Resource Lists
GREEN SCHOOLS Information on high performance green school facilities, compiled by the National Clearinghouse for Educational Facilities, including sustainability and green design issues, cost and funding concerns, and educational and community benefits. References to Books and Other Media
EPA: IAQ Design Tools for Schools
(U.S. Environmental Protection Agency, 2012)
Website developed by the U.S. Environmental Protection Agency to help school districts and facility planners find the information resources they need to design new school facilities, and repair existing facilities. Topics include: high performance schools, school siting, pre-design, materials selection, HVAC, controlling pollutants, moisture control, construction, commissioning, operations and maintenance, renovation and repair, portable classrooms, IAQ Tools for Schools.
Green Building Square Foot Costbook
(BNi Building News in cooperation with McGraw-Hill Construction Sweets , 2012)
Comprehensive collection of recent LEED and sustainable building projects along with their square foot costs, broken down by CSI MasterFormat section and adjusted for 2012.
For each building, provides a detailed narrative describing its major features and the steps taken to minimize the environmental impact — both in its construction and its operation. Includes a detailed listing of manufacturers and suppliers for each building and the specific "green" products used. Costs are clearly broken out on a cost-per-square-foot basis, along with the primary specifications and full details about the construction team. Includes schools.
High Performance, Healthy Schools (U.S. Green Building Council - Georgia, Nov 2011)
USGBC-GA's High Performance, Healthy Schools Program helps Georgia school systems and private schools implement sustainability programs into their schools.
This video shows the work that is being done. The video was shot onsite at Springdale Park Elementary School, a LEED certified school of the Atlanta Public School System.
Includes unscripted remarks from the students about how their LEED school positively impacts their learning environment. Also featured are green school advocate Laura Turner Seydel and Georgia Lt. Governor Casey Cagle.
Sustainability Education Summit: Citizenship and Pathways for a Green Economy
Proceedings Report
(Proceedings Report From the Sustainability Education Summit September 20–21, 2010. U.S. Department of Education Office of the Under Secretary, Nov 2011)
The Sustainability Education Summit brought together leaders from higher education, business and industry, labor, government, and non-governmental organizations to build shared visions and strategies for education’s role in developing a sustainable and green economy. The Summit was mandated by the 110th Congress in the Higher Education Opportunity Act (Public Law 110-315, enacted Aug. 14, 2008). This report provides a brief synopsis of the Summit and is broken into three major sections, which include:
1) Brief descriptions of all Summit plenary and panel sessions, including highlights from key speakers; 2) Documentation of the challenges and barriers to advancing sustainability and sustainability education, as identified by groups in the breakout sessions; and 3)Specific actionable recommendations identified by the breakout groups.
39p
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.
Fact Sheet: New Nationwide Independent Poll Reveals Majority of Americans Support Federal Investment in Green Schools (U.S. Green Building Council; United Technologies, Oct 2011)
Results from a nationwide survey exploring Americans' attitudes toward public school buildings and investments to modernize America's school infrastructure. 2p
The Journey of Sustainable Schools: Developing and Embedding Sustainability.  (National College for School Leadership, UK , Oct 2011)
This report is for school leaders who are leading and developing sustainable schools. It summarizes the findings from Forum for the Future and the Institute of Education's 2009-10 research for the National College into how school leaders are developing and embedding sustainability within their schools and communities. It includes examples of the skills, tools and activities school leaders are using to do this.
Includes characteristics of a sustainable school. The study highlighted that there are two distinct phases of innovation as schools make the transition from one stage to another. These phases are practice development and strategic integration.
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
The Role of Physical Environment on Student Health and Education in Green Schools Selen Okcu, Erica Ryherd, Charlene Bayer (Reviews on Environmental Health. v26, n3., Sep 13, 2011)
The role of physical school environment on student health and education is becoming better understood. A growing body of literature indicates that improved physical environments in schools (e.g., indoor air quality, lighting, and acoustic conditions) can enhance student health outcomes. In parallel, the green building movement centers around designing buildings, including schools, that are more sustainable to decrease energy consumption, minimize environmental impact, and create healthier spaces for occupants. This paper synthesizes the findings from both green design studies and school outcomes studies to provide a systematic evaluation of the potential impacts of green school design features on student health outcomes. Three inter-related topics are covered in detail: (i) overview of the “green” concept, including existing guidelines for “greening” schools, attitudes toward green schools, and condition of the physical environments in non-green schools; (ii) potential effects of the physical environment on school children, including documentation of national statistics and summary of findings from school research studies; (iii) synthesis of findings, including a discussion of the knowledge gaps in the field of green school research and conclusions.[Authors' abstract] p169-179
Advancing Green Building Policy in the States: 2011 Victories from Alabama to Wyoming. (U.S.Green Building Council , Aug 2011)
Details legislation relating to high-performance, resource-friendly, healthy and green buildings considered or passed by state legislatures in 2011, including policies on green schools. 13p.
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.
Healthy, High Performance School Facilities: Developments in State Policy.
(Environmental Law Institute, Jul 2011)
Brief summaries of state laws, executive orders and other formal policies that address healthy, high performance school design and construction. Most of these policies reference either the LEED rating system or the CHPS criteria as the green building standard to be met by covered school construction projects.
The Benefits of Green Schools. (National Association of Realtors, Jul 2011)
Describes the trends driving the shift to green schools nationwide, including greater public awareness, an understanding of the benefits to kids and communities, and the economic benefits to states and school districts. Also describes the characteristics of a green school. 10p.
Green Schools That Teach: Identifying Attributes of Whole-School Sustainability. Barr, Stephanie Kay (Masters Thesis, Colorado State University, Fort Collins, CO, Summer 2011)
The combination of green school design, green organizational behavior, and aligned educational goals sets the stage for the attributes of green schools to become teaching tools. School facilities, whether functioning well or not, serve as powerful pedagogical instruments. This research study focused on five LEED certified green schools promoting sustainability through building design, operations, and curriculum. Participating schools were LEED certified and offered a formal environmental education program. The purpose of the study was to explore the combination of attributes leading to success in developing a methodology for best practices resulting in a model for whole-school sustainability. Shared sustainable values among stakeholders formed a supportive culture informing decisions about facility design and curriculum and guided the whole-school sustainability process. The physical context of participating schools reinforced successful whole-school sustainability through hands-on learning opportunities for students and physical representation of the entity‘s values. Finally, the alignment of sustainability values within culture, curriculum, and facility operations was found to be critical to the success of whole-school sustainability.[Author's abstract] 139p.
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
Absenteeism, Performance and Occupant Satisfaction with the Indoor Environment of Green Toronto Schools.
Issa, Mohamed; Attalla, Mohamed; Rankin, Jeff; Christian, A. John (Indoor and Built Environment , Jun 2011)
This study aimed to compare a number of quantitative and qualitative aspects of usage across a sample of 10 conventional, 20 energy-retrofitted and three green Toronto schools. Student, teacher and staff absenteeism data, as well as Grade 3 and 6 student performance data on reading, writing and arithmetic tests administered by Ontario’s Education Quality and Accountability Office were collected. A survey of 150 teachers was conducted to investigate their satisfaction with the indoor air quality, lighting, thermal comfort and acoustics of their school buildings. The statistical analysis of the data showed that teachers in green schools were in general more satisfied with their classrooms and personal workspaces’ lighting, thermal comfort, indoor air quality, heating, ventilation and air conditioning than teachers in the other schools. Nevertheless, they were less satisfied with acoustics. Student, teacher and staff absenteeism in green schools also improved by 2–7.5%, whereas student performance improved by 8–19% when compared with conventional schools. However, these improvements were not statistically significant and could not therefore be generalised to all Toronto public schools. Whether these marginal improvements justify the extra cost premium of green buildings remains an active contentious topic that will need further investigation. [Authors' abstract]
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http://ibe.sagepub.com/content/early/2011/05/25/1420326X11409114.abstract
'Green Schools' and the Bottom Line. (Education Week, May 2011)
Examination of Stoddert Elementary School in Washington, D.C. After obtaining LEED certification in 2010, the school is finishing its first year as a newly renovated "green school." Includes interviews with the principal, teachers, and students.
Local Leaders in Sustainability. Special Report from Sundance: A National Action Plan for Greening America’s Schools Rainwater, Brooks and Hartke, Jason (The American Institute of Architects, The Redford Center, ICLEI USA - Local Governments for Sustainability, and U.S. Green Building Council , May 2011)
Details what mayors, superintendents, and other local leaders can do to advance the movement for environmentally friendly schools. Its recommendations include becoming involved with the local green-schools movement; raising awareness about the benefits of green buildings by creating a task force or hosting a summit; tracking the energy use of existing schools; passing a green cleaning policy; and advancing green school construction bonds.
46p.
Life-cycle Cost-benefit Analysis of Green Roofing Systems: the Economic and Environmental Impact of Installing Green Roofs on All Atlanta Public Schools
Whatley, Melvin B. (Georgia Institute of Technology, Apr 05, 2011)
This study examines the relationship between environmental sustainability and green schools, seeking to highlight the benefits and determine the Net Present Value (NPV) installing vegetative roofs on all schools in the Atlanta Public Schools District. This study quantifies the costs and benefits of thin-layer, or extensive, green roof systems as they compare to typical flat roofs on Atlanta Public Schools. Quantifiable benefits are detailed and suggestions are made to create the means by which other social benefits may be quantified. The purpose of this thesis is to establish proof to the Atlanta Public Schools District that over a 40 year period there are more benefits associated with installing vegetative roofs on all of their flat roofs than there are costs. While some may argue that greens roof are more costly than traditional roof systems, this study provides evidence that the cumulative benefits over a 40 year life cycle associated with large scale green roof installations, such as on all Atlanta Public Schools, are greater than the initial costs incurred. Factors included in the analysis of benefits were reductions to energy/utility costs, reduced emissions, and avoided best management practices (BMPs). Other considerations include social benefits resulting from the mitigation of storm water runoff, reductions to the urban heat island, productivity level increases (students and teachers), and avoided regulatory fees. [Author's abstract]
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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http://www.ingentaconnect.com/content/routledg/rcme/2011/00000029/00000004/art00007
House Joint Resolution 45: Moving Towards a Sustainable Future for Illinois Schools. (Unites States Green Building Council, Illinois Chapter, Chicago , Mar 2011)
Reviews progress toward sustainability in Illinois schools, and then recommends programs and funding schemes that will widen the scope of "green" school construction and management for the state. Extensive appendices outline legislation, federal programs, a detailed chart of sustainability initiatives that have been put in place in Illinois schools, and a strategic plan for physical, institutional, and personal environmental conscientiousness. 41p.
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.
Virginia CHPS Criteria for New Construction, Major Modernizations: Assessment Tool. (Collaborative for High Performance Schools, San Francisco, CA , 2011)
Offers a Virginia-specific benchmark system for the design and construction of high performance school buildings in Virginia. The guide contains prerequisites and credits that reflect the changing nature of school design and construction in Virginia and reflects the unique codes and regulations, climates, opportunities, and local priorities of the state. A credit for BIM (Building Information Modeling) acknowledges how technology can be used to reduce wasteful construction mistakes in the design phase. The development of the Virginia CHPS Criteria also marks the first time a state has used the new CHPS "Core Criteria" to design a high performance building rating system. The Core Criteria reflect CHPS' three major priorities of improving health and student performance, reducing operating costs and mitigating environmental impacts. 199p.
Investing in Our Children's Future: Building Sustainable Environmental Health Programs in Our Schools. Grevatt, Peter Educational Facility Planner; v45 n3 , p29-31 ; 2011
Reviews major tenets concerning the contribution of a healthy school environment to academic achievement. Ten references are included.
Greening Early Childhood Centers.
Lindstrom, Mike and Gillman, Amy (Local Initiatives Support Corporation/Community Investment Collaborative for Kids, New York, NY , Oct 2010)
Focuses on high-impact green environmentally-sound building design and facility management practices that can be implemented over the long term, as well as low-cost/no-cost ideas for physical improvements, environmental education, and facilities operations that can be undertaken immediately. Explains why green design makes sense for early childhood centers. Includes a Go Green Checklist. 42p.
Digging Deep Through School Trash: A Waste Composition Analysis of Trash, Recycling and Organic Material Discarded at Public Schools in Minnesota.
(Minnesota Pollution Control Agency, St. Paul , Sep 2010)
Presents an analysis of all garbage, recycling, and organic material discarded by six Minneapolis area schools over a two-day period. Two days'worth of refuse from six schools (two elementary, two middle, and two high schools) were sorted in 19 different categories. The study revealed that over 78% of school waste could be diverted from the trash to organics composting and container/paper recycling collection programs, 50% of school waste could be managed via organics composting programs that accept food waste, liquids, and nonrecyclable paper, 23.9% was food waste, and 23.5% was recyclable paper. The schools had an average per person total waste generation of just over half a pound per day. Reflections on how to reduce waste and increase recycling are included. 72p.
Green Schools as High Performance Learning Facilities.
Gordon, Douglas (National Clearinghouse for Educational Facilities, Washington, DC , Sep 2010)
Defines a “green” school and its benefits to operational savings, health, pedagogy, and the environment. Planning, design, and operations considerations are detailed, while addressing site selection, water efficiency, energy savings, materials, and indoor environmental quality. The major rating systems LEED, CHPS, and Green Globes are also discussed. Joint use of a school and the use of a green school as a teaching tool are addressed, and 72 references are included. 23p.
Can Existing Schools Get to High Performance? An Update on School Modernization Strategies.
Evans, Layne (McGraw-Hill, New York, NY , Jun 2010)
Discusses signs that funding and community interests may be shifting toward modernizing existing schools instead of building new ones. Guidelines for deciding whether to renovate a school or build new are addressed, as are typical features of high performance schools. Seven brief case studies are included. 19p.
Evolving Acoustical Standards and Criteria for Green and High Performing Buildings in North America.
Evans, Jack (JEAcoustics, Austin, TX , Apr 2010)
Addresses building design standards and criteria that have been introduced and evolved in recent years to increase sustainability and enhance operations in new facilities. Acoustical and noise control criteria are incorporated into new standards and criteria for green and high performing buildings. Governmental legislation and regulation have created or modified some standards. In many cases, non-governmental organizations (NGO) have written or sponsored voluntary standards, of which some NGO standards have been adopted into governmental regulations, building codes or ordinances. Standards and Criteria covered include the most recent versions of: Leadership in Energy and Environmental Design (LEED); ASHRAE Standard for the Design of High-Performance Green Buildings Except Low-Rise Buildings; Guidelines for Design and Construction of Health Care Facilities; Health Insurance Portability and Accountability Act (HIPAA); Energy Star, Guiding Principles for Federal Leadership in High Performance and Sustainable Buildings; and American National Standard Acoustical Performance Criteria, Design Requirements, and Guidelines for Schools. 6p.
International Green Construction Code.
(International Code Council (ICC), the American Society of Heating, Refrigerating and Air Conditioning Engineers (ASHRAE), the U.S. Green Building Council (USGBC), and the Illuminating Engineering Society of North America (IES), Mar 2010)
The IGCC represents the merger of two national efforts to develop adoptable and enforceable green building codes. The International Green Construction Code (IGCC) provides a set of requirements intended to reduce the negative impact of buildings on the natural environment. The IGCC was developed with the intent to be consistent and coordinated with the ICC family of Codes &
Standards: the I-Codes. It is applicable to the construction of high performance commercial buildings, structures,and systems, including existing buildings subject to alterations and additions, utilizing both traditional and innovative construction practices.
California's Green Schools. (Cable News Network, Atlanta, GA, 2010)
Profiles environmental sustainability efforts in the Los Angeles Unified School District. School gardens and photovoltaic panels are emphasized.
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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http://www.chps.net/dev/Drupal/node/44
Green Existing Schools Toolkit.
(U.S. Green Building Council, Washington, DC, 2010)
Helps schools and school districts "green" their existing facilities and achieve LEED for Existing Buildings: Operations & Maintenance certification. Included in the toolkit are the Green Existing Schools Project Management Guide and the Green Existing Schools Implementation Workbook. These publications provide guidance, best practices, policy, and planning templates,and are designed to be used in concert with additional resources contained in the Green Existing Schools Toolkit.
Green School Guidelines. Criteria for New Construction, Major Modernization, 2009 Edition.
(Massachusetts Collaborative for High Performance Schools , 2010)
Indexes the benchmarks which define and measure the construction, renovation and measurement of success in applying the standards established by Collaborative for High Performance Schools (CHPS). Topics include Integration & Innovation, Indoor Environmental Quality, Energy, Water, Sites, Materials and Waste Management, and Operations and Maintenance. 206p.
Green Schools New Orleans Initiative
(Global Green, 2010)
In New Orleans in the aftermath of Hurricane Katrina, schools became a critical component of its rebuilding efforts there. The goal of this initiative is to create healthier classrooms and more energy efficient schools that in turn improve student performance and save money for school districts, while helping to protect the environment and reducing carbon emissions. The Green Schools Initiative is made possible by a grant from the Bush Clinton Katrina Fund.
Greening Our Schools: A State Legislator's Guide to Best Policy Practices.
(United States Green Building Council, Washington, DC , 2010)
Provides guidance for state lawmakers who are developing policy solutions that improve the health, productivity, efficiency, and fiscal responsibility of schools in their state. The document is a result of caucusing 32 state capitals across the country are driving transformational policy that is being felt at the heart of communities across the nation. It details why green schools are important, how legislators can make a difference, strategies for successful communication, and appendices that feature a glossary, green building facts, case studies, and quick reference tools on the LEED rating system. 86p.
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http://www.usgbc.org
Growing Greener Schools. (Media & Policy Center Foundation, 2010)
This multi-media resource offers a comprehensive look at best practices for creating sustainable schools. Educators and green experts country-wide discuss environmental curriculum and its effect on student health, attendance, learning, tests scores, and preparedness for green jobs. Includes a look at new eco-friendly buildings, retrofitted classrooms, daily operations, and the benefits - including cost savings.
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PBS Educational Mediahttp://teacher.shop.pbs.org/product/index.jsp?productId=3975314
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.
Manassas Park Elementary School. (The Chesapeake Bay Program, Annapolis, 2010)
This video tour of the new Manassas Park Elementary School details the facility's abundant sustainable features. The lead architect on the project details the rainwater harvesting system, outdoor classroom, geothermal wells, daylighting, low-maintenance flooring, and environmental themes found throughout the building.
The Green School: Not a Dream Anymore.
2010
Profiles The Green School in Bali, Indonesia. The idea behind the conceptualized school is that the students would learn in the open air surrounded by nature that they feed and care for. They learn to build with bamboo while studying for the British school exams. The center of the school, called the Heart of School, ranks as Asia’s largest bamboo building. This high school was built by the same people who made the local jail and the insane asylum, with the same materials. The school has attracted "green" housing, industry, and community growth.
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.
The Sustainable Answer Key: A Guide to Building a Sustainable, High-Performance Charter School Facility.
(NCB Capital Impact, Arlington, VA , 2010)
Provides a step-by-step guide for integrating sustainable building features into a charter school facility. The guides includes an overview of the benefits of green schools, worksheets, advice on critical issues, organizational tips and other useful information vital for the project. Sections cover determining project goals, developing the plan, designing the facility, building commissioning, and financing. Seven case studies and a glossary of green terminology are included. 71p.
Title 15, Chapter 53, Subchapter V - Healthy High-Performance Schools.
(Cornell University, 2010)
Provides federal legislation for high performance schools. Sections cover grants for healthy school environments, model guidelines for siting of school facilities, public outreach, environmental health program, and authorization of appropriations.
LID in New Schools: The LAUSD Example.
Anchipolovsky, Alla; Balaa, Talal; Wang, Ying; Austin, Lisa; Havens, Kelly (American Society of Civil Engineers, Reston, VA, 2010)
Presents a number of case studies for new school designs that incorporate low-impact development (LID) techniques, as well as Leadership in Energy and Environmental Design (LEED) Gold certification. The case studies highlight the special considerations that accompany LID implementation for new school projects within the District and include techniques such as infiltration, biofiltration, use of site-specific native plants, green roofs, and community-based wetlands. The case studies showcase projects that have addressed the special school design considerations and achieved the green goals established by the School Board. 18
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http://cedb.asce.org/cgi/WWWdisplay.cgi?262784
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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http://www.wiley-vch.de/publish/en/books/ISBN978-0-470-44543-3
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.
Post-Occupancy Evaluation Report: Washington Middle School.
(Rushing Blackbird, Seattle, WA , Aug 2009)
Presents energy and water use data, indoor environmental quality results, and occupant feedback for this school, which was built in 2004 as part of the Washington Sustainable Schools Protocol pilot projects. The report provides a comparison between projected performance and actual performance after two full school years of occupancy. It includes explanations of sustainable design strategies employed at WMS; quantitative and qualitative evaluation of as-built results, including operations and maintenance feedback; costs/savings reporting, comparing projected values to actual costs/savings; and occupant feedback, including students, staff, school district, and maintenance staff. 247p.
The Impact of 'Green' Initiatives on Student Learning: Non-Financial Reasons for Going 'Green.'
Christopher, Gaylaird (Pennsylvania Association of School Business Officials, Harrisburg , May 2009)
Briefly describes the benefits of "green" schools to the educational program and to occupant health. 3p.
Techniques: Going Green. (Techniques: Connecting Education and Careers, Apr 2009)
This issue of Techniques: Connecting Education and Careers covers the growing role that career and technical education plays in efforts to increase energy and environmental sustainability. Article titles include: Making the Change to Sustainability: Building Green Builds a Better Education; CTE's Role in Energy and Environmental Sustainability;
Harnessing the Power of Wind Technology; C-TEC: Ohio's First All-Green School;
Going Solar Yields Long-Term Economical, Educational Benefits; and
Building Green the Right Way.
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.
Partnerships for a Sustainable Future: Schools and Community, The Rosa Parks School. [Video] (American Architectural Foundation, Washington, DC, Mar 2009)
This video profiles the Rosa Parks School, which opened in 2007 to students in one of the most impoverished areas of Portland, Oregon. Facing a burgeoning population and a tightened budget, Portland Public Schools (PPS) and the Housing Authority of Portland (HAP) joined forces with The Boys & Girls Club of Portland and the City of Portland’s University Park Community Center to create a two-acre educational campus. PPS developed a gold-standard Leadership in Energy and Environmental Design (LEED) certified sustainable building. The school is a model for how multiple partners and creative design can result in a sustainable school and a sustainable community.
LEED Initiatives in Governments and Schools.
(U.S. Green Building Council, Washington, DC , Feb 01, 2009)
Summarizes LEED initiatives in 44 states, including 186 localities (122 cities, 34 counties, and 30 towns), 31 state governments, 12 federal agencies or departments, 15 public school jurisdictions and 39 institutions of higher education across the United States. These include legislation, executive orders, resolutions, ordinances, policies, and incentives 69p.
Assessment Tool: 2009 Edition, Criteria for New Construction, Major Modernizations.
(Collaborative for High Performance Schools, San Francisco, CA , 2009)
Provides an update to Massachusetts Collaborative for High Performance Schools (CHPS) Criteria, a green building rating system designed specifically for Bay State schools. The update reflects a move by CHPS to provide a core of green building benchmarks to states known as the "CHPS National Core Criteria" that can then be adapted by states. The new Core Criteria focus on not just the design of the building, but also pre-design planning, and the occupancy of the school. It also includes benchmarks for the building's site selection, water efficiency, acoustics, daylight in classrooms and environmentally-friendly building materials. 206p.
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.
Carbon Neutral Design Project
(American Institute of Architects (AIA) and the Society of Building Science Educators (SBSE) , 2009)
Produces educational and resource materials for carbon neutral design. The website offers a project introduction, an explanation of carbon neutral design, as well as guidance on carbon neutral design process and strategies, carbon calculation protocols and tools, case studies, and curriculum materials.
Colorado Criteria for High Performance Schools.
(Collaborative for High Performance Schools, San Francisco, CA , Jan 2009)
Presents the Collaborative for High Performance Schools (CHPS) guidelines for Colorado. Sections of the document address leadership, education, innovation, sustainable sites, water use, energy use, effect on climate, materials and waste management, lighting and daylighting, indoor air quality and thermal comfort, and acoustics. 214p.
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.
Green, High Performance Schools.
(Air Quality Sciences, Inc., Marietta, GA , 2009)
Provides an overview of the positive impacts these schools have on student learning, comprehension and test scores, improved student health, greater productivity, and improved cost-efficiency. The paper begins by defining green schools, discussing obstacles and myths surrounding green schools, and then detailing green school elements of indoor air quality. These include particulates, volatile organic compounds (VOCs), asthma, autism, energy conservation, green cleaning, and mold prevention. Various federal and non-profit sector green school resources are also described. 25p.
GREENGUARD Emission Criteria.
(GREENGUARD Environmental Institute, Marietta, GA , 2009)
Proposes stricter than typical VOC emission criteria for materials and furnishings used in schools and other children's areas, as children have higher inhalation rates per pound of body weight. 1p.
TO ORDER:
http://www.greenguard.org
LEED Version 3.
(United States Green Building Council, Washington, DC, 2009)
This website describe the third version of LEED criteria, continuing the fundamental structure and familiarity of the existing rating system, but providing a new structure for making sure the rating system incorporates new technology and addresses the most urgent priorities like energy use and CO2 emissions. LEED v3 consists of three components: 1)LEED 2009: technical advancements to the LEED rating systems’ credits and points, 2) LEED Online: an upgrade to LEED Online that is faster and easier to use, and 3) New building certification model: an expanded certification infrastructure based on ISO standards,administered by the Green Building Certification Institute (GBCI) for improved capacity, speed and performance. Descriptions of what has changed in the new version and ordering information are included.
National Green School Coalition: Helping Schools Build Healthy, Sustainable Learning Environments
(National Green School Coalition, 2009)
This organization offers a "green" school certification process that starts with an assessment that credits all the environmental efforts made so far. The second phase is the gradual introduction of appropriate green practices that can be phased in over a period of one year.
Retrofit.
(Autodesk, San Rafael, CA, 2009)
This online game helps educate everyone–from industry professionals to teachers, parents and students–about green building issues. The game presents in a quiz show and fast finger action format. RetroFits builds awareness about the benefits of green building renovation as players compete for a place on the high points leader board. Players can also stay up-to-date with the latest on green building issues by following RetroFits Twitter.
Green School Primer: Lessons in Sustainability.
Beaver, Robyn ed. (Images Publishing Group, Mulgrave, Victoria, Australia , 2009)
Discusses "green" school planning and design principles and strategies, the benefits of green schools, facts about the costs associated with green school, current green school rating programs, and green modernization of existing schools. Eight California case studies are included, along with numerous plans, sections, and photographs. 144p.
TO ORDER:
http://www.imagespublishing.com/
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.
TO ORDER:
http://www.islandpress.com/bookstore/details0bbe.html?prod_id=1970
Local Leaders in Sustainability: A Study of Green Building Programs in Our Nation's Communities.
Rainwater, Brooks; Cooper, Martin (The American Institute of Architects, Washington, DC , 2009)
Examines the current state of green building laws in American cities as of 2007. Since 2003 the number of cities with green building programs has increased greater than 400%, due to a concerted effort by local political leaders, officials, architects and others within the design/building industry, and grassroots support. The report is based on research conducted on all American cities with a population greater than 50,000 (661 communities) to spotlight the growth and effectiveness of green building policies. The report includes an introduction, study findings, case studies, a list of cities with far-reaching programs, a conclusion that makes recommendations for continued greening, and offers a final analysis. 58p.
Linking Architecture and Education: Sustainable Design for Learning Environments.
Taylor, Anne; Enggass, Katherine (University of New Mexico Press, Albuquerque , 2009)
Presents a holistic, sustainable philosophy of learning environment design based on the study of how schools, classrooms, playgrounds, homes, museums, and parks affect children and how they learn. The author argues that architects must integrate their design knowledge with an understanding of the developmental needs of learners, while at the same time educators, parents, and students must broaden their awareness of the built, natural, and cultural environment to maximize the learning experience. The book presents numerous examples of dynamic designs that are the result of interdisciplinary understanding of place. Also included are designer perspectives, forums derived from commentary by outside contributors involved in school planning, and numerous photographs of thoughtful and effective solutions to create learning environments from comprehensive design criteria. 471p.
TO ORDER:
University of New Mexico Presshttp://www.unmpress.com/
Washington's High-Performance School Buildings: Report to the Governor and Legislature.
(Superintendent of Public Instruction, Olympia, Washington , Dec 30, 2008)
Provides a status report on the implementation of Chapter 39.35D RCW High-Performance Public Buildings for Washington state K-12 schools. The law requires that all state assisted K-12 new construction or modernization projects over 5,000 square feet are designed and built to high-performance standards. Between 2006-2008, Office of Superintendent of Public Instruction (OSPI) monitored 18 projects that volunteered to use the Washington Sustainable Schools Protocol (WSSP) before it became mandatory. This report presents the results and findings of their experience with implementing the WSSP, as well as the environmental and performance impacts and benefits resulting from the high-performance strategies they chose to pursue. Consistent and detailed financial information was not available at the time of the writing of this report. OSPI is currently developing a cost reporting tool for schools what will help with data consistency 46p.
Building Minds, Minding Buildings: Our Union's Road Map to Green and Sustainable Schools.
(American Federation of Teachers, Washington, DC , Dec 2008)
Highlights the work of the American Federation of Teachers (AFT) members and affiliates involved in ensuring that schools are designed and built in healthy and sustainable ways. The report explains why the union supports green schools, what makes a school green, and the benefits of a green school to health, productivity, and saving money. Five green school case studies are included, as is a list of additional resources and thirteen references. 50p.
It's Easy Being Green Once You Know How.
(DesignShare, Minneapolis, MN , Dec 2008)
Outlines four essential concepts for integrating green schools and environmental education. These are standards-based integrated environmental learning, green practices and green school facilities, a "live the land" ethic, and partnerships and networking. 3p.
2008 Children's Environmental Health Report.
(U.S. Environmental Protection Agency, Washington, DC , Oct 2008)
Describes current programs from the Environmental Protection Agency aimed at improving school environmental health. These include HealthySEAT, Clean School Bus USA, Chemical Cleanout Campaign, and partnerships with state school authorities and regional EPA offices. 32p.
Report NO: EPA-100-K-08-004
Schools Rapidly Turning Green Across America.
Katz, Ashley (PRWeb Newswire , Aug 2008)
Reports that nearly 1,000 school buildings will have met or are seeking LEED certification, with applications growing at a rate of more than one per day. The total number of square feet of LEED certified and registered school space will exceed 100 million square feet as the school year gets underway, according to new figures released today by USGBC. Maryland, Hawaii, New Jersey, Illinois, Florida, Ohio, Washington, Connecticut and the District of Columbia already require new schools be built green; California and Pennsylvania offer strong incentives to follow environmental specifications. 2p.
360 Degrees: Issue 16.
(Commission for Architecture and the Built Environment, London, United Kingdom , Summer 2008)
Report on Britain's first-ever "green day," an initiative to encourage learning about buildings, spaces and climate change, and features a school in London that specializes in design and the built environment. 12p.
Healthy High Performance Schools. (U.S. Environmental Protection Agency, Washington, DC; Council of Educational Facility Planners International; Scottsdale, AZ, Jul 2008)
Examines the success of EPA’s Healthy High Performance Schools standards and guidelines at Westwood Elementary School, Elk River (Minnesota) School District. This LEED-certified school’s classrooms offer 95% line-of-sight to the outdoors, and light sensors to turn overhead lighting on and off contribute to the green environment with cost-savings. School officials recommends use of EPA’s “Tools for Schools” program.
Classroom Design for Student Achievement.
DuFault, Tim; Dyck, James; Jackson, Jeanne (American Institute of Architects, Washington, DC , Jul 2008)
Presents the insights of a panel of architects regarding school design intent, classroom functionality, and building attributes for effective learning environments. The presentation includes a significant number of floor plans and photographs of recent schools that offer flexible classrooms, out-of-classroom learning and collaboration areas, and examples of "green" school features. 53p.
An Update on the Greening of Virginia's Schools.
Dunn, Bryna (Virginia Sustainable Building Network, Arlington , May 08, 2008)
Briefly reviews the numbers of and progress with green schools in Virginia. The report shows a 100 percent increase in LEED registered schools from November, 2007, to April, 2008. Also illustrated are lower energy use, improved student achievement, and incorporation of LEED principles into the curriculum. 41p.
Annotated Bibliography on "Green and Healthy" Schools.
Athens, Jessica; Remington, Patrick (University of Wisconsin School of Medicine and Public Health, Dept of Population Health Sciences, Madison , May 2008)
Provides annotated citations to one book and ten articles describing "green" and healthy schools research. 4p.
360 Degrees: Issue 15.
(Commission for Architecture and the Built Environment, London, United Kingdom , Spring 2008)
Considers how young people can learn about sustainability from their built environment, and profiles the Dalton School, an "eco-school" in The Netherlands. 12p.
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.
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.
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.
Building Efficiency Case Study: Poudre School District.
2008
Profiles Fossil Ridge High School in Colorado's Poudre School District. Several "green" features are illustrated, as are the energy savings realized.
Green and Healthy Schools, Cincinnati. (Cincinnati Public Media, Ohio, 2008)
This video narrates Cincinnati Public Schools' early successes in creating "green" and healthy schools, including explanations of how the program got started, the stakeholders involved, community involvement, features of the buildings, changes to the curriculum, and involvement with the LEED program.
Green Schools 411.
(American Association of School Administrators, Arlington, VA , 2008)
Briefly outlines features of "green" schools, why they are growing in number, their costs, their effect on student health and achievement, current legislation on green schools, and how to get started on building a green school. 3p.
Kentucky Design Manual: Kentucky Green and Healthy Schools Design Criteria.
(Kentucky Enivronmental Education Council, Frankfort , 2008)
Outlines 20 design criteria to assist Kentucky school districts build and renovate efficient schools. Each design criteria includes a fact sheet providing information on how the criterion interacts with other systems, best practice recommendations, reference standards and guidelines, industry and government resources, and a checklist for the criterion. The 20 design guidelines are organized under the four categories of energy, health and comfort, environment, and safe and accessible. 94p.
Primary School Carbon Footing.
(Organisation for Economic Co-Operation and Development. , Jan 2008)
Presents the carbon footprint assessment of three British schools, built in the late 19th century, the 1970's, and in 2004 respectively. The methodology is described and the three schools attributes on energy use, comfort, lighting, noise, perceived health, and image to visitors are detailed. 12p.
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.
Healthy Sustainable Schools: Guide for Change and Assessment Tool.
Countryman, Linda; Moore, Emily; Bayer, Marilyn; Minowa, Connie; Sorensen, Janelle (Minnesota Pollution Control Agency, St. Paul , 2008)
Begins by outlining eight steps to creating a healthy, sustainable school. Subsequent chapters cover green building, energy and water conservation, green cleaning, environmentally preferable purchasing, reuse and recycling, paper and food waste reduction, composting, indoor air quality, integrated pest management, bus diesel emissions, nutrition, mercury, lead, and chemicals management. 66p.
Estimating the Carbon Footprint of Schools.
Eley, Charles (Collaborative for High Performance Schools, San Francisco, CA , 2008)
Explains typical sources and amounts of carbon generated by school construction, use, and transportation. Ways to minimize direct energy and water use are suggested. 19p.
TO ORDER:
Collaborative for High Performance Schools, 142 Minna St. 2nd Floor, San Francisco, CA 94105; Toll Free: 877-957-9888, Fax: 415-957-1381
High-Performance School Buildings: Resource and Strategy Guide.
Third Edition.
Evans, Deane (Sustainable Buildings Industry Council, Washington, DC , 2008)
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 provides a step-by-step process guide consisting of questions that decision-makers can ask their design team as a means of attaining the highest achievable levels of building performance. The third section offers 17, 2-page "briefs" that describe each of the key components of a high performance building. Each brief describes what the component is, why it is important for ensuring high performance, how it can be incorporated into the school's design, and how it influences other building components and systems. Sections four and five offer three case studies of high performance schools and a list of additional resources, respectively. 91p.
TO ORDER:
Sustainable Buildings Industry Councilhttp://sbicouncil.org
Green-Schools Meeting the Challenge of Climate Change.
Kavanagh, Anna (Choice Publishing and Book Services, Ireland , 2008)
Reviews evidence that climate change is occurring, global reaction and treaties, and offers advice on how to confront the situation with "green" school construction and operation, as well as in curriculum. 122p.
TO ORDER:
http://www.choicepublishing.ie/index_files
The Green School.
Terry, Stan (Adamson Publishing, Ltd., Norwich, United Kingdom , 2008)
Advises on creating sustainable schools, with suggestions for enhancing sustainability, examples of sustainable schools, ways of integrating concepts of sustainability into the curriculum, and ideas for ensuring sustainability in new and renovated schools. A questionnaire for assessing a school's sustainability features is included. 152p.
TO ORDER:
http://www.adamsonbooks.com/order-books.asp
Green Buildings Research White Paper.
(Building Design & Construction, Reed Business Information, Oak Brook, IL , Oct 2007)
Covers "green" building awareness and practice across a variety of building types, with two specific chapters for higher education and K-12 education, respectively. These chapters interpret survey data reflecting awareness, implementation, willingness to pay for, and benefits of environmentally conscious buildings. In all categories, positive percentages from higher education were somewhat ahead of K-12. 60p.
State of Minnesota Sustainable Building Guidelines.
(University of Minnesota, Center for Sustainable Building Research, Minneapolis , Jul 01, 2007)
Assists with creating high performance structures for Minnesota, as required by the state legislature. The guidelines are organized into the following categories: performance management, site and water, energy and atmosphere, indoor environmental quality, and materials and waste. The guidelines are required when they clearly contribute to the desired human, community, environmental, and life-cycle economic outcomes. Some guidelines are recommended rather than required until their direct financial benefits to the State can be clearly demonstrated. 80p.
The Cost of Green Revisited.
(Davis Langdon, San Francisco, CA , Jul 2007)
Considers the cost of incorporating sustainable design features into projects, building on the work undertaken in the earlier paper "Costing Green: A Comprehensive Cost Database and Budget Methodology" (2004). This 2007 report looks at developments that have occurred over the past three years, as sustainable design has become more widely accepted and used. The report indicates no significant difference in average costs for green buildings as compared to non-green buildings. In many areas of the country, the contracting community has embraced sustainable design, and no longer sees sustainable design requirements as additional burdens to be priced in their bids. Data from this study shows that many projects are achieving certification through pursuit of the same lower cost strategies, and that more advanced, or more expensive strategies are often avoided. Most notably, few projects attempt to reach higher levels of energy reduction beyond what is required by local ordinances, or beyond what can be achieved with a minimum of cost impact. 25p.
New York City Schools Go Green. [Online video] (WNBC.com , Jun 12, 2007)
Three minute video features a tour of a new school under construction in Washington Height. New York City School Construction Authority officials and others discuss the health and learning benefits from green and healthy schools. New design standards are required and linked to projects funded by the NYS Schools' five-year $13.2 billion capital plan. New York City is the nation's single largest school district, with 1,200 buildings and over one
million students.
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.
NYC Green Schools Guide.
(New York City Dept. of Education, New York City School Construction Authority , Mar 15, 2007)
Offers guidance for the sustainable design, construction, and operation of new schools, modernization projects, and school renovations. The Guide and Rating System will assure compliance with Local Law 86, which established sustainability standards for public design and construction projects in New York City. The implementation of the GSG and Rating System makes NYC one of the first and largest school districts in the nation to have sustainability guidelines required by law. The guide covers water-conserving fixtures such as metered faucets, dual flush toilets, low-flush urinals, and low-flow showers that may result in the reduction of potable water usage in each school by more than 40%. New efficient classroom lighting fixtures, stringent acoustical standards, the selection of building materials, and the manner in which materials are removed from the construction site for proper disposal are also detailed. 212p.
Sustainable School Campus. (Archiopolis Architects, Ann Arbor, Mi, Mar 2007)
Present a computer-generated unannotated tour of a sustainable school campus. The green design is further intended to be a “living classroom” for instruction in environmental stewardship.
NY-CHPS Version 1.1.
(New York State Education Dept., Albany , Feb 2007)
Presents the Collaborative for High Performance Schools' (CHPS) High Performance Schools Guidelines tailored to New York code requirements and the priorities of the New York State Education Department. New York has organized and added new material to emphasize criteria that directly contribute to student learning, reduced maintenance, and long building life. The Guidelines are divided into seven sections: site; water; energy; materials; indoor environmental quality (IEQ); operations and maintenance; and extra credit. Each section has prerequisites that must be achieved, with the remainder of the Guidelines consisting of optional credits. These prerequisites and credits allow the district to show that their completed school meets the criteria for a New York High Performance School. 135p.
High Performance School Design and Construction Standards: Recommendations for Vermont Public Schools.
(Vermont Dept. of Education, Montpelier , Jan 15, 2007)
Pursuant to an act of the Vermont legislature, these recommendations were created to develop a comprehensive proposal to incorporate high performance school design and construction standards into Vermont school construction projects. The authoring committee recommends adopting the Northeast High Performance School Protocol, which makes up the majority of this document, along with their own Vermont addenda, which is also included. 143p.
A High Performance School Case Study: Northern Guilford Middle School.
(Innovative Design, Raleigh, NC , 2007)
Profiles this Greensboro, North Carolina school as an example of a commitment to promoting sustainable design. The school features a set of green strategies that include: 1) a holistic water cycle approach, with rainwater for toilet flushing coupled with bio-swales and wetlands; 2) a new daylighting design that has never been implemented in any facility; 3) indirect lighting with photocells and occupancy sensors; 4 an energy-efficient building shell; 5) underfloor air distribution system; 6) solar water heating and photovoltaic systems; 7) recycled materials and use of local products; 8) indoor environmental quality management; and 8) 3-D experiential learning centers linking curriculum to sustainable design features. The case study introduces detailed information of each green strategy and how comprehensive strategies are well integrated into the project to stay within the budget. 7p.
CHPS Verified Program User Guide.
(Collaborative for High Performance Schools, San Francisco, CA , 2007)
Describes the benefits, requirements, deadlines, and procedures for school projects to receive third-party verification of compliance with the Collaborative for High Performance Schools (CHPS) criteria. This is of particular significance in California, where state incentive grants are available based upon attainment of CHPS points. 10p.
TO ORDER:
Collaborative for High Performance Schools, 142 Minna St. 2nd Floor, San Francisco, CA 94105; Toll Free: 877-957-9888, Fax: 415-957-1381
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
TO ORDER:
Powell's Books, Tel: 503-228-4651, Toll Free: 800-878-7323
http://www.powells.com
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.
Education Green Building SmartMarket Report.
(McGraw-Hill Construction, New York, NY , 2007)
Details construction market research into green building in the education construction sector. The research that the education sector is the fastest-growing market for green building. The study also found that: 1) The concern for "improved health and well-being" was the most critical social reason for driving education green building. 2) Fiscal advantages of green building, such as energy cost savings, are the major motivation behind the construction of green schools and universities. 3) Higher first costs are the primary challenge to building green in this sector. 4) Operational cost decreases resulting from green building are the most important trigger to faster adoption of green school building. 5) There is a strong need for access to and information on green building products, particularly those relating to improving health, such as reducing mold and indoor air pollutants. 6) The industry is calling for independent, third-party standards for green building products. Case studies of the "greening" of two K-12 schools and one university are included. 36p.
TO ORDER:
McGraw-Hill Construction Research & Analytics, 24 Hartwell Ave., Lexington, MA 02421; Tel: 800-591-4462http://construction.com/Analytics_Store/
Green Schools: Attributes for Health and Learning.
(National Academies Press, Washington, DC , 2007)
Examines the potential of environmentally-conscious school design for improving education. This book provides an assessment of the potential human health and performance benefits of improvements in the building envelope, indoor air quality, lighting, and acoustical quality. The report also presents an assessment of the overall building condition and student achievement, and offers an analysis of and recommendations for planning and maintaining green schools including research considerations. Includes 390 references. 180p.
TO ORDER:
http://books.nap.edu/catalog/11756.html
Guide to School Design: Healthy and High Performance Schools.
(Healthy Schools Network, Albany, NY , 2007)
Briefly advises on the design of healthy and high performance schools, discussing why children are not just little adults, schools are not just little offices, federal legislation and other national programs that promote high performance schools, significant findings on the benefits of healthy high performance schools, and a checklist for designing healthy high performance schools. 6p.
TO ORDER:
http://www.healthyschools.org/
High Performance Design Files.
(Collaborative for High Performance Schools, San Francisco, CA , 2007)
Profiles five significant examples of high performance schools in California, along with the Collaborative for High Performance Schools' (CHPS) Design Criteria, which were used to evaluate them. Each case study is accompanied by building statistics, its CHPS scorecard, and photographs. Advice on getting started with CHPS high performance design is included. 20p.
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.
Low-Emitting Materials (LEM) Table.
(Collaborative of High Performance Schools, CA, 2007)
This table lists products that have been certified by its manufacturer and an independent laboratory to meet the CHPS Low-Emitting Materials criteria-Section 01350-for use in a typical classroom as described in a CA Department of Health Services (CDHS) Standard Practice. The list includes recommended materials for building insulation; adhesives, sealants, and concrete sealers; gypsum board; acoustical ceilings or wall panels; wood flooring; resilient flooring; carpet; and paint.
Northeast Collaborative for High Performance Schools Protocol.
(High Performance Schools Exchange, Northeast Energy Efficiency Partnerships, Lexington, MA , Jan 2007)
Details performance standards and best practices for energy efficient, sustainable school building design and construction. The Protocol is intended for use by individual state education departments as a guide to meeting state mandates and/or performance based incentive programs. It is divided into eight sections: policy and operations, indoor environmental quality, energy efficiency, on-site renewable energy, water efficiency, materials selection, site selection, and design innovation. Each section contains a list of criteria or standards, a description of the standard, the reason it is included, how to document compliance, and additional resources available. These criteria are listed as prerequisites or electives. The prerequisites alone define a high performance school and can be achieved in renovation and modernization projects as well as new construction projects. 110p.
Physical School Environment.
(Centers for Disease Control, Atlanta, GA , 2007)
Presents facility-related information from The Centers for Disease Control's 2006 School Health Policies and Programs Study (SHPPS). Text, graphs, and tables illustrate percentages of states, districts, and individual schools setting requirements for indoor air quality, pest management, drinking water, hazardous materials handling, foodservice facilities, and cleaning procedures. 2p.
Regulations Relating to the Leroy F. Greene School Facilities Act of 1998: (School Facility Program)
(California Dept. of General Services, Office of Public School Construction, Sacramento , 2007)
These regulations include a description of the High Performance Incentive Grants available to California schools for more energy and resource efficient "green" classrooms. These regulations implement the Leroy F. Greene School Facilities Act of 1998, which establishes a State program to provide State per pupil funding for new construction and modernization of existing school facilities. The regulations include a High Performance Rating Criteria, which will be used to determine the high performance attributes in a project and to assign a score that will directly correlate to the increased amount of funding a project receives. The high performance grants will provide incentives of between 2-10 percent of the base grant for high performance facilities. 115p.
Schools Reference Guide, First Edition 2007.
(United States Green Building Council, Washington, DC , 2007)
This regularly updated guide offers advice and information on using the LEED for Schools Green Building Rating System for K-12 school projects. The reference guide provides crucial information for all projects seeking LEED for Schools certification. For each credit, the Guide provides overview and points per credit, documentation requirements, summary of the reference standard, importance and benefits of compliance, recommended design strategies and technologies, potential design synergies and trade-offs, economics, calculation methods and formulas, resources and definitions, and a case study(when available). 456p.
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Sidwell Friends Middle School.
(U.S. Green Building Council, Washington, DC , 2007)
Profiles this Washington, DC, school that features a reconstructed wetland that treats wastewater, passive solar heating, daylighting, and recycled building content. 2p.
Subpart 18 - Healthy, High-Performance Schools.
(U.S. Dept. of Education, Washington , 2007)
This portion of federal legislation outlines terms of federal grants to states that can be used to develop healthy, high performance schools. 3p.
The Stevenson Green Roof: A Living Laboratory.
(New Visions for Schools, New York, NY , 2007)
Presents a proposal by a consortium to construct a green roof on a Bronx high school. The proposal points out the benefits to student achievement and local environment, as well as opportunities for additional science programming. Questions and answers include building integrity, safety on the roof, funding, design, maintenance, usage, and profiles of the 11 consortium members. 20p.
Washington's High Performance Schools: Raising the Bar. [Video] (Washington Superintendent of Public Instruction, Olympia, 2007)
This 15-minute video includes information for Washington state school districts on building requirements for high performance schools and features some of Washington’s pioneer high performance schools.
Waste Minimization Guide.
(Toronto District School Board, Ontario, Canada , 2007)
Outlines the 14 Toronto District School Board's EcoSchools waste minimization standards. It provides the school's EcoTeam with tips for assessing the school's current waste minimization efforts, sample reviews and action plans, and a set of tools for implementing improved waste minimization practices. 60p.
Designing the Sustainable School.
Ford, Alan (Images Publishing Group, Melbourne, Australia , 2007)
Profiles 45 K-12 Schools from around the world that combine good aesthetics, sustainability, and high performance design. The projects represent a wide range of design solutions, location, and scale, ranging from a three-room schoolhouse in Burkina Faso to a 2500-student high school in California. Plans and photographs accompany each example. 256p.
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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.
High Performance Schools: How Do They Really Perform?
Schopf, Anne; Reifert, Gerald; Miller, Forrest (The American Institute of Architects, Washington, DC , 2007)
Explores measured performance rates for absenteeism, learning outcomes, staff satisfaction and comfort, energy usage, and building operations at the 2006 AIA/COTE Top Ten Green Projects Award-winning Benjamin Franklin Elementary School, and other green education facilities. The presentation explains how daylighting, access to views, indoor air quality, and ventilation affect student and teacher performance; compares projected and actual performance; and demonstrates the tools available to evaluate performance. 65p.
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.
Massachusetts High Performance Green Schools Guidelines: Criteria.
(Massachusetts School Building Authority, Boston , Oct 16, 2006)
Provides a benchmark for green school buildings in the state. The document is divided into six sections: site, water, energy, materials, indoor environmental quality (IEQ), and policy and operations. Each section has prerequisites that must be achieved, but the rest of the guidelines are optional credits. The state is authorized to award up to 2% additional reimbursement for a public school construction project that achieves certain point thresholds as specified in these guidelines. 138p.
Environmental Compliance and Best Management Practices: Guidance Manual for K- 12 Schools.
(U.S. Environmental Protection Agency, Washington, DC , Oct 2006)
Provides an environmental compliance model for a typical K-12 school or school. The manual is divided into organizational units that have common regulatory compliance requirements or would likely be managed as separate operational units of the school or school district. Next, the target audience for each organizational unit is defined. The manual then defines numerous activities that would likely occur within each organizational unit, and for each activity it discusses what is required to comply with the appropriate federal environmental regulations and/or which best management practices apply to one s area of responsibility. 224p.
Model Policies in Support of High Performance School Buildings for All Children.
(Building Educational Success Together (BEST), Washington, DC , Oct 2006)
Provides policy guidance to states for building and maintaining high-quality schools. The report identifies key areas needing attention, and covers school facilities and community planning, schools as centers of communities, public school facilities management, and public school facilities funding. Challenges, policy intent and rationale, and model policies are described under each topic, with examples of exemplary state legislation for each topic provided as well. 44p.
Greening America's Schools: Costs and Benefits.
Kats, Gregory (Capital E, Washington, DC , Oct 2006)
Based on a study of 30 "green" schools, this reports reveals that building "green" would save an average school $100,000 each year - enough to hire two new additional full-time teachers. The report demonstrates that green schools (schools designed to be energy efficient, healthy and environmentally friendly) are also extremely cost-effective. Total financial benefits from green schools outweigh the costs 20 to 1. With over $35 billion dollars projected to be spent in 2007 on K-12 construction, the conclusions of this report have far-reaching implications for future school design. The report's methodology is detailed, numerous tables illustrate the data, and 89 references are included. 23p.
Schools for the Future. Design of Sustainable Schools. Case Studies.
(Department for Education and Skills, London, UK , Sep 2006)
These twelve case studies of primary and secondary schools in the United Kingdom provide schools and design teams with real-world examples of places that have addressed sustainability challenges. The publication includes: 1) emerging themes; 2) detailed case studies, with photographs and plans, of twelve schools; and 3) a brief description of the main tools that support sustainable design. 110p.
LEED Documentation Process: Implementation Barriers for School Projects.
Pise, Madhulika (Virginia Polytechnic Institute, Blacksburg , Mar 31, 2006)
Addresses the barriers that school projects encounter in the documentation process required during LEED certification. Currently, while documenting the credits under LEED, the design team must assume many responsibilities. This research sought participation from professionals who are proactive in promoting LEED and also have experience in school design. A questionnaire was developed and interviews were recorded, providing data on barriers for documentation and collecting recommendations from participants for improving the LEED documentation process. The identified barriers were sequenced to understand the interrelationships between different barriers. 116p.
NY-CHPS Version 1.0 High Performance Schools Guidelines.
(New York State Education Dept., Albany , Mar 2006)
Presents the Collaborative for High Performance Schools' (CHPS) High Performance Schools Guidelines tailored to New York code requirements and the priorities of the New York State Education Department. New York has organized and added new material to emphasize criteria that directly contribute to student learning, reduced maintenance, and long building life. The Guidelines are divided into seven sections: site; water; energy; materials; indoor environmental quality (IEQ); operations and maintenance; and extra credit. Each section has prerequisites that must be achieved, with the remainder of the Guidelines consisting of optional credits. These prerequisites and credits allow the district to show that their completed school meets the criteria for a New York High Performance School. 122p.
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.
Illinois Resource Guide for Healthy, High Performing School Buildings.
(Illinois Capital Development Board, Springfield , Feb 2006)
Provides school administrators, school boards and community members with guidance to help make informed decisions about health and energy efficiency issues important to schools. This resource guide contains the design elements of a healthy, high performing school and the policies to support the school once it is open. Also included are case studies from new schools in Illinois, information on financial resources, tips on selecting a design team and a glossary of terms, and information about educational materials that can help turn a school into a hands-on learning laboratory for students. 83p.
2006 Sustainability Management System.
(Poudre School District, Colorado , 2006)
Provides a manual for sustainable practice in to all operations of the Poudre (Colorado) School District. The manual presents the District's sustainability policy, sustainability management system (SMS) recommendations, vision statement, long-term and short-term goals, baselines of existing practices and greenhouse gas emissions, and plans for extending and sustaining the program. 57p.
Best Practices Manual Volume V: Commissioning.
(Collaborative for High Performance Schools, San Francisco, CA , 2006)
Provides information on commissioning high performance schools, a critical step in ensuring that the technologies and high performance elements are actually built and tested to meet specifications. The process, significance, and costs of building commissioning are detailed, as are the savings that can result from the process. Advice on selecting a commissioning provider and compiling a commissioning team are accompanied by case studies and sample RFP's for commissioning services. 70p.
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CHPS Best Practices Manual.
(The Collaborative for High Performance Schools (CHPS), San Francisco, CA , 2006)
Offers guidance on creating high performance schools in California. The manual consists of six volumes. Volume I describes why high performance schools are important, what components are involved in their design, and how to navigate the design and construction process to ensure that they are built. Volume II contains design guidelines for high performance schools. These are tailored for California climates and are written for the architects and engineers who are responsible for designing schools as well as the project managers who work with the design teams. It is organized by design disciplines and addresses specific design strategies for high performance schools. Volume III is the Collaborative for High Performance Schools (CHPS) Criteria. These criteria are a flexible yardstick that precisely defines a high performance school so that it may qualify for supplemental funding, priority processing, and perhaps bonus points in the state funding procedure. School districts can also include the criteria in their educational specifications to assure that new facilities qualify as high performance. Volume IV (2004) covers maintenance and operations. It provides M&O staff, teachers, and administrators with strategies for avoiding improper use of building systems and poor maintenance practices that can diminish the energy performance of a school. Topics covered in this volume inlcude cleaning and calibrating building systems, selecting cleaning products, and reducing waste. Volume VI (2006) covers relocatable classrooms, ofering an overview of the pros and cons of relocatables, specifications for a high performance relocatable, and advice on requisitioning, siting, and commissioning relocatables. 717p.
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Collaborative for High Performance Schools (CHPS) Best Practice Manual: Volume IV, Maintenance and Operations.
(Collaborative for High Performance Schools (CHPS), CA, 2006)
This volume presents high performance guidelines for the maintenance and operation of schools. Information in this volume will help ensure that high performance school buildings continue to operate as their designers intended, providing optimal health, efficiency, and sustainability. Introductory chapters are geared toward district and managerial staff. The remaining chapters address the needs of maintenance, custodial, and groundskeeping staff and cover such topics as cleaning and calibrating building systems, selecting green cleaning products, and reducing waste. Specific guidelines are included for the building envelope, lighting, HVAC, landscaping, plumbing, and snow management and de-icing. 82p.
High Performance Schools Initiative. Final Report.
(Connecticut Green Building Council and Eastern Connectictut State University, Willimantic , Jan 2006)
Reviews the goals, objectives, and stakeholder process of the Connecticut Green Building Council's efforts to create high performance school buildings. The content and results of five Council sessions are summarized, along with the benefits and barriers to green school design, conclusions, and recommendations of the Council and stakeholders.
Review and Assessment of the Health and Productivity Benefits of Green Schools: An Interim Report.
(National Academy Press, Washington , 2006)
Details findings and recommendations of a National Research Council study that discovered a lack of evidence-based studies on the benefits of green schools, a large number of confounding factors and variables complicating the research, a need for more attention to moisture control in green school guidelines, considerable evidence concerning the effect of indoor air on occupant productivity, inconsistent results on the association between daylighting and student performance, and a link between decreased noise levels and increased student achievement. Includes 146 references. 80p.
Sustainable Schools: Getting It Right.
(British Council for School Environments, London, United Kingdom , 2006)
Discusses features of sustainable schools in the light of their practicality. Basics are emphasized, such as passive design features, and "fit and forget" technologies like rainwater harvesting. Sophisticated and more maintenance-intense technologies that may not yield any benefit when the real costs are factored in are discouraged. Sustainability through the design team, construction, curriculum, technology, local authorities, and building controls are addressed. Two brief case studies are included. 16p.
Washington Sustainable Schools Protocol: Criteria for High Performance Schools.
(Office of the Superintendent of Public Instruction, Olympia, Washington , Jan 2006)
Addresses multiple facets of high performance school buildings by providing credits in the environmental categories of energy efficiency, water efficiency, site planning, materials and indoor environmental quality. In addition, it offers an "extra credit" section that emphasizes comprehensive planning and evaluation actions that cross the environmental categories, as well as innovative actions that go above and beyond what is described in existing credits offered within the environmental categories. For each of the environmental categories, the Protocol comprises both required and optional credits. A number of points are assigned to each optional credit. A scorecard is provided whish summarizes the requirements and applicable points for each credit. 72p.
Water Systems on School Grounds
(EcoSchool Design , 2006)
This is a list of resources providing information about water systems on school grounds, including watershed projects, water recycling, constructed wetlands, storm drains, etc. There is also a list of case studies with examples of some of the water projects that are already working at schools around the world.
Safe and Healthy School Environments.
Frumkin, Howard; Geller, Robert; Rubin, I.; Nodvin, Janice (Oxford University Press, New York , 2006)
Explores the school environment using the methods and perspectives of environmental health science. Each section of the book addresses a different concern facing schools today. In the first six sections, the various aspects of the school environment are examined. Chapters include the physical environment of the school, air quality issues, pest control, cleaning methods, food safety, safe designs of playgrounds and sports fields, crime and violence prevention, and transportation. In the last two sections, recommendations are made for school administrators on how to maximize the health of their schools. Appropriately evaluating the school environment, implementing strategies to address children and adults with disabilities, emphasizing health services, infectious disease prevention and recognition, and occupational health for faculty and staff are all addressed. 462p.
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The Incremental Costs and Benefits of Green Schools in Massachusetts.
(Massachusetts Technology Collaborative, Westborough , Dec 2005)
This study of eight school projects revealed that total features that enhanced sustainability added from 1.83% to 5.06% to project cost, with an average of 3.19%. However, significant incentives from utility companies and the state department of energy lowered that figure to -.5% to 3.33%, with an average of 2.38%. When the life cycle of the buildings were included, the average benefit of sustainability features was nearly eight times initial costs. Energy savings above code requirements ranged from 22.82% to 35.12%, with an average of 30/12%. 56p.
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.
EpiCenter. Headquarters for Artists for Humanity. Demonstrating Low-Cost Sustainable Building Strategies and Integrated Design Process.
Kollmus, Anja; Neely, Dona; Kambli, Shubhada (Massachusetts Technology Collaborative, Sep 27, 2005)
This LEED-platinum rated arts school for at-risk youth in Boston makes the connection between sustainability and the arts. The three story, 23,500 square foot building is comprised of studios, a large gallery, and offices. This describes the design process, the construction process, site, energy, water, building materials, financial aspects, education and outreach. 32p.
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.
Hawaii High Performance School Guidelines.
(Architectural Energy Corporation, Boulder, CO , Mar 31, 2005)
Advises on planning, designing, and building a high performance school in Hawaii. Topics covered include project planning and budgeting, life-cycle cost analysis, commissioning, air conditioning, natural ventilation, daylighting, and acoustics. 83p.
Washington Sustainable Schools Program, Phase 2. Pilot Project Final Report.
(Washington State Dept. of Education, Olympia , Jan 27, 2005)
Reports the results of a pilot project that evaluated specific sustainable building strategies in five Washington school districts. The study provided an opportunity to review detailed cost and benefit information associated with a range of building strategies in a variety of school applications. The many recommendations for cost-saving strategies are organized according to those that provide cost and/or other significant benefits; those that provide significant indoor environment and/or other benefits, but may add first cost; those that can be effective, but are highly project and/or location specific; and those that may be problematic for the state of Washington. Detailed selection and study criteria, results data, and evaluations are included in the appendices. 202p.
2005 Survey of Green Building Plus Green Building in K-12 and Higher Education.
(Turner Green Buildings, Sacramento, CA , 2005)
Presents the results of a survey of 665 senior executives concerning "green" building issues in both K-12 and higher educational facilities. Extremely large percentages of respondents from both fields valued "green buildings" highly for sustaining community image, attracting and retaining teachers, reduced student absenteeism, and student performance. Higher education executives also valued them for attracting students and research funding. Statistics representing the long-term cost benefits, obstacles to the construction of "green" facilities, and the adoption of green policies by educational institutions are displayed in numerous charts and graphs. 25p.
Do Green Schools Improve a Student's Academic Performance?
(Global Green USA: Green Schools Initiative, Santa Monica, CA, 2005)
Concise information sheet summarizing the findings of several studies correlating the quality of school buildings with better student performance. 2p.
High Performance School Buildings Video. (Sustainable Buildings Industry Council with support from the US Department of Energy's Rebuild America/EnergySmart Schools program and Oak Ridge National Laboratory., 2005)
Designed to increase the awareness of the many benefits of high performance, sustainable schools and to help convince school boards and school decision makers to build sustainably, this 30-minute video showcases ten successful examples of high performance schools for communities to consider when they commission a new school or improve older ones. This video describes how high-performance school buildings boost student health and productivity, conserve energy and water and other natural resources, and save communities money.
LEED Green Building Rating System for Existing Buildings (LEED-EB).
(U.S. Green Building Council , 2005)
This is a set of performance standards for the sustainable operation of existing buildings. The LEED-EB criteria cover building operations and systems upgrades in existing buildings where the majority of interior or exterior surfaces remain unchanged. The LEED Rating System for Existing Buildings addresses: whole-building cleaning and maintenance issues including chemical use; ongoing indoor air quality; energy efficiency; water efficiency; recycling programs and facilities; exterior maintenance programs, and systems upgrades to meet green building energy, water, IAQ, and lighting performance standards.
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U.S. Green Building Councilhttp://www.usgbc.org/DisplayPage.aspx?CMSPageID=221
Massachusetts High Performance Green Schools Guidelines: Planning.
(Massachusetts Technology Collaborative, Westborough , 2005)
Addresses the needs of school officials such as superintendents, administrators, business officers, facility planners, board members, interested parents, and others who are engaged in the process of planning new school facilities. It describes the benefits and characteristics of high performance schools, as well as reviewing the planning process, design, and approval for high performance schools. It also discusses the programs available to supplement funding and provides two case studies of high performance schools in Massachusetts. 98p.
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.
Gaining Ground: The Power and Potential of School Ground Greening in the Toronto District School Board.
Dyment, Janet (Toronto District School Board, Ontario, Canada , 2005)
Presents the findings of a 2003 study that investigated the influence and potential of green school grounds in the Toronto District School Board. The study explored the impacts of greening initiatives on curriculum delivery and teaching practices, as well as on student learning, behavior, play and environmental awareness. It also considers issues of social inclusion, health and safety. The report also addresses organizational and funding challenges and opportunities that must be addressed to realize the full potential of greening. 55p.
Green Schools "Create" Learning Tools.
Hill, Franklin (Schoolfacilities.com, Orange, CA , 2005)
Illustrates design for passive seasonal heating, cooling, and daylighting that students can monitor as part of the learning program. 3p.
High Tech Designs Offer Integrated Educational Opportunities for Students.
Hill, Franklin (Schoolfacilities.com, Orange, CA , 2005)
Recommends configuring school HVAC, solar hot water, photovoltaics, and daylighting systems so that they can be integrated into the curriculum. 2p.
Green Building Design for Schools-the Next Time Around.
Johnson, Raymond; Bernabei, Leo (EnergyVortex.com, Lilburn, GA , 2005)
Outlines an initiative in Radnor, Pennsylvania, to construct a LEED-certified middle school. For this project, the school district, the engineer, and the architect have all completed "green" projects in the last few years. Armed with the experience of lessons learned, the project team is endeavoring to provide a high performance school for the township. It will be a school that is not only energy efficient, but also healthy, comfortable, well lit, and providing all the amenities needed for a quality education. Includes seven references. 10p.
Small Steps toward a Brighter Future.
Koch, Christina (Collaborative for High Performance Schools (CHPS), CA , 2005)
The director of the Collaborative for High Performance Schools (CHPS) discusses the formation and California work of CHPS, how other states have taken their example, and the multi-volume Best Practices Manual that they produced. 4p.
A School Waste Reduction, Reuse, Recycling, Composting and Buy Recycled Resource Book.
(New York State Dept. of Environmental Conservation, Bureau of Solid Waste Reduction and Recycling, Albany , Dec 21, 2004)
Advises on improvement of recyling and waste reduction in New York schools. The guide aims to move schools beyond the state mandate for waste reduction with suggestions for handling of paper, bottles, cans, and plastics; outdoor and indoor composting; battery recycling; household hazardous waste, integrated pest management, and mercury. 42p.
Progress Report on Sustainability.
(Reed Business Information, Building Design & Construction, Oak Brook, IL , Nov 2004)
Reviews the latest developments in LEED certification, analyzes trends and public-policy issues related to sustainable buildings, and presents the results of a survey of educational facility professionals revealing current perceptions of and experience with sustainable building. Steps toward implementing a high-performance school program are detailed, as is a ten-point plan of action for those involved in sustainable building. 64p.
Green Building White Paper Research: Schools.
(Reed Research Group, Building Design & Construction, Oak Brook, IL , Oct 2004)
Reports on an online survey of K-12 education professionals to assess opinions, perceptions, and actions regarding sustainable school buildings. The objectives of the study were to establish familiarity with and attitudes toward green building practices and terminology, along with assessing perceptions of cost differentials, plans to build sustainably, and awareness of sustainable design as a teaching tool. The survey found that respondents were largely familiar with green building terms and principles, but had somewhat less experience with actual construction of sustainable school buildings. Nearly two-thirds of respondents believed that high performance schools are more costly to build, but that a cost differential of 7 percent was acceptable to gain approval of a sustainable building in their school district. Over two-thirds of respondents have actually incorporated sustainable concepts in their recent school building designs. Three out of four respondents believe high performance schools can serve as a teaching tool for students. 41p.
High-Performance Schools: Affordable Green Design for K-12 Schools.
Plympton, Patricia; Brown, John; Stevens, Kara (U.S. Dept. of Energy, National Renewal Energy Laboratory, Golden, CO , Aug 2004)
Describes high performance schools from each of the nine climate zones associated with the U.S. Dept. of Energy's Energy Design Guidelines for High Performance Schools. The nine case studies focus on the high performance design strategies implemented in each school, as well as the cost savings and benefits realized by students, faculty, the community, and the environment. 13p.
Costing Green: A Comprehensive Cost Database and Budgeting Methodology.
Adamson, Davis; Matthiessen, Lisa; Morris, Peter (David Langdon Adamson, Sacramento, CA , Jul 2004)
Uses data on building costs to compare the cost of constructing green buildings with buildings housing comparable programs, but do not have sustainable goals. Costs for different specific measures and technologies are compared, and a budgeting methodology that provides guidelines for developing appropriate budgets to meet the building program goals and include sustainability are presented. Includes cost analysis of academic buildings, laboratory buildings, and library buildings 27p.
360 Degrees: Issue 4.
(Commission for Architecture and the Built Environment, London, United Kingdom , Spring 2004)
Profiles British programs and resources that support sustainable school design and promote environmental awareness through the built environment. 11p.
Washington Sustainable Schools: Planning Workbook for High Performance School Facilities.
(Office of Superintendent of Public Instruction, School Facilities and Organization, Olympia, WA , Mar 2004)
Provides guidance designed to help schools implement the Washington Sustainable School Protocol. The benefits of high performance schools are presented, along with a discussion of financial and process issues related to their design and construction. Also included is a template of questions and steps that should be addressed at specific points during the planning, design, and construction of a high performance school, with three detailed case studies to serve as examples. 97p.
Washington Sustainable Schools: Protocol for High Performance School Facilities.
(Office of Superintendent of Public Instruction, School Facilities and Organization, Olympia, WA , Mar 2004)
Outlines criteria beyond legal prerequisites that a school facility can meet in order to attain points required to comply with the Washington Sustainable Schools Protocol. Points can be earned in the areas of daylighting, energy efficiency, indoor environmental quality, commissioning and training, acoustics, sustainable materials, site responsiveness, waste reduction, and water efficiency. Steps to be taken, the points earned for these steps, and resources to help the institution meet these steps are detailed. 73p.
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.
Green Design/LEED [New Jersey].
(New Jersey School Construction Corporation, 2004)
The New Jersey Legislature directed in the Educational Facilities Construction and Financing Act that the design of school facilities should incorporate maximum operating efficiencies and new technologies to advance energy efficiency of school facilities and the efficiency of other school building systems. Governor McGreevey's Executive Order No. 24 designates that all new school design shall incorporate the guidelines developed by the United States Green Building Council known as "Leadership in Energy & Environmental Design ("LEED"), to achieve maximum energy efficiency and environmental sustainability in the design of schools. This webpage includes a description of green design and LEED.
High Performance Portable Classrooms
(Oregon Department of Energy, 2004)
Specific features of energy-efficient, "healthier," more durable portable classrooms are described. While they may cost more, they have a big payoff in lower utility bills and they offer a healthier, more comfortable classroom for students and staff.
Labs21 Design Process Manual.
(U.S. Department of Energy; U.S. Environmental Protection Agency, 2004)
Provides guidance on the design process for high performance laboratories, leveraging the Labs21 tools. It includes the following: 1) The Design Process Checklist specifically lists process-related action items for each stage of the building design and delivery process, with links to relevant Labs21 tools for each action item. 2) The Sustainable Strategies Checklist is a “quick-reference” list of sustainable design strategies, categorized by area of environmental impact (i.e., energy, water, materials, etc), with links to detailed information for each strategy.
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.
Ontario Ecoschools Certification Guide.
(Toronto District School Board, Ontario , 2004)
Provides a checklist that a team of students, teachers, and staff can use to assess the energy conservation, waste minimization, and environmental curriculum enhancement practices within the school. Points are earned for a variety of sustainable practices, and then the checklist is submitted with documentation to earn EcoSchool certification from the provincial government. 16p.
School and Community Participation in the Design, Construction, and Stewardship of Green School Grounds.
(EcoSchool Design, 2004)
This is a list of resources providing information about increasing participation on green school ground projects. Many schools successfully involve students, teachers, school administrators, community members, design professionals, and other interested individuals and organizations. Case studies includes examples of projects around the world that include significant participatory elements.
2p.
School Construction Handbook.
(Pennsylvania School Boards Association, Mechanicsburg , 2004)
Advises school board members on a variety of school condition and construction issues, including the impact of facilities on student achievement, how to get started with capital improvements, new construction versus renovation, project management, selecting design professionals, key components of school design, "green" construction, financing, and typical legal problems of school construction. 186p.
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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.
High Performance Green Schools? Why?
Kobet, Robert (Schoolfacilities.com, Orange, CA , 2004)
Addresses doubts about the merits of paying more to construct high performance schools to realize life cycle, environmental, and social cost savings. The perception that such an investment provides only marginal returns is being met on several fronts as more and more independent studies move the argument from the speculative to the statistically and clinical verifiable. 3p.
The Healthy and High-Performance School: A Two-Part Report Regarding the
Scientific Findings and Policy Implications of School Environmental Health.
Shendell, Derek; Barnett, Claire; Boese, Stephen (Healthy Schools Network, Inc., Albany, NY , 2004)
Part one presents results of a literature review related to school indoor environmental quality and, in the context of limited resources facing American schools, practical science-based recommendations to improve and promote good school indoor environmental quality and prevent or reduce potential occupant exposure to toxic biological, chemical, and physical agents. Part two offers recommendations for improving school environmental health and safety based on today's known science. It draws together the knowledge, data, and research regarding school facilities, children's environmental health, and school facility impact on student achievement, to demonstrate that school facility issues are integral to school reform and equity debates. (Includes 302 references, a list some state and federal government sponsored Internet sites on school IEQ and energy, and a list of existing noise guidelines for school environments at local, state and international levels.) 87p.
ASHRAE GreenGuide.
Grumman, David L., ed. (ASHRAE, Atlanta, GA , Dec 2003)
Provides reference and guidance to HVAC system designers involved in green or sustainable building design. The Green Guide is a step-by-step manual for the entire building lifecycle, from the earliest stages of a green building design project to the resulting structure’s construction, operation, maintenance, and eventual demolition. It is divided into three sections entitled "Basics," "The Design Process," "Post-Design -- Construction to Demolition," and includes green design techniques applicable to related technical disciplines, such as plumbing and lighting. It addresses how mechanical and electrical systems may interact with and be influenced by architectural design,architectural design impacts, conceptual engineering design, space thermal/comfort delivery systems, energy distribution systems, energy conservation systems, energy/water sources, lighting systems, plumbing and fire protection systems and controls. Includes case studies, checklists, and specific measures for improving sustainability called "Green Tips." 190p.
TO ORDER:
ASHRAE, 1791 Tullie Circle NE, Atlanta, GA 30329. Tel:800-527-4723.http://www.ashrae.org
MCPS High Performance Facilities Management Plan.
(Montgomery County Public Schools, Maryland , Nov 26, 2003)
Identifies and describes six strategies for "greening" Montgomery County, Maryland, schools. They are: 1) Establish a "going green" working group. 2) Establish a district-wide "greening" program, 3) Analyze the benefits and make a case for going green, 4) Conduct a "green" charette for the system, 5) Implement a high performance building plan, 6) Document success stories, improve community relations, establish a green image. 6p.
Impact of Sustainable Buildings on Educational Achievements in K-12 Schools.
Olson, Stephen; Kellum, Shana (Leonardo Academy, Inc., Cleaner and Greener Program, Madison, WI , Nov 25, 2003)
Defines sustainable schools and its accompanying qualities of good site planning, lighting, indoor air quality, healthy building materials, acoustics, and use of renewable energy. Benefits to student achievement through daylighting and indoor air quality are detailed, and 34 references are included. 14p.
Building Schools in NH: Getting to Integrated Design and High Performance.
Hartnett, Katherine; Provan, David (The Jordan Institute, Concord, NH , Nov 20, 2003)
Reports on research conducted to understand how schools are currently planned, designed, built, and operated in New Hampshire, and to identify action intervention points at the local, state and/or regional level that would result in high performance schools being realized in New Hampshire. The major obstacles described include voter willingness to build schools at minimal cost that will ultimately cost more to maintain and operate, and systemic barriers at the state level that include lack of experience with high performance design and focus on maximum square footage rather than quality design and construction. Means of overcoming these obstacles and meeting the needs are detailed, as is a primer on three project delivery systems. 81p.
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.
Green Schools Initiative: A Summary of Studies related to Student Health and Productivity.
(Massachusetts Technology Collaborative, Westborough , Aug 2003)
Summarizes seven studies on the effect of "green" school initiatives on student health and productivity. For each study, the following characteristics are identified: study type, the research question/hypothesis, the subjects, the physical/classroom variables (independent variables), the methodology and metrics used, The major findings of the study, and weaknesses and criticisms of the particular study. Copies of correspondence and a list of links active as of August 15, 2003 are included. 44p.
Building Material Emissions Study.
Alevantis, Leon (California Department of Health Services, Division of Environmental and Occupational Disease Control, Environmental Health Laboratory Branch, Indoor Air Quality Section, Sacramento, CA, May 15, 2003)
This study, funded by the California Integrated Waste
Management Board, adopted the Collaborative for High Performance Schools (CHPS) Section 01350 indoor air quality guideline as the testing protocol to
test emissions of products common to classrooms and State construction in comparison to the emissions of alternative materials such as recycled-content and environmentally preferable products. The products studied included acoustical ceiling panels, carpeting, fiberboard, gypsum board, paints, particleboard, plastic laminates, resilient flooring, tackable wall panels, thermal insulation, and wall base. The findings included: 1) both standard and alternative products exceeded section 01350 concentration limits more or less equally; and 2) the concentration limits most frequently exceeded were naphthalene, formaldehyde, and acetaldehyde. Among the conclusions were: 1) low-emitting, sustainable building materials are available within each of the categories studied; 2) many products tested emitted chemicals at rates that result in calculated concentrations that exceed the concentration limits used in this study; and 3) manufacturers should be encouraged to reduce emissions of certain chemicals from their products. An executive summary of this study is available. 315p.
Building Momentum: National Trends and Prospects for High Performance Green Buildings.
(U.S. Green Building Council, Washington, DC. , Feb 2003)
This report demonstrates the economic and environmental viability of building high-performance "green" buildings. This report is an outgrowth of the Green Building Roundtable of the U.S. Senate Committee on Environment and Public Works held in conjunction with the U.S. Green Building Council on April 24, 2002. The roundtable brought together diverse interests to educate members of Congress on green building trends and generated discussion about the economic and health benefits of green building, the barriers facing its progress, and the opportunities available to federal agencies to further promote sustainable spaces. These issues are described in the report. Sections of the report also address the role of green building in schools' environmental quality and offer recommendations to improve school environments. 21p.
CHPS Series: High Performance School Construction Online Video Series.
(California Division of the State Architect in cooperation with the Collaborative for High Performance Schools (CHPS) , 2003)
This video tutorial series was produced to educate and motivate school decision makers, facilities staff, designers, and others to fund, design, and build high performing schools. Topics covered include: site analysis; energy performance; water resources; daylighting; building materials; and indoor environmental quality.
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.
Green Schools Checklist: Environmental Actions for Schools to Consider.
(Illinois Environmental Protection Agency, Office of Pollution Prevention, Springfield, IL , Jan 2003)
This checklist offers tips and resources to help schools identify opportunities to "green" their buildings and operations, focusing on common-sense improvements that schools can make in their daily operations to minimize or stop potential health and environmental problems before they start. The first section discusses the benefits of a green school program. The second section highlights management strategies. The list of environmental strategies includes: energy use; solid waste generation; indoor air quality; hazardous materials; mercury use; pest management; mold growth; water consumption; laboratory waste; building construction/renovation; purchasing; groundskeeping; and food service. Each section presents a list of strategies, a "Did you know?" box, and referrals for obtaining further information. 24p.
Writing the Green RFP: Sustainable Design Language for Consultant Requests.
(American Institute of Architects, Committee on the Environment, Washington, D.C. , 2003)
This is a tool for clients such as educational institutions who are writing requests for proposals or qualifications from architects and other design professionals, as well as development, construction, and construction management services. This document touches on the basic elements of an RFP for design services for a sustainable project, as well as some of the issues to be considered. It covers sustainable design basics, core elements of requests, frequently asked questions, and a list of resources. Sample requests including several educational facilities projects
Building Healthy, High Performance Schools: A Review of Selected State and Local Initiatives.
Bernstein, Tobie; Lamb, Zachary (Environmental Law Institute, Washington, DC , 2003)
This report illustrates the policies, programs, and practices that have been adopted by selected states and school districts in order to incorporate a high performance approach in school planning, design, and construction. The report describes in detail the high performance school building initiatives of the states of California, Massachusetts and New Jersey, along with the districts of Los Angeles, Wake County, North Carolina, Elk River Area,Minnesota, and Edmonds, Washington. Various strategies for establishing regulatory requirements, building community support, developing partnerships and evaluating the results are discussed. 117p.
Green Buildings Pay. 2nd Edition.
Edwards, Brian, ed. (Spon Press, 2003)
Buildings have a major impact upon the world's resources and upon the health of people who occupy them. Green buildings are designed specifically to reduce the level of resource consumed, whether energy, raw materials or water. This guide examines, through case studies from Great Britain, how different approaches to green design can produce more sustainable patterns of development. The studies are described by their designers and often also by the client, thereby ensuring that the buildings are seen in the context of market realities. This new edition features new chapters on "green" schools covering the importance of school buildings to learning, design guidance for schools, and two case studies of best practice. 248p.
TO ORDER:
Taylor and Francis Group, U.K. http://www.tandf.co.uk/
The High Performance School, Sustainable, Obtainable and Cost-Effective.
Kliwinski, Jason (The Prisco Group , 2003)
Describes what high performance school design includes, how a high performance school design can be accomplished on time and on budget, and provides several case studies. 6p.
Empowering Learning Through Natural, Human, and Building Ecologies.
Kobet, Robert J. (Design Share, Minneapolis, MN. , Jan 2003)
This article asserts that it is critical to understand the connections between human ecology and building ecology to create humane environments that show inspiration and creativity and that also serve diverse needs. It calls for efforts to: (1) construct an environmental education approach that fuses the three ecologies (natural, human, and building); (2) recognize trends toward physical learning environments that are not located in traditional schools; (3) include all stakeholders in the exploration of the physical environment as an extension of the curriculum; (4) expand the number and diversity of subjects benefiting from a comprehensive built environmental education curriculum; and (5) continue to seek ways to make visible how buildings function and how they are connected to the greater community and environment at large. 5p.
Green School Initiatives. Statements from Hearing of the U.S. Senate, Environment and Public Works Committee, 107th Congress, Second Session.
(U.S. Senate. The Environment and Public Works Committee. 107th Congress. , Oct 01, 2002)
The Senate's Environmental and Public Works Committee conducted a hearing in October 2002 to assess green school initiatives: environmental standards for schools, school siting in relation to toxic waste sites, and green building codes. The committee reviewed activities undertaken by the EPA's Office of Children's Environmental Health and the Office of Indoor Air Quality, as well as those of the Department of Energy, concerning environmental and energy issues relevant to school properties. This document contains statements from Senator James Jeffords, Senator Hillary Clinton, Ramona Trovato, Claire Barnett, Alex Wilson, and Lois Gibbs, as well as statements submitted for the record.
Testimony of E. Ramona Trovato, Deputy Assistant Administrator, Office of Environmental Information, U.S. Environmental Protection Agency before the Committee on Environment and Public Works, United States Senate.
(U.S.Environmental Protection Agency, Washington, D.C. , Oct 01, 2002)
This testimony provides an overview of health and environmental issues in U.S. schools and describes efforts by the Environmental Protection Agency (EPA), in concert with other federal agencies, to help schools address environmental issues. These include the Clear Skies Initiative, Indoor Air Quality Tools for Schools, High Performance Schools, promotion of integrated pest management, SunWise School Program, Healthy School Environments Web portal, and President's Task Force on Environmental Health Risks and Safety Risks to Children. 11p.
Renaissance of the American School Building.
Bomier, Bruce (Environmental Resource Council, Ramsey, MN , Sep 2002)
This is a non-technical reader on how school buildings, health, and environment are entwined. The author
provides a reasonable road map to consider when making decisions related to indoor air quality and other health concerns of school building environments. The author takes a look at unwise decisions that were made in the recent past, and believes that the previous emphasis on standardized, low-bid design and modular, environmentally indifferent school construction is undergoing a renaissance. In particular, chapter five discusses federal asbestos policy for schools in the late 1980s and early '90s. The author recommends an environmentally responsible analysis of traditional building construction or remodeling methods using the following criteria: 1) financial value and life cycle costs; 2) occupant health and comfort; 3) ecosystem impact; 4) educational value; and 5) common sense and integration. 63p.
TO ORDER:
Environmental Resource Council, 5909 167th Avenue, N.W., Suite #2, Ramsey, MN 55303. Tel: 763-753-9713
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
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
Characterization of Guidance Documents for Creating High Performance Schools.
Bosch, Sheila (Georgia Institute of Technology, College of Architecture, Atlanta , Feb 2002)
Evaluates nine guidance documents that may be used by schools to create high performance facilities: The Poudre School District (CO), Sustainable Design Guidelines; the Collaborative for High Performance Schools, Best Practices Manual, Volumes I, II and III; Innovative Design, Sustainable Schools; Partnership for Resource Efficient Schools (Seattle), Recommended Best Practices Manual; Triangle J. Council of Governments, High Performance Guidelines: Triangle Region Public Facilities; U.S. Green Building Council, LEED Green Building Rating System; Commonwealth of Pennsylvania, Guidelines for Creating High Performance Green Buildings; City of New York, High Performance Building Guidelines; and, Minnesota Sustainable Design Guide. Each of the nine guidance documents were evaluated according to their goals, organizational structure, target audience, building life cycle phases addressed, and physical environmental conditions addressed. 55p.
Better Places to Learn: Building Green in Pennsylvania Schools. [Video CD] (Commonwealth of Pennsylvania, Governor's Green Government Council, Harrisburg, PA , 2002)
This 20-minute video CD outlines for schools in Pennsylvania why it makes sense to build or renovate educational facilities in a "green," or environmentally friendly, way. It asserts that contrary to conventional wisdom, these schools do not have to cost more to build, and that they greatly reduce annual maintenance and operating costs, in addition to improving educational performance. Features of green schools include maximum daylight, fresh air, and good acoustics.
Green School Guidelines.
(Center for Environmental Education at Antioch New England Institute, Keene NH, 2002)
These guidelines provide a broad and comprehensive definition of what a green school could be, and can be used as an assessment tool to evaluate a school in the greening process. The Guidelines have five major sections, each with several detailed indicators: curriculum integration, school grounds enhancement, community based education, school sustainability, and administrative support. There are also links to the resources that CEE has compiled to support green school work. The section on School Sustainability includes information on water, solid waste, energy, toxics, air quality, and building design. 7p.
The Collaborative
for High Performance Schools Best Practices Manual [Massachusetts Version]
(The Massachusetts Technology Collaborative, Westborough, MA, 2002)
The Massachusetts Green Schools Initiative has adapted the California-based Collaborative for High Performance Schools Manual (CHPS) for use in the Commonwealth of Massachusetts. The three-volume set covers planning (volume I), and design (volumes II and III).
Cool Schools for Hot Suburbs: Models for Affordable and Environmentally Responsive Schools in Nairobi, Kenya.
Dierkx, Rene J. (Bouwstenen Publicatieburo, Eindhoven, The Netherlands , 2002)
In this architectural doctoral dissertation on African education and school facility design, the author undertakes an extremely detailed and comprehensive study of the current problems facing primary education in Nairobi and develops alternative models for economically viable, sustainable and environmentally sensitive schools.
Includes a thorough review of the literature on sustainable development, education, technology, and architecture, and a set of original models that are formed from his literature search and the translation of his cultural data into architecture.
274p.
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
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
Sustainable Schools Minnesota: High Performance Schools for Higher Performing Students. A Pre-Design Guide on School Design, Construction and Operation for School Board Members.
(Minnesota Dept. of Children, Families and Learning , Mar 2001)
This manual focuses on pre-design concepts, and it provides guidelines for improving students' learning experience through high-performance school design. The manual presents a brief overview of the key features of high-performance schools, addresses the cost and benefits of these schools, describes the process of designing schools using an integrated strategic planning approach, and examines the components of high-performance schools and the relevant performance measures to use in managing the design process. Also included are four case studies involving Minnesota schools that illustrate high-performance school concepts. Concluding sections present a glossary of terms and websites for additional information. 58p.
TO ORDER:
Minnesota Department of Children, Families, and Learning. 1500 Highway 36 West, Room I-23, Roseville, MN 55113. Tel: (651) 582-8764.
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.
Concrete Masonry Designs: Educational Issue.
(NCMA Foundation,Herndon, VA 20171 , Jan 2001)
This special journal issue addresses concrete masonry in educational facilities construction. The issue's feature articles are: (1) "It Takes a Village To Construct a Massachusetts Middle School," describing a middle school constructed almost entirely of concrete masonry and modeled after a typical small New England village; (2) "Lessons Learned," about why concrete masonry can be the material of choice for educational facilities; and (3) "CM Profiles: A High Performance School in Panther Country," discussing a concrete masonry school in Texas exhibiting best practices in school design and construction. The issue's regular departments discuss Utah prototype schools and energy-efficient school designs for new construction. 24p.
High Performance Guidelines: Triangle Region Public Facilities.
(Triangle J Council of Governments, Durham, NC, 2001)
These guidelines describe specific measures to save energy and water, reduce the use of materials, reduce the volume of solid waste being disposed of in communities, reduce
indoor pollutants, and achieve other goals. For approximately one-third of the 45 topics covered in the guidelines, an existing North Carolina building project, including several schools, is provided as an example. The
guidelines also include a long list of resources to help professionals learn more. The guidelines are based on a rating system similar to the U.S. Green Building Council's LEED system but tailored to the Triangle community in North Carolina. 150p.
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.
Kindergarten Architecture.
(Gingko Press, Inc., Corte Madera, CA , 2001)
This book presents 22 preschool buildings from all over the world, selected on the basis of how well they approximate an ideal preschool where children and educators live harmoniously in exceptional settings. The projects also include technological innovations (experimental materials, specific construction details) and visible ecological installations, such as energy savings through the use of solar panels, tanks for rainwater collection, or recycling of materials. Each building description contains several color photographs. (An appendix discusses children's playgrounds.) 192p.
TO ORDER:
Gingko Press, Inc., 5768 Paradise Dr., Suite J, Corte Madera, CA 94925. Tel: 415-924-9615; Fax: 415-924-9608; http://www.gingkopress.com
Topical Reports: Sustainable Design for Schools.
Fox, Anne W. (Pacific Northwest Pollution Prevention Resource Center, Seattle, WA , Jan 2001)
This presents several reports on the practical applications of sustainable design and schools; it includes information about student performance and sustainable design features involving lighting, acoustics, air quality, and student well-being. Three case studies (Washington's Bainbridge Island School District, Texas' Roy Lee Walker Elementary School, and California's Newport Coast Elementary School) are included. These studies illustrate how sustainable design principles may be applied to new school buildings. The studies include observations about some of the challenges and rewards that school districts may encounter in carrying out sustainable design projects. Internet resources are listed for more information on specific sustainable design topics such as site preservation, building enclosure, resource conservation, energy, clearinghouses and databases, renewable energy, buying green power, alternative fuels, transportation, and interior quality. 30p.
Roy Lee Walker Elementary: A High Performance Sustainable School Prototype. [Videotape]. (SHW Group Inc., Dallas, TX , Nov 07, 2000)
This 7.5-minute videotape describes the architectural design and structure of the Roy Lee Walker Elementary School, illustrating why the school is considered the most energy efficient and environmentally sound school ever built. The videotape highlights the sustainable, award-winning design features such as the innovative use of daylight to improve the classroom environment and enhance learning, and the development of solar and rainwater harvesting techniques that cut energy and water costs. The video further explains how the building itself can be used to teach students about the environment and help them learn how to be environmentally responsible.
TO ORDER:
SHW Group, Inc., 4000 McEwen Road N., Dallas, TX 75244-5083; Tel: 972-701-0700http://www.shwgroup.com
Making Current Trends in School Design Feasible.
(North Carolina State Dept. of Public Instruction, Div. of School Support. Raleigh, NC , Nov 2000)
This North Carolina report describes new and innovative approaches to school facilities as they relate to their communities by exploring the trends towards smaller schools, walkable schools, sustainability and green building practices, recycling older small community schools, and joint use arrangements. The pros and cons of small schools are examined. The report finds solutions by applying strategies in smart growth planning. Concluding sections contain links and references where stakeholders can obtain in-depth material on these subjects. (Contains 60 references.) 57p.
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.
Sustainable Schools.
Weiss, Jonathan (Council of Educational Facility Planners International, Scottsdale, AZ , Aug 2000)
Examines how an integrated design of the educational program and a school facility that responds to the economic, environmental, and social needs of a community creates sustainable schools. Explores the impact buildings have on the earth's natural resources, the steps districts can take toward sustainable school design during extensive renovation and construction projects, and what constraints exist when applying sustainable design and construction to school facilities. An outline of key components of a sustainable school project are illustrated using two case studies. 4p.
Sustainable Design Guidelines for the Construction of New Facilities and the Renovation
of Existing Structures.
Dorsey, Judy; LEsperance, Clare (Poudre School District; Planning, Design and Construction Services; Fort Collins, CO , Jun 2000)
This guide summarizes research conducted at Colorado's Poudre School District (PSD) to develop guidelines for the desired performance outcomes from employing sustainable educational facility design, and it suggests approaches for attaining them. The guide also provides case studies and references to further investigate opportunities on specific projects. Chapters cover the basic tenets of sustainable design, the PSD's philosophy regarding sustainable design, the strategies for how PSD will integrate sustainable design into procurement and project management practices, 11 key features of sustainable schools, and the resources available to help with designing sustainable schools. 61p.
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.
Schools of the Future and Sustainable Design.
Fox, Anne Webster (Masters Thesis, Antioch University, Seattle, WA. , Jan 2000)
This thesis examines what practices schools and school districts need to adopt if they want to apply sustainable design principles to their new schools and the benefits these design practices offer school communities. The paper argues that school districts will benefit from these design principles, and that these benefits will occur because sustainable design and construction decisions lead to the creation of learning environments that are environmentally healthy for occupants, operationally efficient, and site sensitive to the natural and community environment. Also argued is that school districts are best served by being proactive in their embrace of sustainable design principles, and that the adoption of these concepts and processes will be most successful if they involve a collaborative and interdisciplinary project management model that uses project teams and the community throughout the design and construction process. Appendices contain a report on the impact of inadequate school facilities on student learning and the study's interview questions. (Contains 64 references.) 104p.
Key Components of Sustainable School Design.
(Innovative Design, Inc., Raleigh, NC, 2000)
Description of 13 components of sustainable school design, including site planning, daylighting, solar systems, environmentally sensitive building products and systems, recycling systems and waste management, effective commissioning and maintenance, and eco education.
Partnership for Resource-Efficient Schools. Recommended Best Management Practices Promoting: Energy Efficiency; Resource Conservation; and Environmental Quality.
(Seattle Public Schools Building Excellence Program; City of Seattle Solid Waste Utility; City of Seattle Water Department; Seattle City Light, WA , 2000)
This manual details the management practices of Seattle, Washington's, public school building partnership program to promote sustainability in the design, construction, and operation of current and future school facilities. The partnership promotes sustainability by addressing three principles of resource efficiency: energy efficiency, resource conservation, and environmental quality. This approach potentially conserves natural resources and provides long- term economic benefits during a building's life. The manual details the best management practices for achieving these goals in sections covering the design phase, the build-out phase, and operations and maintenance. Appendices provide a design summary and component inventory summary forms; building occupancy profile; case studies; energy efficiency resources; water efficiency, irrigation, and landscaping resources; solid waste management resources, and information on the City of Seattle's incentive programs and resources. 125p.
TO ORDER:
Partnership for Resource-Efficient Schools, Seattle Public Utilities (SPU), Dexter Horton Building, 710 2nd Avenue, 10th Floor, Seattle, WA 98104-1717
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.
Development of the First Sustainable Elementary School of the Netherlands.
Van Weenen, J.C.; Dettmers, W.J.M.; Overtoom, M.S.J.; Poldermans, H.G. (IDEA - International Design and Environment Activities, The Netherlands, 2000)
This paper deals with the concept of a sustainable educational facility. It presents examples of sustainable schools from around the world, including examples of
sustainable elementary schools. Then the paper discusses the Dutch national context and Dutch examples of sustainable school buildings. Finally it deals with the development of the projected first sustainable elementary school of The Netherlands. 5p.
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.
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.
High Performance Building Guidelines.
(City of New York Department of Design and Construction, NY , Apr 1999)
High performance buildings maximize operational energy savings; improve comfort, health, and safety of occupants and visitors; and limit detrimental effects on the environment. These guidelines provide instruction in the new methodologies that form the underpinnings of high performance buildings. They further indicate how these practices may be accommodated within the existing frameworks of capital project administration and facility management. 144p.
TO ORDER:
City of New York Department of Design and Construction, 30-30 Thomson Avenue, Long Island City, NY 11101; Tel: 718-391-1580.
High Performance Schools Partnership Progress Report.
(The Pennsylvania Department of Environmental Protection, Pittsburgh, PA, 1999)
This report documents work in progress in four pilot schools located in the Pittsburgh Public School District. It begins with a baseline study of conditions in the schools, which was conducted in the spring of 1998. The report concludes that the Pittsburgh Public School District has the potential to lead the transition toward environmental soundness and economic efficiency in school construction and management. Includes methodology, observations, demo projects, success stories, a glossary, bibliography, and green building links.
Resource Efficient Schools [Technical Brief].
(The Washington State University Cooperative Extension Energy Program, Seattle, WA, 1999)
Describes a resource-efficient school as minimizing the use of resources in building construction and over the operating life of the building, ensuring that the building occupants will have a high quality environment that promotes health and productivity. Explains why resource-efficient schools should be built, gives examples of schools in the Seattle area, and describes an integrated green development process. Includes a checklist of design strategies and lists sources of more information.
Sustainable School Design Demonstration Program.
(State Energy Conservation Office, Austin,TX, 1999)
The intention of this program is to demonstrate the multiple benefits of natural
daylighting, improved indoor air quality and energy efficiency on the students and
teachers in Texas public schools. Participants in the program receive funding for
professional assistance from nationally recognized practitioners in sustainable school
design.
Guidelines for Green Building Housekeeping and Maintenance.
Ashkin, Steve (Pennsylvania Department of Environmental Protection, Pittsburgh, PA, 1999)
These guidelines have been designed to help an owner/manager of a facility understand the relevant issues and to insure that the correct or best practices are being employed. The guide presents information necessary to complete a building survey and to assist in developing and maintaining a green building indoor environment. Includes information on selecting environmentally preferable cleaning products. 24p.
Conserving and Enhancing the Natural Environment. A Guide for Planning, Design, Construction, and Maintenance on New & Existing School Sites. [Maryland]
Bice, Barbara; And Others (Maryland State Department of Education, Baltimore , 1999)
Natural environments on school sites provide considerable multi-disciplinary educational opportunities, many of which are "hands-on" experiences that stimulate learning. This document presents guidelines on conserving and enhancing the natural environment on school sites. It provides guidance for developing the site requirements in education specifications and designs for new building construction and major renovation and/or addition projects for existing schools. Appendices address funding sources available to Maryland educators to support school site habitat projects; and Maryland organizations that can offer assistance such as the forestry service, soil conservation district offices; and a list of data about Maryland native plants. (Contains 55 references.) 80p.
TO ORDER:
Maryland Department of Education, School Facilities Branch, 200 W. Baltimore St., Baltimore, MD 21201; Tel: 410-767-0098http://marylandpublicschools.org/MSDE/divisions
School Science Laboratories: Planning for Sustainability.
Gorey, Ann (Organization for Economic Cooperation and Development, Programme on Educational Building, Paris, France , 1999)
School science laboratory planning and building are being required to address long-term educational and structural implications, e.g. the linking of school instruction concerning testing of chemicals and substances with commercial applications in the workplace. This report examines how school science laboratories can be planned for the future by paying attention to the educational, environment, and physical sustainability of their designs. Specific questions are proposed to help in the planning process and examples are provided of schools that have addressed sustainability issue from low cost/no cost to high cost options. 5p.
Commonwealth of Pennsylvania High-Performance Green Building Guidelines.
Kobet, Bob; Powers, Wendy; Lee, Stephen (Pennsylvania Department of Environmental Protection, Harrisburg, PA, 1999)
Intended to familiarize decision-makers and others involved in the design, construction, and development of communities and buildings with the concept of sustainability. Describes green design systems and the green design process, then details twelve case studies, including college buildings. Provides extensive references and resources. 60p.
Texas Sustainable School Design Guideline.
Nicklas, Michael; Bailey, Gary; Padia, Harshad D.; Malin, Nadav (Produced by Innovative Design, Inc., Padia Consulting, Inc., and E Build, Inc. Funded by the State Energy Conservation Office of the Texas General Services Commission. , 1999)
This guide offers a detailed listing of the key practices and technologies that can help create a sustainable school. The document includes hundreds of cost-effective recommendations that can improve the energy performance and environmental quality of school designs. Each design and construction phase is addressed, from site selection through commissioning. Each phase 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 shells; 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 ecological education. 109p.
Eco School.
Poulton, Prue; Symons, Gillian (World Wide Fund for Nature; Weyside Park, Godalming; Surrey GU7 1XR; United Kingdom , 1999)
The Eco School information pack contains 10 sections outlining specific school areas that can be assessed by students for meeting the needs of all its users, the extent to which they use and abuse environmental resources, and the aesthetic contribution they make to the locality. Using this initial research, the document helps students design a school which is user-friendly, conservation conscious, and aesthetically pleasing. Specific sections examine the following areas: overall school design; the school's entrance, grounds, classrooms, performing arts areas, indoor sports facilities, library, and dining room; waste and recycling; and energy conservation and lift design. Additionally covered are issues common to all school areas, such as access for people with disabilities and energy conservation. 70p.
Healthy Building Design for the Commercial, Industrial, and Institutional Marketplace.
Turner, William A. (H.L. Turner Group, Inc., Concord, NH , 1999)
Examines building design and construction that helps deliver both superior air quality, occupant thermal comfort, and minimize energy consumption. Explores an integrated building systems approach that combines the principles of "directed air flow control" and "demand controlled ventilation" where ventilation is effectively delivered to the occupant, based on loading, that can be applied to all types of indoor air quality situations in all types of buildings. Highlighted are savings and return of investment data for the traditional "green building" general design strategy. Case studies provide examples of this high performance IAQ design. Key differences and advantages of a displacement ventilation design classroom versus conventional mixing ventilation systems are examined along with the expected benefits of a heating, ventilation, air conditioning school displacement design. 15p.
Natural Ventilation in Buildings - A Design Handbook
Allard, Francis; Santamouris, Mat (James & James Science Publishers Ltd , 1998)
This new handbook describes the real potential of natural ventilation, its appropriate use, the design and dimensioning methodologies, the need for an integrated design approach, and how to overcome barriers. Includes a CD with software to assist in the calculation of airflow rate in natural ventilation configurations. This book is based on the work of 25 experts from all parts of Europe who have collected, evaluated, and developed the material under the auspices of the European Commission's Solar energy and Energy Conservation R&D programs. This books provides essential design information for all architects, building engineers, and other building design professionals.
368p.
The Boston Schoolyard Initiative: An American City's Approach to Sustainable Schoolyard Development.
Meyer, Kirk (Paper presented at the Learning through Landscapes: Grounds for Celebration Conference , Sep 21, 1997)
This presentation describes the development process behind the Boston Schoolyard Initiative: a 5-year, inner city, community-driven initiative to transform neglected and unwelcome schoolyards into active centers of school and community use. Each phase of the initiative is discussed from community organizing through design, construction, and ongoing maintenance. The initiative shows sustainable schoolyard programs need total involvement from all potential users in the design and development phases, a focus on the multi-use approach, the integration of the school grounds into the life of the school, and inclusion of the school yard in future budgeting allocations. 8p.
The Overlooked Half of a Large Whole: The Role of Environmental Quality Management in Supporting the Educational Environment.
Lackney, Jeffery A. (Paper presented at the International Conference on Buildings and the Environment (2nd, Paris, France, June 9-12, 1997). , Jun 1997)
This paper examines the changing role of environmental quality management from its traditional operationally-based role, to an expanded, more dynamic role in strategic educational planning activities at the local, site-based level. First, a brief review of the state of knowledge concerning the impact of environmental quality on the educational process is presented. Second, the trend toward site-based management (SBM) in schools is discussed in light of the potential opportunities for developing a whole-system process of strategic educational planning that encompasses and integrates environmental quality management. Third, an action research study is presented in order to first illustrate the complex relationship that exists between day-to-day environmental quality management and educational instructional activities in many urban schools, and second, to suggest a potential mechanism for drawing school and community representatives into the strategic planning and evaluation process at local school sites. The paper concludes that educators can be trained to collaborate in an environmental diagnostic process in which environmental quality concerns are identified, prioritized, and addressed in such a way as to be congruent with educational activities and goals, and that this process can be integrated within existing facility management decision-making frameworks such as SBM school improvement teams. 8p.
Guidelines for Environmental Design in Schools
Orlowski, Raf; Loe, David; Watson, Newton; Rowlands, Edward; Mansfield, Kevin; Venning, Bob; Seager, Andrew; Minikin, John; Hobday, Richard; Palmer, John (Department for Education (DfEE), Architects & Building Branch, London, England , 1997)
Both existing and new English school premises are required by law to comply
with minimum construction standards published by the Department for Education and
Employment. This building bulletin provides practical guidance on meeting standards for acoustics, lighting, heating and thermal performance, ventilation, water supplies, and
energy consumption. Target bands are also given for energy consumption in terms of the carbon
dioxide produced. References to more detailed standards and sources of information are
given at the end of each section. A concluding section provides a recommended construction
standards summary sheet. 47p.
The Sustainable Building Technical Manual: Green Building Design, Construction, and Operations.
(U.S. Department of Energy, Center of Excellence for Sustainable Development, Golden, CO , 1996)
Manual to help architects, developers, building owners, government officials, and others implement
sustainable development practices. Practical,
step-by-step advice on sustainable buildings written by some of the foremost experts in the
field. Among the issues the book addresses are the economics of green building; pre-design
strategies; passive solar design; heating, ventilation, and air-conditioning systems; electricity;
plumbing; indoor air quality; acoustics; selection of building and landscaping materials; and
housekeeping. 292p.
Building Ecology and Partition Design. Technical Bulletin.
Woodhead, Sarah J. (Maryland State Department of Education, School Facilities Branch, Baltimore, MD , 1996)
Ways in which decision makers can incorporate environmental concerns in the design of school buildings are detailed in this bulletin. It focuses on the design of interior partition systems and is intended as a resource for school system facility planners and architects who design schools. Partition systems in schools serve several purposes; they define space, provide acoustical privacy, and myriad other functions. Some traditional criteria for such partitions, along with some building ecology criteria, are detailed. Various partition types such as concrete masonry unit partitions, gypsum wallboard over metal studs, straw panels, and operable partitions are described. Different features of each partition type, such as environmental issues, maintenance, and repair, are offered. Recommendations for what to look for in a particular partition system are given. A decision-making process is outlined, which features various criteria: durability, cost, acoustics, flexibility, maintenance, recycled content, embodied energy, indoor air quality, and raw materials. It is claimed that the most commonly specified systems are environmentally friendly. 9p.
TO ORDER:
Maryland Department of Education, School Facilities Branch, 200 W. Baltimore St., Baltimore, MD 21201; Tel: 410-767-0098http://www.marylandpublicschools.org/MSDE/divisions
Building Ecology and School Design. Technical Bulletin.
(Maryland State Department of Education, School Facilities Branch, Baltimore, MD , 1995)
All aspects of construction have environmental consequences. To better understand construction's impact, an overview of building
ecology as a concept and as a decision-making model for school
systems is provided. "Building ecology" is defined as the
interrelationships among people, the built environment, and the natural
environment. It has special relevance for school design because most of
the users are children; therefore it is important that administrators fully
understand the types of materials used in building schools. A material's
energy efficiency can be important, as is the lifecycle of any material. A
decision-making model is presented, which offers a step-by-step
process for determining the best materials to use. How to choose
flooring is featured as an extended example of this process. The
environmental issues connected with various flooring such as vinyl
composition tile, linoleum flooring, carpet, terrazzo, wood flooring, and
ceramic tile are detailed. A hypothetical material selection process is
offered, along with general recommendations in choosing, installing, and
maintaining flooring. (Contains 13 references.) 10p.
TO ORDER:
Maryland Department of Education, School Facilities Branch, 200 W. Baltimore St., Baltimore, MD 21201; Tel: 410-767-0098http://marylandpublicschools.org/MSDE/divisions
Blueprint for a Green School.
Chase, Jayni (Scholastic Inc., New York, NY, 1995)
The 20 chapters in this book focus on the creation of environmentally safe and healthy school buildings and grounds and on what school administrators, teachers, maintenance staff, students, community leaders and parents can do to meet this goal. The guide functions as an introduction to environmental problems and issues relevant to schools, provides resources for further investigation, and suggests ways to incorporate the information into daily instruction. A broad range of topics including environment and health issues, toxic materials and pesticides, nutrition and the environment, water, energy, recycling and source reduction are covered. Chapters 1 through 17 present basic facts so that environmentally educated decisions can be made in the operation of school buildings and classrooms. 688p.
TO ORDER:
http://www.amazon.com/Blueprint-School-Scholastic-Leadership-Research/dp/0590498304/
Educational Buildings and the Environment.
Ottel, Rupprecht (Organisation for Economic Cooperation and Development, Programme on Educational Building, Paris, France , 1993)
Educational buildings relate to their environment in many ways that affect the surrounding community such as overall appearance, energy consumption, and waste production. This report examines these issues and identifies how educational buildings can contribute to the conservation and protection of the environment. It explores these issues in three types of schools: healthy schools; green schools; and energy-conscious schools. Concluding comments summarize the findings and presents conclusions. 21p.
School Recycling Programs: A Handbook for Educators.
EPA (EPA , Aug 01, 1990)
This brochure describes some of the many recycling program options that schools can implement in their communities. It emphasizes how a school recycling program can impart valuable hands-on experience that encourages students to make recycling a part of their lifestyle. Four types of school recycling programs are outlined: (1) an occasional or one-time recycling drive where students collect recyclables at home and bring them to school on one or more designated days; (2) an ongoing in-school recycling program where recyclable materials generated at school are recycled on site; (3) an ongoing account with a local recycling center; and (4) establishing community collection points at the school so that individuals can drop off their recyclables. Ten steps on getting starting, such as selecting the type of program that will work, making municipal contacts, identifying a local market for recyclables, and working out a budget are presented.
Report NO: EPA/530-SW-90-023
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.
Places for Environmental Education. A Report.
(Educational Facilities Laboratories, New York, NY , Jul 1971)
Compiles conference discussions on the implications of various types of facilities on environmental education programs. The conference participants included architects, landscape architects, planners, government leaders and educators. The consensus of these 26 participants can be summarized as follows: 1) environmental education is not just a passing fad; 2) facilities facilitate learning; 3) the methodology of environmental education is best centered around an interdisciplinary approach; 4) major capital expenditures are not necessary for schools to mount effective programs in environmental education. 19p.
References to Journal Articles
Sustainable Solutions McKnight, Jenna M. Architectural Record; Jan 04, 2012
At a time when many districts are tightening their belts, the green schools movement is gaining steam. Interviews with administrators and architects, along with nonprofit groups (USGBC Center for Green Schools) that are stepping up to help.
Innovations for Educational Facility Design
Architectural Record; , 7p ; Jan 2012
Describes the main issues affecting high-performance school design. Discusses strategies for enhancing learning environments using retrofit or renovation strategies to improve daylighting, flexibility of use, or energy efficiency. Provides examples of building techniques and technologies specifically designed to improve student health or the life cycle and durability of educational buildings.
Wood Scores A+ in School Construction
Architectural Record; Jan 2012
Discusses how wood has been used as a structural and finish material in schools;
considers the effects of wood on human health and well-being in an educational environment; describes the environmental and economical advantages wood brings to school construction; shows how wood contributes to a school's green building goals.
Solar Heads to School Potovsky, David School Construction News; Dec 2011
For many schools, a solar power installation or solar energy system can provide long-term budget relief. Ample land, unobstructed expanses of roof space, parking lots and/or lunch quads can make implementing a solar energy system a good choice. Describes the challenges that need to be considered in evaluating solar options.
Safe, High-Performance, Sustainable Precast School Design Finsen, Peter I. Educational Facility Planner; v45 n4 , p59-64 ; Dec 2011
School design utilizing integrated architectural and structural precast and prestressed concrete components has gained greater acceptance recently for numerous reasons, including increasingly sophisticated owners and improved learning environments based on material benefits such as: sustainability, energy efficiency, indoor air quality, storm resistance, cost effectiveness (initial and life-cycle), durability and low maintenance.
High Performance School Buildings in Portugal: A Life Cycle Perspective Jorge, Graca Fonseca; da Costa, Marta Marques CELE Exchange; , 7p ; Dec 2011
In 2007 the Portuguese government launched a major school modernization program, and has taken steps to ensure the long-term sustainability of facilities. Projects now anticipate use by the broader community, allow for possible income-generating opportunities during the design phase and include custom-designed energy management systems.
Sweetwater Union High School District Leading the Way in Green School Building
McCann, John Green Building News; Nov 29, 2011
Describes how Sweetwater Union High School District in San Diego County is leading the way in building sustainable educational institutions, creating state-of-the-art environments for students to excel.
Green Schoolhouse Series Breaks Ground on First Project
School Construction News; Nov 16, 2011
The Green Schoolhouse Series, a an effort to construct green schoolhouses across the country, kicked off with the groundbreaking of the Roadrunner Elementary School in the Washington Elementary School District in Phoenix, Arizona — the first LEED Platinum schoolhouse built by volunteers.
The Case for High-Performance, Healthy Green Schools Carter, Leesa School Business Affairs; , p29-31 ; Nov 2011
Describes sustainability efforts in Georgia and Kentucky school districts, including building renewal and facility retrofits, conservation occupant programs, and LEED certification.
Taking a Holistic Approach to Sustainability Girouard, Miles School Business Affairs; , p21-24 ; Nov 2011
A holistic approach to facility sustainability considers healthy, productive environments; capital costs; sustainable design and delivery; and life-cycle cost savings.
Renovate, Rebuild, Restore Peter Gisolfi; Bill Harris; Kevin Havens; Amy Jones; Andy Joseph; and Adele Willson School Planning and Management; Nov 2011
Five examples of how school districts have tapped the creativity of board members, architects and/or planners to restore, renovate or rebuild some of their local structures to serve as educational, green spaces.
Cost-Effective Design for Green Schools.
Hoyle, Terry and Corona, Rich American School and University; Oct 2011
An integrated approach to green school design is the best bet for education institutions.
When budget and sustainability are a priority, architects should design a project with a comprehensive understanding of how the final building systems will operate and make thoughtful design decisions that will enable these systems to work together to serve multiple purposes.
Maintaining Sustainability for Green Schools.
Kennedy, Mike American School and University; Oct 2011
To achieve sustainability in facilities, schools and universities need to establish an effective maintenance program that will help most facilities operate efficiently and last longer. Describes making a maintenance plan and collecting building data.
Sanitary, Safe and Green School Restrooms.
Kennedy, Mike American School and University; , p26-28 ; Sep 2011
Well-designed school restrooms can enhance student health, deter misbehavior, and conserve resources. Discusses hygiene, vandalism, and energy conservation.
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.
Go Home With a Green Classroom: High Performance Prefab Classrooms. Dekovic. Ariel Green Technology; Aug 2011
Describes the Collaborative for High Performance Schools (CHPS) new Prefab Classroom program that expands the CHPS Verified program to provide a certification for high performance modular and relocatable classrooms.
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.
Environmental Studies. The Kids May Be Out of the Classroom for the Summer, but School Design is Definitely in Session. Lee, Lydia The Architects Newspaper; Jul 09, 2011
Studies how public and private schools are investing in ultra high-performance buildings that provide better learning environments and teach by example. Includes numerous examples and photographs.
Zero Hour. Cohen, Andrew Athletic Business; v35 n7 , p28-30,32-34 ; Jul 2011
Profiles the field house of Vermont's Putney School, a net-zero facility that features careful siting, double insulation, daylighting, photovoltaic energy, and the capture of cool night air during the Summer.
Learning to Be Green. Stanley, Ben Building Operating Management; v58 n6 , p41-44,46,48,49 ; Jun 2011
Discusses LEED for schools, citing daylighting, acoustics, and indoor air quality as the three main areas to be addressed. The experience of the Albuquerque Public Schools is cited. An effort to build LEED-certifiable schools, but not to actually pursue LEED certification led to unacceptable shortcuts.
Legally Speaking: Minimizing the Legal Pitfalls of Sustainable Design and Construction (Part 1) DeVries, Matthew; Stephens, Angela Design Cost Data; v55 n3 , p6,7 ; May-Jun 2011
Advises building professionals seeking to deliver sustainable buildings to promise only what they can deliver, to not guarantee any level of certification, to identify all the participants and their roles and responsibilities, to clarify the standard of care, and to only assume responsibility for delays that one can control.
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.
How to Avoid the Landfill: Being Environmentally Conscious with Your Carpet. Kranendijk, Stef Facility Management Journal; v21 n3 , p65-67 ; May-Jun 2011
Acknowledges that carpet is rarely considered in discussions of recycling and green considerations. The author proposes substituting a "cradle to grave" approach to carpet selection with a "cradle to cradle" plan, which emphasizes planned obsolescence and uses carpeting intelligently designed for recycling.
Five Steps to Improve Communication and Boost Green Achievements. Rogers, Nancy Facility Management Journal; v21 n3 , p60-63 ; May-Jun 2011
Discusses steps for communicating goals on a "green" facilities checklist : identify team members, establish baseline metrics and processes to measure progress, develop specific objectives, define your plan, and recognize achievement.
8 Tips for a Smooth Handoff of New Green Buildings.
Sinopoli, Jim Greener Buildings; Apr 28, 2011
Details eight steps for an effective transition of a green building from its builders to its operators. These concentrate on including the facilities management staff in the construction process and training them on systems as they are completed.
Strategies in Sustainability. Blagus, Ron School Planning and Management; v50 n4 , p64,66,68,69 ; Apr 2011
Provides examples of energy-saving strategies from a variety of school districts, including school occupant behavior modification, energy performance contracts, wireless monitoring of consumption, and photovoltaic 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.
Sustainable Modular Classrooms. Hardiman, Tom School Planning and Management; v50 n4 , p74-77 ; Apr 2011
Discusses the "green" virtues of modular school construction, with less site disturbance and more efficient use of materials. Advantages to construction scheduling, indoor air quality, and flexible deployment are also addressed, and four case studies are included.
Safe Sites for Green Schools.
Kennedy, Mike American School and University; Apr 2011
Discusses proposed EPA guidelines will help school systems decide where safe, healthful, sustainable facilities should be built.
A Case for Sustainability. Moore, Deborah School Planning and Management; v50 n4 , p6 ; Apr 2011
Advocates sustainable school design in spite of budget cuts, as "green" schools have lower operating costs. A short list of integrated sustainable features is included.
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.
Green Schools Building Boom.
Hiskes, Jonathan Sustainable Industries Magazine; Mar 03, 2011
Describes how education administrators across the country are making their buildings more environmentally friendly. The green schools building boom has been driven by federal stimulus spending, local school bonds, and education leaders looking to slash energy costs. Green school projects have offer a bright spot for builders and designers in the last two years,
Passive Strategies for Building Healthy Schools.
Building Design and Construction; v52 n3 , p24-28,30-34 ; Mar 2011
Profiles the Oak Prairie Middle School in Lockport, Illinois. The site was sloped and hosted many mature trees. The design captured the insulating value of building certain portions of the building underground, destroyed no mature trees, and admitted abundant daylight and natural ventilation. Similar strategies in other Chicago-area schools are also detailed.
Facilities of Environmental Distinction.
Pascopella, Angela District Administration; v47 n3 , p66-68 ; Mar 2011
Profiles three of the American Institute of Architects' 2010 Educational Facilities Design Awards recipients that stand out for the sustainability features. The Thurston Elementary School in Springfield, Oregon; the Snohomish (Washington) School District's Cathcart site, and Manassas Park Elementary School in Virginia share abundant daylighting, connection the surrounding natural setting, and innovative interior air systems.
How Green Is Your Parking Lot?
Jobin, Matt School Business Affairs; v77 n2 , p32,33 ; Feb 2011
Discusses options for reducing toxic runoff from school parking lots, including porous pavement, rain gardens, and bioswales.
In the Green.
Kennedy, Mike American School and University; v83 n6 , p16-18,20 ; Feb 2011
Discusses the evolution of "green" school design from option to necessity, given that sustainable school save on operating costs. Various recent LEED- and CHPS-certified educational facilities are profiled.
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.
Texas Architect Has a Passion for Sustainable Schools.
School Construction News; v17 n1 , p19,20 ; Jan-Feb 2011
Presents an interview with architect Brad Pfluger that discusses current and future sustainability initiatives in school design, typical features clients like, and financing for "green" amenities.
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.
Rebuilding It Better: Greensburg, Kansas. Headrick, Darin Educational Facility Planner; v45 n3 , p50-52 ; 2011
Profiles the rebuilding of this city after near total destruction by a tornado. While the entire town was re-planned around sustainable principles, the new LEED Platinum K-12 school is the flagship facility for the community. The school's lighting strategies, building envelope, HVAC, windpower, materials, and water efficiency are described.
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.
Lesson in the Triple Bottom Line. [Des Moines Public Schools.]
Matt, Chris Maintenance Solutions; v19 n1 , p8,9 ; Jan 2011
Uses Des Moines Public Schools as example for Triple Bottom Line impact students, energy efficiency, and utility cost savings to be considered before, during, and after every school building renovation. Many of the components affecting energy efficiency are hidden from view and are, therefore, less popular with administrators. The author addresses options for use in non-visible green technology, and quantitative benchmarks to engage attention for them.
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.
An Elementary School with a Global Perspective: The Building as a Teaching Tool. O'Donnell, Sean; Cuthbert, Marjorie; Cronin, Abbie; Urbieta, Melissa Educational Facility Planner; v45 n3 , p4-6 ; 2011
Profiles the District of Columbia's Stoddart Elementary School. The renovated facility features a ground source heat pump system, LEED Gold certification, and a curriculum that emphasizes energy and environmental stewardship. The student population is drawn from a variety of nearby embassies and a military base.
Integrating Sustainability as a Learning Tool. Shiver, Steven; Dale, John Educational Facility Planner; v45 n3 , p11-13 ; 2011
Profiles Renton Secondary Learning Center near Seattle, and the Mothers' Club Family Learning Center in Pasadena, California. Both facilities engage the occupants in ongoing environmental stewardship beyond the LEED certification that the buildings received upon completion.
Keys to Success.
Kennedy, Mike American School and University; v83 n4 , p12-14,16 ; Dec 2010
Describes 10 ways that schools can overcome and move beyond impediments to providing safe, healthful, and high-quality education. The 10 areas include finances, sustainable design, operating efficiency, educational technology, distance learning, security, indoor air quality, maintenance / cleaning, managing space, and community connection.
Employee-Focused Facilities.
Kroll, Karen Building Operating Management; v57 n12 , p28-32,35 ; Dec 2010
Discusses lower employee absences due to allergies, asthma, depression, and stress in “green” working environments. Basic principles of employee-friendly design, office layout, lighting, and acoustics are addressed. These provisions improve workflow as well as employee morale, health, and turnover.
Green Energy in New Construction: Maximize Energy Savings and Minimize Cost.
Ventresca, Joseph School Business Affairs; v76 n10 , p12-15 ; Dec 2010
Discusses the concept of simultaneously achieving low energy bills and low construction costs by utilizing energy modeling and LEED principles. It is noted that LEED construction will not guarantee energy efficiency once the building is in use. Instruction for energy simulations, advice on hiring an energy consultant, and four references are included.
Green Restrooms of the Future.
Shoemaker, Dawn American School and Hospital Facility; v33 n6 , p18,20,21 ; Nov-Dec 2010
Profiles the Chicago Department of the Environment building, a renovated industrial facility that boasts abundant sustainability features. Of particular interest are the restrooms, finished almost entirely in recycled materials. Touchless fixtures, dual-flush toilets, waterless urinals, and green cleaning practices complete the scenario.
Ten Ways to Retrofit Green.
Speck, Lawrence Building Operating Management; v57 n11 , p37,38,40,42 ; Nov 2010
Advises on sustainable renovation of buildings, encouraging retention of as much structure as possible, using energy-efficient replacements, energy modeling, careful attention to the space between exterior and interior systems, daylighting, water efficiency, indoor air quality, green cleaning, and streamlining recycling programs.
LEED Makes the Case for Water Efficiency.
Zimmerman, Greg Building Operating Management; v57 n11 , p20,22,24 ; Nov 2010
Discusses the use of LEED for Existing Buildings: Operations and Maintenance (LEED-EBOM) guidelines to implement water saving in buildings. LEED-EBOM requires a 20 percent reduction of water for certification, and extra points are available for exceeding that. Analyzing water use can be difficult with older fixtures, but many plumbing upgrades are easy and inexpensive. Submetering will reveal how much water various building functions use, and occupant participation is essential.
The Sustainability and Innovation Awards.
School Planning and Management; v49 n10 , p40-43 ; Oct 2010
Profiles 14 schools honored in this program for their sustainability, maintainability, innovation, aesthetics, and cost effectiveness.
The True Value of Green.
Chadwick, John Learning By Design; n19 , p11-13 ; Fall 2010
Analyzes costs for building certifiably "green" schools at every level and in several states. Tables for cost per square foot, cost per student, and square feet per student compare costs of non-LEED to LEED construction at various LEED levels. The text describes the types of educational facilities that are seeking certification, as well as median and mean cost analysis.
Sustainable Delivery.
Hoffman, Paul American School and University; v83 n2 , p36,38 ; Oct 2010
Discusses pre-construction modeling, integrated project delivery, and building commissioning as three components of successful "green" building.
Green By Design.
Moore, Deborah School Planning and Management; v49 n10 , p6 ; Oct 2010
Illustrates how "green" building design has received wide demographic endorsement.
Bridge Builder.
Zimmerman, Greg Building Operating Management; v57 n10 , p34-36,38,40,42,44 ; Oct 2010
Profiles New York City's Division of School Facilities executive officer John Shea. Beginning with compliance with the city's recycling rules, Shea has gone on to implement energy-saving strategies, train operations and management staff, retrocommissioning, and using school buildings as instructional tools within the curriculum.
Marin Country Day School.
Hanley, William Green Source; v5 n5 , p56-61 ; Sep-Oct 2010
Profiles this private school's transformation toward net zero energy use with LEED-certified additions, photovoltaic arrays, and rainwater harvesting. Plans, photographs, and project statistics accompany the text.
Green Schoolyards as an Element of Reform. Meyer, Kirk Education Week; Sep 01, 2010
Lists ten reasons to have an outdoor classroom in every schoolyard. The outdoor classroom ties the built enviro
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