guidelines on ten key elements to consider for designing a high performance school: site design, daylighting and windows, energy-efficient building envelope, renewable energy systems, lighting and electrical systems, mechanical and ventilation systems, environmentally sensitive building products and systems, water conservation, recycling and waste management, and transportation. 7p.
Report NO: DOE-GO-102001-1431.
Smart Schools Save Energy: Promoting Energy Efficiency in New York State Schools.
Clinton, Hillary Rodham (United State Senate, Office of Hillary Clinton, Washington, DC, May 2001)
Discusses things that every school can do to save energy and money, and shows how New York schools have proven how these measures work. Includes a list of contacts. 8
Northwest Portable Classroom Project: Final Report.
(Washington State University Extension Program, Olympia , Mar 31, 2001)
Presents findings and recommendations regarding energy efficiency in portable classrooms. The research used newly built and retrofitted energy-efficient portable classrooms, along with an existing control. The findings describe typical points of air leakage and heat loss, inadequate or incorrectly timed controls, and poorly designed fenestration and ventilation. The costs for retrofitting older portables was deemed reasonable and considerably less than the cost of a new classroom. Practical recommendations for retrofitting existing and specifying in new portables are included. 25p.
2001 Savings by Design Energy Efficiency Integration Awards
(Savings by Design, the American Institute of Architects California Council, Sacramento, CA, 2001)
This honors design teams and their clients who worked together to make significant progress toward achieving award-winning design while pursuing high-performance building goals. Award winners include the Isla Vista Elementary School located in Galeta.
Benchmarking Guide for School Facility Managers.
(Natural Resources Canada, Office of Energy Efficiency, Ottowa , 2001)
Helps school facility managers calculate their schools energy performance and compare it with benchmarks in their own region and across Canada. Templates for calculation are provided, along with graphs and charts representing energy consumption, performance, and costs. 24p.
Bright Schools Program: Energy-Efficient Schools for a Brighter Future.
(California Energy Commission , 2001)
Describes the California Energy Commission program to help California's schools become more energy efficient. This program provides such services as identifying cost-effective energy-efficient systems and providing design and implementation assistance. Includes a downloadable nine-page brochure.
Green Schools Energy Project.
(Youth for Environmental Sanity, Soquel, CA , 2001)
This publication contains a step-by-step guide for implementing an energy-saving project in local school districts: the installation of newer, more energy-efficient "T-8" fluorescent tube lights in place of "T-12" lights. Each of the 11 steps is fleshed out in detail; steps include forming a working group, holding a meeting, doing necessary investigation, approaching the school board, and choosing a company to do the work for no money down and payments from the guaranteed savings. The document also includes a fact sheet on acid rain, global warming, and air pollution. 28p.
High Performance Sustainable School Design: Roy Lee Walker Elementary, McKinney, Texas.
(SHW Group Inc., Dallas, TX , 2001)
This document describes the sustainable features of the Roy Lee Walker Elementary School (Texas), a prototype "Eco Education" school that blends the physical environment with the student learning process while protecting the site. The document also presents the process of integrating sustainability criteria in all phases of the school's life cycle. The sustainable design features highlighted include the use of wind and solar energy to reduce climate control costs, a rainwater harvesting design to reduce water costs, a natural daylighting design that reduces the need for flourescent light during the day, and classroom corridor technology that utilizes thousands of square feet of hallway space for learning activities. A floor plan and project timeline are included along with a paper that documents the school's sustainable features, which was presented on May 16, 2000, at the Twelfth Symposium on Improving Building Systems in Hot and Humid Climates. 27p.
How to Guide: Maximize Energy Savings in School Buildings.
(U.S. Department of Energy, State Energy Program, Washington, DC , Jan 2001)
This guide focuses on implementing cost-effective energy saving measures in school buildings and emphasizes the key role of collaboration at the State and local levels. Describes for students, teachers, and community members the economic, environmental, and health benefits of energy efficiency and renewable energy technologies. Presents the steps necessary to work with a local school district as a way to implement a program at the community level. 6p.
Managing Energy in Your Educational Facility.
(Edison Electric Institute, Washington, DC , 2001)
This booklet explains how to develop and implement a plan to manage energy in educational facilities. It can be used to identify energy savings opportunities and implement a plan to reduce energy costs. It discusses the following steps for creating an effective energy-use plan: (1) get started and organize for success; (2) look at energy use and costs; (3) perform an energy audit; (4) identify energy savings opportunities (in lighting, HVAC, building envelope, and hot water); (5) consider an energy management system; (6) evaluate costs and payback; and (7) implement measures and monitor performance. It also discusses capitalizing on the opportunities created by deregulation, and seeking outside assistance. The booklet includes a glossary. 62p.
TO ORDER:
Edison Electric Institute, 701 Pennsylvania Ave., N.W., Washington, DC 20004-2696. Tel: 202-508-5000http://www.eei.org/
The Energy Star Buildings Upgrade Manual.
(U.S. Environmental Protection Agency, Washington, DC, Jan 2001)
A guide to use in planning and implementing profitable energy-efficiency upgrades in building facilities. The manual can be used as a comprehensive framework for an
energy strategy, focusing on the Energy Star Buildings' five stage approach -- a strategy that can help building owners apply proven technologies to save money and energy while preventing pollution.
High Performance School Buildings.
Evans, Deane (Sustainable Buildings Industry Council, Washington, DC with support from the California Energy Commission, National Concrete Masonry Association, Pacific Gas and Electric, Southern California Edison Company, the U.S. Department of Energy, the U.S. Department of Education/National Clearinghouse for Educational Facilities, and the U.S. Environmental Protection Agency. , Nov 2000)
This guide provides information on how to create schools that provide better learning environments for students and teachers, cost less to operate, and help protect the environment. The guide is organized into three core sections. The first provides an overview and two interrelated discussions on what is a high performance school building and why are such schools valuable. The second section provides issue-specific questions that decision-makers can ask their design team as a means of driving the project toward the highest achievable levels of performance. The final section contains 16, 2- page "briefs" that describe each of the key components which, when integrated as elements of "whole building" design, result in a high performance building. Each brief describes what the building block is, why it's important to students and teachers, as well as to the school's bottom line; how it can be incorporated into the school's design; how it influences other building components and systems; and where more detailed information can be found. 80p.
Issue on Gas Cooling in Educational Facilities.
(American Gas Cooling Center, Washington, DC , Sep-Oct 2000)
Several articles are presented covering the development and use of gas/electric cooling solutions for public schools and colleges. Articles address financing issues; indoor air quality (IAQ)problems and solutions; and the analysis of heating, ventilation, and air conditioning systems. Three examples of how schools solved their cooling problems are included, as are technology advances in gas cooling, and legislative issues. Concluding articles provide resources for school IAQ, discuss gas cooling as a solution to power crises, and presents a progress report on the University of Maryland's research of an advanced air conditioning system designed to cut carbon dioxide emissions by 45 percent and achieve 30 percent higher energy efficiency. 22p.
Energy Efficiency and Indoor Environmental Quality in Schools
(Environmental Protection Agency, Office of Radiation and Indoor Air, Washington, DC. , Aug 2000)
This paper describes how to protect and enhance indoor environmental quality without sacrificing energy performance, lists the common pollutants and their sources, and explores how energy efficiency projects affect indoor environmental quality. Also highlighted are study figures showing the energy costs of outdoor air ventilation and an explanation of energy recovery ventialation technology that can help lessen these costs. An annotated list of areas where adjustments in energy-efficiency measures may be needed is provided. Two resources for additional information are provided. 5p.
Laboratories for the 21st Century: An Introduction to Low-Energy Design.
(U.S. Dept. of Energy and Environmental Protection Agency, Labs for the 21st Century, Washington, DC , Aug 2000)
Describes energy-efficient strategies for designing and equipping laboratories. Basic issues of laboratory energy consumption are discussed, along with key opportunities to improve energy performance during each phase of the design and acquisition process. Standard and advanced technologies and practices are included. 12p.
Designing Smarter Schools. [Videotape]. (Information Television Network, Boca Raton, FL , Apr 2000)
This videotape highlights the degree of school-building deterioration in America and the problems this causes for teaching and learning. It also describes the Energy Smart School campaign and details the factors needed in building an Energy Smart School. The video suggests that to build schools that last and to recoup some of the building expense, schools should be designed to be more energy efficient. Energy efficient strategies are detailed under the following energy saving categories: building envelope features; renewable energy sources; and indoor air quality. Several schools are highlighted for their energy savings features: a California school successfully addressed its Urban Heat Island problem; an elementary school in New Hampshire improved its poor indoor air quality; a Massachusetts school improved its lighting to not only be cost effective but also better meet students' learning needs. The video also examines how innovative design techniques helped a renovated school become a community center.
In Focus: Clean Air, Efficient Energy Use.
(American Association of School Administrators, Arlington, VA , Apr 2000)
The American Association of School Administrators joined forces with the U.S. Environmental Protection Agency and the U.S. Department of Energy to help school districts ensure that students and staff are able to work and learn in safe, comfortable environments. This occasional paper discusses how indoor air quality affects the learning process, and how schools that adopt smart energy policies in their buildings, buses and classrooms not only save money but also reap other benefits. 16p.
Energy Management Plan. [Tasmania]
(Tasmania Dept. of Education, Facilities Services Section, Hobart (Australia) , 2000)
This report presents an overview of the energy management plan for Tasmanian schools. The policy and objectives of the plan, designed to minimize the costs of all forms of energy usage within these facilities, are provided. Appendices contain an extract from the Asset Management Plan for Real Property Assets, a template for writing the Project Definition Statement for Energy Management, a list of potential upgrade sites, and a draft of an energy audit discussion document. 25p.
Energy-Efficient Design for Florida Educational Facilities.
(Florida Solar Energy Center, Building Design Assistance Center , 2000)
This manual provides a detailed simulation analysis of a variety of energy conservation measures (ECMs) with the intent of giving educational facility design teams in Florida a basis for decision making. The manual's three sections cover energy efficiency design considerations that appear throughout the following design processes: schematic design; design development; and systems design. Designers are advised to aim for the lowest consumption building that is economically possible and to target the major energy users, i.e. lighting and air conditioning, to achieve that goal. Reductions in annual energy use, energy cost, and cooling capacity are provided for comparing relative performance of ECMs. Simple payback of ECMs appears in a chart in each section s overview; life cycle cost savings appear in the conclusions section. An appendix describes the energy simulation program used in the manual to predict energy savings. Case studies are included. (Contains 45 references). 188p.
Retrofitting in Educational Buildings - Energy Concept Adviser for Technical Retrofit Mesaures,
Erhorn, Hans (International Energy Agency, Energy Conservation in Buildings & Community Systems Programme(ECBCS), Paris, France, 2000)
Describes an ongoing program to develop
an energy concept adviser for economical retrofit measures useful during the planning and realization phase. The adviser will be applicable during the entire retrofitting
phase to ensure that both the calculated energy savings and the economical success will be
achieved after retrofitting.
Guidelines for Energy-Efficient Sustainable Schools.
Nicklas, Michael; Bailey, Gary; Rosemain, Pascale; Olin, Samuel (Innovative Design, Inc., Raleigh, NC., 2000)
These guidelines present optional strategies to be considered in designing schools to be more energy efficient and sustainable. The guidelines are organized by the following design and construction process: site selection; selection of A & E design team; programming and goal setting; schematic design; design development; construction documents; bidding and negotiations; construction administration; and commissioning. Each of these areas is further divided into some or all of the following fourteen areas that apply to each phase: general considerations; site planning and landscape design; daylighting; energy-efficient building shell; solar systems; energy-efficient lighting and electrical systems; energy-efficient mechanical and ventilation systems; environmentally sensitive building products and systems; indoor air quality; water conservation; recycling systems and waste management; transportation; commissioning and maintenance; and eco-education. 157p.
Passive Solar Schools International Expertise in Support of the First Sustainable Elementary School of The Netherlands.
Van Weenen, Hans, ed. (Sokkerwei School, Castricum, The Netherlands , 2000)
Presents the results of an international workshop convened to create a sustainable elementary school in the Netherlands. Complete presentations are included that detail existing passive solar school design and technology from the countries of the participants, followed by a preliminary design for the Dutch school. Includes 28 references and a contact list of the participants. 64p.
Case Study in Sustainable Design: Shivers Junior/Senior High School. Aberdeen School District in Mississippi.
Zimmerman, David, AIA (Mississippi State University, Educational Design Institute , 2000)
Design information, floor plan, photos, and energy use data are presented for a combined 45,000 square foot junior/senior high school in Mississippi's Aberdeen School District, built in 1956 and retrofitted over time to improve its usability. Exterior and interior photos show classrooms, the cafeteria, and gymnasium. Data are presented on the school's current energy use and every area where improvements are required. Lighting retrofit information and cost/savings data on a geothermal heat pump retrofit conclude the document. 49p.
Energy Smart Schools: Opportunities to Save Money, Save Energy and Improve Student Performance.
(Environmental and Energy Study Institute, Washington, DC, Dec 1999)
An expert panel at a Congressional briefing chaired by Rep. Mark Udall discusses the benefits of energy smart schools and prospects for their further development. This describes the "whole building" approach to school construction. 4p.
Evaluation of Energy Efficiency Improvements to Portable Classrooms in Florida.
Callahan, Michael P.; Parker, Danny S.; Sherwin, John R.; Anello, Michael T. (University of Central Florida, Florida Solar Energy Center, Cocoa , Nov 1999)
Findings are presented from a 2-year experiment exploring ways to reduce energy costs and improve the learning environment in Florida's 25,000 portable classrooms. Improvements were made in two highly instrumented portable classrooms in the following areas: installation of a T8 lighting system with electronic ballasts; a high efficiency heat pump with enthalpy recovery ventilation (ERV); a metal white reflective roof system; and an occupancy based control system for lighting and air conditioning. Findings reveal the lighting system and occupancy control reduced lighting energy use by an average of 53 percent from one year to the next. The ERV provided five times the ventilation air found in the initial configuration, while still controlling indoor humidity to an acceptable level; this significantly cut internal CO2 levels with a potential beneficial impact on indoor air quality. Total reduction in space conditioning energy needs was 39 percent or about 6.9 kWh/day. The project demonstrates the feasibility of altering new portable classrooms in Florida so that they use 40 percent less electricity. Energy savings greater than 30 percent were demonstrated for existing portable classrooms through automated controls and simple changes to the lighting system. 19p.
Report NO: FSEC-CR-1133-99TO ORDER: Florida Solar Energy Center, 1679 Clearlake Rd., Cocoa, FL 32922-5703. Tel: 407-638-1011 http://www.fsec.ucf.edu/en/
Mainstreaming the Sustainably Designed School.
Weintraub, Deborah; Pierce, Tony (Technical paper presented at the Maintaining Green, Sustainable Design for Buildings & Communities Conference, American Institute of Architects, Committee on the Environment , Oct 16, 1999)
This paper documents a school building energy efficiency and sustainability project involving the Newport Mesa Unified School District in California. The paper first examines the project design objectives and then discusses each of the project elements, including the site design, daylighting issues and models, and systems for natural ventilation and thermal comfort. Also discussed is the use of DOE-2 energy modeling, which was performed in the design development stage in order to develop consensus on a finalized design. The report also lists data on various characteristics of the school building, such as the architectural features; HVAC system; building operation and internal loading; energy use; annual utility costs; and a list of average school day temperatures, which compares the impact of light and dark roofs on indoor temperatures. 27p.
Schools Going Solar. A Guide to Schools Enjoying the Power of Solar Energy. Volume 2.
Gibson, Bob, Ed.; Bokow, Jacquie, Ed.; Hitchcock, Susan Tyler (Utility Photo Voltaic Group, Washington, DC , Oct 1999)
This companion document updates an April 1998 volume on designing schools to use solar energy as a power source. Volume 2 presents numerous case studies of solar installations in new and existing schools across the United States and Europe, updates and presents new examples of solar education programs, and offers an updated resource listing of organizations and programs that can provide information and assistance for solar school projects. 48p.
Fifteen O&M Best Practices for Energy-Efficient Buildings.
(Portland Energy Conservation, Inc., OR, Sep 1999)
An overview of 15 O&M best practices that building owners and managers can employ to make their buildings more energy-efficient. These best practices are divided into four major categories: management, teamwork, resources, and energy-efficient O&M.
42p.
Operation and Maintenance Assessments: A Best Practice for Energy-Efficient Building Operations.
(Portland Energy Conservation, Inc. OR, Sep 1999)
This describes what an O&M assessment is, who should perform it, the benefits of an assessment, what it costs, and the process for performing an assessment. Includes a glossary of terms and sample site-assessment forms, a request for proposal checklist, sample procedures and plan, and a sample master log of findings. 54p
Fiscal Accountability of the Department of Education:
Tracking Responsibility for Utility Costs. A Report to the
Governor and the Legislature of the State of Hawaii.
Higa, Marion M. (Hawaii State Office of the Auditor, Honolulu. , Apr 1999)
Responsibility for expenditures by schools in Hawaii for such utilities
as electricity, telephone, gas, water, and sewer is shifting from the Department
of Education to schools. In shifting responsibility for processing telephone and
electricity payments to local schools while retaining management functions, the
department failed to develop clear objectives, ensure schools possess adequate
resources, or maintain accurate expenditure records by location. Departmental
responsibility for gas, water, and sewer costs failed to produce such
management benefits as accountability, flexibility, and conservation. Control of
funds by the department penalized schools saving energy funds, failed to ensure
school accountability or promote clear conservation efforts and incentives, and
left schools short-staffed. Poor formatting and cost miscoding made
departmental expenditure reports incomplete and inaccurate, undermining
budget requests to the legislature. Utility allocations were inadequate because
workload increases were unfunded and project costs underestimated, though
the department now appears to be improving projected electricity cost
calculations.
Report NO: R-99-16
Energy Efficient Florida Educational Facilities: Phase VI. Progress Report: Phase I and II.
Callahan, Michael P.; Parker, Danny S. (University of Central Florida, Florida Solar Energy Center, Cocoa, FL , Feb 1999)
This study examines differences in energy uses in two adjacent portable classrooms to determine if these types of facilities can be made more energy efficient through retrofitting. Retrofitting included an efficient lighting system, new air conditioners, and reflective white metal roofs. Data show the white metal roofing reduced roof, decking, and attic temperatures significantly. The newer air conditioning system (Bard 2.5 ton HVAC unit) had a much higher ventilation rate than the old air conditioning unit and achieved energy savings of approximately 45 percent. The T8 lamp-electronic ballast system that replaced the old T12 system resulted in energy savings of 20 percent with an average increase in brightness of 4 percent. (Contains 7 references.) 5p.
Report NO: FSEC-CR-1063-99
Energy Retrofit for Aging K-12 Schools.
(3D/International, Inc., Houston, TX , 1999)
Successfully retrofitting aging K-12 schools using energy conservation measures (ECM) that can improve the physical plant and reduce energy consumption are explored. Contracting strategies for school districts that choose not to use Energy Savings Companies (companies providing design, construction, and financing with a guaranteed construction cost and energy savings component) are also examined.
TO ORDER:
3D/International, Inc., 1900 West Loop South, Suite 400, Houston, TX 77027; Tel: 713-871-7000
No Light at Night: Night Time Black Outs and Vandalism.
(California Energy Extension Service , 1999)
While saving energy, Battle Ground School District in Clark County has reduced vandalism to almost zero with a policy to darken campus after 10:30 p.m. Spokane
School District and Riverside School District have been experiencing similar results for over six years. The article documents decreased vandalism and energy savings when school grounds are darkened after nighttime use, citing case studies in California, Texas, and Washington state.
Reducing Operating Costs and Improving the Student Learning Environment. Energy Efficient Capital Upgrades in K-12 Schools
Lefevre, Jessica S., Ed. (National Association of Energy Service Companies, Washington, DC , 1999)
A paper provides case studies of energy efficiency retrofits already in place at K-12 schools nationwide that demonstrate the capital upgrades and cost savings available to schools through performance-based energy efficiency contracting with an Energy Service Company. An introductory section contains information on the mounting costs of deferred maintenance and repairs in the nation's schools and on the critical link between the quality of education and the quality of the learning environment. 62p.
TO ORDER:
NAESCO; 1615 M St., NW, Suite 800; Washington, DC 20036; Tel: 202-822-0954http://www.naesco.org/bookstore/default.aspx
Geothermal Heat Pumps Score High Marks in Schools.
Office of Geothermal Technologies (U.S. Dept. of Energy,National Renewable Energy Laboratory Golden, CO , 1998)
Geothermal heat pumps (GHPs) are showing their value in providing lower operating
and maintenance costs, energy efficiency, and superior classroom comfort. This
document describes what GHPs are and the benefits a school can garner after
installing a GHP system. Three case studies are provided that illustrate these benefits.
Finally, the Department of Energy's involvement in fostering the development of a fast-
growing, self-sustaining, national GHP industry infrastructure is discussed.
Organizational sources for additional information are listed. 4p.
Report NO: DOE/GO-10098-650TO ORDER: National Renewable Energy Laboratory, 1617 Cole Blvd., Golden, CO 80401-3393; tel:(303)275-3000 http://www.nrel.gov/
Guide to Energy Performance Contracting.
(State of Hawaii, Energy, Resources, and Technology Division, Honolulu,HI , Jul 1998)
Describes the process for energy performance contracting,including getting started, requesting proposals, selecting a contractor, preparing a contract, measuring energy savings, and monitoring and managing a performance contract. Includes worksheets, sample contract, references. 243p.
Rebuild America: A Summary Report of K-12 School Projects.
D & R International (U.S. Dept. of Energy, Washington, D.C. , Jul 1998)
The U.S. Department of Energy's Rebuild America is a voluntary partnership program that helps communities make profitable investments in existing school buildings through energy efficient technologies. This report provides a summary of 19 partnerships in 13 states performing school building improvements totalling 1,231 buildings in 94 school districts. Summaries cover the following states: Alaska; Arizona; Arkansas; California; Colorado; Connecticut; District of Columbia; Hawaii; Idaho; Iowa; Kansas; Missouri; and New Jersey. 14p.
School District Energy Conservation Activities (Follow-Up Review)
Barber, Jerry (New York State Office of the Comptroller, Albany , Jun 1998)
This document was written in response to an earlier audit report, 96-J-2, entitled "School District Energy Conservation Activities." This follow-up report provides the background behind the initial recommendations and evaluates the status of the nine recommendations to the Department. Finds that six of the recommendations were implemented, one was partially implemented, and two had not yet been implemented.
Report NO: 98-F-5
Guide to Energy Performance Contracting.
(The South Carolina Energy Office, Jun 1998)
Energy Performance Contracting is a financing method which allows an institution
to improve its buildings using the money saved through reduced utility
expenditures to pay for more efficient equipment, controls, and maintenance.
This guide was
developed so school districts and governments may better understand the
methodology, as well as the potential costs and benefits. The guide includes common features of Energy Performance Contracting; describes a simple, preliminary feasibility evaluation, and advice on
getting a project started; describes in detail the Energy Service Company (ESCO) selection
process; provides a description of the actual performance contract; addresses in detail the measuring of energy savings and gives advice on
project monitoring and management to insure a successful project.
131p.
Energy Efficient Florida Educational Facilities. Improvements to a Portable Classroom in a Volusia County School
Callahan, Michael P.; Parker, Danny S. (Building Design Assistance Center, Florida Solar Energy Center , Jun 1998)
The Florida Department of Education is monitoring the energy use of two adjacent portable classrooms to compare their energy efficiency in a hot and humid climate and determine if they can be made more energy efficient either by retrofit or when the portables were constructed. This report provides the background of this research and describes the portable classroom's lighting, roofing, heating, ventilation, and air conditioning systems; and discusses results and conclusions. 8p.
Report NO: FSEC-CR-1008-98
Financing Energy Efficiency in Buildings.
Zelinski, Richard W.; Gatlin, Douglas R. (U.S. Dept. of Energy, Rebuild America, Washington, D.C. , 1998)
This document, written for
organizations considering investments in energy-efficient projects, provides
descriptions, definitions, and advice for implementing successful financial strategies. It
describes the energy-efficiency financing options available, including energy savings
performance contracts and state and utility incentives for financing energy-efficiency
improvements. 75p.
Purchasing Energy. Managing School Facilities Guide 5.
Isbell, Paul (Department for Education and Employment,Architects and Building Branch, London, England. , 1998)
This booklet examines the purchasing choices which will be available with the introduction of full competition for all electricity and gas supplies in the United Kingdom, giving schools the chance to make significant savings on energy costs. The guide offers detailed purchasing information on such topics as tariff structures, contract energy management, the types of contract energy management available, and transportation charges. The central role of energy management is stressed, and the accounting procedures and tools required to maximize savings are described. 56p.
School District Energy Manual.
New Jersey Association of School Business Officials Facilities Committee (New Jersey Association of School Business Officials, International , 1998)
The School District Energy Program (SDEP) is designed to provide
information and/or assistance to school districts planning to implement a
comprehensive energy management program. This manual consists of 15 parts. Part I
describes SDEP; Parts II through XIV contain information that address different
aspects of School District Energy Conservation: conservation guidelines; role of
administration; data collection for energy conservation; energy management systems;
operations and maintenance for energy conservation; HVAC controls; custodians and
energy conservation; preventive maintenance; role of the teacher; transportation energy
conservation; public utilities; building life cycle cost; in-house incentives program; and
available resources. 131p.
TO ORDER:
New Jersey Association of School Business Officials, 231 Crosswicks Rd., Suite 10, Bordentown, NJ 08505; Tel: 609-298-5800
Dark Campus Programs Reduce Vandalism and Save Money.
(International Dark-Sky Association, Tucson, AZ, Dec 1997)
Article cites successful examples from Oregon, California, and Texas, of reductions in vandalism and increased energy savings when schools keep outdoor lights out at night after hours. So called 'Dark Campus' policies include hours for blackout, usually 11:00pm to 6:00am, notices to staff and students and local law enforcement that building is off-limits during those hours, signage, and blocked or reduced access to grounds at night. 2p.
Report NO: Information Sheet 54
Energy Efficiency for Florida Educational Facilities: The 1996 Energy Survey of Florida Schools, Final Report.
Callahan, Michael P.; And Others (University of Central Florida, Florida Solar Energy Center , 1997)
Florida completed a survey of energy use and related physical and operational
characteristics of the state's public schools. This report presents results from 1,298
surveys received (680 providing matching utility data) revealing that total energy costs
for the Florida school system totaled $205 million in 1995. Other data show that floor
area and number of students influenced energy use, schools with light colored roofs
used 7 percent less annual energy, classrooms with windows used 18 percent less
energy than those without windows, schools using predominantly packaged cooling
equipment rather than central chillers used 24 percent less energy, facilities with
ceiling fans in classrooms substantially reduced energy needs and higher cooling set
point temperatures, and schools with operable windows which could be opened for
ventilation showed 12 percent lower energy use. 34p.
Report NO: FSEC-CR-951-97TO ORDER: Florida Solar Energy Center, 1670 Clearlake Rd., Cocoa, FL 32922-5703. Tel: 407-638-1011 http://www.fsec.ucf.edu/en/
Deregulation of the Electric Industry and Its Potential Benefits for School Districts.
Watkiss, Jeffrey D. (National School Boards Association, Council of School Attorneys, Alexandria, VA , Jul 1997)
An overview of recent competition in the electric-power industry at both the federal and
state levels and how this may affect school districts is offered in this article. The text identifies and
evaluates how school districts can obtain cheaper power contracts by taking advantage of
competition in the electric industry. Some of the
concerns that school districts may have about competition, which differ from the needs of large
industrial users of electricity, are examined. The progress of deregulation in the states, the
likelihood of federal legislation requiring states to open their electric markets, what competition
means for schools, and concerns when entering into a management agreement with a power
marketer are all discussed. Within
the next 5 to 7 years, customer choice should be available in almost every state. School districts
will need to forge alliances with other districts, prepare RFPs, and look into making arrangements
with power marketing companies. 7p.
An Approach for Measuring Reductions in Operations, Maintenance, and Energy Costs: Baseline Measures of Construction Industry Practices for the National Construction Goals.
Chapman, Robert E.; Rennison, Roderick (National Institute of Standards and Technology, Office of Applied Economics, Gaithersburg, MD , 1997)
The Construction and Building Subcommittee of the National Science and Technology
Council (NCTC) has established seven National Construction Goals. This document
provides a detailed set of baseline measures for the NCTC goal regarding reductions in
operations, maintenance, and energy costs. Following the introduction, chapter 2
introduces the National Construction Goals, describes how a well-defined set of
metrics is used to develop the baseline measures and measures of progress, and
outlines the project approach. Chapter 3 provides an overview of the construction
industry. Chapter 4 presents two data schemes from which key metrics are derived
and used to develop the baseline measures. Chapters 5, 6, 7, and 8 examine the
baseline measures relating to the residential, commercial/institutional, industrial, and
public works sectors respectively. Each sector is examined as to size, changes, and
key characteristics. The key operations, maintenance, and energy cost baseline
measures for each sector are summarized at the end of each chapter. 335p.
Report NO: NISTIR-6185
Retrofitting for Energy Conservation
Clark, William H. (McGraw Hill Text, 1997)
This manual provides the latest energy conservation techniques and codes for
remodeling and retrofitting commercial and residential buildings. Covering four main
areas of retrofitting-electrical, HVAC, architectural and controls-the author guides
readers through building plans from design to execution, explaining proven techniques
used by successful contractors, and including important details on energy-efficient
materials. 400p.
Energy Savings Performance Contract Case Studies.
Lefevre, Jessica S. (U.S. Dept. of Energy Washington, D.C. , 1997)
Building owners and managers can use performance-contracting Energy Service
Companies (ESCOs) to partially or fully fund building renovations that include energy
efficiency upgrades. This report provides building owners and managers with an
introduction to the energy efficiency and building upgrade services provided by ESCOs.
It uses 20 case studies to describe the types of services that ESCO provides, how
ESCO performance contracts work, and reasons that building owners and managers
choose to use ESCOs to acquire increased energy efficiency and building upgrades.
52p.
FLASTAR: Florida Alliance for Saving Taxes and Energy Resources.
Sherwin, John R.; Parker, Danny S. (University of Central Florida, Florida Solar Energy Center, Cocoa , Oct 1996)
Results of a Florida Public Building Loan Concept pilot program to determine its effectiveness for helping to upgrade building energy systems. The pilot program, termed FLASTAR (Florida Alliance for Saving Taxes and Resources), involved the comprehensive metering of an elementary school to demonstrate energy savings potential after retrofitting the facility with new chillers and sensor controls for classroom and office lighting. 50p.
Report NO: FSEC-CR-916-96TO ORDER: Florida Solar Energy Center, 1679 Clearlake Rd., Cocoa, FL 32922-5703. Tel: 407-638-1011 http://www.fsec.ucf.edu/en/
Design and Evaluation of Energy Efficient Modular Classroom Structures.
Brown, G. Z.; et al (American Solar Energy Society, Asheville, NC , Apr 1996)
This paper describes a study that would enable modular builders to
improve the energy performance of their classrooms without increasing
their first cost. The Modern Building Systems' classroom building
conforms to the stringent Oregon and Washington energy codes, and, at
$18 per square foot, it is at the low end of the cost range for modular
classrooms. The study investigated daylighting, cross-ventilation, solar
preheat of ventilation air, and thermal storage as ways to reduce energy
use. 7p.
School District Energy Conservation Activities
(New York State Office of the Comptroller, Division of Management Audit, Albany , 1996)
To help New York's State Department of Education assess public school districts'
energy conservation activities, the results of an audit of school districts' energy conservation
activities are presented. The audit shows that most school districts have made some efforts toward
energy conservation and that the Department does provide some assistance to the school districts
in this area. However, school districts have the opportunity to achieve significant savings by
pursuing additional energy conservation improvements, and it is recommended that the Department
of Education and the school districts work together to develop a comprehensive and coordinated
approach toward conserving energy. This objective becomes more important in light of the
Department's goal of ensuring that resources are used in ways that achieve maximum
cost-effectiveness at the State, regional, and local levels. Currently, school districts do not take an
organized structural approach toward identifying energy conservation needs, although some school
districts have attempted to improve energy conservation by entering into energy performance
contracts. Some school districts would like the Department to establish a process for sharing
energy conserving experiences and approaches among school districts, especially because
resources are limited. 63p.
Report NO: 96-J-2
Measured Field Performance and Energy Savings of Occupancy Sensors: Three Case Studies.
Floyd, David B.; Parker, Danny S.; Sherwin, John R. (University of Central Florida, Florida Solar Energy Center, Cocoa , 1996)
This study determines the performance levels, energy savings, and occupant acceptance of occupancy sensors that were installed in a Florida small office building and two elementary schools. Performance data was collected in 15-minute intervals. Aggregate time-of-day lighting load profiles were compared before and after the installation and throughout the commissioning period when the sensors were tuned for optimum performance. Data reveal a 10 percent savings in energy usage in one of the two schools where sensors were installed in classrooms, the cafeteria, and administrative offices. Improper sensor installation, set-up, and faulty user operation inhibited energy performance in the other school. Also, sensor malfunctions adversely effected the energy savings in the office building; following their corrections, energy savings improvements were noted. All three case studies suggest that occupancy sensors can provide savings in a variety of building types. However, it is noted that savings will greatly vary due to occupancy patterns, and previous method of control and lighting load. It was determined that savings and user acceptance for areas selected for control by occupancy sensors are influenced by proper sensor selection, location, and controls commissioning. 15p.
Report NO: FSEC-PF-309-96TO ORDER: Florida Solar Energy Center, 1679 Clearlake Rd., Cocoa, FL 32922-5703. Tel: 407-638-1011 http://www.fsec.ucf.edu/en/
Life-Cycle Costing Manual for the Federal Energy Management Program. 1995 Edition
Fuller, S. K.; Petersen, S. R. (National Institute of Standards and Technology, Building and Fire Research Laboratory, Gaithersburg, MD , 1996)
Guide to understanding the life-cycle cost methodology and criteria established by the Federal Energy Management Program (FEMP) for the economic evaluation of energy and water conservation projects and renewable energy projects on all federal buildings. 210p.
Energy Performance of Daylit Schools in North Carolina.
Nicklas, Michael; Bailey, Gary (North Carolina Solar Center, Raleigh, NC , 1996)
This study analyzes the energy performance and cost of daylit schools designed by Innovative Design in Johnston County, North Carolina. The analysis compares the first-year energy performances of the Clayton and Selma middle schools and the K-5 Four Oaks school with similar but non-daylit schools in the county. The two daylit middle schools were completed in the spring of 1993 and the comparison year was July of 1993 through June of 1994. The Four Oaks School was completed in August of 1990 and the first year of collected data was 1991-92.
Demonstration of Cooling Savings of Light Colored Roof Surfacing in Florida Commercial Buildings: Our Savior's School.
Parker, Danny S.; Sherwin, John R.; Sonne, Jeffrey K.; Barkaszi, Stephen, Jr. (University of Central Florida, Florida Solar Energy Center, Cocoa , 1996)
A 2-year Florida study attempted to quantify air conditioning cost savings when buildings have a white reflective roof. A 10,000 square foot elementary school with a gray modified bitumen roof over plywood decking that had a solar reflectance of 23 percent was monitored for an entire year. After one year of temperature monitoring, the roof was covered with an acrylic white elastomeric coating that achieved a solar reflectance of 68 percent. Classrooms were also insulated with R-19 fiberglass batts. Data show that classroom air temperatures were significantly lower during the second year of the study compared to the first. Additionally, chiller electric power use was reduced by an average of 10 percent, totaling 13,000 kWh in annual savings. School staff also note interior comfort conditions were noticeably improved by the white roofing system. 19p.
Report NO: FSEC-CR-904-96TO ORDER: Florida Solar Energy Center, 1679 Clearlake Rd., Cocoa, FL 32922-5703. Tel: 407-638-1011 http://www.fsec.ucf.edu/en/
Passive Cooling of Buildings
Santamouris, M.; Asimakopoulos, D. (James & James Science Publishers Ltd , 1996)
With greater awareness of the need to reduce energy consumption comes a growth of interest in passive cooling, particularly as an alternative to air-conditioning. Drawing extensively on information and results compiled under the SAVE European Research Programme, this book describes the fundamentals of passive cooling together with the principles and formulae necessary for its successful implementation. This publication will be of interest to building designers, building engineers including mechanical and electrical engineers, building scientists, especially those involved with building physics, and indoor air specialists.
484p.
Energy Efficiency Technology Demonstration Project for Florida Educational Facilities: Occupancy Sensors.
Floyd, David B.; Parker, Danny S.; McIlvaine, Janet E. R.; Sherwin, John R. (University of Central Florida, Florida Solar Energy Center, Cocoa , Dec 1995)
This report describe a Florida study replacing conventional light switches with passive infrared or ultrasonic sensing systems to control classroom lighting in an elementary school to determine the performance of such controls in saving energy. A before-and-after monitoring protocol was used for 33 classrooms and 7 offices in which electrical demand data were collected. Data comparing pre- and post-retrofit periods show sensors achieved an average of 10 percent savings with greater reductions to total energy due to reduced load on the air conditioning system. It is noted that the school already had considerable energy efficient use of lighting as well as having a T8 system, so the benefits are considered to be the minimum a facility can expect to achieve through sensor use. Including costs of installation and commissioning, the payback of the occupancy sensor retrofit was 5 years with a 21 percent simple rate of return from the investment. 25p.
Report NO: FSEC-CR-867-95
Field Commissioning of a Daylight-Dimming Lighting System.
Floyd, David B.; Parker, Danny S. (University of Central Florida, Florida Solar Energy Center, Cocoa , Jun 19, 1995)
A Florida elementary school cafeteria, retrofitted with a fluorescent lighting system that dims in response to available daylight, was evaluated through real time measurement of lighting and air conditioning power, work plane illumination, and interior/exterior site conditions. The new system produced a 27 percent reduction in lighting power due to dimming. Lower than expected dimming system performance was observed prior to effective commissioning. Difficulties encountered are discussed, as are recommendations for performance improvements. 9p.
Report NO: FSEC-PF-283-95
Environmental Assessment and FONSI for the Bison School District Heating Plant Project (Institutional Conservation Program (ICP)).
(Department of Energy, Washington, DC , 1995)
A paper examines the environmental impacts of replacing the Bison, South Dakota School District's elementary and high school heating system consisting of oil-fired boilers and supporting electrical components with a new coal-fired boiler and supporting control system piping. Various alternative systems are also examined, including purchasing a newer, high efficiency oil-fired boiler; and using natural gas, propane, or electric heating. A description of the affected environment is provided followed by a discussion of the environmental effects of the proposed action. Environmental areas examined include air and water quality, waste management, land use, visual and recreational resources, socioeconomics, noise, safety and health, and transportation. An appendix provides various maps, letters from South Dakota environmental agencies, and data on air emissions from the school's present and proposed boilers. 13p.
Passive Solar Schools: A Design Guide.
Architects and Building Division (Department for Education, London, England , 1994)
Solar energy is gaining increasing interest in the United Kingdom due to it being a
renewable, non-polluting source for heating and lighting schools. This book describes
the principles and practice of passive solar design in new and refurbished schools,
offers advice on how to approach passive solar design, and provides some design
recommendations. Chapters introduce the main passive solar features and how they
are incorporated into designs, provide economic and energy appraisal data, and
include case studies of 17 schools selected out of 40 investigated for design
excellence. 99p.
Report NO: DFE-BB-79TO ORDER: The Stationery Office Publications Centre, PO Box 29 Norwich NR3 1GN, UK http://www.tso.co.uk
Energy Conservation Manual for School Food Service Managers.
Messersmith, Ann M.; Wheeler, George; Rousso, Victoria (National Food Service Management Institute, The University of Mississippi, University, MS , 1994)
Energy cost
management is important in all school food service operations, particularly at times
when rising energy costs threaten budgets. This document, designed as a reference
manual on energy, provides information about monitoring energy use and developing
energy improvement and conservation plans at two levels of school food service
production and service: non-technical and low cost enhancements; and capital
investment and systems changes. It provides food managers with help in tracking and
organizing energy use from utility bills, estimating energy use, and making operational
decisions that will lead to a cost effective operation. 68p.
TO ORDER:
National Food Service Management Institute, The University of Mississippi, P.O. Drawer 188, University, MS 38677; Toll Free: 800-321-3054http://www.nfsmi.org
Environmental Assessment and (FONSI) Winnett School District Boiler Replacement Project.
(Department of Energy, Washington, DC. , 1993)
An analysis is presented of the environmental impacts of replacing the Winnett School District's existing oil-fired heating system with a new coal-fired heating system with funds provided from a grant under the Institutional Conservation Program. The report first covers the background and need for action, along with the alternative actions considered. This is followed by a description of the existing environment, including the air and water quality, ecological resources, floodplains and wetlands, land use, visual and recreational resources, and historic and archaeological resources. Next, the environmental effects of the proposed action on these areas are addressed, including noise, safety and health, and transportation. 41p.
Report NO: DOE/EA-0923
Saving Energy. Managing School Facilities Guide 3.
(Department for Education and Employment, Architects and Building Branch. London, England , 1993)
This guide offers information on how schools can implement an energy saving action plan to reduce their energy costs. Various low- cost energy-saving measures are recommended covering heating levels and heating systems, electricity demand reduction and lighting, ventilation, hot water usage, and swimming pool energy management. Additional recommendations on maintenance solutions to preventing energy waste are highlighted as are advice on education and training, and energy conservation when subletting school facilities. A management action plan checklist is included. 23p.
Marketing Energy Patrol: Tips from Arizona Energy Pros.
(Arizona State Dept. of Commerce Energy Office, Phoenix, AZ , 1992)
This pamphlet contains several ideas that have worked for others and may be helpful in
starting a new Energy Patrol school program. The program has four main goals: (1) to
teach energy conservation; (2) to reduce energy consumption; (3) to reduce the
taxpayer's burden; and (4) to encourage site-based monitoring of energy use. The
document contains sections on: (1) generating interest in energy consumption; (2)
introducing the program; (3) providing incentives; (4) keeping motivation high; (5)
getting school board approval; and (6) tracking results. 16p.
A Guide to Energy Efficient Refurbishment. Maintenance and Renewal in Educational Buildings. Building Bulletin 73.
Hampton, D.; And Others (Department of Education and Science, Architects and Building Branch, London, England , 1991)
With little or relatively modest investment, schools being refurbished or undergoing maintenance can make disproportionately large gains in energy efficiency that can also result in large financial savings. This document offers guidance, depending on the type of building, method of construction, and physical condition of the facility, on the selection of appropriate measures that can improve a facility's energy efficiency. It provides technical descriptions of the most commonly used measures, followed by examples of a combination of measures as applied to older, heavily constructed buildings and more recently built schools. It describes proven energy efficiency measures undertaken during school refurbishment along with case studies that illustrate the effectiveness of these measures. The case studies include details on economic performance together with descriptions of other benefits not readily expressed in monetary terms, such as improved comfort.
Low-Tech Energy Conservation for Schools.
Stein, Benjamin (American Institute of Architects, Washington, DC , 1989)
This guide addresses methods of energy conservation in school buildings using simple design, construction, and equipment-control technology so that trained and creative people can take over functions normally done by machinery and automated controls. A general discussion first covers energy consumption problem areas in educational facilities, followed by interior space utilization needs and use of manual climate control. Various ways of reducing energy load are examined, including building and classroom orientation, proper insulation and ventilation in roofs, as well as interior spaces, and the type of heating system used. 17p.
Energy Conscious Design: Educational Facilities.
Lawrence, Jerry; Bates, Elliott; Stein, Ben; Kuhl, Garrett; Hill, Alva (American Inst. of Architects, Washington, DC. , 1983)
An energy task group of the American Institute of Architect's discusses design features and options that educational facility designers can use to create an energy efficient school building. Design elements examined cover the building envelope, energy storage system, hydronic heating/cooling systems, solar energy collection, building orientation and shape, on-site well with heat pump system, and waste water heat reclamation system. Additional considerations examine design temperature adjustments and natural ventilation such as use of wide band thermostats, lighting reduction, unoccupied space shutoff, and skylights. Final comments address central monitoring equipment, use of double doors on main entrances, the benefits of underground buildings, use of wind generation to facility power needs, low temperature room placement on the building's cold side to conserve heating needs, flow restrictors on water sources, greenhouse use, and use of extract-air windows. 23p.
How Schools Can Control the Increasing Cost of Energy.
Levy, Hans (Consolidated/Drake Press, Philadelphia, PA , 1978)
Outlines the present use of energy in schools, what forms of energy will be available in the foreseeable future, how energy is presently wasted in educational facilities, and how energy can be conserved now and in the future. The school administrator can control the energy consumption in his schools and this consumption can be reduced by a large amount if the principle of time/space control of the heating and air conditioning system is understood. The major factor in energy consumption in any school building is the occupancy pattern of the building. To conserve energy in school facilities, survey structural points through which energy may be escaping, and install appropriate insulation; evaluate the efficiency of even recently installed central HVAC systems; and, above all, establish the occupancy pattern of the building in order to implement selective control. 67p.
Profiles of Significant Schools: Rich Township High School, Olympia Fields Campus, Rich Township, Illinois.
Clinchy, Evans (Educational Facilities Laboratories, New York, NY , May 1960)
Profiles a high school designed to accommodate the organization of teachers into teams working with student groups of varying sizes--this organization is housed in a compact building with the teaching teams centered in clusters of classrooms. The building is heated in winter and cooled in summer by a heat pump system. The description emphasizes why the school was designed as it was and how it was designed and built. Schematics and photographs are included along with an evaluation of the school in relation to the program for which it was planned. 30p.
References to Journal Articles
Place-based Learning: Interactive Learning and Net-Zero Design Holser, Alec and Becker, Michael Educational Facility Planner; v45 n4 , p52-54 ; Dec 2011
Case study of the Music and Science Building for Oregon’s Hood River Middle School where Food and conservation science curriculum, net-zero design and student-based building performance monitoring have come together. It offers a tangible demonstration of how decentralized energy and water systems,
aquaculture, biological energy systems, year-round food production and performance monitoring can be
incorporated in K-12 design and woven into school curriculum.
Lighting Up Students with Technology and Progressive 21st Century Learning Strategies
Ronda Frueauff, Tony Wall, Ron Essley and Michael Hall Educational Facility Planner; v45 n1 , p24-26 ; Dec 2011
Recommends that schooling become more flexible and therefore more engaging and interesting, use less prescriptive technology, and improve STEM education if we are to maintain our place of prominence in the global economy. Describes the planning for the Colonel Smith Middle School Complex in the Fort Huachuca School District, a net-zero energy STEM school.
Improving Performance. Energy Modeling for Facilities Reaps Significant Savings Tillou, Mike School Planning and Management; , p33-35 ; Dec 2011
Examines how school districts can reap benefits if they include energy modeling in their efforts for new and renovated buildings. As energy costs continue to rise, the ability to predict and correct building energy performance can lead to more efficient operations and significant cost savings. Provides case studies of Carrie Busey Elementary School in Illinois and Roosevelt Middle School.
All Systems Go For Net-Zero.
Sharpe, Stephen Eco-Structure; Nov 21, 2011
Discusses Lady Bird Johnson Middle School in Irving, Texas, where extensive efforts were made to design and build the nation’s largest net-zero-energy public K–12 school.
Long-Term Education Planning
Horkey, Don; Laue, Julianne American School and University; Nov 2011
Sustainable master planning can produce long-range benefits for education institutions. Discusses tools and strategies such as benchmarking, energy audit, commissioning, and post-commisioning. Includes case studies of Red Wing High Public School District and College of Saint Benedict in Minnesota.
A Model School Facility for Energy Spangler, Seth and Crutchfield, Dave American School and University; Sep 2011
Building energy modeling predicts a facility's energy use and it can be a powerful tool for managing energy-reduction concepts for an institution. This describes energy modeling that can be carried out during the design, pre-construction and post-construction phases.
A Model School Facility for Energy (with Related Video)
Spangler, Seth; Crutchfield, Dave American School and University,Seth Spangler; , 2p. ; Sep 01, 2011
Explores energy modeling as a powerful tool for managing energy-reduction concepts for a school. Details different types of energy models that are developed at various stages of a project to provide data that can verify or disprove suggested energy-efficiency measures, including the design phase, pre-construction phase, and post construction.
Energy-Efficient Net-Zero Schools. Pratapchandran, Sarat School Planning and Management; v50 n8 , p18,20-22 ; Aug 2011
Reviews successful efforts on the part of several schools toward achieving net-zero energy use. Combinations of advanced systems and energy use reduction have yielded facilities that in some cases even produce more energy than they consume. The mandate and technique for determining return on investment is also discussed.
Best Practice Solutions for School Lighting Sustainable Facility; Jul 28, 2011
WattStopper has published a free set of best practice solutions for classrooms to help specifiers and facility managers quickly identify and implement energy-saving lighting control solutions for these spaces. The new online tool offers users a range of design options to meet different energy-savings goals, and provides a wealth of detailed information from wiring diagrams to equipment schedules.
Guiding Light. [Lighting Retrofits at San Diego State University] Matt, Chris Maintenance Solutions; v19 n7 , p13,14 ; Jul 2011
Describes importance of students and physical plant staff working together to determine the best plan for lighting retrofits.
Stretching Energy Dollars for Healthy Schools. Angerame, Timothy American School and University; v83 n10 , p28-31 ; Jun 2011
Introduces comprehensive monitoring-based commissioning (MBCx), a process to ensure that all building systems are "in tune." Its three components are: permanent energy information systems and diagnostic tools at the whole-building and sub-system level, retro-commissioning based on the data this generates, and ongoing commissioning that ensures efficient building operations and measurement-based savings accounting. Particular attention is given to the importance to a well-maintained chiller.
Triple (Power) Play: Smart Grid, Metering, and Facilities. Mamer, Kelly Maintenance Solutions; v19 n6 , p8,9 ; Jun 2011
Discusses options for effective energy management via sophisticated metering that enables facilities to increase or shed load according to demand on the electrical grid. Storage options and locally generated power are also addressed.
Saving Money. Moore, Deborah School Planning and Management; v50 n6 ; Jun 2011
Introduces creative ways for schools to cut expenses. Despite new government money, schools are seeking ways to reduce costs. The articles suggests a four-day school week, as well as an innovative program that rewards students for identifying energy waste.
Five Areas Not to Overlook in Reducing Energy Costs
Sievertsen, Rick University Business; Jun 2011
Discusses five areas of energy savings: develop a database to store and retrieve energy information; coordinate management of energy data, supply, and demand responsibilities; optimize timing for purchasing energy supply; manage basis pricing; realize that energy savings available in both regulated and deregulated markets.
Going Solar. Domine, Mark American School and University; v83 n8 , p34,36,38,39 ; May 2011
Describes cost savings to a school by using solar power. The article also addresses financing options and available rebates.
The Best Tool in an FM's Arsenal. Penny, Janelle Buildings; v105 n5 , p44,46,48 ; May 2011
Discusses real-time measurement of utilities in buildings, advising on carefully planned metering in order to answer pertinent facilities questions, establishing a baseline, and tracking the data. Tightening building operations and addressing occupant needs are also addressed.
Renewable-Energy Systems: Practical Considerations. Piper, James Maintenance Solutions; v19 n5 , p23 ; May 2011
Advises institutions considering installation of renewable energy sources on how to work with local utilities and maintain systems.
Going Solar in Green Schools. Domine, Mark American School and University; Apr 2011
Outlines the top considerations for education facilities looking to bring solar power to campus, including financing options and partnerships.
When a Zero on the Report Card Is Good. Hodgson, James School Planning and Management; v50 n4 , p30,32-34 ; Apr 2011
Discusses the use of structural insulated panels (SIPs) in school construction. The modular insulation panels create super-insulated and extremely airtight building envelopes, enabling the specification of smaller HVAC equipment and extending its life.
Sedona School District Goes Solar. Kollie, Ellen School Planning and Management; v50 n4 , p20-22,24,26,28 ; Apr 2011
Profiles several photovoltaic panel installations in this Arizona district, ranging from small rooftop arrays to a large 806 kilowatt array installed on the high school grounds. Energy savings, estimated payback, system lifespan, and arrangements with the local utility are discussed.
Drawing Down the Data Center: A New Model for Energy Efficiency. Lafferty, Mark School Planning and Management; v50 n4 , p36,38,40 ; Apr 2011
Advises on reducing energy use in data centers, detailing steps such as monitoring energy use, "spot" cooling of equipment, encouraging energy consciousness with end users, and replacing energy-inefficient equipment.
Silent Energy Hogs: Reducing Plug-Load Energy Waste. Perry, Heidi School Planning and Management; v50 n4 , p70-72 ; Apr 2011
Addresses the often-overlooked energy consumption of plugged-in appliances in schools. Personal computers, vending machines, and copiers consume energy whether in use or not, and can configured to shut down when the school is unoccupied.
No More "What Ifs." Smith, Susan School Planning and Management; v50 n4 , p58,60,62 ; Apr 2011
Explores many elements that contribute to a "net zero" school that uses no more energy than it produces. Geothermal systems, water harvesting, wind energy, and use of the school as a teaching tool are addressed.
Engineering a Sustainable School.
Beddow, Bruce Consulting-Specifying Engineer; Mar 08, 2011
Details the design of a school HVAC upgrade that included a geo-solar system. Engineers designed a system that was architecturally integrated, offering students a unique learning tool. The article includes charts that illustrate energy use and the anticipated time for the recovery of the investment is discussed.
School Building Mechanical Engineering 101.
MacFerran, Ernest School Planning and Management; v50 n3 , p33,34,36-40 ; Mar 2011
Advises on cost-savings methods that also achieve green goals in planning for consistent and dependable indoor air quality, and reduced construction, energy, and maintenance costs. Topics include cooling tower systems, evaluation of project bids, solar hot water, sewage treatment plants, school kitchens, and insulation of classroom ductwork. Case study of Hillsborough County School District, in Tampa.
At the Top of the Class.
Morton, Jennie Buildings; v105 n2 , p30-32,34 ; Feb 2011
Outlines necessary steps for building net-zero energy schools, i.e., those that produce the same amount of energy as they consumes over a year's time. While each building must be planned individually, all focus on high-performance envelope, daylighting strategies, high-efficiency mechanical systems, and resourceful use of space.
Ten Common Problems in Energy Audits.
Shapiro, Ian ASHRAE Journal; v53 n2 , p26-28,31,32 ; Feb 2011
Presents a "Top Ten" list of causes of poor energy audits. Bad energy audits result in lower-than-expected, or no energy savings. They are a wasted investment. The analyses within the "Top Ten" list is followed by guidelines for setting standards and implementing best practices.
Looking Forward.
Brew, Scott; Dorn, Michael; Edelstein, Frederick; Ramsey, John; Schoff, Larry School Planning and Management; v50 n1 , p13-16 ; Jan 2011
Various authors share their predictions on education issues. Educational politics, energy, sustainability, and safety are addressed.
Sub-Metering: Measuring, Managing, Saving.
Everhart, Doug; Lanham, Craig Maintenance Solutions; v19 n1 , p26 ; Jan 2011
Advises on sub-metering technology for closer monitoring of load profiling. Sub-meters monitor specific points in the system. Managers can use the collected data to understand energy-use patterns and trends, implement demand response and control to avoid costly ratchet and peak utility charges, profile an entire facility for demand-management and load-shedding measures, and locate true spare capacity within the electrical system.
Zero Energy Schools--Beyond Platinum. Hutton, Paul Educational Facility Planner; v45 n3 , p42-46 ; Jan 2011
Examines the pursuit of net zero energy use in schools. Several definitions of "net zero" are offered, and typical terminology is defined. Net zero's relationship to LEED is discussed, as are seven basic strategies for achieving it. A list of exemplar schools, both rural and urban, large and small is included.
Five Successful Strategies for Greening Your School. Metzger, Anisa Educational Facility Planner; v45 n3 , p20,22,23 ; 2011
Describes five strategies for creating a green school: 1) Start wherever you are. 2) Benchmark energy use with ENERGY STAR. 3) Change occupant behavior. 4) Use abundant signage. 5) Test with pilot programs.
School Cents...The Energy Behavior Management Guide. Pierce, Sue Educational Facility Planner; v45 n3 , p32-34 ; 2011
Discusses energy saving through a shift in occupant behavior and culture. Areas in which administrators, staff, and students can serve as change agents; elements of an energy conservation policy; and types of data that should be collected to test the progress of energy savings programs are addressed.
Finding Funding: Making School Improvements Possible. Simpson, Jim Educational Facility Planner; v45 n3 , p38-41 ; 2011
Discusses the use of performance contracts to fund school improvements. Case studies from Wyandotte (Michigan) and Buffalo illustrate how customized agreements and specific goals were crafted into successful renovations. Typical improvements are lighting and HVAC upgrades, peak demand management, behavioral modifications, and building envelope improvements.
Moving Sustainability Forward. Taylor, Bill Educational Facility Planner; v45 n3 , p47-49 ; 2011
Advises on when to time school renovations, according to the enrollment and condition of the school and its systems. Also reviewed are strategies for achieving sustainability in schools that range from no cost to low cost to smart investment.
ENERGY STAR and Green Guildings: Using ENERGY STAR Resources for Green Building Rating Systems; LEED, Green Globes and CHPS.
Utebay, Kudret Educational Facility Planner; v45 n1/2 , p18-20 ; 2011
Discusses the United States Environmental Protection Agency's ENERGY STAR program, which delivers tools and resource to curb facilities energy use. Details of the program, as well as those of LEED, Green Globes, and CHPS are also addressed.
Dashboards Help Turn Energy Data into Money-Saving Action.
Audin, Lindsay Building Operating Management; v57 n12 , p14,16,18 ; Dec 2010
Discusses the features and advantages of real-time energy metering that communicates usage to the user and the utility companies. Available software features and advice on selecting a system are addressed.
Reincarnation of Rebates. [New Energy Efficiency Programs and Financing Mechanisms Available.]
Audin, Lindsay Building Operating Management; v57 n12 , p37,38,40,42 ; Dec 2010
Discusses the recent surge in rebates for energy-saving building upgrades. Funds and tax-credits are made available by utilities and governments at all levels. Measurements and documentation to prove savings are addressed. Four recently developed rebate programs, as well as four novel financing strategies are also described.
Integrate Your Plans for Energy and Maintenance.
O'Donnell, Patrick Buildings; v104 n12 , p40-44 ; Dec 2010
Advises on the collateral planning for energy conservation and HVAC maintenance. Routine HVAC maintenance procedures that can save energy are described and mandated.
Engaging Schools in the Science of Low-Energy Buildings.
Charnley, Fiona; Fleming, Paul; Dowsett, Tony; Fleming, Margaret; Cook, Malcolm, Mill, Greig Public Understanding of Science; Nov 23, 2010
Explores the relationship between the previous UK government's initiative to rebuild and renew secondary schools, and the requirement for improved education for sustainable development in the UK. The documented research utilized a number of mechanisms to engage with pupils in Leicester city schools to increase their awareness, knowledge and understanding of the science and engineering associated with the design and operation of low-energy school buildings. Workshops, discussions with energy and sustainable development experts and visits to existing low-energy buildings were employed to develop an appreciation for the importance of energy efficiency and best design practice. The results demonstrate an increase in pupils' knowledge and understanding of low-energy school design and additionally a rise in those pupils who are interested in science and would consider it as a career option. [author's abstract]
TO ORDER:
http://pus.sagepub.com/content/early/2010/11/16/0963662510385060.abstract?patientinform-links=yes&legid=sppus;0963662510385060v1
K-12 Energy-Lite Lighting.
Fickes, Michael School Planning and Management; v49 n11 , p40,42-44 ; Nov 2010
Describes the Springfield (Missouri) School District s positive experience with upgrading their lighting for energy efficiency. With $332,000 of investment, $104,240 per year is saved, the returning the investment in about three years. Details of the use of T-8, T-5, and LED lighting are offered, citing the benefits and drawbacks of each.
Data Center Energy Stars.
Millan, Naomi Building Operating Management; , p45,46,48,50,52 ; Nov 2010
Discusses reducing energy use in data centers. Even though the collection of statistics on energy use is relatively recent, several cases are cited where institutions implemented facility upgrades that resulted in lower energy use.
ARRA Funds Empower Schools to Power Down.
Pascopella, Angela District Administration; v46 n10 , p34-36,38,39 ; Nov 2010
Describes the use of American Recovery and Reinvestment Act (ARRA) funds in several states to improve school facilities. Kentucky's hiring of 36 energy managers, solar energy projects in Idaho, a wood chip heating system in New Hampshire, and energy-efficient upgrades in Virginia schools are described.
Facility Monitoring Requirements for Optimal Energy Efficiency.
Sharp, Gordon American School and Hospital Facility; v33 n6 , p10,12,13 ; Nov-Dec 2010
Discusses the inadequacy of demand control ventilation (DCV) in maintaining optimal indoor environmental quality. The advantages of intelligent controls with the ability to sense a variety of indoor environmental issues are detailed.
Energy Smart Schools Teach Everyone Lessons.
Appel, Margo Learning By Design; n19 , p14,15 ; Fall 2010
Discusses creative ways to finance high-performance school construction or energy-saving improvements. These include using the district's own funds to finance small projects and then using the savings for subsequent projects, bonds, lease and lease-purchase, energy performance contracts, state programs, utility company loans, and public benefit funds.
Lights Out: Lamp and Ballast Phaseouts.
Audin, Lindsay Building Operating Management; v57 n10 , p62-64 ; Oct 2010
Notes that new minimum energy efficiency standards will halt the sale of a variety of common lamps and ballasts over the next few years. Items that are affected, exemptions, advice on navigating the changes, prioritizing replacement, and financial incentives to upgrade lighting are discussed.
Pooling Resources.
Brown, Nicholas Athletic Business; v34 n10 , p45,46,48-50 ; Oct 2010
Profiles this Portland, Oregon, natatorium that uses heat captured from indoor air exhaust to preheat the pool water, as well as a photovoltaic array that provides 17 percent of the building's energy need.
Boilers: The Quest for Efficiency.
Hounsell, Dan Maintenance Solutions; v18 n10 , p8,10 ; Oct 2010
Discusses energy-efficient condensing boilers. While these boilers can deliver considerably higher efficiency over conventional boilers, care must be taken to monitor return-water temperature and keep the boiler clean in order to obtain the desired savings.
Energy-Saving Strategies for New Research Facilities.
Mahler, Steve; Anderson, Shirine; Ames, Allan Laboratory Design; v15 n10 , p1,4 ; Oct 2010
Discusses techniques for lowering thermal, electrical, lighting, and HVAC loads in laboratories, as well as addressing energy recovery devices and chilled water systems.
Demand Response.
Matt, Chris Maintenance Solutions; v18 n10 , p12,13 ; Oct 2010
Presents an interview with two facility managers who advise on demand-response power programs, with emphasis on where a facility's power demand can be safely lightened, equipment that can draw variable amounts of power, and the amount of savings one can expect under the program.
Plugging into the Earth.
Pratapchandran, Sarat School Planning and Management; v49 n10 , p20,22,24-31 ; Oct 2010
Discusses the widening use of geothermal HVAC systems in schools, addressing the savings realized by several schools that use them and the lack of widespread engineering knowledge for these systems.
How to Quantify Building Energy Performance.
Lewis, Angela Facility Management Journal; v20 n5 , p74,76-78 ; Sep 2010
Discusses the use of sensors to determine building energy consumption. The differences between building control and energy information systems are explained. Advice on selecting system and equipment level metrics, data collection, and interpreting the data is included.
Energy-Saving Strategies for News Research Facilities.
Mahler, Steve; Anderson, Shirine; Ames, Allan Laboratory Design; v15 n9 , p1-4 ; Sep 2010
Offers an overview of the typical sources of a laboratory's extra energy demands. Advice on creating energy-efficient new laboratories includes forming a client team to set energy saving goals, and their input is essential from the beginning of the project. Steps toward reducing demand, increasing efficiency, harvesting free energy, recycling waste energy, and adaptive reuse are detailed.
Sweating the Details.
Millan, Naomi Building Operating Management; v57 n9 , p31,32,34,36,38,40 ; Sep 2010
Profiles winning buildings in the U.S. Department of Energy's Energy Star National Building Competition. The facility that led the competition in energy use reduction was the University of North Carolina's Morrison Residence Hall. Also featured is the Van Holten Primary School in Bridgewater, New Jersey.
Roof Coatings: The Energy Connection.
Westerkamp, Thomas Maintenance Solutions; v18 n9 , p9,10 ; Sep 2010
Discusses roof rating programs designed to help building owners increase energy efficiency, energy-saving coatings that can be applied to existing roofs, and how to choose and apply the best coating for a roof.
The Smart Grid: Intelligent Technology for a Sustainable Future.
White, John Facility Management Journal; v20 n5 , p64,66,67 ; Sep-Oct 2010
Describes variable frequency HVAC motors, more efficient transformers, increased electrical grid efficiency, and collaboration between building owners and energy providers that will result in significant reduction of electrical use.
Efficient HVAC Strategies: An Emerging Technology Primer.
Hock, Linsley Laboratory Design; v15 n8 , p1,5,6,8 ; Aug 2010
Discusses the particular problems of laboratory HVAC systems, which typically condition a large amount of fresh air and only cycle it through the building once. Variable air volume (VAV) systems can coordinate exhaust rates with fume hoods to lower exhaust when hoods are not in use. Advances in fume hood technology are also discussed, as are room sensors that adjust HVAC operations based on air quality in the room.
Roofing Hot-Button: Photovoltaic Systems.
Mattison, Kent Maintenance Solutions; v18 n8 , p16,17 ; Aug 2010
Discusses advantages of conversion to alternative, renewable energy sources. These include financial savings, environmental advantages, reliability, hedge against rate hikes, peak energy savings, public relations, and national security. The article also lists important questions regarding the physical feasibility and economics of installing the system.
Is the Heat On?
Milshtein, Amy School Planning and Management; v49 n8 , p42,44,46,48 ; Aug 2010
Advocates automated HVAC system controls in schools, where systems can be controlled from a central location. Energy savings of up to 18 percent are attainable, even before eliminating the necessity of traveling from school to school to adjust systems.
Energy-Harvesting Sensors Power Building Controls to New Levels of Sustainability.
Martin, Graham American School and Hospital Facility; v33 n4 , p6,8,9 ; Jul-Aug 2010
Describes the function of self-powered wireless sensors in the control of building systems, noting their ability to be placed conveniently for building occupants and their benefits to lowering energy use.
Building EUI's.
Peterson, Kent; Crowther, Hugh High Performing Buildings; , p40-42,44,46,48 ; Summer 2010
Examines the numerator and denominator of the energy use intensity (EUI) formula, used to model building energy use. Defining gross area, location of where energy use is measured, and existing versus planned building are discussed. Charts and seven references are included.
Energy Solutions.
Sobieski, Jeff American School and University; v8 n12 , p22-24 ; Jul 2010
Recommends networked and centralized control of school HVAC and lighting systems. Types of occupancy sensors, essentials of managing diverse interior systems, expedient and inexpensive installation, self-calibration, and easy access to real-time information is addressed.
Energy Upgrades: Take Money to Make Money.
Binkley, Aaron Building Operating Management; v57 n6 , p59,60,62,63 ; Jun 2010
Identifies possibilities for cost-savings incentives for retrofits and other efficiency projects. In addition to measures that reduce electricity load, cash rebates, tax benefits, and creative financing options may be available.
Preserve and Conserve.
Gregerson, John Buildings; v104 n6 , p76-78 ; Jun 2010
Discusses standards and procedures for HVAC system inspection and predictive maintenance that are designed to save energy. In-house versus outsourced work is also addressed.
Self Control Is Secret to Energy Savings.
Millan, Naomi Building Operating Management; v57 n6 , p65,66,68,70,71 ; Jun 2010
Provides technical advice to make case that rigorous maintenance of existing facilities can be as effective as upgrading to new systems.
A Sustainable and Holistic Approach to Design and Construction.
Bobadilla, Leo School Business Affairs; v76 n4 , p8-10 ; May 2010
Uses the North Carolina's Northern Guilford Middle School as an example of a high performance school that uses 43% less energy than a school of comparable size. Daylighting, solar hot water, post-occupancy evaluation, and rainwater collection are described.
Tracking Costs.
Erickson, Paul American School and University; v82 n10 , p22-25 ; May 2010
Augments information on energy-saving construction and operations with information on measuring the cost-effectiveness.
The Top Ten Energy Wasters in K-12 Facilities (and What to Do about Them).
Leathers, Dave School Business Affairs; v76 n4 , p32-34 ; May 2010
Presents the top ten sources of wasted energy and water in schools, along with suggestion for how to mitigate them. These involve HVAC systems, lighting, and plumbing.
Optimizing Laboratory Ventilation Rates: Challenges and Implementation.
Bell, Geoffrey Laboratory Design; v15 n4 , p8,10 ; Apr 2010
Presents case studies of optimizing two laboratory ventilation systems, as determined by commissioning.
Seven Keys to Unlocking Energy Efficiency in Schools.
Fabris, Peter Building Design and Construction; v51 n4 , p28-34,36,38 ; Apr 2010
Describes seven strategies for conserving energy in schools, addressing the building envelope, HVAC system, building automation, lighting and daylighting, and photovoltaics.
Are You an Energy Star?
Pitcher, Lauren School Planning and Management; v49 n4 , p70,72,74 ; Apr 2010
Discusses the advantages to schools that use the U.S. Environmental Protection Agency's Energy Smart Schools program. Success stories from four of the 500 school districts that have implemented the program are described.
Sub-metering and Sustainability.
Rosenberger, David Maintenance Solutions; v18 n4 , p10,11 ; Apr 2010
Discusses how sub-metering of energy use has evolved from a technique to measure a tenant's consumption to one used to measure even the energy use of a single piece of equipment. This technique can uncover ways to save electricity, predict the failure of a piece of equipment, and earn LEED credits.
A Bright Spot on a Lackluster Year: Green Trends Point to Rosier Outlook for Educational Facilities in 2010.
Spector, Marc School Planning and Management; v49 n4 , p38,40,42 ; Apr 2010
Describes trends in "green" school construction, including display of energy consumption in the school, energy labeling, Building Information Modeling (BIM), campus-style schools uniting services and supplies, water conservation, carbon calculation, net-zero buildings, and sustainable building education.
Energy Demands.
Wilkinson, Ron American School and University; v82 n9 , p22,24,25 ; Apr 2010
Advises on lowering energy costs by adjusting equipment to maximize performance at off-peak times, and minimize peak usage. Motion sensors for lighting, and retro-commissioning are also advocated.
Energy Equations. [Fresh Thinking for K-12 Schools: Energy Management]
Zimmerman, Greg Building Operating Management; v57 n4 , p28-30,32,34 ; Apr 2010
Describes how school facility leaders in Charlotte, North Carolina, and Gilbert, Arizona, reduced energy consumption through collaborative efforts combining facilities staff and building occupants. Elimination of personal appliances from classrooms, moderating thermostat settings, and monitoring unoccupied classrooms produced significant results.
Save Energy Dollars with DOE Operations and Maintenance Guide.
Appel, Margo School Business Affairs; v76 n2 , p27,28,30 ; Mar 2010
Advocates the use of the U.S. Department of Energy's Guide to Operating and Maintaining EnergySmart Schools. Brief descriptions of the Guide's easy-to-follow suggestions, checklists, downloadable templates, and references are included.
From Simple to Sophisticated: Three Ways to Track Energy Use.
Cosaboon, David Building Operating Management; v57 n3 , p8,10 ; Mar 2010
Advises on ways to reduce energy costs through tracking use. Analyzing utility bills, submetering and and building automation systems (BAS) are discussed.
Pushing the Envelope.
Fickes, Michael School Planning and Management; v49 n3 , p36-39 ; Mar 2010
Discusses advances in Building envelope technology and materials that improve the energy performance of schools. Insulating foam and moisture barriers are emphasized.
Photo Finish.
Hadian, Ali; Sedighi, Ben American School and University; v82 n7 , p32-35 ; Mar 2010
Discusses the possibilities for photovoltaic systems on schools. Options for procuring a system, design on new and existing buildings, and choosing the right system is addressed.
An Analysis of Energy-efficient Light Fittings and Lighting Controls.
Li, Danny H.W.; Cheung, K.L.; Wong, S.L.; and Lam, Tony Applied Energy; v87 n 2 , p558-567 ; Feb 2010
This paper presents a study on the energy and lighting performances for energy-efficient fluorescent lamps associated with electronic ballasts and high frequency photoelectric dimming controls installed in a school building. Electricity expenditures and indoor illuminance levels for a workshop and a classroom employing high frequency dimming controls were analyzed. Simple prediction methods were used to illustrate the lighting savings. The findings provide the operational and performance information, which would be applicable to other spaces with similar building layouts and lighting schemes.
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http://www.sciencedirect.com/
New Energy Landscape.
Zimmerman, Greg Building Operating Management; v57 n2 , p16-20 ; Feb 2010
Discusses the advent of net-zero buildings that produce all the energy they need to operate. The key roles of energy efficiency and the facility manager, design strategies and products that contribute to energy independence, and supporting government programs are addressed.
Dashboard Displays
School Construction News; Jan 28, 2010
QA Graphics installed its Energy Efficiency Education Dashboard at Chemawa Indian School, the oldest continuously operating boarding school in the United States.
Displayed on a 19-inch monitor located in the boiler room, as well as online through a graphical user interface, the dashboard shows water flow, electricity and gas use in real-time with daily, weekly, monthly, and yearly statistics, allowing students and staff to closely monitor consumption.
Go Green, Save Green with Energy Star.
Hatcher, Caterina Educational Facility Planner; v44 n2/3 , p28-30 ; 2010
Provides step-by-step information and available resources for evaluating and implementing the ENERGY STAR program. The modules of the program are described in the order in which they should be implemented.
Renovating the 1960's School to the 2010 School Model.
Helgesen, Christian Educational Facility Planner; v44 n4 , p9-12 ; Jan 2010
Describes the philosophy of school design in the 1960's. The author compares this to current philosophies as well as design mandates in new facilities, and describes possibilities for energy saving in renovation.
Wind Power: An Emerging Choice for Schools.
Hiserodt, Lisa School Construction News; v16 n1 , p11,22 ; Jan-Feb 2010
Discusses the potential for wind energy at schools, particularly in the Midwest, turbine types and selection, and addressing local resistance to windmill installation.
Detailed Analysis of Electricity, Water, and Gas Consumption Quantities and Costs in Toronto's Public Schools.
Issa, M. H.; Attalla, M.; Rankin, J. H.; Christian, A. J. Canadian Journal of Civil Engineering; v37 n1 , 25-36 ; Jan 2010
Analyzes the consumption quantities and costs of energy, water, and gas for a sample of 10 conventional and 20 energy-retrofitted public schools in Toronto over a 5 year study period to establish a benchmark for the consumption of energy in traditional versus more sustainable buildings. Through extensive statistical analysis of the data collected, the study demonstrates that electricity and gas consumption quantities and costs decrease more significantly in energy-retrofitted schools than in conventional schools. Whereas energy-retrofitted schools consume and spend on average as much money on energy as conventional schools, energy-retrofitted schools consume and spend more money on electricity and less money on gas than conventional schools. Energy-retrofitted schools also exhibit stronger and more significant positive relationships between the quantities of electricity, water, and gas consumed per user in those schools and the schools' total number of users than conventional schools.
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http://www.ingentaconnect.com/content/nrc/cjce/2010/00000037/00000001/art00004
Imagine...Texas Boasts Net Zero School.
Layne, Scott Educational Facility Planner; v44 n4 , p5-8 ; 2010
Describes components of net zero construction of middle school in Texas. The author also documents specifically the financial benefits, which are dramatically better than they were even three years ago. Net zero construction, however, is possible only in new construction, not renovation.
Going Up? Lewis, Michael; Lindquist, Kellie Facility Management Journal; v20 n1 , p59-61,64,65 ; Jan-Feb 2010
Discusses the energy consumption of traction elevators, the advantages installing lower energy-use elevators, and the much lower energy consumption of hydraulic elevators, which are suitable for low-rise buildings.
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