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HIGH PERFORMANCE GREEN SCHOOLS NCEF's resource list of links, books, and journal articles on high performance school facilities, including sustainability and green design issues, cost and funding concerns, and educational and community benefits. 
Advanced Energy Design Guide for K-12 School Buildings.
http://www.ashrae.org/publications/page/1604 (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 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.
ISBN-9781933742-21-2 
Estimating the Carbon Footprint of Schools.
http://www.chps.net/manual/climate/CharlesEleyEstimatingCarbonFootprint.pdf 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.
Sustainable Schools: Are We Building Schools for the Future?: Government Response to the Committee's Seventh Report of Session 2006-07.
http://www.publications.parliament.uk/pa/cm200607/cmselect/cmeduski/1078/1078.pdf Oct 2007)
Presents the British government's response to a July, 2007 select committee report reviewing the record of Great Britain's Building Schools for the Future program. 47 recommendations from the original committee report are followed by paragraphs stating the governmen's response. 23p.
Green Buildings Research White Paper.
http://www.bdcnetwork.com/contents/pdfs/BDC_07_WhitePaper.pdf?nid=2073 (Building Desig & 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.
Sustainable Schools: Are We Building Schools for the Future?
http://www.publications.parliament.uk/pa/cm/cmeduski.htm (The Stationery Office, London, United Kingdom , Jul 16, 2007)
Reviews the record of Great Britain's Building Schools for the Future program, with regard to the creation of positive, sustainable learning environments. The conclusions, supported with extensive oral and written evidence, are that the visioning process for the creation of a new school should be lengthened to enable the inclusion of school staff and students; that greater design flexibility should be allowed at the local level; that individual institutions' technology integration experience should be made widely available, to the benefit of subsequent projects; that post-occupancy evaluations be conducted to determine what works and what doesn t; and that schools be as carbon neutral as possible. 412p.
State of Minnesota Sustainable Building Guidelines.
http://www.msbg.umn.edu/downloads_v2_0/guidelines.pdf (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.
http://www.davislangdon.com/upload/images/publications/USA (Davis Langdon U.S. , 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 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.
New York City Schools Go Green. [Online video]
http://video.wnbc.com/player/?id=118912 (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.
http://www.usgbc.org/ShowFile.aspx?DocumentID=2593 (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.
http://source.nycsca.org/pdf/nycgsg-031507.pdf (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.
NY-CHPS Version 1.1.
http://www.emsc.nysed.gov/facplan (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.
http://education.vermont.gov/new/pdfdoc/pgm_construction (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.
CHPS Verified Program User Guide.
http://www.chps.net/chps_schools/pdfs/CHPS_verified_user_guide1-1.pdf (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.
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
ISBN-978097429691 TO ORDER: Powell's Books, Tel: 503-228-4651, Toll Free: 800-878-7323 http://www.powells.com
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.ecnext.com/coms2/summary_0249-229622_ITM_analytics
Green Schools: Attributes for Health and Learning.
http://books.nap.edu/catalog/11756.html (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.
ISBN-0-309-10286-3 TO ORDER: http://books.nap.edu/catalog/11756.html
Healthy, High Performance School Facilities: Developments in State Policy.
http://www.eli.org/Program_Areas/healthy_schools/index.cfm (Environmental Law Institute, Washington, D.c. , Jan 2007)
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.
High Performance Design Files.
http://www.chps.net/membership/casestudies.htm (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.
http://www.usgbc.org/ShowFile.aspx?DocumentID=2616 (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.
http://www.chps.net/manual/lem_table.htm (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.
http://www.ride.ri.gov/Finance/Funding/construction/Documents (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.
http://www.cdc.gov/HealthyYouth/shpps/2006/factsheets/pdf (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)
http://www.documents.dgs.ca.gov/opsc/Regulations/SFP_Regs.pdf (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.
TO ORDER:
http://www.usgbc.org/Store/PublicationsList.aspx?CMSPageID=1518
Subpart 18 - Healthy, High-Performance Schools.
http://www.ed.gov/policy/elsec/leg/esea02/pg83.html#sec5581 (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.
http://www.newvisions.org/schools/downloads/stevenson_proposal_020208.pdf (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.
http://www.k12.wa.us/schfacilities/highperformanceschoolbuildings.aspx (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.
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.
ISBN-978-186470-2378 TO ORDER: http://www.imagespublishing.com
Applying Sustainability to Modular Classroom Design.
https://secure.mbinet.org/htmlPage.aspx?HtmlPageId=410 Laird, Philip (Modular Building Institute, Charlottesville, VA , 2007)
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.
50 Green Strategies that Cost Less.
http://www.innovativedesign.net/pdf/50G.pdf 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?
http://soloso.aia.org/eKnowledge/Resources/PDFS/AIAP035475?dvid=4294965298&recspec=5b 7fc89c42ee0f99a9db33e8baed5c52 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.
http://www.bdcnetwork.com/article/CA6390371.html (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.
http://www.massschoolbuildings.org/uploadedFiles (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.
Model Policies in Support of High Performance School Buildings for All Children.
http://www.21csf.org/csf-home/publications/BESTModelPolicies5_7_07.pdf (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.
http://www.cap-e.com/ewebeditpro/items/O59F9819.pdf 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.
http://www.p4s.org.uk/documents/Design (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.
TO ORDER:
The Stationery Officehttp://www.tsoshop.co.uk
NY-CHPS Version 1.0 High Performance Schools Guidelines.
http://www.emsc.nysed.gov/facplan/NYSERDA/nychps.html (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.
http://www.sd-commission.org.uk/publications/downloads/GAP-Final-Report.pdf (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.
http://www.cdb.state.il.us/schools/HealthySchoolsGuide.pdf (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.
http://healthyschools.cefpi.org/PSD-SMS.pdf (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.
http://www.chps.net/manual/documents/BPM_2006_Edition/CHPS_V_2006.pdf (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.
Healthy, High-Performing School Facilities. [Video]
http://www.cefpi.org/pbs-spotlight.html (Council of Educational Facility Planners International, Scottsdale, AZ, 2006)
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.
High Performance Schools Initiative.
http://www.easternct.edu/depts/sustainenergy/HPSchoolSummary/ (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. 19p.
Review and Assessment of the Health and Productivity Benefits of Green Schools: An Interim Report.
http://www.nap.edu/catalog/11574.html (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.
ISBN-0-309-65769-5
Sustainable Schools: Getting It Right.
http://www.bcse.uk.net/downloads//IC7977_BCSE_Brochure_F.pdf (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.
http://www.k12.wa.us/SchFacilities/pubdocs (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
http://www.ecoschools.com/Water/Water_wSidebar.html (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.
ISBN-0-19-517947-1 TO ORDER: Oxford University Press http://www.oup.com/us/catalog/general/subject/Medicine/PublicHealth/?view=usa&ci=9780195179477#Description
Solar Secure Schools: Stategies and Guidelines.
http://www.nrel.gov/docs/fy06osti/38435.pdf Graun, G. W.; Varadi, P.F. (U.S. Dept. of Energy, National Renewable Energy Laboratory, Golden, CO , Jan 2006)
Explores possibilities for schools to have more stable energy costs because they derive a portion of their electricity from solar panels. Large numbers of solar power systems are already being deployed at U.S. schools. Solar secure schools are not only technically feasible but also economically justified when grid electricity prices are high and volatile or schools are shut down by grid power outages more than once every 10 years. Solar power prices and grid electricity prices are trending strongly in opposite directions, so solar secure schools soon will be an attractive cost control and public safety strategy in most states. This document presents a simple step-by-step process that school officials can use to assess energy security options. 30p.
Report NO: NREL/SR-520-38435
The Incremental Costs and Benefits of Green Schools in Massachusetts.
http://www.mtpc.org/renewableenergy/green_schools/HMFHstudy121905.pdf (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.
http://www.mtpc.org/RenewableEnergy/green_schools/Kats-study.pdf 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.
http://www.tufts.edu/tie/tci/pdf/AFH.pdf 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.
Washington High Performance School Buildings: Report to the Legislature.
http://www.k12.wa.us/SchFacilities/pubdocs/OSPIFinalReport.pdf (Washington State Board of Education, Olympia , Jan 2005)
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.
Washington Sustainable Schools Program, Phase 2. Pilot Project Final Report.
http://www.k12.wa.us/SchFacilities/SustainableSchools.aspx (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.
http://www.turnerconstruction.com/greensurvey05.pdf (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?
http://globalgreen.org/media/greenbuilding/Academic_Performance.pdf (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.
http://www.buildingmedia.com/sbic/ (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.
TO ORDER:
U.S. Green Building Councilhttp://www.usgbc.org/DisplayPage.aspx?CMSPageID=221
Massachusetts High Performance Green Schools Guidelines: Planning.
http://www.mtpc.org/renewableenergy/green_schools/ (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.
http://www.dgs.state.pa.us/dgs/lib/dgs/green_bldg/greenbuildingbook.pdf (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.
High-Performance School Buildings: Resource and Strategy Guide.
Evans, Deane (Sustainable Buildings Industry Council, Washington, DC , 2005)
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 Council, 1112 16th St., NW, Suite 240, Washington, DC 20036; Tel: 202-628-7400http://www.sbicouncil.org/store/index.php
Green Schools "Create" Learning Tools.
http://www.schoolfacilities.com/cd_1537.aspx 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.
http://www.energyvortex.com/files/weec_case_study-whitepaper.pdf 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.
http://www.chps.net/info/eco_sept05_perspectives_reprint.pdf 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.
Progress Report on Sustainability.
http://www.bdcmag.com/newstrends/bdc04White_paper.pdf (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.
http://www.cefpi.org/pdf/GreenBuildingPerceptions.pdf (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.
http://www.nrel.gov/docs/fy04osti/34967.pdf 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.
http://www.davislangdon.com/USA/Research/ResearchFinder/ 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.
Washington Sustainable Schools: Planning Workbook for High Performance School Facilities.
http://www.k12.wa.us/SchFacilities/pubdocs/FinalPlanningWorkbook-March%202004.pdf (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.
http://www.k12.wa.us/SchFacilities/pubdocs/ (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.
http://www.gaiagroup.org/CGschools.pdf (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.
Collaborative for High Performance Schools (CHPS) Best Practice Manual: Volume IV, Maintenance and Operations
http://www.chps.net/manual/index.htm#v4 (Collaborative for High Performance Schools (CHPS), CA, 2004)
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.
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
http://egov.oregon.gov/ENERGY/CONS/school/portables.shtml (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.
http://web.archive.org/web/20051221100807/ (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.
http://www.efficiencymaine.com/pdf/programbrochure.pdf (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.
http://www.yorku.ca/fes/envedu/EcoSchools_pdfs/Certification_Guide.pdf (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.
http://www.ecoschools.com/Participation/Partic_wSidebar.html (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.
TO ORDER:
Pennsylvania School Boards Association, P.O. Box 2042, Mechanicsburg, PA, 17055; Tel: 717-506-2450 http://www.psba.org/bookstore/publicationcategory.asp?cid=36
Sustainability: Building Our Future: Scotland's School Estate.
http://www.scotland.gov.uk/library5/education/sbof-00.asp (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?
http://www.schoolfacilities.com/cd_1509.aspx 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.
http://www.eric.ed.gov/contentdelivery 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.
ERIC NO: ED486083;
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.
ISBN-1931862419 TO ORDER: ASHRAE, 1791 Tullie Circle NE, Atlanta, GA 30329. Tel:800-527-4723. http://www.ashrae.org
MCPS High Performance Facilities Management Plan.
http://www.mcps.k12.md.us/departments/facilities/greenschoolsfocus/MCPS%20High%20Perfor mance%20Building1.pdf (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.
http://www.cleanerandgreener.org/download/sustainableschools.pdf Olson, Stephen; Kellum, Shana (Leonardo Academy, Inc., Cleaner and Greener Program, Madison, WI , Nov 25, 2003)
Defines sustainable schools and its accompanying qua | ||
