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.

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 usea 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.

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.

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.

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.

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 2006 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.

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.

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.

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.

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.

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.

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.

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

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.

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.

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.

Summarizes state laws relating to healthy, high performance school design and construction. New and updated legeislation is listed on the website as it is enacted.

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.

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.

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.

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.

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.

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.

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.

This portion of federal legislation outlines terms of federal grants to states that can be used to develop healthy, high performance schools. 3p.

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.

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.

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.

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.

Profiles a "green" modular classroom in use in Lincoln, Massachusetts, featuring daylighting, automated dimmers, high-efficiency HVAC, air and vapor barriers, and low-VOC interior products. 3p.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

The goal of this manual is to create a new generation of high performance school facilities in California. It is split into four 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. 717p.

This short video defines healthy, high-performing school facilities. It emphasizes important aspects of high-performing facilities such as good indoor air quality, natural daylighting, and thermally comfortable learning environments. It was produced in cooperation with the United States Environmental Protection Agency, Indoor Environments Division. The movie focuses on Westwood Elementary School in Elk River, Minnesota. There are several versions available of this video that can be played on QuickTime, Windows Media Player, or RealPlayer.

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. 19p.

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.

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.

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.

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.

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.

Explores possibilities for schools to have more stable energy costs because they derive a portion of their electricity from solar panels. Large numbers of solar power systems are already being deployed at U.S. schools. Solar secure schools are not only technically feasible but also economically justified when grid electricity prices are high and volatile or schools are shut down by grid power outages more than once every 10 years. Solar power prices and grid electricity prices are trending strongly in opposite directions, so solar secure schools soon will be an attractive cost control and public safety strategy in most states. This document presents a simple step-by-step process that school officials can use to assess energy security options. 30p.

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.

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.

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.

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.

Reports on research indicating that high performance school buildings can deliver significant savings and increased performance including potentials for 5 percent increase in student test scores, 5 percent reduction in teacher turnover, 15 percent reduction in absenteeism, 25 percent reduction in energy use, 38 percent reduction in potable water use, 150 percent Return on Investment (ROI), 38 percent reduction in waste water production, 22 percent reduction in construction waste to the landfill, 1.5 million pounds reduction in CO2 emissions. The savings noted represent the lower end of the savings and performance improvements that are documented in the research studies cited in this report. 62p.

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.

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.

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.

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.

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.

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.

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.

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.

Illustrates design for passive seasonal heating, cooling, and daylighting that students can monitor as part of the learning program. 3p.

Recommends configuring school HVAC, solar hot water, photovoltaics, and daylighting systems so that they can be integrated into the curriculum. 2p.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.