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GREEN SCHOOLS Information on high performance green school facilities, compiled by the National Clearinghouse for Educational Facilities, including sustainability and green design issues, cost and funding concerns, and educational and community benefits. 
Developing Energy Efficiency Programs for K-12 Schools.http://epa.gov/cleanenergy/energy-programs/state-and-local/webcast.html (U.S. Environmental Protection Agency, Washington, DC , Oct 13, 2009)
This webcast provides an overview of the U.S. Environmental Protection Agency's Energy Star program for K-12 Schools and the Department of Energy's EnergySmart Schools program. In addition, local practitioners showcase how they developed, implemented, and measured results from energy efficiency programs in their school districts. A transcript of the webcast is available at http://www.epa.gov/RDEE/documents/webcasts/13oct_transcript.pdf, and the slides are available at http://www.epa.gov/rdee/documents/webcasts/13oct_1_overview.pdf 25p.
Guide to Operating and Maintaining Energy Smart Schools.
http://www1.eere.energy.gov/buildings/energysmartschools/o-and-m_guide.html (U.S. Department of Energy, Washington, DC , Sep 2009)
Guides a district or school-wide operations and maintenance (O&M) program that focuses on energy efficiency. The Guide provides organizational and technical information for integrating energy and high-performance facility management into existing operation and maintenance practices. The Guide helps school district management, facility managers, business officials, and administrators identify energy savings, develop an energy management plan, and address technical considerations. Accompanying the Guide are Action Plan Templates that provide a snapshot of customizable checklists used for planning and implementing energy-focused operations and maintenance. The Action Plans, which are organized by building system component, are tools for senior facilities managers and custodial staff to schedule preventative maintenance and training. 64p.
The Impact of 'Green' Initiatives on Student Learning: Non-Financial Reasons for Going 'Green.'http://www.pasboerc.org/erc/NewSFUploads/203548_051409.0915_The%20Impact%20of%20Green%20Initiatives.pdf Christopher, Gaylaird (Pennsylvania Association of School Business Officials, Harrisburg , May 2009)
Briefly describes the benefits of "green" schools to the educational program and to occupant health. 3p.
Fossil Ridge High School, Fort Collins, Colorado.
http://apps1.eere.energy.gov/buildings/publications (U.S. Department of Energy, Washington, DC , Mar 2009)
Explains how this high-performance school was constructed at no extra design or construction cost, the strategies and products used, and the energy savings realized in the completed project. 4p.
Partnerships for a Sustainable Future: Schools and Community, The Rosa Parks Schoolhttp://www.archfoundation.org/aaf/aaf/Rosa.Parks.htm (American Architectural Foundation, Washington, DC, Mar 2009)
This video profiles the Rosa Parks School, which opened in 2007 to students in one of the most impoverished areas of Portland, Oregon. Facing a burgeoning population and a tightened budget, Portland Public Schools (PPS) and the Housing Authority of Portland (HAP) joined forces with The Boys & Girls Club of Portland and the City of Portland’s University Park Community Center to create a two-acre educational campus. PPS developed a gold-standard Leadership in Energy and Environmental Design (LEED) certified sustainable building. The school is a model for how multiple partners and creative design can result in a sustainable school and a sustainable community.
LEED Initiatives in Governments and Schools.
http://www.leed.us/ShowFile.aspx?DocumentID=691 (U.S. Green Building Council, Washington, DC , Feb 01, 2009)
Summarizes LEED initiatives in 44 states, including 186 localities (122 cities, 34 counties, and 30 towns), 31 state governments, 12 federal agencies or departments, 15 public school jurisdictions and 39 institutions of higher education across the United States. These include legislation, executive orders, resolutions, ordinances, policies, and incentives 69p.
Best Practices Manual and Assessment Tool: Relocatable Classrooms for High Performance Schools, 2009 edition.
http://www.chps.net/content/041/CHPS_Vol_VI_FINAL.pdf (Collaborative for High Peformance Schools, San Francisco, CA , 2009)
Advises school designers and builders on how to adjust their high-performance strategies to account for the differences found in a typical relocatable classroom. Issues involved with site preparation and locating the relocatable on the site are also addressed. The high-performance characteristics detailed for relocatable classrooms include enhanced daylighting, energy-efficient lighting, energy-efficient, low- noise HVAC systems, an efficient building envelope and interior material with low emissions of volatile organic compounds (VOC). Additional chapters detail the CHPS Relocatable Program, which gives manufacturers the option of building relocatables according to bid specifications included in the manual, or to achieve a minimum number of points based on the CHPS relocatable criteria scorecard, also included in the manual. 154p.
Criteria for New Constructions, Major Modernizations. 2009 Edition.
http://www.chps.net/content/037/2009_COCHPS_Criteria.pdf (Collaborative for High Performance Schools, San Francisco, CA , Jan 2009)
Presents the Collaborative for High Performance Schools (CHPS) guidelines for Colorado. Sections of the document address leadership, education, innovation, sustainable sites, water use, energy use, effect on climate, materials and waste management, lighting and daylighting, indoor air quality and thermal comfort, and acoustics. 214p.
Green Existing Schools Implementation Workbook.http://www.usgbc.org/ShowFile.aspx?DocumentID=6427 (U.S. Green Building Council, Washington, DC , 2009)
Assists with the evaluation and improvement of current school operations and maintenance practices and policies. The workbook is organized by LEED for Existing Buildings: O&M prerequisites and credits, though not all prerequisites and credits in the rating system are addressed by the workbook. The guidance and tools contained in the workbook correspond to prerequisites and credits that lend themselves to a campus- or
district-wide application. The workbook includes sample policies, programs, plans, and surveys, along with data collection forms, worksheets, and tables. 108p.
Green Existing Schools Toolkit.http://www.usgbc.org (U.S. Green Building Council, Washington, DC, 2009)
Helps schools and school districts "green" their existing facilities and achieve LEED for Existing Buildings: Operations & Maintenance certification. Included in the toolkit are the Green Existing Schools Project Management Guide and the Green Existing Schools Implementation Workbook. These publications provide guidance, best practices, policy, and planning templates,and are designed to be used in concert with additional resources contained in the Green Existing Schools Toolkit.
Green Existing Schools: Project Management Guide.http://www.usgbc.org/ShowFile.aspx?DocumentID=6428 (U.S. Green Building Council, Washington, DC , 2009)
Helps schools and school districts "green" their existing facilities and achieve LEED® (Leadership in Energy and Environmental Design) certification. The guide outlines the process for navigating LEED certification for existing schools and provides details on how to conduct organizational assessments,educate and train staff, initiate the certification process, and manage a campus- or district-wide plan. It is designed to be used in concert with additional resources contained in the Green Existing Schools Toolkit (www.usgbc.org/k12toolkit). 85p.
Green School Primer: Lessons in Sustainability.
(Images Publishing Group, Mulgrave, Victoria, Australia , 2009)
Discusses "green" school planning and design principles and strategies, the benefits of green schools, facts about the costs associated with green school, current green school rating programs, and green modernization of existing schools. Eight California case studies are included, along with numerous plans, sections, and photographs. 144p.
TO ORDER:
http://www.imagespublishing.com/
Green, High Performance Schools.
http://www.aerias.org/uploads/2009.07.WP.GreenHightPerformanceSchools.FINAL.pdf (Air Quality Sciences, Inc., Marietta, GA , 2009)
Provides an overview of the positive impacts these schools have on student learning, comprehension and test scores, improved student health, greater productivity, and improved cost-efficiency. The paper begins by defining green schools, discussing obstacles and myths surrounding green schools, and then detailing green school elements of indoor air quality. These include particulates, volatile organic compounds (VOCs), asthma, autism, energy conservation, green cleaning, and mold prevention. Various federal and non-profit sector green school resources are also described. 25p.
Retrofit.http://usa.autodesk.com/adsk/servlet/item?id=14144178&siteID=123112 (Autodesk, San Rafael, CA, 2009)
This online game helps educate everyone–from industry professionals to teachers, parents and students–about green building issues. The game presents in a quiz show and fast finger action format. RetroFits builds awareness about the benefits of green building renovation as players compete for a place on the high points leader board. Players can also stay up-to-date with the latest on green building issues by following RetroFits Twitter.
The Paid-from-Savings Guide to Green Existing Buildings: Executive Summary.(U.S. Green Building Council, Washington, DC , 2009)
Provides basic information to help building owners understand the paid-from-savings approach and decide if it is a viable option for "greening" their existing buildings. This approach is a financing strategy that leverages the savings generated from building system upgrades to pay for a comprehensive greening project within a defined pay-back period. The variety of financing methods available are described, and case studies that include a school are included. 20p.
TO ORDER:
http://www.usgbc.org/Store/PublicationsList_New.aspx?CMSPageID=1518
Greening Our Built World: Costs, Benefits, and Strategies.Kats, Greg (Island Press, Washington, DC, 2009)
Reports the results of a large-scale study based on extensive financial and technical analyses of more than 150 green buildings in the United States and ten other countries. The study analyzes the costs and financial benefits of building green on both large and small scales, and addresses the role of the built environment in reducing carbon dioxide emissions. The author reports that green buildings cost roughly 2 per cent more to build than conventional buildings - far less than previously assumed - and provide a wide range of financial, health, and social benefits. In addition, green buildings reduce energy use by an average of 33 per cent. The book also evaluates the cost-effectiveness of "green community development." 280
TO ORDER:
http://www.islandpress.com/
Local Leaders in Sustainability: A Study of Green Building Programs in Our Nation's Communities.
Rainwater, Brooks; Cooper, Martin (The American Institute of Architects, Washington, DC , 2009)
Examines the current state of green building laws in American cities as of 2007. Since 2003 the number of cities with green building programs has increased greater than 400%, due to a concerted effort by local political leaders, officials, architects and others within the design/building industry, and grassroots support. The report is based on research conducted on all American cities with a population greater than 50,000 (661 communities) to spotlight the growth and effectiveness of green building policies. The report includes an introduction, study findings, case studies, a list of cities with far-reaching programs, a conclusion that makes recommendations for continued greening, and offers a final analysis. 58p.
Washington's High-Performance School Buildings: Report to the Governor and Legislature.
http://www.k12.wa.us/SchFacilities/Programs (Superintendent of Public Instruction, Olympia, Washington , Dec 30, 2008)
Provides a status report on the implementation of Chapter 39.35D RCW High-Performance Public Buildings for Washington state K-12 schools. The law requires that all state assisted K-12 new construction or modernization projects over 5,000 square feet are designed and built to high-performance standards. Between 2006-2008, Office of Superintendent of Public Instruction (OSPI) monitored 18 projects that volunteered to use the Washington Sustainable Schools Protocol (WSSP) before it became mandatory. This report presents the results and findings of their experience with implementing the WSSP, as well as the environmental and performance impacts and benefits resulting from the high-performance strategies they chose to pursue. Consistent and detailed financial information was not available at the time of the writing of this report. OSPI is currently developing a cost reporting tool for schools what will help with data consistency 46p.
Building Minds, Minding Buildings: Our Union's Road Map to Green and Sustainable Schools.
http://www.aft.org/topics/building-conditions/downloads/BMMB_GREENGUIDE.pdf (American Federation of Teachers, Washington, DC , Dec 2008)
Highlights the work of the American Federation of Teachers (AFT) members and affiliates involved in ensuring that schools are designed and built in healthy and sustainable ways. The report explains why the union supports green schools, what makes a school green, and the benefits of a green school to health, productivity, and saving money. Five green school case studies are included, as is a list of additional resources and thirteen references. 50p.
It's Easy Being Green Once You Know How.
http://www.designshare.com/index.php/articles (DesignShare, Minneapolis, MN , Dec 2008)
Outlines four essential concepts for integrating green schools and environmental education. These are standards-based integrated environmental learning, green practices and green school facilities, a "live the land" ethic, and partnerships and networking. 3p.
2008 Children's Environmental Health Report.
http://yosemite.epa.gov/ochp/ochpweb.nsf/content (U.S. Environmental Protection Agency, Washington, DC , Oct 2008)
Describes current programs from the Environmental Protection Agency aimed at improving school environmental health. These include HealthySEAT, Clean School Bus USA, Chemical Cleanout Campaign, and partnerships with state school authorities and regional EPA offices. 32p.
Report NO: EPA-100-K-08-004
Schools Rapidly Turning Green Across America.
http://www.prweb.com/releases/US-Green-Building-Council/LEED-for-Schools/prweb1 255944.htm Katz, Ashley (PRWeb Newswire , Aug 2008)
Reports that nearly 1,000 school buildings will have met or are seeking LEED certification, with applications growing at a rate of more than one per day. The total number of square feet of LEED certified and registered school space will exceed 100 million square feet as the school year gets underway, according to new figures released today by USGBC. Maryland, Hawaii, New Jersey, Illinois, Florida, Ohio, Washington, Connecticut and the District of Columbia already require new schools be built green; California and Pennsylvania offer strong incentives to follow environmental specifications. 2p.
360 Degrees: Issue 16.
http://www.cabe.org.uk/default.aspx?contentitemid=2647 (Commission for Architecture and the Built Environment, London, United Kingdom , Summer 2008)
Report on Britain's first-ever "green day," an initiative to encourage learning about buildings, spaces and climate change, and features a school in London that specializes in design and the built environment. 12p.
An Update on the Greening of Virginia's Schools.
http://www.vsbn.org/docs/20080508_Dunn_Moseley.pdf Dunn, Bryna (Virginia Sustainable Building Network, Arlington , May 08, 2008)
Briefly reviews the numbers of and progress with green schools in Virginia. The report shows a 100 percent increase in LEED registered schools from November, 2007, to April, 2008. Also illustrated are lower energy use, improved student achievement, and incorporation of LEED principles into the curriculum. 41p.
Annotated Bibliography on "Green and Healthy" Schools.
http://www.pophealth.wisc.edu/UWPHI/publications/briefReports Athens, Jessica; Remington, Patrick (University of Wisconsin School of Medicine and Public Health, Dept of Population Health Sciences, Madison , May 2008)
Provides annotated citations to one book and ten articles describing "green" and healthy schools research. 4p.
360 Degrees: Issue 15.
http://www.cabe.org.uk/default.aspx?contentitemid=2388 (Commission for Architecture and the Built Environment, London, United Kingdom , Spring 2008)
Considers how young people can learn about sustainability from their built environment, and profiles the Dalton School, an "eco-school" in The Netherlands. 12p.
Environment Report: Making Real Change Happen
http://www.tdsb.on.ca/wwwdocuments/programs/ecoschools/docs (Toronto District School Board, Ontario, Canada , Apr 2008)
Reports accomplishments by Toronto schools in achieving goals for environmentally responsible school facilties operations. The report begins with an outline of the Toronto District School Board's strategy for improving its environmental performance, followed by four sections that focus on priority areas: energy conservation, waste minimization, school ground greening, and ecological literacy. The report describes how the TDSB reduced its consumption of electricity by 8.34% and natural gas by 7.42%1, how school staff and students diverted 42% of their waste from landfill, and how ten outdoor education schools serve 3,500 teachers and provide more than 90,000 students every year with experiences in the natural world. 36p.
A Student Perspective on Greening Schools: Analysis of an Austin, Texas High School as a Model for Rethinking in Green.
http://www.greenschoolbuildings.org/documents/a_student_perspective_kats-rubin.pdf (U.S. Green Building Council, Washington, DC , 2008)
Presents a student's perspective on the necessity of "green" remodeling of existing schools. Austin's 1974 Lyndon Banes Johnson High School is described as an example where initial sustainability measures have been taken, but significant additional opportunities that would require little investment are possible. These include changing computer settings to reduce phantom load, reducing vending machine electricity use, and switching to water-efficient bathroom fixtures. Includes 65 references. 19p.
Advanced Energy Design Guide for K-12 School Buildings.
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.
Green and Healthy Schools, Cincinnati.mms://cet.wmsvc.vitalstreamcdn.com/cet_vitalstream_com/teachersandstudents/Green_Healthy_Schools_overview.wmv (Cincinnati Public Media, Ohio, 2008)
This video narrates Cincinnati Public Schools' early successes in creating "green" and healthy schools, including explanations of how the program got started, the stakeholders involved, community involvement, features of the buildings, changes to the curriculum, and involvement with the LEED program.
Green Schools 411.
http://web.archive.org/web/20080529044846 (American Association of School Administrators, Arlington, VA , 2008)
Briefly outlines features of "green" schools, why they are growing in number, their costs, their effect on student health and achievement, current legislation on green schools, and how to get started on building a green school. 3p.
Kentucky Design Manual: Kentucky Green and Healthy Schools Design Criteria.
http://www.greenschools.ky.gov/docs/GuidlinesForBuildingAGreenSchool20080714.pdf (Kentucky Enivronmental Education Council, Frankfort , 2008)
Outlines 20 design criteria to assist Kentucky school districts build and renovate efficient schools. Each design criteria includes a fact sheet providing information on how the criterion interacts with other systems, best practice recommendations, reference standards and guidelines, industry and government resources, and a checklist for the criterion. The 20 design guidelines are organized under the four categories of energy, health and comfort, environment, and safe and accessible. 94p.
Primary School Carbon Footing.
http://www.oecd.org/dataoecd/22/10/41449230.pdf (Organisation for Economic Co-Operation and Development. , Jan 2008)
Presents the carbon footprint assessment of three British schools, built in the late 19th century, the 1970's, and in 2004 respectively. The methodology is described and the three schools attributes on energy use, comfort, lighting, noise, perceived health, and image to visitors are detailed. 12p.
Wisconsin Green & Healthy Schools Program Assessment.
http://www.dnr.state.wi.us/org/caer/ce/greenschools/assessment.htm (Wisconsin Department of Natural Resources, Madison , 2008)
These assessment forms are designed to help schools identify what types of healthy, safe, and environmentally sound activities are already in place and where the school can improve its efforts. The Wisconsin program requires that the energy, waste, and recycling, and water sections be done along with any two of the remaining sections that cover chemicals, community involvement, facilities and grounds, indoor air quality, integrated pest management, mercury, and transportation.
Estimating the Carbon Footprint of Schools.
Eley, Charles (Collaborative for High Performance Schools, San Francisco, CA , 2008)
Explains typical sources and amounts of carbon generated by school construction, use, and transportation. Ways to minimize direct energy and water use are suggested. 19p.
TO ORDER:
Collaborative for High Performance Schools, 142 Minna St. 2nd Floor, San Francisco, CA 94105; Toll Free: 877-957-9888, Fax: 415-957-1381
High-Performance School Buildings: Resource and Strategy Guide.
Third Edition.
http://www.sbicouncil.org/displaycommon.cfm?an=1&subarticlenbr=115 Evans, Deane (Sustainable Buildings Industry Council, Washington, DC , 2008)
Provides information on how to create schools that provide better learning environments for students and teachers, cost less to operate, and help protect the environment. The guide is organized into three core sections. The first provides an overview and two interrelated discussions on what is a high performance school building and why are such schools valuable. The second provides a step-by-step process guide consisting of questions that decision-makers can ask their design team as a means of attaining the highest achievable levels of building performance. The third section offers 17, 2-page "briefs" that describe each of the key components of a high performance building. Each brief describes what the component is, why it is important for ensuring high performance, how it can be incorporated into the school's design, and how it influences other building components and systems. Sections four and five offer three case studies of high performance schools and a list of additional resources, respectively. 91p.
TO ORDER:
Sustainable Buildings Industry Council, 1112 16th St., NW, Suite 240, Washington, DC 20036; Tel: 202-628-7400http://www.sbicouncil.org/store/index.php
Green-Schools Meeting the Challenge of Climate Change.
Kavanagh, Anna (Choice Publishing and Book Services, Ireland , 2008)
Reviews evidence that climate change is occurring, global reaction and treaties, and offers advice on how to confront the situation with "green" school construction and operation, as well as in curriculum. 122p.
TO ORDER:
http://www.choicepublishing.ie/index_files
The Green School.
Terry, Stan (Adamson Publishing, Ltd., Norwich, United Kingdom , 2008)
Advises on creating sustainable schools, with suggestions for enhancing sustainability, examples of sustainable schools, ways of integrating concepts of sustainability into the curriculum, and ideas for ensuring sustainability in new and renovated schools. A questionnaire for assessing a school's sustainability features is included. 152p.
TO ORDER:
http://www.adamsonbooks.com/order.php5
Green Buildings Research White Paper.
http://www.bdcnetwork.com/contents/pdfs/BDC_07_WhitePaper.pdf?nid=2073 (Building Design & Construction, Reed Business Information, Oak Brook, IL , Oct 2007)
Covers "green" building awareness and practice across a variety of building types, with two specific chapters for higher education and K-12 education, respectively. These chapters interpret survey data reflecting awareness, implementation, willingness to pay for, and benefits of environmentally conscious buildings. In all categories, positive percentages from higher education were somewhat ahead of K-12. 60p.
State of Minnesota Sustainable Building Guidelines.
(University of Minnesota, Center for Sustainable Building Research, Minneapolis , Jul 01, 2007)
Assists with creating high performance structures for Minnesota, as required by the state legislature. The guidelines are organized into the following categories: performance management, site and water, energy and atmosphere, indoor environmental quality, and materials and waste. The guidelines are required when they clearly contribute to the desired human, community, environmental, and life-cycle economic outcomes. Some guidelines are recommended rather than required until their direct financial benefits to the State can be clearly demonstrated. 80p.
The Cost of Green Revisited.
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.
Healthy Sustainable Schools: Guide for Change.
http://www.healthyschools.state.mn.us/publications/p-p2s6-01.pdf Countryman, Linda; Moore, Emily; Bayer, Marilyn; Minowa, Connie; Sorensen, Janelle (Minnesota Pollution Control Agency, St. Paul , Jul 2007)
Begins by outlining eight steps to creating a healthy, sustainable school. Subsequent chapters cover green building, energy and water conservation, green cleaning, environmentally preferable purchasing, reuse and recycling, paper and food waste reduction, composting, indoor air quality, integrated pest management, bus diesel emissions, nutrition, mercury, lead, and chemicals management. 138p.
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.
A High Performance School Case Study: Northern Guilford Middle School.
http://www.innovativedesign.net/pdf/030P.pdf (Innovative Design, Raleigh, NC , 2007)
Profiles this Greensboro, North Carolina school as an example of a commitment to promoting sustainable design. The school features a set of green strategies that include: 1) a holistic water cycle approach, with rainwater for toilet flushing coupled with bio-swales and wetlands; 2) a new daylighting design that has never been implemented in any facility; 3) indirect lighting with photocells and occupancy sensors; 4 an energy-efficient building shell; 5) underfloor air distribution system; 6) solar water heating and photovoltaic systems; 7) recycled materials and use of local products; 8) indoor environmental quality management; and 8) 3-D experiential learning centers linking curriculum to sustainable design features. The case study introduces detailed information of each green strategy and how comprehensive strategies are well integrated into the project to stay within the budget. 7p.
CHPS Verified Program User Guide.
(Collaborative for High Performance Schools, San Francisco, CA , 2007)
Describes the benefits, requirements, deadlines, and procedures for school projects to receive third-party verification of compliance with the Collaborative for High Performance Schools (CHPS) criteria. This is of particular significance in California, where state incentive grants are available based upon attainment of CHPS points. 10p.
TO ORDER:
Collaborative for High Performance Schools, 142 Minna St. 2nd Floor, San Francisco, CA 94105; Toll Free: 877-957-9888, Fax: 415-957-1381
Core Performance Guide.
(New Buildings Institute, White Salmon, WA, 2007)
Advises on how to deliver best-in-class energy efficiency and indoor environmental quality in high-performance buildings. The book brings together over 30 criteria defining high performance in building envelope, lighting, HVAC, power systems and controls. It provides quantitative and descriptive specifications for exceeding state and national minimum standards such as ASHRAE/IESNA Standard 90.1-2001. 127
TO ORDER:
Powell's Books, Tel: 503-228-4651, Toll Free: 800-878-7323
http://www.powells.com
Ecoschools Certification Guide and Planner 2007-08.
http://www.tdsb.on.ca/wwwdocuments/programs/ecoschools/docs (Toronto District School Board, Ontario, Canada , 2007)
Provides guidance that a team of students, teachers, and staff can use to complete the Toronto District's application to be certified as an EcoSchool. The steps assessed cover energy conservation, waste minimization, environmental curriculum enhancement practices within the school, and community involvement. Points are earned for a variety of sustainable practices, and then the checklist is submitted with documentation to earn EcoSchool certification 32p.
Education Green Building SmartMarket Report.
(McGraw-Hill Construction, New York, NY , 2007)
Details construction market research into green building in the education construction sector. The research that the education sector is the fastest-growing market for green building. The study also found that: 1) The concern for "improved health and well-being" was the most critical social reason for driving education green building. 2) Fiscal advantages of green building, such as energy cost savings, are the major motivation behind the construction of green schools and universities. 3) Higher first costs are the primary challenge to building green in this sector. 4) Operational cost decreases resulting from green building are the most important trigger to faster adoption of green school building. 5) There is a strong need for access to and information on green building products, particularly those relating to improving health, such as reducing mold and indoor air pollutants. 6) The industry is calling for independent, third-party standards for green building products. Case studies of the "greening" of two K-12 schools and one university are included. 36p.
TO ORDER:
McGraw-Hill Construction Research & Analytics, 24 Hartwell Ave., Lexington, MA 02421; Tel: 800-591-4462http://construction.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.
TO ORDER:
http://books.nap.edu/catalog/11756.html
Guide to School Design: Healthy and High Performance Schools.
http://www.healthyschools.org/downloads/School_Design.pdf (Healthy Schools Network, Albany, NY , 2007)
Briefly advises on the design of healthy and high performance schools, discussing why children are not just little adults, schools are not just little offices, federal legislation and other national programs that promote high performance schools, significant findings on the benefits of healthy high performance schools, and a checklist for designing healthy high performance schools. 6p.
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://web.archive.org/web/20080121121410 (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
Sidwell Friends Middle School.
http://www.greenschoolbuildings.org/documents/pp_Sidwell.pdf (U.S. Green Building Council, Washington, DC , 2007)
Profiles this Washington, DC, school that features a reconstructed wetland that treats wastewater, passive solar heating, daylighting, and recycled building content. 2p.
Subpart 18 - Healthy, High-Performance Schools.
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. [Video]http://www.k12.wa.us/SchFacilities/Programs/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.
Waste Minimization Guide.
(Toronto District School Board, Ontario, Canada , 2007)
Outlines the 14 Toronto District School Board's EcoSchools waste minimization standards. It provides the school's EcoTeam with tips for assessing the school's current waste minimization efforts, sample reviews and action plans, and a set of tools for implementing improved waste minimization practices. 60p.
Designing the Sustainable School.
Ford, Alan (Images Publishing Group, Melbourne, Australia , 2007)
Profiles 45 K-12 Schools from around the world that combine good aesthetics, sustainability, and high performance design. The projects represent a wide range of design solutions, location, and scale, ranging from a three-room schoolhouse in Burkina Faso to a 2500-student high school in California. Plans and photographs accompany each example. 256p.
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://web.archive.org/web/20080609113045 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://web.archive.org/web/20070205163312 (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.
TO ORDER:
Collaborative for High Performance Schools, 142 Minna St. 2nd Floor, San Francisco, CA 94105; Toll Free: 877-957-9888, Fax: 415-957-1381http://www.chps.net/content/288/CHPS_BPM_Order_Form.pdf
CHPS Best Practices Manual.
http://web.archive.org/web/20080207193606 (The Collaborative for High Performance Schools (CHPS), San Francisco, CA , 2006)
Offers guidance on creating high performance schools in California. The manual consists of six volumes. Volume I describes why high performance schools are important, what components are involved in their design, and how to navigate the design and construction process to ensure that they are built. Volume II contains design guidelines for high performance schools. These are tailored for California climates and are written for the architects and engineers who are responsible for designing schools as well as the project managers who work with the design teams. It is organized by design disciplines and addresses specific design strategies for high performance schools. Volume III is the Collaborative for High Performance Schools (CHPS) Criteria. These criteria are a flexible yardstick that precisely defines a high performance school so that it may qualify for supplemental funding, priority processing, and perhaps bonus points in the state funding procedure. School districts can also include the criteria in their educational specifications to assure that new facilities qualify as high performance. Volume IV (2004) covers maintenance and operations. It provides M&O staff, teachers, and administrators with strategies for avoiding improper use of building systems and poor maintenance practices that can diminish the energy performance of a school. Topics covered in this volume inlcude cleaning and calibrating building systems, selecting cleaning products, and reducing waste. Volume VI (2006) covers relocatable classrooms, ofering an overview of the pros and cons of relocatables, specifications for a high performance relocatable, and advice on requisitioning, siting, and commissioning relocatables. 717p.
TO ORDER:
Collaborative for High Performance Schools, 142 Minna St. 2nd Floor, San Francisco, CA 94105; Toll Free: 877-957-9888, Fax: 415-957-1381http://www.chps.net/content/288/CHPS_BPM_Order_Form.pdf
High Performance Schools Initiative. Final Report.
http://web.archive.org/web/20060918040602 (Connecticut Green Building Council and Eastern Connectictut State University, Willimantic , Jan 2006)
Reviews the goals, objectives, and stakeholder process of the Connecticut Green Building Council's efforts to create high performance school buildings. The content and results of five Council sessions are summarized, along with the benefits and barriers to green school design, conclusions, and recommendations of the Council and stakeholders.
Review and Assessment of the Health and Productivity Benefits of Green Schools: An Interim Report.
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.
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/Programs (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.
TO ORDER:
Oxford University Presshttp://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.
School Ground Greening Guide.
http://www.tdsb.on.ca/wwwdocuments/programs/ecoschools/docs (Toronto District School Board, Ontario, Canada , Apr 2005)
Guides in selection, funding, purchase, placement, and planting of trees to create school ground shade for health and energy conservation. Presented in curriculum format, the guide explains the scientific justification for adding trees to the environment, then organizes the process into the following steps: 1) Establish a team, 2) Conduct a review, 3) Develop an action plan, 4) Implement the action plan, and 4) Monitor and evaluate progress. The included "toolkit" offers extensive forms and guidelines for plant and materials selections, as well as questionnaires to help guide the process. 100p.
Hawaii High Performance School Guidelines.
http://archenergy.com/services/sda (Architectural Energy Corporation, Boulder, CO , Mar 31, 2005)
Advises on planning, designing, and building a high performance school in Hawaii. Topics covered include project planning and budgeting, life-cycle cost analysis, commissioning, air conditioning, natural ventilation, daylighting, and acoustics. 83p.
Washington Sustainable Schools Program, Phase 2. Pilot Project Final Report.
http://www.k12.wa.us/SchFacilities/Programs (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://www.hilltopmontessori.com/files/articles (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/portal/server.pt/community/energy (Commonwealth of Pennsylvania, Dept. of General Services, Harrisburg , 2005)
Provides guidance for environmentally preferable maintenance and operation practices in buildings, including landscaping, snow removal and de-icing, cleaning practices and product selection, and maintenance of building systems, including parking garages 101p.
Gaining Ground: The Power and Potential of School Ground Greening in the Toronto District School Board.
http://www.tdsb.on.ca/wwwdocuments/programs/ecoschools/docs/GainingGroundReport_.pdf Dyment, Janet (Toronto District School Board, Ontario, Canada , 2005)
Presents the findings of a 2003 study that investigated the influence and potential of green school grounds in the Toronto District School Board. The study explored the impacts of greening initiatives on curriculum delivery and teaching practices, as well as on student learning, behavior, play and environmental awareness. It also considers issues of social inclusion, health and safety. The report also addresses organizational and funding challenges and opportunities that must be addressed to realize the full potential of greening. 55p.
Green Schools "Create" Learning Tools.
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://web.archive.org/web/20070203021827 Koch, Christina (Collaborative for High Performance Schools (CHPS), CA , 2005)
The director of the Collaborative for High Performance Schools (CHPS) discusses the formation and California work of CHPS, how other states have taken their example, and the multi-volume Best Practices Manual that they produced. 4p.
A School Waste Reduction, Reuse, Recycling, Composting and Buy Recycled Resource Book.
(New York State Dept. of Environmental Conservation, Bureau of Solid Waste Reduction and Recycling, Albany , Dec 21, 2004)
Advises on improvement of recyling and waste reduction in New York schools. The guide aims to move schools beyond the state mandate for waste reduction with suggestions for handling of paper, bottles, cans, and plastics; outdoor and indoor composting; battery recycling; household hazardous waste, integrated pest management, and mercury. 42p.
Progress Report on Sustainability.
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://web.archive.org/web/20071027181525 (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.
360 Degrees: Issue 4.
http://www.cabe.org.uk/default.aspx?contentitemid=418 (Commission for Architecture and the Built Environment, London, United Kingdom , Spring 2004)
Profiles British programs and resources that support sustainable school design and promote environmental awareness through the built environment. 11p.
Washington Sustainable Schools: Planning Workbook for High Performance School Facilities.
http://www.k12.wa.us/SchFacilities/Programs (Office of Superintendent of Public Instruction, School Facilities and Organization, Olympia, WA , Mar 2004)
Provides guidance designed to help schools implement the Washington Sustainable School Protocol. The benefits of high performance schools are presented, along with a discussion of financial and process issues related to their design and construction. Also included is a template of questions and steps that should be addressed at specific points during the planning, design, and construction of a high performance school, with three detailed case studies to serve as examples. 97p.
Washington Sustainable Schools: Protocol for High Performance School Facilities.
(Office of Superintendent of Public Instruction, School Facilities and Organization, Olympia, WA , Mar 2004)
Outlines criteria beyond legal prerequisites that a school facility can meet in order to attain points required to comply with the Washington Sustainable Schools Protocol. Points can be earned in the areas of daylighting, energy efficiency, indoor environmental quality, commissioning and training, acoustics, sustainable materials, site responsiveness, waste reduction, and water efficiency. Steps to be taken, the points earned for these steps, and resources to help the institution meet these steps are detailed. 73p.
A Client's Guide to Sustainable Schools: A Draft for Development.
http://www.gaiagroup.org/include/pdf/publications/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://web.archive.org/web/20070925124025 (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.
TO ORDER:
Collaborative for High Performance Schools, 142 Minna St. 2nd Floor, San Francisco, CA 94105; Toll Free: 877-957-9888, Fax: 415-957-1381http://www.chps.net/content/288/CHPS_BPM_Order_Form.pdf
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://web.archive.org/web/20060107212300 (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.
ASHRAE GreenGuide.
Grumman, David L., ed. (ASHRAE, Atlanta, GA , Dec 2003)
Provides reference and guidance to HVAC system designers involved in green or sustainable building design. The Green Guide is a step-by-step manual for the entire building lifecycle, from the earliest stages of a green building design project to the resulting structure’s construction, operation, maintenance, and eventual demolition. It is divided into three sections entitled "Basics," "The Design Process," "Post-Design -- Construction to Demolition," and includes green design techniques applicable to related technical disciplines, such as plumbing and lighting. It addresses how mechanical and electrical systems may interact with and be influenced by architectural design,architectural design impacts, conceptual engineering design, space thermal/comfort delivery systems, energy distribution systems, energy conservation systems, energy/water sources, lighting systems, plumbing and fire protection systems and controls. Includes case studies, checklists, and specific measures for improving sustainability called "Green Tips." 190p.
TO ORDER:
ASHRAE, 1791 Tullie Circle NE, Atlanta, GA 30329. Tel:800-527-4723.http://www.ashrae.org
MCPS High Performance Facilities Management Plan.
(Montgomery County Public Schools, Maryland , Nov 26, 2003)
Identifies and describes six strategies for "greening" Montgomery County, Maryland, schools. They are: 1) Establish a "going green" working group. 2) Establish a district-wide "greening" program, 3) Analyze the benefits and make a case for going green, 4) Conduct a "green" charette for the system, 5) Implement a high performance building plan, 6) Document success stories, improve community relations, establish a green image. 6p.
Impact of Sustainable Buildings on Educational Achievements in K-12 Schools.
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 qualities of good site planning, lighting, indoor air quality, healthy building materials, acoustics, and use of renewable energy. Benefits to student achievement through daylighting and indoor air quality are detailed, and 34 references are included. 14p.
Building Schools in NH: Getting to Integrated Design and High Performance.
http://web.archive.org/web/20070818000717 Hartnett, Katherine; Provan, David (The Jordan Institute, Concord, NH , Nov 20, 2003)
Reports on research conducted to understand how schools are currently planned, designed, built, and operated in New Hampshire, and to identify action intervention points at the local, state and/or regional level that would result in high performance schools being realized in New Hampshire. The major obstacles described include voter willingness to build schools at minimal cost that will ultimately cost more to maintain and operate, and systemic barriers at the state level that include lack of experience with high performance design and focus on maximum square footage rather than quality design and construction. Means of overcoming these obstacles and meeting the needs are detailed, as is a primer on three project delivery systems. 81p.
The Costs and Financial Benefits of Green Buildings.
http://www.ciwmb.ca.gov/greenbuilding/design/costbenefit/report.pdf Kats, Greg (California Integrated Waste Management Board, Sacramento , Oct 2003)
Presents a detailed analysis of costs and financial benefits of environmentally sensitive building design and occupancy practices. The study concludes that an upfront investment of about two percent of construction costs typically yields life cycle savings of over ten times the initial investment. Topics covered include reduced energy and water use, less waste, lower operations and maintenance costs, and increased occupant health and productivity. (Includes 20 annotated references.) 120p.
Green Schools Initiative: A Summary of Studies related to Student Health and Productivity.
http://www.mtpc.org/Project%20Deliverables/GB_General_LIFT.pdf (Massachusetts Technology Collaborative, Westborough , Aug 2003)
Summarizes seven studies on the effect of "green" school initiatives on student health and productivity. For each study, the following characteristics are identified: study type, the research question/hypothesis, the subjects, the physical/classroom variables (independent variables), the methodology and metrics used, The major findings of the study, and weaknesses and criticisms of the particular study. Copies of correspondence and a list of links active as of August 15, 2003 are included. 44p.
Building Material Emissions Study.
http://www.ciwmb.ca.gov/greenbuilding/specs/section01350/ Alevantis, Leon (California Department of Health Services, Division of Environmental and Occupational Disease Control, Environmental Health Laboratory Branch, Indoor Air Quality Section, Sacramento, CA, May 15, 2003)
This study, funded by the California Integrated Waste
Management Board, adopted the Collaborative for High Performance Schools (CHPS) Section 01350 indoor air quality guideline as the testing protocol to
test emissions of products common to classrooms and State construction in comparison to the emissions of alternative materials such as recycled-content and environmentally preferable products. The products studied included acoustical ceiling panels, carpeting, fiberboard, gypsum board, paints, particleboard, plastic laminates, resilient flooring, tackable wall panels, thermal insulation, and wall base. The findings included: 1) both standard and alternative products exceeded section 01350 concentration limits more or less equally; and 2) the concentration limits most frequently exceeded were naphthalene, formaldehyde, and acetaldehyde. Among the conclusions were: 1) low-emitting, sustainable building materials are available within each of the categories studied; 2) many products tested emitted chemicals at rates that result in calculated concentrations that exceed the concentration limits used in this study; and 3) manufacturers should be encouraged to reduce emissions of certain chemicals from their products. An executive summary of this study is available. 315p.
Building Momentum: National Trends and Prospects for High Performance Green Buildings.
http://www.usgbc.org/docs/resources/043003_hpgb_whitepaper.pdf (U.S. Green Building Council, Washington, DC. , Feb 2003)
This report demonstrates the economic and environmental viability of building high-performance "green" buildings. This report is an outgrowth of the Green Building Roundtable of the U.S. Senate Committee on Environment and Public Works held in conjunction with the U.S. Green Building Council on April 24, 2002. The roundtable brought together diverse interests to educate members of Congress on green building trends and generated discussion about the economic and health benefits of green building, the barriers facing its progress, and the opportunities available to federal agencies to further promote sustainable spaces. These issues are described in the report. Sections of the report also address the role of green building in schools' environmental quality and offer recommendations to improve school environments. 21p.
CHPS Series: High Performance School Construction Online Video Series.
http://www.chpsvideos.com/ (California Division of the State Architect in cooperation with the Collaborative for High Performance Schools (CHPS) , 2003)
This video tutorial series was produced to educate and motivate school decision makers, facilities staff, designers, and others to fund, design, and build high performing schools. Topics covered include: site analysis; energy performance; water resources; daylighting; building materials; and indoor environmental quality.
Energy Smart Choices and Financial Considerations for Schools.
http://web.archive.org/web/20030619100713/ (U.S. Department of Energy, Energy Efficiency and Renewable Energy, Washington, D.C. , 2003)
There is more information packed into this two-page sheet than in many full-length studies. Includes salient facts that can help decision makers formulate an argument for implementing energy-saving projects in schools, such as "The 118,000 public and private K-12 schools in the nation are spending about $6 billion annually on energy costs--25 percent to 30 percent more than they need to." Provides snapshots of four schools around the country with successful lighting, retrofitting, air quality, and integrated design projects. Includes briefly stated statistics and facts about saving energy in schools. 2p.
Green Schools Checklist: Environmental Actions for Schools to Consider.
http://www.epa.state.il.us/green-illinois/green-schools/ (Illinois Environmental Protection Agency, Office of Pollution Prevention, Springfield, IL , Jan 2003)
This checklist offers tips and resources to help schools identify opportunities to "green" their buildings and operations, focusing on common-sense improvements that schools can make in their daily operations to minimize or stop potential health and environmental problems before they start. The first section discusses the benefits of a green school program. The second section highlights management strategies. The list of environmental strategies includes: energy use; solid waste generation; indoor air quality; hazardous materials; mercury use; pest management; mold growth; water consumption; laboratory waste; building construction/renovation; purchasing; groundskeeping; and food service. Each section presents a list of strategies, a "Did you know?" box, and referrals for obtaining further information. 24p.
Writing the Green RFP: Sustainable Design Language for Consultant Requests.
http://www.aia.org/cote_rfps#samplerequests (American Institute of Architects, Committee on the Environment, Washington, D.C. , 2003)
This is a tool for clients such as educational institutions who are writing requests for proposals or qualifications from architects and other design professionals, as well as development, construction, and construction management services. This document touches on the basic elements of an RFP for design services for a sustainable project, as well as some of the issues to be considered. It covers sustainable design basics, core elements of requests, frequently asked questions, and a list of resources. Sample requests including several educational facilities projects
Building Healthy, High Performance Schools: A Review of Selected State and Local Initiatives.
http://www.elistore.org/reports_detail.asp?ID=10925 Bernstein, Tobie; Lamb, Zachary (Environmental Law Institute, Washington, DC , 2003)
This report illustrates the policies, programs, and practices that have been adopted by selected states and school districts in order to incorporate a high performance approach in school planning, design, and construction. The report describes in detail the high performance school building initiatives of the states of California, Massachusetts and New Jersey, along with the districts of Los Angeles, Wake County, North Carolina, Elk River Area,Minnesota, and Edmonds, Washington. Various strategies for establishing regulatory requirements, building community support, developing partnerships and evaluating the results are discussed. 117p.
Monetary Resources for K-12 Sustainable School and Public School Construction in California.
http://web.archive.org/web/20060902040811 Bhatt, Shweta; Bartholomy, Panama (California Department of General Services, Division of the State Architect, Sacramento, CA, 2003)
This is a compilation of resources and contacts for school districts and public building officials to refer to in the process of greening their facilities. The incentive programs are organized by the following media: energy, water, materials efficiency, siting, green building, landscaping, and transportation. Addiitonally, programs within each media are alphabetically organized by their sponsors in the following order: Federal, State, Local, Utility, and Private. 14p.
Green Buildings Pay. 2nd Edition.
Edwards, Brian, ed. (Spon Press, 2003)
Buildings have a major impact upon the world's resources and upon the health of people who occupy them. Green buildings are designed specifically to reduce the level of resource consumed, whether energy, raw materials or water. This guide examines, through case studies from Great Britain, how different approaches to green design can produce more sustainable patterns of development. The studies are described by their designers and often also by the client, thereby ensuring that the buildings are seen in the context of market realities. This new edition features new chapters on "green" schools covering the importance of school buildings to learning, design guidance for schools, and two case studies of best practice. 248p.
TO ORDER:
Taylor and Francis Group, U.K. http://www.tandf.co.uk/
The High Performance School, Sustainable, Obtainable and Cost-Effective.
http://www.schoolfacilities.com/cd_308.aspx Kliwinski, Jason (The Prisco Group , 2003)
Describes what high performance school design includes, how a high performance school design can be accomplished on time and on budget, and provides several case studies. 6p.
Empowering Learning Through Natural, Human, and Building Ecologies.
http://www.designshare.com/index.php/articles/empowering-learning Kobet, Robert J. (Design Share, Minneapolis, MN. , Jan 2003)
This article asserts that it is critical to understand the connections between human ecology and building ecology to create humane environments that show inspiration and creativity and that also serve diverse needs. It calls for efforts to: (1) construct an environmental education approach that fuses the three ecologies (natural, human, and building); (2) recognize trends toward physical learning environments that are not located in traditional schools; (3) include all stakeholders in the exploration of the physical environment as an extension of the curriculum; (4) expand the number and diversity of subjects benefiting from a comprehensive built environmental education curriculum; and (5) continue to seek ways to make visible how buildings function and how they are connected to the greater community and environment at large. 5p.
Green School Initiatives. Statements from Hearing of the U.S. Senate, Environment and Public Works Committee, 107th Congress, Second Session.
http://epw.senate.gov/stm1_107.htm#10-01-02 (U.S. Senate. The Environment and Public Works Committee. 107th Congress. , Oct 01, 2002)
The Senate's Environmental and Public Works Committee conducted a hearing in October 2002 to assess green school initiatives: environmental standards for schools, school siting in relation to toxic waste sites, and green building codes. The committee reviewed activities undertaken by the EPA's Office of Children's Environmental Health and the Office of Indoor Air Quality, as well as those of the Department of Energy, concerning environmental and energy issues relevant to school properties. This document contains statements from Senator James Jeffords, Senator Hillary Clinton, Ramona Trovato, Claire Barnett, Alex Wilson, and Lois Gibbs, as well as statements submitted for the record.
Testimony of E. Ramona Trovato, Deputy Assistant Administrator, Office of Environmental Information, U.S. Environmental Protection Agency before the Committee on Environment and Public Works, United States Senate.
http://web.archive.org/web/20030917015358/ (U.S.Environmental Protection Agency, Washington, D.C. , Oct 01, 2002)
This testimony provides an overview of health and environmental issues in U.S. schools and describes efforts by the Environmental Protection Agency (EPA), in concert with other federal agencies, to help schools address environmental issues. These include the Clear Skies Initiative, Indoor Air Quality Tools for Schools, High Performance Schools, promotion of integrated pest management, SunWise School Program, Healthy School Environments Web portal, and President's Task Force on Environmental Health Risks and Safety Risks to Children. 11p.
Renaissance of the American School Building.
http://www.edfacilities.org/pubs/Renaissance.pdf Bomier, Bruce (Environmental Resource Council, Ramsey, MN , Sep 2002)
This is a non-technical reader on how school buildings, health, and environment are entwined. The author
provides a reasonable road map to consider when making decisions related to indoor air quality and other health concerns of school building environments. The author takes a look at unwise decisions that were made in the recent past, and believes that the previous emphasis on standardized, low-bid design and modular, environmentally indifferent school construction is undergoing a renaissance. In particular, chapter five discusses federal asbestos policy for schools in the late 1980s and early '90s. The author recommends an environmentally responsible analysis of traditional building construction or remodeling methods using the following criteria: 1) financial value and life cycle costs; 2) occupant health and comfort; 3) ecosystem impact; 4) educational value; and 5) common sense and integration. 63p.
TO ORDER:
Environmental Resource Council, 5909 167th Avenue, N.W., Suite #2, Ramsey, MN 55303. Tel: 763-753-9713
National Best Practices Manual for Building High Performance Schools.
http://www.nrel.gov/docs/fy08osti/31545.pdf (U.S. Dept. of Energy, National Renewable Energy Lab, Golden, CO. , 2002)
This guide was developed specifically for architects and engineers who are responsible for designing or retrofitting schools, and for the project managers who work with the design teams. The design strategies presented here are organized into 10 chapters covering important design disciplines and goals: (1) site design; (2) daylighting and windows; (3) energy-efficient building shell; (4) lighting and electrical systems; (5) mechanical and ventilation systems; (6) renewable energy systems; (7) water conservation; (8) recycling systems and waste management; (9) transportation; and (10) resource-efficient building products. An additional chapter addresses commissioning and maintenance practices. Each chapter contains a list of related resources. 457p.
Report NO: DOE/GO-102002-1610
Energy Design Guidelines for High Performance Schools: Cold and Humid Climates.
http://www.nrel.gov/docs/fy02osti/29107.pdf (U.S. Dept. of Energy, National Renewable Energy Lab, Golden, CO. , Jun 2002)
The U.S. Department of Energy's EnergySmart Schools provides school boards, administrators, and design staff with guidance to help them make informed decisions about energy and environmental issues important to school systems and communities. The design guidelines presented in this document outline high performance principles for the new or retrofit design of K-12 schools. The document presents recommended design elements in 10 sections, each representing a key interrelated component of high performance school design: (1) site design; (2) daylighting and windows; (3) energy-efficient building shell; (4) lighting and electrical systems; (5) mechanical and ventilation systems; (6) renewable energy systems; (7) water conservation; (8) recycling systems and waste management; (9) transporation; and (10) resource efficient building products. To effectively integrate energy-saving strategies, these options must be evaluated together from a whole-building perspective early in the design process. A "high performance checklist" for designers is located at the end of the document along with case studies. These guidelines contain recommendations generally appropriate for cold and humid climates, for which Minneapolis-St.Paul, Minnesota, served as a model city. Other guidelines have been developed for the other climate zones. 83p.
Report NO: DOE/GO-102002-1542
Energy Design Guidelines for High Performance Schools: Cool and Dry Climates.
http://www.nrel.gov/docs/fy02osti/29109.pdf (U.S. Dept.of Energy, National Renewable Energy Lab, Golden, CO. , Jun 2002)
The U.S. Department of Energy's EnergySmart Schools provides school boards, administrators, and design staff with guidance to help them make informed decisions about energy and environmental issues important to school systems and communities. The design guidelines presented in this document outline high performance principles for the new or retrofit design of K-12 schools. The document presents recommended design elements in 10 sections, each representing a key interrelated component of high performance school design: (1) site design; (2) daylighting and windows; (3) energy-efficient building shell; (4) lighting and electrical systems; (5) mechanical and ventilation systems; (6) renewable energy systems; (7) water conservation; (8) recycling systems and waste management; (9) transporation; and (10) resource efficient building products. To effectively integrate energy-saving strategies, these options must be evaluated together from a whole-building perspective early in the design process. A "high performance checklist" for designers is located at the end of the document along with case studies. These guidelines contain recommendations generally appropriate for cool and dry climates, for which Denver, Colorado, served as a model city. Other guidelines have been developed for the other climate zones. 83p.
Report NO: DOE/GO-102002-1543
Energy Design Guidelines for High Performance Schools: Cool and Humid Climates.
http://www.nrel.gov/docs/fy02osti/29108.pdf (U.S. Dept. of Energy, National Renewable Energy Lab, Golden, CO. , Jun 2002)
The U.S. Department of Energy's EnergySmart Schools provides school boards, administrators, and design staff with guidance to help them make informed decisions about energy and environmental issues important to school systems and communities. The design guidelines presented in this document outline high performance principles for the new or retrofit design of K-12 schools. The document presents recommended design elements in 10 sections, each representing a key interrelated component of high performance school design: (1) site design; (2) daylighting and windows; (3) energy-efficient building shell; (4) lighting and electrical systems; (5) mechanical and ventilation systems; (6) renewable energy systems; (7) water conservation; (8) recycling systems and waste management; (9) transporation; and (10) resource efficient building products. To effectively integrate energy-saving strategies, these options must be evaluated together from a whole-building perspective early in the design process. A "high performance checklist" for designers is located at the end of the document along with case studies. These guidelines contain recommendations generally appropriate for cool and humid climates, for which Boston, Massachusetts, served as a model city. Other guidelines have been developed for the other climate zones. 85p.
Report NO: DOE/GO-102002-1539
Energy Design Guidelines for High Performance Schools: Hot and Dry Climates.
http://www.nrel.gov/docs/fy02osti/29104.pdf (U.S. Dept. of Energy, National Renewable Energy Lab, Golden, CO. , Jun 2002)
This guide contains recommendations for designing high performance, energy efficient schools located in hot and dry climates. A high performance checklist for designers is included along with several case studies of projects that successfully demonstrated high performance design solutions for hot and dry climates. The guide's 10 sections scrutinize the following key interrelated components of high performance school design: site design; daylighting and windows; energy-efficient building shell; lighting and electrical systems; mechanical and ventilation systems; renewable energy systems; water conservation; recycling systems and waste management; transportation; and resource-efficient building products. The Phoenix, Arizona, climate was used as the model for these recommendations. Resources for additional information conclude the document. 89p.
Report NO: DOE/GO-102002-1291
Energy Design Guidelines for High Performance Schools: Hot and Humid Climates.
http://www.nrel.gov/docs/fy02osti/29106.pdf (U.S. Dept. of Energy, National Renewable Energy Lab, Golden, CO. , Jun 2002)
The U.S. Department of Energy's EnergySmart Schools provides school boards, administrators, and design staff with guidance to help them make informed decisions about energy and environmental issues important to school systems and communities. The design guidelines presented in this document outline high performance principles for the new or retrofit design of K-12 schools. The document presents recommended design elements in 10 sections, each representing a key interrelated component of high performance school design: (1) site design; (2) daylighting and windows; (3) energy-efficient building shell; (4) lighting and electrical systems; (5) mechanical and ventilation systems; (6) renewable energy systems; (7) water conservation; (8) recycling systems and waste management; (9) transporation; and (10) resource efficient building products. To effectively integrate energy-saving strategies, these options must be evaluated together from a whole-building perspective early in the design process. A "high performance checklist" for designers is located at the end of the document along with case studies. These guidelines contain recommendations generally appropriate for hot and humid climates, for which Orlando, Florida, served as a model city. Other guidelines have been developed for the other climate zones. 83p.
Report NO: DOE/GO-102002-1541
Energy Design Guidelines for High Performance Schools: Temperate and Humid Climates.
http://www.nrel.gov/docs/fy02osti/29105.pdf (U.S.Dept. of Energy, National Renewable Energy Lab, Golden, CO. , Jun 2002)
The U.S. Department of Energy's EnergySmart Schools provides school boards, administrators, and design staff with guidance to help them make informed decisions about energy and environmental issues important to school systems and communities. The design guidelines presented in this document outline high performance principles for the new or retrofit design of K-12 schools. The document presents recommended design elements in 10 sections, each representing a key interrelated component of high performance school design: (1) site design; (2) daylighting and windows; (3) energy-efficient building shell; (4) lighting and electrical systems; (5) mechanical and ventilation systems; (6) renewable energy systems; (7) water conservation; (8) recycling systems and waste management; (9) transportation; and (10) resource efficient building products. To effectively integrate energy-saving strategies, these options must be evaluated together from a whole-building perspective early in the design process. A "high performance checklist" for designers is located at the end of the document along with case studies. These guidelines contain recommendations generally appropriate for temperate and humid climates, for which Atlanta, Georgia, served as a model city. Other guidelines have been developed for the other climate zones. 85p.
Report NO: DOE/GO-102002-1540
Energy Design Guidelines for High Performance Schools: Temperate and Mixed Climates.
http://www.nrel.gov/docs/fy02osti/29986.pdf (U.S.Dept. of Energy, National Renewable Energy Lab, Golden, CO. , Jun 2002)
The U.S. Department of Energy's EnergySmart Schools provides school boards, administrators, and design staff with guidance to help them make informed decisions about energy and environmental issues important to school systems and communities. The design guidelines presented in this document outline high performance principles for the new or retrofit design of K-12 schools. The document presents recommended design elements in 10 sections, each representing a key interrelated component of high performance school design: (1) site design; (2) daylighting and windows; (3) energy-efficient building shell; (4) lighting and electrical systems; (5) mechanical and ventilation systems; (6) renewable energy systems; (7) water conservation; (8) recycling systems and waste management; (9) transportation; and (10) resource efficient building products. To effectively integrate energy-saving strategies, these options must be evaluated together from a whole-building perspective early in the design process. A "high performance checklist" for designers is located at the end of the document. The checklist is a quick reference for key architectural and engineering considerations. Case studies can also be found at the end of the document. These guidelines contain recommendations generally appropriate for temperate and mixed climates, for which various cities in Washington and California served as a models. Other guidelines have been developed for the other climate zones. (Contains a list of numerous Web resources.) 83p.
Report NO: DOE/GO-102002-1544
How Parents and Teachers Are Helping To Create Better Environments for Learning. Energy-Smart Building Choices.
http://www.nrel.gov/docs/fy01osti/30557.pdf (Department of Energy, Washington, DC. , Feb 2002)
This brochure shows parents and teachers how smart energy choices reduce school operating costs and create better learning environments. The brochure reveals how schools have turned energy improvements into powerful teaching tools by incorporating energy features into the curriculum. It provides guidelines on ten key elements to consider for designing a high performance school: site design, daylighting and windows, energy-efficient building envelope, renewable energy systems, lighting and electrical systems, mechanical and ventilation systems, environmentally sensitive building products and systems, water conservation, recycling and waste management, and transportation. 7p.
Report NO: DOE-GO-102002-1521
Characterization of Guidance Documents for Creating High Performance Schools.
http://maven.gtri.gatech.edu/sfi/resources/pdf/TR/Qpfinal.pdf Bosch, Sheila (Georgia Institute of Technology, College of Architecture, Atlanta , Feb 2002)
Evaluates nine guidance documents that may be used by schools to create high performance facilities: The Poudre School District (CO), Sustainable Design Guidelines; the Collaborative for High Performance Schools, Best Practices Manual, Volumes I, II and III; Innovative Design, Sustainable Schools; Partnership for Resource Efficient Schools (Seattle), Recommended Best Practices Manual; Triangle J. Council of Governments, High Performance Guidelines: Triangle Region Public Facilities; U.S. Green Building Council, LEED Green Building Rating System; Commonwealth of Pennsylvania, Guidelines for Creating High Performance Green Buildings; City of New York, High Performance Building Guidelines; and, Minnesota Sustainable Design Guide. Each of the nine guidance documents were evaluated according to their goals, organizational structure, target audience, building life cycle phases addressed, and physical environmental conditions addressed. 55p.
Better Places to Learn: Building Green in Pennsylvania Schools. [Video CD]http://www.greentreks.org/allprograms/buildinggreen/archives.asp (Commonwealth of Pennsylvania, Governor's Green Government Council, Harrisburg, PA , 2002)
This 20-minute video CD outlines for schools in Pennsylvania why it makes sense to build or renovate educational facilities in a "green," or environmentally friendly, way. It asserts that contrary to conventional wisdom, these schools do not have to cost more to build, and that they greatly reduce annual maintenance and operating costs, in addition to improving educational performance. Features of green schools include maximum daylight, fresh air, and good acoustics.
Green School Guidelines.
http://www.anei.org/pages/58_green_school_guidelines.cfm (Center for Environmental Education at Antioch New England Institute, Keene NH, 2002)
These guidelines provide a broad and comprehensive definition of what a green school could be, and can be used as an assessment tool to evaluate a school in the greening process. The Guidelines have five major sections, each with several detailed indicators: curriculum integration, school grounds enhancement, community based education, school sustainability, and administrative support. There are also links to the resources that CEE has compiled to support green school work. The section on School Sustainability includes information on water, solid waste, energy, toxics, air quality, and building design. 7p.
The Collaborative
for High Performance Schools Best Practices Manual [Massachusetts Version]
http://www.mtpc.org/RenewableEnergy/green_schools/chps_standards.htm (The Massachusetts Technology Collaborative, Westborough, MA, 2002)
The Massachusetts Green Schools Initiative has adapted the California-based Collaborative for High Performance Schools Manual (CHPS) for use in the Commonwealth of Massachusetts. The three-volume set covers planning (volume I), and design (volumes II and III).
Cool Schools for Hot Suburbs: Models for Affordable and Environmentally Responsive Schools in Nairobi, Kenya.
Dierkx, Rene J. (Bouwstenen Publicatieburo, Eindhoven, The Netherlands , 2002)
In this architectural doctoral dissertation on African education and school facility design, the author undertakes an extremely detailed and comprehensive study of the current problems facing primary education in Nairobi and develops alternative models for economically viable, sustainable and environmentally sensitive schools.
Includes a thorough review of the literature on sustainable development, education, technology, and architecture, and a set of original models that are formed from his literature search and the translation of his cultural data into architecture.
274p.
Intelligent Skins.
Wigginton, Michale; Harris, Jude (Butterworth Architectural Press, 2002)
This introduces a new approach to Intelligent Buildings. The prime objective is to control internal environments through a responsive building fabric rather than by energy conserving building services systems.
The authors examine the potential for integral intelligence within the fabric of the building and explore the evolution of information technology and smart materials which have allowed a whole new category of design principles to be created. Includes international case studies.
184 p.
Sustainability Theory and Educational Facilities.
Woodson, Carol Mitchell (Dissertation, University of Florida, 2002)
The focus of this comparative case study was to test, discern, and document whether the theory of the construct of sustainability, specifically in the area of renewable energy systems, could be utilized in educational facilities as measured by cost effectiveness and efficacy. This study examined two Texas schools that approached supplying their energy needs in the two different ways: one using traditional methods and one incorporating the use of renewable energy. Data were collected to establish a life-cycle cost model for assessing the cost-benefit of sustainable renewable energy systems in place in educational facilities. Efficacy of the systems was established from the perceptions of the participant users of the facilities by use of an oral survey. It was the purpose of this study to test the theory for appropriate utilization of sustainable renewable energy systems in educational facilities in anticipation of providing the needed documentation to support a policy change in the design and construction of educational facilities. [Author's abstract]
TO ORDER:
UMI Dissertation Expresshttp://disexpress.umi.com/dxweb
How School Administrators and Board Members Are Improving Learning and Saving Money. Energy-Smart Building Choices Series.
http://www.nrel.gov/docs/fy01osti/30558.pdf (Department of Energy, Washington, DC. , Aug 2001)
This brochure shows how school administrators and board members can make smart energy choices to reduce school operating costs and create better learning environments. It provides guidelines on ten key elements to consider for designing a high performance school: site design, daylighting and windows, energy-efficient building envelope, renewable energy systems, lighting and electrical systems, mechanical and ventilation systems, environmentally sensitive building products and systems, water conservation, recycling and waste management, and transportation.
Report NO: DOE-GO-102001-1430
Sustainable Schools Minnesota: High Performance Schools for Higher Performing Students. A Pre-Design Guide on School Design, Construction and Operation for School Board Members.
(Minnesota Dept. of Children, Families and Learning , Mar 2001)
This manual focuses on pre-design concepts, and it provides guidelines for improving students' learning experience through high-performance school design. The manual presents a brief overview of the key features of high-performance schools, addresses the cost and benefits of these schools, describes the process of designing schools using an integrated strategic planning approach, and examines the components of high-performance schools and the relevant performance measures to use in managing the design process. Also included are four case studies involving Minnesota schools that illustrate high-performance school concepts. Concluding sections present a glossary of terms and websites for additional information. 58p.
TO ORDER:
Minnesota Department of Children, Families, and Learning. 1500 Highway 36 West, Room I-23, Roseville, MN 55113. Tel: (651) 582-8764.
2001 Savings by Design Energy Efficiency Integration Awards
http://www.savingsbydesign.com/awards-2001/2001awards.html (Savings by Design, the American Institute of Architects California Council, Sacramento, CA, 2001)
This honors design teams and their clients who worked together to make significant progress toward achieving award-winning design while pursuing high-performance building goals. Award winners include the Isla Vista Elementary School located in Galeta.
Concrete Masonry Designs: Educational Issue.
(NCMA Foundation,Herndon, VA 20171 , Jan 2001)
This special journal issue addresses concrete masonry in educational facilities construction. The issue's feature articles are: (1) "It Takes a Village To Construct a Massachusetts Middle School," describing a middle school constructed almost entirely of concrete masonry and modeled after a typical small New England village; (2) "Lessons Learned," about why concrete masonry can be the material of choice for educational facilities; and (3) "CM Profiles: A High Performance School in Panther Country," discussing a concrete masonry school in Texas exhibiting best practices in school design and construction. The issue's regular departments discuss Utah prototype schools and energy-efficient school designs for new construction. 24p.
High Performance Guidelines: Triangle Region Public Facilities.
ftp://ftp.tjcog.org/pub/tjcog/regplan/susenerg/grbuild.pdf (Triangle J Council of Governments, Durham, NC, 2001)
These guidelines describe specific measures to save energy and water, reduce the use of materials, reduce the volume of solid waste being disposed of in communities, reduce
indoor pollutants, and achieve other goals. For approximately one-third of the 45 topics covered in the guidelines, an existing North Carolina building project, including several schools, is provided as an example. The
guidelines also include a long list of resources to help professionals learn more. The guidelines are based on a rating system similar to the U.S. Green Building Council's LEED system but tailored to the Triangle community in North Carolina. 150p.
High Performance Sustainable School Design: Roy Lee Walker Elementary, McKinney, Texas.
http://www.eric.ed.gov/contentdelivery (SHW Group Inc., Dallas, TX , 2001)
This document describes the sustainable features of the Roy Lee Walker Elementary School (Texas), a prototype "Eco Education" school that blends the physical environment with the student learning process while protecting the site. The document also presents the process of integrating sustainability criteria in all phases of the school's life cycle. The sustainable design features highlighted include the use of wind and solar energy to reduce climate control costs, a rainwater harvesting design to reduce water costs, a natural daylighting design that reduces the need for flourescent light during the day, and classroom corridor technology that utilizes thousands of square feet of hallway space for learning activities. A floor plan and project timeline are included along with a paper that documents the school's sustainable features, which was presented on May 16, 2000, at the Twelfth Symposium on Improving Building Systems in Hot and Humid Climates. 27p.
Kindergarten Architecture.
(Gingko Press, Inc., Corte Madera, CA , 2001)
This book presents 22 preschool buildings from all over the world, selected on the basis of how well they approximate an ideal preschool where children and educators live harmoniously in exceptional settings. The projects also include technological innovations (experimental materials, specific construction details) and visible ecological installations, such as energy savings through the use of solar panels, tanks for rainwater collection, or recycling of materials. Each building description contains several color photographs. (An appendix discusses children's playgrounds.) 192p.
TO ORDER:
Gingko Press, Inc., 5768 Paradise Dr., Suite J, Corte Madera, CA 94925. Tel: 415-924-9615; Fax: 415-924-9608; http://www.gingkopress.com
Topical Reports: Sustainable Design for Schools.
http://pprc.org/pubs/schools/index.cfm Fox, Anne W. (Pacific Northwest Pollution Prevention Resource Center, Seattle, WA , Jan 2001)
This presents several reports on the practical applications of sustainable design and schools; it includes information about student performance and sustainable design features involving lighting, acoustics, air quality, and student well-being. Three case studies (Washington's Bainbridge Island School District, Texas' Roy Lee Walker Elementary School, and California's Newport Coast Elementary School) are included. These studies illustrate how sustainable design principles may be applied to new school buildings. The studies include observations about some of the challenges and rewards that school districts may encounter in carrying out sustainable design projects. Internet resources are listed for more information on specific sustainable design topics such as site preservation, building enclosure, resource conservation, energy, clearinghouses and databases, renewable energy, buying green power, alternative fuels, transportation, and interior quality. 30p.
Roy Lee Walker Elementary: A High Performance Sustainable School Prototype. [Videotape].(SHW Group Inc., Dallas, TX , Nov 07, 2000)
This 7.5-minute videotape describes the architectural design and structure of the Roy Lee Walker Elementary School, illustrating why the school is considered the most energy efficient and environmentally sound school ever built. The videotape highlights the sustainable, award-winning design features such as the innovative use of daylight to improve the classroom environment and enhance learning, and the development of solar and rainwater harvesting techniques that cut energy and water costs. The video further explains how the building itself can be used to teach students about the environment and help them learn how to be environmentally responsible.
TO ORDER:
SHW Group, Inc., 4000 McEwen Road N., Dallas, TX 75244-5083; Tel: 972-701-0700http://www.shwgroup.com
Making Current Trends in School Design Feasible.
http://www.schoolclearinghouse.org/pubs/small.PDF (North Carolina State Dept. of Public Instruction, Div. of School Support. Raleigh, NC , Nov 2000)
This North Carolina report describes new and innovative approaches to school facilities as they relate to their communities by exploring the trends towards smaller schools, walkable schools, sustainability and green building practices, recycling older small community schools, and joint use arrangements. The pros and cons of small schools are examined. The report finds solutions by applying strategies in smart growth planning. Concluding sections contain links and references where stakeholders can obtain in-depth material on these subjects. (Contains 60 references.) 57p.
High Performance School Buildings.
Evans, Deane (Sustainable Buildings Industry Council, Washington, DC with support from the California Energy Commission, National Concrete Masonry Association, Pacific Gas and Electric, Southern California Edison Company, the U.S. Department of Energy, the U.S. Department of Education/National Clearinghouse for Educational Facilities, and the U.S. Environmental Protection Agency. , Nov 2000)
This guide provides information on how to create schools that provide better learning environments for students and teachers, cost less to operate, and help protect the environment. The guide is organized into three core sections. The first provides an overview and two interrelated discussions on what is a high performance school building and why are such schools valuable. The second section provides issue-specific questions that decision-makers can ask their design team as a means of driving the project toward the highest achievable levels of performance. The final section contains 16, 2- page "briefs" that describe each of the key components which, when integrated as elements of "whole building" design, result in a high performance building. Each brief describes what the building block is, why it's important to students and teachers, as well as to the school's bottom line; how it can be incorporated into the school's design; how it influences other building components and systems; and where more detailed information can be found. 80p.
TO ORDER:
Sustainable Buildings Industry Council, 1331 H Street, NW, Suite 1000, Washington, DC 20005; Tel: (202) 628-7400.http://www.sbicouncil.org/store/hpsb_rsg.php
Sustainable Schools.
http://web.archive.org/web/20071029102714 Weiss, Jonathan (Council of Educational Facility Planners International, Scottsdale, AZ , Aug 2000)
Examines how an integrated design of the educational program and a school facility that responds to the economic, environmental, and social needs of a community creates sustainable schools. Explores the impact buildings have on the earth's natural resources, the steps districts can take toward sustainable school design during extensive renovation and construction projects, and what constraints exist when applying sustainable design and construction to school facilities. An outline of key components of a sustainable school project are illustrated using two case studies. 4p.
Sustainable Design Guidelines for the Construction of New Facilities and the Renovation
of Existing Structures.
http://www.psdschools.com/documentlibrary/downloads Dorsey, Judy; LEsperance, Clare (Poudre School District; Planning, Design and Construction Services; Fort Collins, CO , Jun 2000)
This guide summarizes research conducted at Colorado's Poudre School District (PSD) to develop guidelines for the desired performance outcomes from employing sustainable educational facility design, and it suggests approaches for attaining them. The guide also provides case studies and references to further investigate opportunities on specific projects. Chapters cover the basic tenets of sustainable design, the PSD's philosophy regarding sustainable design, the strategies for how PSD will integrate sustainable design into procurement and project management practices, 11 key features of sustainable schools, and the resources available to help with designing sustainable schools. 61p.
Designing Smarter Schools. [Videotape].(Information Television Network, Boca Raton, FL , Apr 2000)
This videotape highlights the degree of school-building deterioration in America and the problems this causes for teaching and learning. It also describes the Energy Smart School campaign and details the factors needed in building an Energy Smart School. The video suggests that to build schools that last and to recoup some of the building expense, schools should be designed to be more energy efficient. Energy efficient strategies are detailed under the following energy saving categories: building envelope features; renewable energy sources; and indoor air quality. Several schools are highlighted for their energy savings features: a California school successfully addressed its Urban Heat Island problem; an elementary school in New Hampshire improved its poor indoor air quality; a Massachusetts school improved its lighting to not only be cost effective but also better meet students' learning needs. The video also examines how innovative design techniques helped a renovated school become a community center.
TO ORDER:
https://www.nibs.org/index.php/nibs/resources/schoolfacilities
Schools of the Future and Sustainable Design.
http://www.eric.ed.gov/contentdelivery Fox, Anne Webster (Masters Thesis, Antioch University, Seattle, WA. , Jan 2000)
This thesis examines what practices schools and school districts need to adopt if they want to apply sustainable design principles to their new schools and the benefits these design practices offer school communities. The paper argues that school districts will benefit from these design principles, and that these benefits will occur because sustainable design and construction decisions lead to the creation of learning environments that are environmentally healthy for occupants, operationally efficient, and site sensitive to the natural and community environment. Also argued is that school districts are best served by being proactive in their embrace of sustainable design principles, and that the adoption of these concepts and processes will be most successful if they involve a collaborative and interdisciplinary project management model that uses project teams and the community throughout the design and construction process. Appendices contain a report on the impact of inadequate school facilities on student learning and the study's interview questions. (Contains 64 references.) 104p.
Key Components of Sustainable School Design.
http://www.innovativedesign.net/schoolkey.htm (Innovative Design, Inc., Raleigh, NC, 2000)
Description of 13 components of sustainable school design, including site planning, daylighting, solar systems, environmentally sensitive building products and systems, recycling systems and waste management, effective commissioning and maintenance, and eco education.
Partnership for Resource-Efficient Schools. Recommended Best Management Practices Promoting: Energy Efficiency; Resource Conservation; and Environmental Quality.
http://web.archive.org/web/20040426024028/ (Seattle Public Schools Building Excellence Program; City of Seattle Solid Waste Utility; City of Seattle Water Department; Seattle City Light, WA , 2000)
This manual details the management practices of Seattle, Washington's, public school building partnership program to promote sustainability in the design, construction, and operation of current and future school facilities. The partnership promotes sustainability by addressing three principles of resource efficiency: energy efficiency, resource conservation, and environmental quality. This approach potentially conserves natural resources and provides long- term economic benefits during a building's life. The manual details the best management practices for achieving these goals in sections covering the design phase, the build-out phase, and operations and maintenance. Appendices provide a design summary and component inventory summary forms; building occupancy profile; case studies; energy efficiency resources; water efficiency, irrigation, and landscaping resources; solid waste management resources, and information on the City of Seattle's incentive programs and resources. 125p.
TO ORDER:
Partnership for Resource-Efficient Schools, Seattle Public Utilities (SPU), Dexter Horton Building, 710 2nd Avenue, 10th Floor, Seattle, WA 98104-1717
Guidelines for Energy-Efficient Sustainable Schools.
http://www.eric.ed.gov/contentdelivery Nicklas, Michael; Bailey, Gary; Rosemain, Pascale; Olin, Samuel (Innovative Design, Inc., Raleigh, NC., 2000)
These guidelines present optional strategies to be considered in designing schools to be more energy efficient and sustainable. The guidelines are organized by the following design and construction process: site selection; selection of A & E design team; programming and goal setting; schematic design; design development; construction documents; bidding and negotiations; construction administration; and commissioning. Each of these areas is further divided into some or all of the following fourteen areas that apply to each phase: general considerations; site planning and landscape design; daylighting; energy-efficient building shell; solar systems; energy-efficient lighting and electrical systems; energy-efficient mechanical and ventilation systems; environmentally sensitive building products and systems; indoor air quality; water conservation; recycling systems and waste management; transportation; commissioning and maintenance; and eco-education. 157p.
Development of the First Sustainable Elementary School of the Netherlands.
http://web.archive.org/web/20060929184846 Van Weenen, J.C.; Dettmers, W.J.M.; Overtoom, M.S.J.; Poldermans, H.G. (IDEA - International Design and Environment Activities, The Netherlands, 2000)
This paper deals with the concept of a sustainable educational facility. It presents examples of sustainable schools from around the world, including examples of
sustainable elementary schools. Then the paper discusses the Dutch national context and Dutch examples of sustainable school buildings. Finally it deals with the development of the projected first sustainable elementary school of The Netherlands. 5p.
Case Study in Sustainable Design: Shivers Junior/Senior High School. Aberdeen School District in Mississippi.
http://www.eric.ed.gov/contentdelivery Zimmerman, David, AIA (Mississippi State University, Educational Design Institute , 2000)
Design information, floor plan, photos, and energy use data are presented for a combined 45,000 square foot junior/senior high school in Mississippi's Aberdeen School District, built in 1956 and retrofitted over time to improve its usability. Exterior and interior photos show classrooms, the cafeteria, and gymnasium. Data are presented on the school's current energy use and every area where improvements are required. Lighting retrofit information and cost/savings data on a geothermal heat pump retrofit conclude the document. 49p.
Energy Smart Schools: Opportunities to Save Money, Save Energy and Improve Student Performance.
http://web.archive.org/web/20061207065803 (Environmental and Energy Study Institute, Washington, DC, Dec 1999)
An expert panel at a Congressional briefing chaired by Rep. Mark Udall discusses the benefits of energy smart schools and prospects for their further development. This describes the "whole building" approach to school construction. 4p.
Mainstreaming the Sustainably Designed School.
Weintraub, Deborah; Pierce, Tony (Technical paper presented at the Maintaining Green, Sustainable Design for Buildings & Communities Conference, American Institute of Architects, Committee on the Environment , Oct 16, 1999)
This paper documents a school building energy efficiency and sustainability project involving the Newport Mesa Unified School District in California. The paper first examines the project design objectives and then discusses each of the project elements, including the site design, daylighting issues and models, and systems for natural ventilation and thermal comfort. Also discussed is the use of DOE-2 energy modeling, which was performed in the design development stage in order to develop consensus on a finalized design. The report also lists data on various characteristics of the school building, such as the architectural features; HVAC system; building operation and internal loading; energy use; annual utility costs; and a list of average school day temperatures, which compares the impact of light and dark roofs on indoor temperatures. 27p.
Schools Going Solar. A Guide to Schools Enjoying the Power of Solar Energy. Volume 2.
http://www.eric.ed.gov/contentdelivery/ Gibson, Bob, Ed.; Bokow, Jacquie, Ed.; Hitchcock, Susan Tyler (Utility Photo Voltaic Group, Washington, DC , Oct 1999)
This companion document updates an April 1998 volume on designing schools to use solar energy as a power source. Volume 2 presents numerous case studies of solar installations in new and existing schools across the United States and Europe, updates and presents new examples of solar education programs, and offers an updated resource listing of organizations and programs that can provide information and assistance for solar school projects. 48p.
High Performance Building Guidelines.
http://www.nyc.gov/html/ddc/downloads/pdf/high_build_guide (City of New York Department of Design and Construction, NY , Apr 1999)
High performance buildings maximize operational energy savings; improve comfort, health, and safety of occupants and visitors; and limit detrimental effects on the environment. These guidelines provide instruction in the new methodologies that form the underpinnings of high performance buildings. They further indicate how these practices may be accommodated within the existing frameworks of capital project administration and facility management. 144p.
TO ORDER:
City of New York Department of Design and Construction, 30-30 Thomson Avenue, Long Island City, NY 11101; Tel: 718-391-1580.
High Performance Schools Partnership Progress Report.
http://web.archive.org/web/20051224013419 (The Pennsylvania Department of Environmental Protection, Pittsburgh, PA, 1999)
This report documents work in progress in four pilot schools located in the Pittsburgh Public School District. It begins with a baseline study of conditions in the schools, which was conducted in the spring of 1998. The report concludes that the Pittsburgh Public School District has the potential to lead the transition toward environmental soundness and economic efficiency in school construction and management. Includes methodology, observations, demo projects, success stories, a glossary, bibliography, and green building links.
Resource Efficient Schools [Technical Brief].
http://web.archive.org/web/20060214110851/ (The Washington State University Cooperative Extension Energy Program, Seattle, WA, 1999)
Describes a resource-efficient school as minimizing the use of resources in building construction and over the operating life of the building, ensuring that the building occupants will have a high quality environment that promotes health and productivity. Explains why resource-efficient schools should be built, gives examples of schools in the Seattle area, and describes an integrated green development process. Includes a checklist of design strategies and lists sources of more information.
Sustainable School Design Demonstration Program.
http://www.seco.cpa.state.tx.us/re_sustain.htm (State Energy Conservation Office, Austin,TX, 1999)
The intention of this program is to demonstrate the multiple benefits of natural
daylighting, improved indoor air quality and energy efficiency on the students and
teachers in Texas public schools. Participants in the program receive funding for
professional assistance from nationally recognized practitioners in sustainable school
design.
Guidelines for Green Building Housekeeping and Maintenance.
http://web.archive.org/web/20070813024234 Ashkin, Steve (Pennsylvania Department of Environmental Protection, Pittsburgh, PA, 1999)
These guidelines have been designed to help an owner/manager of a facility understand the relevant issues and to insure that the correct or best practices are being employed. The guide presents information necessary to complete a building survey and to assist in developing and maintaining a green building indoor environment. Includes information on selecting environmentally preferable cleaning products. 24p.
Conserving and Enhancing the Natural Environment. A Guide for Planning, Design, Construction, and Maintenance on New & Existing School Sites. [Maryland]
Bice, Barbara; And Others (Maryland State Department of Education, Baltimore , 1999)
Natural environments on school sites provide considerable multi-disciplinary educational opportunities, many of which are "hands-on" experiences that stimulate learning. This document presents guidelines on conserving and enhancing the natural environment on school sites. It provides guidance for developing the site requirements in education specifications and designs for new building construction and major renovation and/or addition projects for existing schools. Appendices address funding sources available to Maryland educators to support school site habitat projects; and Maryland organizations that can offer assistance such as the forestry service, soil conservation district offices; and a list of data about Maryland native plants. (Contains 55 references.) 80p.
TO ORDER:
Maryland Department of Education, School Facilities Branch, 200 W. Baltimore St., Baltimore, MD 21201; Tel: 410-767-0098http://marylandpublicschools.org/MSDE/divisions/bus_svcs/sf/order_form
School Science Laboratories: Planning for Sustainability.
http://www.eric.ed.gov/contentdelivery Gorey, Ann (Organization for Economic Cooperation and Development, Programme on Educational Building, Paris, France , 1999)
School science laboratory planning and building are being required to address long-term educational and structural implications, e.g. the linking of school instruction concerning testing of chemicals and substances with commercial applications in the workplace. This report examines how school science laboratories can be planned for the future by paying attention to the educational, environment, and physical sustainability of their designs. Specific questions are proposed to help in the planning process and examples are provided of schools that have addressed sustainability issue from low cost/no cost to high cost options. 5p.
Commonwealth of Pennsylvania High-Performance Green Building Guidelines.
http://www.gggc.state.pa.us/gggc/cwp/view.asp?a=3&q=151854 Kobet, Bob; Powers, Wendy; Lee, Stephen (Pennsylvania Department of Environmental Protection, Harrisburg, PA, 1999)
Intended to familiarize decision-makers and others involved in the design, construction, and development of communities and buildings with the concept of sustainability. Describes green design systems and the green design process, then details twelve case studies, including college buildings. Provides extensive references and resources. 60p.
Texas Sustainable School Design Guideline.
http://www.eric.ed.gov/contentdelivery Nicklas, Michael; Bailey, Gary; Padia, Harshad D.; Malin, Nadav (Produced by Innovative Design, Inc., Padia Consulting, Inc., and E Build, Inc. Funded by the State Energy Conservation Office of the Texas General Services Commission. , 1999)
This guide offers a detailed listing of the key practices and technologies that can help create a sustainable school. The document includes hundreds of cost-effective recommendations that can improve the energy performance and environmental quality of school designs. Each design and construction phase is addressed, from site selection through commissioning. Each phase is further divided into some or all of the following fourteen areas that apply to each phase: general considerations; site planning and landscape design; daylighting; energy efficient building shells; solar systems; energy efficient lighting and electrical systems; energy efficient mechanical and ventilation systems; environmentally sensitive building products and systems; indoor air quality; water conservation; recycling systems and waste management; transportation; commissioning and maintenance; and ecological education. 109p.
Eco School.
http://www.eric.ed.gov/contentdelivery Poulton, Prue; Symons, Gillian (World Wide Fund for Nature; Weyside Park, Godalming; Surrey GU7 1XR; United Kingdom , 1999)
The Eco School information pack contains 10 sections outlining specific school areas that can be assessed by students for meeting the needs of all its users, the extent to which they use and abuse environmental resources, and the aesthetic contribution they make to the locality. Using this initial research, the document helps students design a school which is user-friendly, conservation conscious, and aesthetically pleasing. Specific sections examine the following areas: overall school design; the school's entrance, grounds, classrooms, performing arts areas, indoor sports facilities, library, and dining room; waste and recycling; and energy conservation and lift design. Additionally covered are issues common to all school areas, such as access for people with disabilities and energy conservation. 70p.
Healthy Building Design for the Commercial, Industrial, and Institutional Marketplace.
http://www.eric.ed.gov/ Turner, William A. (H.L. Turner Group, Inc., Concord, NH , 1999)
Examines building design and construction that helps deliver both superior air quality, occupant thermal comfort, and minimize energy consumption. Explores an integrated building systems approach that combines the principles of "directed air flow control" and "demand controlled ventilation" where ventilation is effectively delivered to the occupant, based on loading, that can be applied to all types of indoor air quality situations in all types of buildings. Highlighted are savings and return of investment data for the traditional "green building" general design strategy. Case studies provide examples of this high performance IAQ design. Key differences and advantages of a displacement ventilation design classroom versus conventional mixing ventilation systems are examined along with the expected benefits of a heating, ventilation, air conditioning school displacement design. 15p.
Natural Ventilation in Buildings - A Design Handbook
Allard, Francis; Santamouris, Mat (James & James Science Publishers Ltd , 1998)
This new handbook describes the real potential of natural ventilation, its appropriate use, the design and dimensioning methodologies, the need for an integrated design approach, and how to overcome barriers. Includes a CD with software to assist in the calculation of airflow rate in natural ventilation configurations. This book is based on the work of 25 experts from all parts of Europe who have collected, evaluated, and developed the material under the auspices of the European Commission's Solar energy and Energy Conservation R&D programs. This books provides essential design information for all architects, building engineers, and other building design professionals.
368p.
The Boston Schoolyard Initiative: An American City's Approach to Sustainable Schoolyard Development.
http://www.eric.ed.gov/contentdelivery Meyer, Kirk (Paper presented at the Learning through Landscapes: Grounds for Celebration Conference , Sep 21, 1997)
This presentation describes the development process behind the Boston Schoolyard Initiative: a 5-year, inner city, community-driven initiative to transform neglected and unwelcome schoolyards into active centers of school and community use. Each phase of the initiative is discussed from community organizing through design, construction, and ongoing maintenance. The initiative shows sustainable schoolyard programs need total involvement from all potential users in the design and development phases, a focus on the multi-use approach, the integration of the school grounds into the life of the school, and inclusion of the school yard in future budgeting allocations. 8p.
The Overlooked Half of a Large Whole: The Role of Environmental Quality Management in Supporting the Educational Environment.
http://schoolstudio.engr.wisc.edu/eqm.html Lackney, Jeffery A. Jun 1997)
This paper examines the changing role of environmental quality management from its traditional operationally-based role, to an expanded, more dynamic role in strategic educational planning activities at the local, site-based level. First, a brief review of the state of knowledge concerning the impact of environmental quality on the educational process is presented. Second, the trend toward site-based management (SBM) in schools is discussed in light of the potential opportunities for developing a whole-system process of strategic educational planning that encompasses and integrates environmental quality management. Third, an action research study is presented in order to first illustrate the complex relationship that exists between day-to-day environmental quality management and educational instructional activities in many urban schools, and second, to suggest a potential mechanism for drawing school and community representatives into the strategic planning and evaluation process at local school sites. The paper concludes that educators can be trained to collaborate in an environmental diagnostic process in which environmental quality concerns are identified, prioritized, and addressed in such a way as to be congruent with educational activities and goals, and that this process can be integrated within existing facility management decision-making frameworks such as SBM school improvement teams. 8p.
Guidelines for Environmental Design in Schools
http://www.teachernet.gov.uk/_doc/4753/BB87%202nd%20Ed%20Ver%201.pdf Orlowski, Raf; Loe, David; Watson, Newton; Rowlands, Edward; Mansfield, Kevin; Venning, Bob; Seager, Andrew; Minikin, John; Hobday, Richard; Palmer, John (Department for Education (DfEE), Architects & Building Branch, London, England , 1997)
Both existing and new English school premises are required by law to comply
with minimum construction standards published by the Department for Education and
Employment. This building bulletin provides practical guidance on meeting standards for acoustics, lighting, heating and thermal performance, ventilation, water supplies, and
energy consumption. Target bands are also given for energy consumption in terms of the carbon
dioxide produced. References to more detailed standards and sources of information are
given at the end of each section. A concluding section provides a recommended construction
standards summary sheet. 47p.
The Sustainable Building Technical Manual: Green Building Design, Construction, and Operations.
http://smartcommunities.ncat.org/pdf/sbt.pdf (U.S. Department of Energy, Center of Excellence for Sustainable Development, Golden, CO , 1996)
Manual to help architects, developers, building owners, government officials, and others implement
sustainable development practices. Practical,
step-by-step advice on sustainable buildings written by some of the foremost experts in the
field. Among the issues the book addresses are the economics of green building; pre-design
strategies; passive solar design; heating, ventilation, and air-conditioning systems; electricity;
plumbing; indoor air quality; acoustics; selection of building and landscaping materials; and
housekeeping. 292p.
Building Ecology and Partition Design. Technical Bulletin.
Woodhead, Sarah J. (Maryland State Department of Education, School Facilities Branch, Baltimore, MD , 1996)
Ways in which decision makers can incorporate environmental concerns in the design of school buildings are detailed in this bulletin. It focuses on the design of interior partition systems and is intended as a resource for school system facility planners and architects who design schools. Partition systems in schools serve several purposes; they define space, provide acoustical privacy, and myriad other functions. Some traditional criteria for such partitions, along with some building ecology criteria, are detailed. Various partition types such as concrete masonry unit partitions, gypsum wallboard over metal studs, straw panels, and operable partitions are described. Different features of each partition type, such as environmental issues, maintenance, and repair, are offered. Recommendations for what to look for in a particular partition system are given. A decision-making process is outlined, which features various criteria: durability, cost, acoustics, flexibility, maintenance, recycled content, embodied energy, indoor air quality, and raw materials. It is claimed that the most commonly specified systems are environmentally friendly. 9p.
TO ORDER:
Maryland Department of Education, School Facilities Branch, 200 W. Baltimore St., Baltimore, MD 21201; Tel: 410-767-0098http://marylandpublicschools.org/MSDE/divisions/bus_svcs/sf/order_form
Building Ecology and School Design. Technical Bulletin.
(Maryland State Department of Education, School Facilities Branch, Baltimore, MD , 1995)
All aspects of construction have environmental consequences. To better understand construction's impact, an overview of building
ecology as a concept and as a decision-making model for school
systems is provided. "Building ecology" is defined as the
interrelationships among people, the built environment, and the natural
environment. It has special relevance for school design because most of
the users are children; therefore it is important that administrators fully
understand the types of materials used in building schools. A material's
energy efficiency can be important, as is the lifecycle of any material. A
decision-making model is presented, which offers a step-by-step
process for determining the best materials to use. How to choose
flooring is featured as an extended example of this process. The
environmental issues connected with various flooring such as vinyl
composition tile, linoleum flooring, carpet, terrazzo, wood flooring, and
ceramic tile are detailed. A hypothetical material selection process is
offered, along with general recommendations in choosing, installing, and
maintaining flooring. (Contains 13 references.) 10p.
TO ORDER:
Maryland Department of Education, School Facilities Branch, 200 W. Baltimore St., Baltimore, MD 21201; Tel: 410-767-0098http://marylandpublicschools.org/MSDE/divisions/bus_svcs/sf/order_form
Blueprint for a Green School.
Chase, Jayni (Scholastic Inc., New York, NY, 1995)
The 20 chapters in this book focus on the creation of environmentally safe and healthy school buildings and grounds and on what school administrators, teachers, maintenance staff, students, community leaders and parents can do to meet this goal. The guide functions as an introduction to environmental problems and issues relevant to schools, provides resources for further investigation, and suggests ways to incorporate the information into daily instruction. A broad range of topics including environment and health issues, toxic materials and pesticides, nutrition and the environment, water, energy, recycling and source reduction are covered. Chapters 1 through 17 present basic facts so that environmentally educated decisions can be made in the operation of school buildings and classrooms. 688p.
TO ORDER:
Scholastic Inc., 555 Broadway, New York, NY 10012
Educational Buildings and the Environment.
http://www.eric.ed.gov/contentdelivery Ottel, Rupprecht (Organisation for Economic Cooperation and Development, Programme on Educational Building, Paris, France , 1993)
Educational buildings relate to their environment in many ways that affect the surrounding community such as overall appearance, energy consumption, and waste production. This report examines these issues and identifies how educational buildings can contribute to the conservation and protection of the environment. It explores these issues in three types of schools: healthy schools; green schools; and energy-conscious schools. Concluding comments summarize the findings and presents conclusions. 21p.
School Recycling Programs: A Handbook for Educators.
http://www.eric.ed.gov/contentdelivery/ EPA (EPA , Aug 01, 1990)
This brochure describes some of the many recycling program options that schools can implement in their communities. It emphasizes how a school recycling program can impart valuable hands-on experience that encourages students to make recycling a part of their lifestyle. Four types of school recycling programs are outlined: (1) an occasional or one-time recycling drive where students collect recyclables at home and bring them to school on one or more designated days; (2) an ongoing in-school recycling program where recyclable materials generated at school are recycled on site; (3) an ongoing account with a local recycling center; and (4) establishing community collection points at the school so that individuals can drop off their recyclables. Ten steps on getting starting, such as selecting the type of program that will work, making municipal contacts, identifying a local market for recyclables, and working out a budget are presented.
Report NO: EPA/530-SW-90-023
Energy Conscious Design: Educational Facilities.
http://www.eric.ed.gov/contentdelivery Lawrence, Jerry; Bates, Elliott; Stein, Ben; Kuhl, Garrett; Hill, Alva (American Inst. of Architects, Washington, DC. , 1983)
An energy task group of the American Institute of Architect's discusses design features and options that educational facility designers can use to create an energy efficient school building. Design elements examined cover the building envelope, energy storage system, hydronic heating/cooling systems, solar energy collection, building orientation and shape, on-site well with heat pump system, and waste water heat reclamation system. Additional considerations examine design temperature adjustments and natural ventilation such as use of wide band thermostats, lighting reduction, unoccupied space shutoff, and skylights. Final comments address central monitoring equipment, use of double doors on main entrances, the benefits of underground buildings, use of wind generation to facility power needs, low temperature room placement on the building's cold side to conserve heating needs, flow restrictors on water sources, greenhouse use, and use of extract-air windows. 23p.
Places for Environmental Education. A Report.
http://archone.tamu.edu/CRS/engine/archive_files/EFL/6000.0225.pdf (Educational Facilities Laboratories, New York, NY , Jul 1971)
Compiles conference discussions on the implications of various types of facilities on environmental education programs. The conference participants included architects, landscape architects, planners, government leaders and educators. The consensus of these 26 participants can be summarized as follows: 1) environmental education is not just a passing fad; 2) facilities facilitate learning; 3) the methodology of environmental education is best centered around an interdisciplinary approach; 4) major capital expenditures are not necessary for schools to mount effective programs in environmental education. 19p.
Ready or Not, Carbon Limits Likely. [What You Need to Know About Climate Change Legislation.]http://www.facilitiesnet.com/green/article/How-Cap-and-Trade-Regulations-Work-and-Who-May-Be-Affected--11359 Audin, Lindsay Building Operating Management; v56 n12 , p23,24,26,27 ; Dec 2009
Discusses the inevitability of federally-mandated carbon emission limits for buildings and ways facility managers can comply. Carbon offsets and conversion of power and HVAC resources are addressed, as are possible exemptions for educational facilities.
Reading, Writing, and Retrofits. [School Retrofits Go Green.]
http://www.edutopia.org/green-schools-retrofitting-health-budget Daly, James Edutopia; v5 n6 , p44-46 ; Dec 2009
Profiles existing schools that are seeking to be more environmentally friendly through retrofitting. Illinois' Bloom High School is featured. The prudence of incremental improvements to existing buildings, funding options, and the education benefits of student participation in the upgrade process are cited.
From Good to Green.Gutter, Rachel American School Board Journal; v196 n12 , p44,45 ; Dec 2009
Advises school board members on "greening" their campuses. Passing green resolutions and articulating the vision, building team cooperation, and winning community support are addressed.
Check the Green Credentials.http://www.facilitiesnet.com/outsourcing/article/Check-the-Green-Credentials-of-Service-Providers-Especially-Certification-and-Experience--11357 Hanford, Desiree Building Operating Management; v56 n12 , p37,38 ; Dec 2009
Advises on how to confirm the credentials of a vendor claiming to provide "green" products or services. Green Seal certification and experience with sustainable practices in real setting rather than just laboratories is emphasized. In-house knowledge of what constitutes green practices is also essential.
Growing Green Schools.
http://www.edutopia.org/green-schools-student-health-performance Loftness, Vivian Edutopia; v5 n6 , p30-32 ; Dec 2009
Reviews the benefits of "green" schools in terms of indoor air quality, thermal comfort, acoustics, cleanability, and energy savings. The nominal costs of building green and the significant increase in student achievement and life cycle costs are also described.
Security vs. Sustainability.http://www.facilitiesnet.com/security/article/Green-Building-Goals-and-Security-Initiatives-Can-Find-Common-Ground--11349 O?Neill, Daniel Building Operating Management; v56 n12 , p34,35 ; Dec 2009
Discusses the potential competition between building sustainability and security issues. Preferences for lighting, landscaping, and opening control by one interest may inhibit success in the other. Collaboration between the multiple disciplines involved is recommended in order to find intelligent solutions.
The Very Best of the 2009 Green Education Design Showcase.School Planning and Management; v48 n11 , p25-36 ; Nov 2009
Profiles six educational facilities that feature innovative "green" building design features. The buildings were judged according to their use of the building as a teaching tool, energy efficiency, indoor environmental quality, and site selection.
Green at the Forefront.http://asumag.com/green/think-green-design-process-200911/?cid=200911topstory1 Sherrard, Troy American School and University; v82 n3 , p232-234 ; Nov 2009
Advises on coordinating the entire school design and construction team for sustainability at the outset of the project, in order to achieve maximum results. The use of current sustainability rating systems and building information modeling (BIM) is also discussed.
Make Green Your Legacy. [Greening Your Legacy.]
Gutter, Rachel American School Board Journal; v196 n10 , p39,40 ; Oct 2009
Discusses the benefits of "greening" school buildings and advises school boards on how to initiate and carry out the process.
TO ORDER:
American School Board Journal, 1680 Duke Street, Alexandria, VA 22314; Tel: 703-838-6722http://www.asbj.com/MainMenuCategory/Archive/2009/October/Greening-Your-Legacy.aspx
Come Together, Over Green. [A Primer On High-Performance Buildings.]
http://www.facilitiesnet.com/green/article/The-Benefits-Of-HighPerformance-Buildings-- 11206 Hanford, Desiree Building Operating Management; v56 n10 , p56,58,60,62 ; Oct 2009
Defines the parameters of a high performance building in terms of energy savings and cooperation between designers and owners. Partnerships between the federal government and the design and building professions, certification of buildings and return on initial investment are addressed.
Restrooms: Upgrade to Green.
http://www.facilitiesnet.com/plumbingrestrooms/article/Restroom-Retrofits-Fixture-Tech nology- Expands--11220 Huff, Winston Maintenance Solutions; v17 n10 , p8,10 ; Oct 2009
Discusses water-saving restroom fixtures, including high-efficiency toilets, and sensor-activated flushing controls. Different faucet flow rates for different types of hand washing are also addressed, as are potential incentives from local water utilities for reducing water use.
Integrated Sustainable Architecture.
http://www.peterli.com/spm/resources/articles/archive.php?article_id=2382 Pender, Donald School Planning and Management; v48 n10 , p44,45 ; Oct 2009
Outlines four key characteristics of a sustainable school master plan: 1) supporting learning through integration of varying spaces, furnishings, and technologies; 2) putting schools at the centers of communities; 3) creating high-performance facilities; and 4) taking a long-term view.
Why Recycling Makes Sense for Schools.
Roskos, Bob School Planning and Management; v48 n10 , pF12-F16 ; Oct 2009
Discusses the educational as well as the environmental benefits of school recycling programs. The U.S. Environmental Protection Agency s "WasteWise Program" is described, as are recycling and refurbishing possibilities for old furniture.
Plano Elementary School: Small Steps, Big Savings.
http://www.hpbmagazine.org/images/stories/articles/Fall-2009-Plano-Elementary- School.pdf Seibert, Kenneth High Performing Buildings; , p28-30,32-34,36,37 ; Fall 2009
Profiles this Kentucky school that is the latest success of the Warren County Public Schools. The district's energy saving steps began with encouraging conservation within existing buildings, and had grown to include five Energy Star facilities, and this school which features innovative geothermal HVAC and hot water systems, which are described.
Greener Schools Mean Better Health.
http://www.peterli.com/spm/resources/articles/archive.php?article_id=2377 Spector, Marc School Planning and Management; v48 n10 , p20,22,24,26 ; Oct 2009
Discusses how "green" schools, in addition to saving energy and generating less pollution, improve occupant health. Reduced absenteeism and improved student performance in green schools are addressed.
How to Build a Sustainable Primary School: Four Case Studies.
http://www.architectsjournal.co.uk/sustainability/how-to-build-a-sustainable-primary- school-four-case-studies/5208606.article Hartman, Hattie The Architect's Journal; Sep 25, 2009
Offers case studies of four British schools that feature daylighting, superior indoor air quality, and links between indoors and out. Photographs, plans, and sections accompany each case study.
Let LEED Be Your Guide.[ How LEED Can Lead to a Better Building.]
http://www.facilitiesnet.com/green/article/LEED-v3-How-it-has-Changed--11137 Sahni, Randhir Building Operating Management; v56 n9 , p35,36,38,40,42 ; Sep 2009
Reflects on how LEED certification strategies reflect building construction and operation practices that were common in the past. The major sections of LEED are described, with particular emphasis on changes in LEED version 3.
Sustainability Dashboards Provide Roadmap to Success.
Simpson, Jim Facilities Manager; v25 n5 , p42,43 ; Sep-Oct 2009
Describes "sustainability dashboards" that display and interpret data from various building systems, facilitating observation of energy and water use, as well as systems conditions. Advice on selecting a dashboard program is included.
Special Section: Concrete.
http://www.edcmag.com/Articles/Concrete_Supplement Stacey, Russ; Coradini, Elena Environmental Design and Construction; v12 n9 , p34-36,38 ; Sep 2009
Provides three articles describing the use of concrete in sustainable school building. Precast systems, modular units, and autoclaved aerated concrete are discussed.
Five Steps to a Higher LEED Certification.
http://www.edcmag.com/Articles/Article_Rotation/BNP_GUID_9-5- 2006_A_10000000000000656149 Szymanski, Peter Environmental Design and Construction; v12 n9 , p40,41 ; Sep 2009
Advises on how to gain a higher level of LEED certification through Credit Interpretation Rulings (CIRs). These rulings may help accommodate atypical innovations not necessarily covered by the LEED process. The five steps described include examining every available credit early in the process, adding no-cost sustainable features to the facility, and discovering precedents where credits have been awarded in the past.
Some Buildings Not Living Up to Green Label.
http://www.nytimes.com/2009/08/31/science/earth/31leed.html?_r=1&sq=green%20label &st=cse &scp=1&pagewanted=print Navarro, Mireya New York Times; Aug 31, 2009
Reports that many buildings receiving LEED certification do not save as much energy as predicted, that many owners of LEED-certified buildings do not track energy consumption, that there is no third-party post-occupancy evaluation of LEED-certified buildings, and that the United States Green Building Council, which conducts the LEED certification program will soon require LEED-certified buildings to submit energy and water bills for their first five years, in order to retain their certification.
The Science of Green.
http://asumag.com/Construction/designing-green-science-facilities-200908/ Cekauskas, Raymond; Hartmann, Mark American School and University; v81 n13 , p133-136 ; Aug 2009
Discusses sustainability issues and higher education science facilities. Site selection and preparation, flexible laboratories, natural lighting, and energy conservation and recovery are addressed.
Contracting for Carbon Reductions. [Clinton Climate Initiative.]
http://www.facilitiesnet.com/energyefficiency/article/CCI-Partners-With-ESCOs-To-Shri nk-Carbon-Footprints--11061 Lorenz, Brandon Building Operating Management; v56 n8 , p35,36,38,39 ; Aug 2009
Discusses new documentation from Building Owners and Managers Association International (BOMA) that will help standardize energy performance contracting. An example of an energy performance contract executed at the Empire State Building is included.
All LEED Projects to Provide Actual Performance Data.
http://www.buildinggreen.com/auth/article.cfm/2009/7/14/All-LEED-Projects-to-Provide-Actual-Performance-Data/ Malin, Nadav BuildingGreen.com; Jul 14, 2009
Reports that in LEED Version Three (April, 2009, new rules require building owners to submit performance data on an ongoing basis for five years after certification. If they do not comply, their project's LEED status can be rescinded. The USGBC has said this change was spurred by studies showing some LEED buildings were not performing up to expectations, casting a shadow on LEED's credibility.
The USGBC s LEED Version 3.0 2009 Building Rating System.
http://www.facilitymanagement.com/articles/green2-0809.html Hardiman, Tom American School and Hospital Facility; v32 n4 , p14,16,17 ; Jul-Aug 2009
Discusses modular construction and sustainability as it relates to LEED prerequisites for the categories Sustainable Sites, Water Efficiency, Energy and Atmosphere, Materials and Resources, Indoor Environmental Quality, Innovation and Design, and Regional Priority.
Transparency in the Green Building Process.
http://www.peterli.com/spm/resources/articles/archive.php?article_id=2253 Lally, Maureen School Planning and Management; v48 n7 , p20,22-25 ; Jul 2009
Advises on how to promote “green” schools by organizing a case that describes the business case for building green, engaging support from school facilities staff, finding a champion on the school board, and building public support.
Maintaining High-Performance Schools after Construction or Renovation.
Luepke, Gary; Ronsivalli, Louis School Business Affairs; v75 n7 , p32,33 ; Jul 2009
Discusses maintaining high performance schools to achieve the benefit that they were designed for. Deferred, preventive, predictive maintenance, and reliability-centered maintenance are addressed.
Sustained Applause.
http://www.athleticbusiness.com/articles/article.aspx?articleid=2349&zoneid=1 Popke, Michael Athletic Business; v33 n7 , p31-37 ; Jul 2009
Discusses sustainable design of athletic facilities, citing projects that are using passive cooling, solar hot water, high-efficiency HVAC systems, and rainwater capture. The particular problems of athletic facilities with their large spaces and roof spans are addressed.
Be Green with Less Green.
Von Paumgartten, Paul Facility Management Journal; v19 n4 , p62,64,65 ; Jul-Aug 2009
Discusses the significant contribution of buildings to greenhouse gas emissions and how a great deal can be done at little cost to make a building more “green.” Typical payback from upgrades and performance contracting are also discussed.
Certification of Building Materials: Important or Not?
Bowyer, Jim Doors and Hardware; v73 n6 , p14-16,18-20 ; Jun 2009
Notes that wood is the only building material presently able, and sometimes required, to be certified as "responsibly produced," but that irresponsible production of metal and masonry materials is also be harmful to the environment. Examples of negative environmental impacts associated with extracted materials are detailed, with particular attention to the nascent and contentious certification of mining products. Includes 24 references.
Climate Change: The Economics of Action. [The Case for Regulating Carbon Dioxide.]
http://www.facilitiesnet.com/green/article/Climate-Change-And-The-Economy-Why- Warnings-of-Economic-Doom-Are-Overblown--10872 Claussen, Eileen Building Operating Management; v56 n6 , p31-34 ; Jun 2009
Discusses the legislative landscape concerning emissions. Opposing groups cite economic hardships and benefits to controlling pollutants, especially carbon dioxide, which is currently unregulated. Pending legislation and an increase in support from business coalitions are described.
LEED 2009: Impact on Operations and Maintenance.
http://www.facilitiesnet.com/green/article/What-are-the-Changes-in-LEED-2009--10894 Dowrey, Gordon Maintenance Solutions; v17 n6 , p6,7 ; Jun 2009
Discusses how the LEED v3 rating system will affect building operations and maintenance. The three enhancements detailed are harmonizing prerequisites and credits for increased consistency, adjusting credit weightings based on their impact on human and environmental health concerns, and prioritizing select credit weightings to address regional environmental issues. Advice on assembling a LEED certification team is included.
Certifiably Green. [Green Certifications Explained.]
http://www.facilitiesnet.com/green/article/How-To-Determine-If-A-Green-Certification- Is-Legitimate--10876 Kroll, Karen
Discusses the relative credibility of manufacturer, association, and independent agency certifications of environmental friendliness for products. In addition to the certification of the product itself, purchasers are urged to consider the environment impact of transporting the materials and finished product, as well as the impact of maintaining it.
Green Strategies, Tailored to Your Building s Needs. [Green Strategies for Existing Buildings.]
http://www.facilitiesnet.com/commercialofficefacilities/article/Green-Strategies-For- Office-Buildings--10859 Lorenz, Brandon Building Operating Management; v56 n6 , p23-28 ; Jun 2009
Suggests focusing on students to help encourage sustainability initiatives on campuses. Recycling, visible sustainability projects that are incorporated into the curriculum, and flexible renovation strategies that create less construction waste are discussed.
Business Brings Sustainable Lessons to School.
http://www.districtadministration.com/viewarticle.aspx?articleid=2036 Pascopella, Angela District Administration; v45 n6 , p42,44 ; Jun 2009
Describes sustainability facility and curriculum practices as brought into the classroom by various lighting and school supply companies.
A Deeper Shade of Green.
http://www.districtadministration.com/viewarticle.aspx?articleid=2032 Schachter, Ron District Administration; v45 n6 , p29,30,32-34 ; Jun 2009
Discussses the expansion of "green" school facility consciousness to include alternative energy sources, LEED certification, CHPS standards, and performance contracting.
A Design That Teaches Others.
http://www.designshare.com/index.php/articles/learning-by-design-part-1/ Theimer, James DesignShare; May 17, 2009
Advocates creating school buildings that teach environmental stewardship, emphasizing retention of trees, recycling, and school gardens.
How About Green Renovations in Existing U.S. Schools?
http://www.sciencedaily.com/releases/2009/05/090511131416.htm Science Daily; May 11, 2009
Reviews the efforts of Ihab M.K. Elzeyadi to create a program for "green" modernization of existing, rather than new, schools.
Old and New, Buildings Can Go Green on a Budget. [Green Buildings on a Budget.]
http://www.facilitiesnet.com/green/article/The-Business-Case-For-Green-Buildings--10820 Lazarus, Mary; Landreneau, Anica Building Operating Management; v56 n5 , p12,14 ; May 2009
Discusses how "green" building design, construction, and maintenance is gaining momentum in the present tight economy, precisely because it does save money. Programs to reduce cost and improve sustainability of existing buildings are emphasized.
Five to Watch. [Green School Pioneers.]
American School Board Journal; v196 n4 , p51,52 ; Apr 2009
Profiles five school systems' endeavors in creating high performance "green" schools.
TO ORDER:
American School Board Journal, 1680 Duke Street, Alexandria, VA 22314; Tel: 703-838-6722http://www.asbj.com/MainMenuCategory/Archive/2009/
Guide to Financing EnergySmart Schools.
http://www.peterli.com/spm/resources/articles/archive.php?article_id=2193 Appel, Margo School Planning and Management; v48 n4 , p46,48,50 ; Apr 2009
Describes opportunities for obtaining funding to create energy-efficient school, emphasizing new federal programs included in the American Recovery and Reinvestment Act, as well as ongoing grants and tax credits. Advice on organizing a strong case for federal and state funding is included.
Overlapping Issues.
Cherry, Cathy School Planning and Management; v48 n4 , p52,54,56-58 ; Apr 2009
Discusses the incorporation of "green" design into facilities for special needs students. Daylighting has been shown to be affective against seasonal affective disorder (SAD), good acoustics are particularly important to students with auditory issues, and good indoor air quality is particularly important to children whose health can be easily compromised.
Not Just a Fad. [Green Computing--From Fad to Fixture.]
Dillon, Naomi American School Board Journal; v196 n4 , p44,45 ; Apr 2009
Reviews the introduction of "green" practices into school technology, emphasizing low- and no-cost initiatives such as adjusting computers to turn themselves off sooner.
TO ORDER:
http://www.asbj.com/MainMenuCategory/Resources/SpecialReports/
Grow up, not out, with Green Design.
Gilmore, David School Planning and Management; v48 n4 , p22-24,26,27 ; Apr 2009
Presents lessons learned in the creation of the CHPS-certified Brea Olinda High School in Orange County, California. These include designing the school like a custom home, hiring a good design team and trusting them, and looking for efficiency in every category of the building.
2,000-Year-Old Lesson.
http://www.peterli.com/spm/resources/articles/archive.php?article_id=2192 Gisolfi, Peter School Planning and Management; v48 n4 , p60,62,64-66,68 ; Apr 2009
Discusses passive solar strategies for school buildings. Examples of passive solar heating from indigenous architecture are cited, as are more recent sun-oriented structures. Similarities among the buildings in materials use, orientation, and ventilation are noted. Ideal orientation of school buildings to take advantage of the sun and be protected from winds, as well as preferable interior arrangements to distribute the solar benefit are discussed.
New Reasons to Hope. [A New Green Generation.]
Gutter, Rachel American School Board Journal; v196 n4 , p46,48 ; Apr 2009
Reviews efforts to create "sustainability natives" among the digital native students currently enrolled. High performance buildings that also serve as a learning tool are emphasized.
TO ORDER:
http://www.asbj.com/MainMenuCategory/Archive/2009/April/
Go for the LEED. [LEED Certification for Schools.]
Kobet, Robert American School Board Journal; v196 n4 , p49,50 ; Apr 2009
Advocates creation of high performance "green" schools that can serve as a center for the community and as a participant in the curriculum.
TO ORDER:
American School Board Journal, 1680 Duke Street, Alexandria, VA 22314; Tel: 703-838-6722http://www.asbj.com/MainMenuCategory/Archive/2009/April
"Green" Can Be Relative to Your Region.
http://www.peterli.com/spm/resources/articles/archive.php?article_id=2197 Luepke, Gary School Planning and Management; v48 n4 , p30,32,34,36 ; Apr 2009
Offers measured evidence for the benefits of green schools to attendance and energy savings. Designing a green school must coincide with the climactic zone of the facility. Explanations of the U.S. Department of Energy's climate zone maps and considerations for HVAC systems within those areas are included.
Going Green Can Mean Savings for Schools, Districts.
http://www.peterli.com/spm/resources/articles/archive.php?article_id=2188 Moore, Deb School Planning and Management; v48 n4 , p12 ; Apr 2009
Outlines typical building features that contribute to sustainability. These include cool roofs, daylighting, energy-efficient artificial lighting, displacement ventilation, low-VOC carpet and finishes, flooring from renewable sources, water-efficient and waterless fixtures, xeriscaping, and green cleaning.
Seeing Green. [Is Green in Your District's Future?]
Sack-Min, Joetta American School Board Journal; v196 n4 , p40-43 ; Apr 2009
Reviews efforts to create sustainable school facilities in a number of districts, citing successful programs, LEED certification, and increased recycling.
TO ORDER:
American School Board Journal, 1680 Duke Street, Alexandria, VA 22314; Tel: 703-838-6722http://www.asbj.com/MainMenuCategory/Archive/2009/April/
Green 2.0.
Spector, Marc School Planning and Management; v48 n4 , p80-84 ; Apr 2009
Reviews the current state of "green" school construction in the United States, noting the ongoing revelation that a slightly higher construction cost can use 30 percent less water and energy, yielding substantial savings. Examples of real savings from existing green schools are included.
Green Restrooms: Sustainability Meets Savings.
http://www.facilitiesnet.com/plumbingrestrooms/article/Restroom-Fixtures-Dispensers-A re- Common-Green-Targets--10742 Westerkamp, Thomas Maintenance Solutions; v17 n4 , p14 ; Apr 2009
Advises on savings that can be realized from upgraded plumbing fixtures, air dryers, and dispensers in restrooms. Opportunities for maximizing custodial productivity through better scheduling are also discussed.
Lake Superior's Remedy.
http://www.nxtbook.com/nxtbooks/ashrae/hpb_2009spring/#/0 Williams, David High Performing Buildings; , p6-17 ; Spring 2009
Profiles Minnesota's Two Harbors High School, a high performance school featuring native plants that require no irrigation, bicycle path connections to the town and other recreational areas, high-efficiency HVAC systems, and extensive heat recovery strategies.
Going Green by Thinking Blue.
Womack, Jack School Planning and Management; v48 n4 , p38,40-42,44 ; Apr 2009
Discusses the use of rainwater as a teaching tool, by creating rain gardens bioswales, permeable pavers, and green roofs at school facilities. Explanations of these four features and advice on how to create them are offered, along with advantages of retaining rainwater onsite and use of native plant species.
Green Building Programs in the United States.
Bowyer, Jim; Lindburg, Alison; Bratkovich, Steve; Fernholz, Kathryn; Howe, Jeff Doors and Hardware; v73 n3 , p28-30,32,33,36-42 ; Mar 2009
Reviews recent updates and proposed changes to the most prominent North American green building programs, including LEED, the NAHB National Green Building Standard, and GBI's Green Globes program. The article focuses on each program's strengths and weaknesses, how each addresses indoor air quality, life cycle assessment, recycled content and salvaging, certified products, locally-source materials, biobased materials, and consumption reduction.
Finding Funding.
http://login.asumag.com/wall.aspx?ERIGHTS_TARGET=http%3A%2F%2Fasumag.com %2Fgre en%2Ffinding-funding-green-school-building-200903%2F Butnon, Paul American School and University; v81 n7 , p40,42-44 ; Mar 2009
Identifies sources of funding to help build "green" schools, including federal and state programs, foundation grants, and partnerships with business.
Green Opportunities.
http://login.asumag.com/wall.aspx?ERIGHTS_TARGET=http%3A%2F%2Fasumag.com %2Fgre en%2Fgreen-strategies-renovate-existing-buildings-200903%2F Haifleigh, Susan American School and University; v81 n7 , p46,48 ; Mar 2009
Focuses on making existing campus buildings more sustainable, beginning with assessment of energy and water use, indoor air quality, thermal comfort, materials, and construction.
The Lean, Green Schoolhouse. [Students Learn Environmental Lessons from a Green School Renovation.]
http://www.edutopia.org/atrium-school-green-environment-renovation Schibsted, Evantheia Edutopia; v5 n2 , p50,52,54 ; Mar 2009
Profiles Massachusetts' Atrium School, a K-6 private institution housed in a reclaimed warehouse and office facility. The high performance building offers daylighting, rainwater reclamation, and high recycled content.
Green as the New Norm.
http://asumag.com/green/green-practices-schools-universities-build-renovate-200902/ American School and University; v81 n6 , p16-18,20,22,23 ; Feb 2009
Reviews the advent of sustainable school design from a "cult topic" to a standard in the last five years. While only 120 K-12 facilities have received LEED certification so far, more than 1,000 schools under construction have applied for it. The aggressively "green" building program of the Los Angeles Community College District is profiled. Advice on avoiding "greenwashing," or billing of products as environmentally conscious when they are not, is included, along with considerations for when to pursue or not pursue LEED certification.
Computers and the Environment: Minimizing the Carbon Footprint.
Kaestner, Rich School Business Affairs; v75 n2 , p18,19 ; Feb 2009
Advises on how to purchase computer equipment that contain more environmentally benign content and use less energy. Proper disposal of equipment is discussed, as are ways to use computers to reduce energy use through automation of procedures that previously required paper or staff travel.
Green Schools: Strengthening Our Economy by Investing in Our Children.
Weekes, John M. NEW SOLUTIONS: A Journal of Environmental and Occupational Health Policy ; v19 n2 , p255-257 ; Feb 2009
An architect looks at the history of school design and construction in the United States, which by 2008 had approximately 97,000 public schools holding 54.3 million students and five million teachers. About 73 percent of the schools were built prior to 1969. A study has shown that Green Schools can produce a 30-50 percent reduction in energy use, 35 percent reduction in carbon dioxide, a 40 percent reduction in water use, and cut 70 percent in solid waste. Further, student absenteeism and teacher turnover were reduced and productivity increased three percent. If all American schools were Green, the country would save nearly $1 trillion in the next 10 years.
Green Special Section.
http://www.learningbydesign.biz/green09.html Learning By Design; n18 , p30-52 ; 2009
Profiles 20 primary, middle, secondary, and higher education school facilities selected by the 2009 Learning by Design competition as demonstrating outstanding attention to sustainability. For each project, a description, list of project participants, costs, and photographs are included.
Zero Carbon Schools.
Brailsford, Richard 21 Century Schools; v4 n1 , p35-38 ; 2009
Discusses the complications of defining and creating zero carbon schools. Since generating electricity on the school site is largely impractical, then de-carbonization of the electrical supply is essential.
Every Community Needs a Healthy, High Performance School
Curreri, Michele; Pratapchandran, Sarat Educational Facility Planner; v43 n2-3 ; 2009
Summarizes the discussions at the 2008 Healthy Schools Summit, co-sponsored by the Council of Educational Facility Planners International (CEFPI) and the U.S. Environmental Protection Agency Indoor Environments Division. Participants discussed what was presently working, examples of successful healthy school programs, and future work. Opportunities already in place that support high performance school construction, common challenges, and solutions to the top five challenges are presented.
Sustainability Innovation in United Kingdom Schools.
http://www.oecd.org/dataoecd/63/50/43904693.pdf?contentId=43904694 Head, Wayne; Buckingham, Richard CELE Exchange; 2009/10 , p1-5 ; 2009
Recommends approaches to take in designing sustainable educational environments. The authors present recent examples of British school buildings that reduce carbon emissions and capitalize on renewable energy sources, and predict how schools will respond to energy needs in the future.
The Building as the Teacher.
Mason, Craig Educational Facility Planner; v43 n4 , p31,32,34-36 ; 2009
Profiles Pioneer Middle School in DuPont, Washington. Through collaboration with administration and teachers, the building became a learning tool stressing environmental stewardship. Signage explaining how design reduces the building’s environmental impact, touchscreens that illustrate the buildings utilities usage, and outdoor learning areas are described.
Theory vs. Bricks and Mortar-Forming, Norming, Storming, and Performing.
Robbie, Philip; Pickett, Fran Educational Facility Planner; v43 n4 , p16-18 ; 2009
Reviews a 2009 design charette that examined three Florida schools in need of rebuilding, remodeling, or expansion. The elements of the design exercise are described, and the participants left with more understanding of what constitutes a high performance school.
Green Today, Sustainable Tomorrow.
http://www.learningbydesign.biz/feature209.html Smeath, Doug Learning by Design; n18 , p18-21 ; 2009
Discusses LEED certification of schools, with emphasis on the Green Excellence in Existing School Toolkit (GreenEX2) that helps enable existing school to achieve certification. Federal, state, and local government participation in "green" school programs, as well as that of education-related organizations is also highlighted.
The Components of Good Acoustics in a High Performance School.
Stewart, William Educational Facility Planner; v43 n4 , p28-30 ; 2009
Discusses the limitation of outside noise intrusion, minimization of HVAC noise, and reduction of sound reverberation within classrooms. Sources of sound, acceptable levels, mitigation techniques, and national standards for sound attenuation are addressed.
Ten Paths to Green.
http://asumag.com/green/10_paths_green_1208/ Kennedy, Mike American School and University; v81 n4 , p25,26,28,29 ; Dec 2008
Discusses steps toward "greener" campuses, including alternative fuels, biking, walking, water conservation, education tools, paper reduction, recycling, recognition programs, carbon neutrality, local food, green cleaning, and daylighting.
Harvesting Hardwood: Native Hardwoods in Green Design.
Thurm, Gil The Construction Specifier; v61 n12 , p74-86 ; Dec 2008
Discusses the variety and properties of American hardwoods and certification of sustainably produced hardwoods. Recent higher education buildings that made effective use of hardwoods, and sustainability comparisons of hardwood to manufactured flooring products are included, along with ten references.
2008 Green Design Awards.
School Planning and Management; v47 n11 , pG1-G32 ; Nov 2008
Presents a panel of judges selections of 26 exemplary K-12 and higher education buildings, in the categories of Building as a Teaching Tool; Energy Efficiency and Conservation; Visual, Acoustical, Thermal and Air Quality Indoor Environment; Materials; Site Selection and Development; and Water Conservation. Photographs, building statistics, green principles followed, and a description accompany each project.
Classroom and Multipurpose Building, Loften High School.
http://www.dcd.com/case_studies/0811/081142.html Design Cost Data; v52 n6 , p42,43 ; Nov-Dec 2008
Profiles this LEED Silver high school in Gainesville, Florida. The building replaces a conglomeration of disorganized structures and portables. Building statistics, a list of the project participants, cost details, a floor plan, and photographs are included.
Green Field Notes.
American School and University; v81 n3 , p326-349 ; Nov 2008
Briefly profiles outstanding sustainability features at 41 K-12 and higher education institutions in the United States.
Staley High School.
http://www.dcd.com/case_studies/0811/081140.html Design Cost Data; v52 n6 , p40,41 ; Nov-Dec 2008
Profiles this Kansas City, Missouri, facility that earned LEED Silver certification largely through its retention and expansion of wetlands on the site, daylighting, locally sourced sustainable materials, and a geothermal HVAC system. Building statistics, a list of the project participants, cost details, a floor plan, and photographs are included.
The Case for Modular.
http://www.edcmag.com/Articles/Column/BNP_GUID_9-5-2006_A_1000000000000046 1931 Kobet, Bob Environmental Design and Construction; v11 n11 , p82,84,85 ; Nov 2008
Describes how modular buildings can play a significant role in sustainable building, as the modular building industry includes more environmentally conscious design, materials, and construction practices.
Hawaii Schools See Green.
Jacobson, Linda Education Week; v28 n10 , p21-23 ; Oct 2008
Discusses how Hawaii's schools are given rebates of money saved on their energy bills, are turning to renewable energy sources, and avoiding air conditioning.
GoinGreen.
http://www.edweek.org/dd/articles/2008/10/20/02green.h02.html?print=1 Davis, Michelle Education Week Digital Directions; Oct 2008
Briefly profiles sustainability efforts in schools, including recycling computers, centralized hibernation commands to computers, sophisticated HVAC systems that adjust to outdoor temperature and room occupancy, rainwater collection, and lighting that adjusts to ambient daylighting.
Community Commitment.
Erickson, Paul American School and University; v81 n2 , p46,48,50 ; Oct 2008
Reviews the benefits of "green" campuses, cites the LEED system as a means for evaluation green school design, and outlines best practices in site design, water efficiency, energy use, materials selection, indoor air quality, and design for achieving an environmentally conscious campus.
A Green Role Model.
Hoffman, Paul American School and University; v81 n2 , p42,44,45 ; Oct 2008
Discusses ways to make a campus building "greener" without tearing it down and replacing it. Education of the occupants and parents, low-VOC furnishings, electricity audits, window upgrades, water use reduction, HVAC upgrades, setting improvement targets, partnering with local industries, and green cleaning are addressed.
Green on a Budget.
http://www.hpbmagazine.org/images/stories/articles/Nicklas2.pdf Nicklas, Michael High Performing Buildings; , p6-8,10-12,14-16 ; Fall 2008
Discusses sustainable building features that actually cost less or only slightly more than nonsustainble ones. These include proper orientation on the site and reduction of impermeable surfaces, daylighting, light colors and radiant barriers in building exteriors and interiors, photovoltaic systems, and thoughtfully designed HVAC systems with proper load and minimal turns, rainwater catchment.
Teaching Green. (Green Schools Teach Green Lessons.)
http://www.asbj.com/MainMenuCategory/Archive/2008/October Woodside, Daniel American School Board Journal; v195 n10 , p26,27 ; Oct 2008
Discusses how school building features are being used to teach sustainability within the curriculum. Examples include photovoltaic systems, collection and re-use of stormwater, retention ponds designed to create a wetland, onsite biological treatment of wastewater, and recycling and composting programs.
TO ORDER:
American School Board Journal, 1680 Duke Street, Alexandria, VA 22314; Tel: 703-838-6722http://www.asbj.com
Good Stewards.
http://asumag.com/energy/good_stewards_performance/ French, Jim; Oathout, Rod American School and University; v81 n1 , p34,36,38 ; Sep 2008
Discusses ways to achieve high peformance schools through integrated design, energy benchmarking, site selection and orientation, envelope design and materials, and innovative HVAC systems.
Modular Building Hitting Green Stride.
http://www.todaysfacilitymanager.com/tfm_08_09_sustainable.php Vazquez, Anne Today's Facility Manager; Sep 2008
Discusses how the modular building industry has improved the environmental credentials of their products with improved materials, acoustics, adaptability to passive and active environmental strategies, control of construction waste, and recyclability of the modular unit itself.
The Smart Approach.(Energy Smart Schools Save Money.)
http://www.asbj.com/MainMenuCategory/Archive/2008/July Appel, Margo American School Board Journal; v195 n7 , p34,35 ; Jul 2008
Reviews the benefits of building high performance schools, emphasizing justification of the up-front-costs through a life-cycle cost analysis. Enabling incentive programs and creative financing are also covered.
TO ORDER:
American School Board Journal, 1680 Duke Street, Alexandria, VA 22314; Tel: 703-838-6722http://www.asbj.com
Passing the Green Test.
http://www.hpbmagazine.org/images/stories/articles/Passing%20the%20Green%20Test.pdf Caldwell, Anja High Performing Buildings; , p66-70,72,74,75 ; Summer 2008
Profiles the Great Seneca Creek Elementary School in Montgomery County, Maryland. The high-performance facility includes a geoexchange HVAC system, low- and no-water use restroom fixtures, use of locally sourced and environmentally friendly building materials, native plantings with wetlands and an educational garden; green cleaning practices, and extensive recycling.
Sustainable Education Campus in Spain: Nature and Architecture for Training.
http://www.oecd.org/dataoecd/11/48/40802524.pdf Campos, Pablo PEB Exchange; 2008/10 ; Jul 2008
Profiles a Spanish campus for education in sustainability, with campus design and landscaping as participants in the educational program.
Getting the Most from Your Energy Dollar: The High-Performance School.
Crawley, Drury School Business Affairs; v74 n7 , p31-33 ; Jul-Aug 2008
Discusses the lowering costs of building energy-efficient schools, which now can cost no more to build than traditional schools. The key is coordinated design, with all members of the design and construction team being focused on energy efficiency and systems being created that are compatible and right-sized to each other.
The Sustainable Entrance.
Depta, Dan Doors and Hardware; v72 n7 , p42-44,46,47,49 ; Jul 2008
Discusses the durability of door types, with particular attention to high-traffic areas such as school entrances. The types of environmental and human abuse that a door should be able to withstand over a long period of time is considered, as is the interaction of the door and its hardware. Thermal performance and contribution of doors to indoor air quality are also addressed.
Go Modular: Go Green.
http://www.facilitymanagement.com/articles/design1-0808.html Hardman, Tom; Kobet, Robert American School and Hospital Facility; v31 n4 , p10,12,13 ; Jul-Aug 2008
Summarizes potential sustainable features of modular construction, highlighting opportunities in the LEED categories of Sustainable Sites, Water Efficiency, Energy and Atmosphere, Materials and Resources, Indoor Environment Quality, and Innovation and Design.
Rainwater: The Untapped Resource.
http://www.hpbmagazine.org/images/stories/articles/Rainwater.pdf Nicklas, Michael High Performing Buildings; , p26-28,30-32,34-36 ; Summer 2008
Discusses the relationship of water use to energy consumption, and advocates for greater use of collected rainwater for irrigation and toilets. Advantages of rainwater use include reduction of stormwater runoff, municipal water use, and chlorine use. Advice on designing a collection, storage, and distribution system is accompanied by charts illustrating water savings from four North Carolina schools. Includes 11 references.
Sustainable Outdoor Lighting.
Preston, George The Construction Specifier; v 61 n6 , p102-109 ; Jun 2008
Details elements of sustainable outdoor lighting, including efficient sources of light, energy-effective light application, and environmentally responsible suppliers. Types of bulbs, price comparisons, proper focus of the illumination, and items to check when evaluating a supplier are addressed.
Simple Strategies.
http://asumag.com/green/university_simple_strategies_2/ Stevens, Tod American School and University; v80 n11 , p23-26 ; Jun 2008
Briefly reviews the current popularity of "green" building and highlights simple and inexpensive lighting, roofing, and materials choices for sustainable building.
How High Performance, Energy-Saving Glass and LEED Can Maximize the Potential of Green.
http://www.facilitymanagement.com/articles/green1-0608.html Lang, Bruce American School and Hospital Facility; v31 n3 , p10,12,13 ; May-Jun 2008
Reviews major points of the LEED system that contribute to coordinated building design, including prioritizing decisions and accepting trade-offs. Options for improved energy performance of glass are emphasized.
Going Green: Environmentally Friendly Schools Pay Off.
http://www.csba.org/NewsAndMedia/Publications/CASchoolsMagazine/2008/Spring/InT hisIssue/GreenSchools.aspx Lafee, Scott California Schools Magazine; Apr 10, 2008
Describes California's Inderkum High School, its geothermal HVAC system, and the savings anticipated from the system. The rapid spread of high performance schools in California and the role of the Collaborative for High Performance Schools is also discussed.
Design Collabetition-Green Piece Awards.
http://www.schooldesigner.com/newsletter/2008/04_08GreenPiecenewsletter.html Schooldesigner Newsletter; Apr 2008
Presents the five U.S. and one Australian winner of this competition to select outstanding "green" schools.
Green on Top.
http://www.peterli.com/spm/resources/articles/archive.php?article_id=1772 School Planning and Management; v47 n4 , p93,94 ; Apr 2008
Profiles the many "green" features of the Radnor Middle School in Delaware County, Pennsylvania. These include the recycling of 85 percent of demolition and construction waste, a green roof, daylighting, water-efficient fixtures, and a geothermal HVAC system.
Making Schools Green Inside, as Well as Out.
http://www.peterli.com/spm/resources/articles/archive.php?article_id=1769 Abramson, Paul School Planning and Management; v47 n4 , p114 ; Apr 2008
Recommends examination of procedures and behaviors within schools that spread germs and pollution, and which require no facility modification to remedy.
"Green" versus "Mean."
Boley, William College Planning and Management; v11 n4 , p86,87 ; Apr 2008
Describes several aesthetically pleasing "green" building materials, including translucent panels and drywall made of largely recycled content, ground-faced block, and bamboo flooring.
Sunny Future.
http://www.peterli.com/spm/resources/articles/archive.php?article_id=1779 Hall, Mike School Planning and Management; v47 n4 , p88-90 ; Apr 2008
Discusses incentives for schools to incorporate solar and other forms of renewable energy into their facilities. These include energy savings, grants, and other forms of financial assistance. Two California case studies are included.
Building Green for Education.
http://www.peterli.com/spm/resources/articles/archive.php?article_id=1774 LaCorte, Patrick School Planning and Management; v47 n4 , p64,66,68 ; Apr 2008
Profiles New Jersey's Carlstadt Public School, a LEED-certified K-8 facility made possible only after a fourth bond referendum by close cooperation between the architects, board of education, New Jersey Department of Education, New Jersey School Boards Association, and the community.
It's Green-Now Find Out What That Really Means.
http://www.buildings.com/articles/detail.aspx?contentID=5834 Madsen, Jana Buildings; v102 n4 , p60-62,64,65 ; Apr 2008
Discusses the validity of manufacturers' claims of "greenness" for their building products, directing building owners toward legitimate certification programs, and advising on the meaning of terms such as "recycled," "rapidly renewable," "biodegradable," "low- or no-VOC," and "sustainably harvested."
Green Fields.
http://www.peterli.com/spm/resources/articles/archive.php?article_id=1770 Maguire, Patrick School Planning and Management; v47 n4 , p80-83 ; Apr 2008
Discusses environmental considerations for athletic fields, including artificial turf the requires no watering, fertilizer, or pesticides. Also considered are the most cost-effective and environmentally friendly procedures for fertilization, irrigation, overseeding, and mowing of natural grass fields.
Energy Efficiency Pays.
http://www.peterli.com/spm/resources/articles/archive.php?article_id=1768 Moore, Deb School Planning and Management; v47 n4 , p10 ; Apr 2008
Outlines justifications for building an energy-efficient, high-performance school, including the rising cost of energy, healthier school environment, setting an example for the community, and teaching students about conservation.
Green Design: New Construction vs. Renovation.
Perruzzi, Daniel Buildings; v102 n4 , p84,86 ; Apr 2008
Briefly reviews the six categories of LEED certification for new construction and addresses the additional options available with renovation projects.
Architects Collaborating for Green Schools.
http://www.aia.org/cote2_template.cfm?pagename=cotenotes_a_200804_GreenSchools Souza, Pauline AIA Knowledge Communities; Spring 2008
Discusses the benefits of "green" schools and the way school designers, owners, and occupants are collaborating to build them.
Buying Furniture: Nine Ways to Go Green.
VanWyk, Linda School Business Affairs; v74 n4 , p33,34 ; Apr 2008
Details environmental issues for school furnishings, detailing durability, modularity, reconfigurability, low VOC output, recycled content, recyclability after use, translucence, packaging, and manufacturer certification.
The Green Revolution.
http://www.peterli.com/spm/resources/articles/archive.php?article_id=1782 Willson, Adele; Giley, Gwen School Planning and Management; v47 n4 , p70,72,74,76,78 ; Apr 2008
Profiles two Colorado high schools, describing the building design, and key sustainable features of each. These include daylighting, material selection, ventilation, and flexibility.
It's Easy to Be Green. Seven Steps to a Healthier School.
http://www.nais.org/publications/ismagazinearticle.cfm?Itemnumber=150664&sn.ItemNumber=145956 Moore, Deborah Independent School Magazine; , 3p. ; Mar 28, 2008
This article defines a green school, and provides seven steps to becoming a greener school, including conducting an audit, creating a plan, overcoming obstacles, and integrating green into the curriculum. Includes a chart of the four pillars of a little green schoolhouse.
Heery Program Director Discusses School Planning, Sustainable Design.
http://www.schoolconstructionnews.com/Media/PublicationsIssue/SCNMA08.pdf School Construction News; v11 n2 , p31,32 ; Mar-Apr 2008
Briefly discusses pre-bond planning and the most effective strategies for "green" school design.
Building Green.
http://www.peterli.com/spm/resources/articles/archive.php?article_id=1750 Moore, Deb School Planning and Management; v47 n3 , p13 ; Mar 2008
Briefly reviews the benefits of building "green" schools, and describes recent advocacy and legislative efforts to promote their creation.
Making the Case for Green Building.
Wilson, Alex Facilities Manager; v24 n2 , p36-43 ; Mar-Apr 2008
Advocates "green" building initiatives by detailing the numerous benefits derived from choosing to go green. Categories of benefits detailed include environmental, first-cost savings, reduced operating costs, health and productivity, community, as well as other economic benefits.
The Shape of Things.
http://asumag.com/energy/shape_things_school_foundation/ Aliotta, Joe; Pde, Gerald American School and University; v80 n6 , p32-34,36 ; Feb 2008
Discusses current building performance simulation, daylighting, and ventilation opportunities for school buildings.
Grounds for Health: The Intersection of Green School Grounds and Health-Promoting Schools.
Bell, Anne C.; Dyment, Janet E. Environmental Education Research; v14 n1 , p77-90 ; Feb 2008
Despite the growing body of research on green school grounds, relatively little has been written about their relationship with health promotion, particularly from a holistic health perspective. This paper explores the power and potential of green school grounds to promote health and well-being and to be an integral element of multifaceted, school-based health promotion strategies. Specifically,it brings together recent research to examine green school grounds as places where the interests of educators and children's health advocates can meet, inform and support one another. Highlights the growing body of evidence that green school grounds, as a school setting, can contribute to children's physical, mental, social and spiritual well-being.
TO ORDER:
http://www.informaworld.com/smpp/content~content=a790536911~db=all~order=page
Green Leaders.
http://asumag.com/green/green_leaders_schools_district/ Kennedy, Mike American School and University; v80 n6 , p18-20,22,24,25 ; Feb 2008
Profiles early leaders in "green" school design, citing continuing efforts by Montgomery County, Maryland; the Ohio School Facilities Commission; and Colorado's Poudre School District.
Estimating Sustainable Projects
Estimating Sustainable Projects. Planning, Experience Key to Keeping Green in Black.
http://midwest.construction.com/features/archive/0802_feature1.asp Schwartz, Karen Midwest Construction ; Feb 2008
This describes how to calculate costs associated with green projects. Owner commitment may help keep the costs of sustainable projects down, and sourcing materials within 500 miles should reduce transportation costs.
Green Designs Support Learning Environments.
http://www.learningbydesign.biz/2008/citation.html Learning By Design; n17 , p8-11 ; 2008
Presents the ten Citation of Excellence award winners in this competition, with particular attention to four educational facilities that exhibit particularly innovative and well-executed sustainable designs. The recipients include primary, secondary, and higher education projects.
Green Special Section.
http://www.learningbydesign.biz/2008/green.html Learning by Design; n17 , p30-58 ; 2008
Profiles 24 primary, secondary, and higher education facilities cited for their outstanding attention to sustainable design. For each project, a description, list of project participants, costs, and photographs are included.
Smart Schools Mean Healthy Students.
http://hmturnerfoundation.org/html/artsmartschools.html Education Outlook; 2008
Describes the elements of a high performance school, along with its positive impact on health, learning, and the environment. The formation and work of the Collaborative for High Performance Schools is also featured.
When the Facility Becomes the Culprit.
Barnett, Claire Educational Facility Planner; v42 n4 , p13-16 ; 2008
Details health hazards to children in unhealthy school environments and cites the benefits of healthy, high performance schools.
Ohio Braces for Green Schools.
Brown, Franklin Educational Facility Planner; v42 n4 , p24,25 ; 2008
Describes how Ohio is incorporating LEED standards into its official Ohio School Design Manual, with particular attention to meeting daylighting and construction cost challenges.
Green Schools in the United States and Germany.
Caldwell, Anja Educational Facility Planner; v42 n4 , p9-12 ; 2008
Compares school building siting, design, and construction in Germany and the United States, citing differences in cost, sustainability, design, life expectancy, grade configuration, scheduling, and transportation.
Blueprints for Learning.
http://www.learningbydesign.biz/2008/casestudy1.html Costlow, Andrew; Rawlins, Daniel Learning by Design; n17 , p198 ; 2008
Profiles sustainable features of two Indiana educational facilities.
The Collaborative for High Performance Schools.
Eley,Charles Educational Facility Planner; v42 n4 , p34,35 ; 2008
Describes the Collaborative for High Performance Schools (CHPS), its 6-volume CHPS Manual, and the Manual's adaptation and adoption by eight states.
LEED for Schools.
Gutter, Rachel Educational Facility Planner; v42 n4 , p23,24 ; 2008
Reviews the progress of "green" school building, with 87 schools LEED certified so far, and 630 pending certification, and several states adopting green school standards and policies.
Student-Centered Sustainable Design.
Hall, Michael Educational Facility Planner; v42 n4 , p37-39 ; 2008
Discusses the prioritization of school sustainable design features that most directly impact occupant health and morale. These include indoor air quality, ventilation, thermal comfort, daylighting, acoustics, physical condition, small learning communities, and connection to community.
Schools and Climate Change.
Heinen, Kristin Educational Facility Planner; v42 n4 , p35,36 ; 2008
Discuses major sources of greenhouse gasses generated by schools and advises on achieving reductions in them.
Building Green for Better Education.
Hoffman, Paul Educational Facility Planner; v42 n4 , p17-19 ; 2008
Discusses the positive impact of sustainable school building features on learning, attitudes, staff morale, and attendance, illustrated with a profile of Wisconsin s LEED Gold certified North Pines High School.
Grounds Care Goes Green.
http://www.facilitiesnet.com/ms/article.asp?id=8090&keywords=mowers,%20blowers,% 20turf Hounsell, Dan Maintenance Solutions; v16 n1 , p30 ; Jan 2008
Reviews groundskeeping equipment and operations choices that save energy and reduce pollution.
Outlook 2008: What's ahead for Educational Facilities and Business in the New Year and Beyond.
Kennedy, Mike
Predicts 2008 trends in school enrollment, construction, sustainability, maintenance, indoor air quality, security, technology, business and finance, and energy use.
What's Small and Green?
http://archrecord.construction.com/schools/071213-SCH_TRE.asp Linn, Charles Architectural Record; , p12-14 ; Jan 2008
Discusses the advantages of small and "green" schools, illustrated with two examples of schools that are both.
The School as a Unique Habitat.
Miller, Kevin Educational Facility Planner; v43 n1 , p32-35 ; 2008
Profiles Australia's Burgmann Anglican School, emphasizing it's planning around environmental education, the townlike arrangement of its buildings, and sustainability features.
Lighting the Way.
http://www.nxtbook.com/nxtbooks/ashrae/hpb_2008winter/index.php Nicklas, Michael High Performing Buildings; , p38-42,44-46 ; Winter 2008
Reviews the extensive sustainability features of two Guilford County, North Carolina, schools, some of which were used in schools for the first time. These include daylighting, an energy-efficient building envelope, indirect lighting, solar hot water, photovoltaics, computerized monitoring of systems, recycled and locally produced building content, and native plantings.
A Call for Change.
http://www.schoolconstructionnews.com/Media/PublicationsIssue/SCNJF08.pdf Perry, Amy School Construction News; v11 n1 , p16-18 ; Jan 2008
Profiles the San Francisco Waldorf School facility, a remodeled call center that has achieved LEED Gold certification due to high recycled building content, daylighting, water-saving fixtures, operable windows, room occupancy sensors, and 100 percent outside air.
A Plaque Is Just a Plaque.
Peterson, David Educational Facility Planner; v42 n4 , p31-34 ; 2008
Advocates for the creation of high performance school buildings, emphasizing "green" features that add little or no construction cost. The sustainable operation of a building, not just its "green" design and construction is encouraged. Potential conflicts of interest in the U.S. Green Building Council's LEED Green Building Rating System are noted, and sustainable school building guidance organizations that do not charge for their assistance or certify products are briefly profiled.
High Performance Environment for the Future.
Porta, Matthew Educational Facility Planner; v42 n4 , p20,21 ; 2008
Profiles the high performance feature's of Denver's Valor Christian High School, which was designed and built in only 21 months.
Savvy Schools Are Going Green.
St. Gerard, Vanessa Education Digest; v73 n5 , p32-33 ; Jan 2008
This article describes how the green phenomenon is spreading, especially among schools, which have found that not only are they being environmentally friendly, they are also saving big money. Green buildings focus on efficiency and renewable energy, water stewardship, environmentally preferable building materials and specifications, waste reduction, toxics, and indoor air quality.
Green Schools in Australia.
Tidswell, Andrew Educational Facility Planner; v42 n4 , p43-46 ; 2008
Describes current Australian initiatives in "green" school design, including the development of the Green Star-Education rating tool by the Green Building Council of Australia and particular state efforts.
The Business Case for Green Buildings 2008.
http://www.igreenbuild.com/cd_3055.aspx Yudelson, Jerry iGreenBuild.com; Dec 14, 2007
This articles lays out the business case for green buildings, focusing on the life-cycle cost impact of energy conservation; the increase in property values; the risk mitigation of green buildings; "responsible property investing"; green buildings no longer carry cost premiums; a growing industry trained in green building design and construction practices; and the spread of the green building revolution to all commercial market sectors.
Go Green.
http://asumag.com/green/university_go_green/ Kennedy, Mike American School and University; v80 n4 , p22,24,26,28 ; Dec 2007
Discusses ten significant reason to embrace sustainable design in school design and construction: to save energy, water, and money; reduce pollution; improve health; provide educational opportunities; use local resources; reuse materials; receive grants and subsidies; and to exhibit leadership and social responsibility.
Utility Vehicles: Driving Toward Sustainability.
http://www.facilitiesnet.com/ms/article.asp?id=7940&keywords=utility%20vehicle,%20b io-diesel,%20propane,%20electric%20power,%20hauling%20capacity,%20golf%20cart Matt, Chris Maintenance Solutions; v15 n12 , p18,19 ; Dec 2007
Reviews options for campus grounds maintenance vehicles, with particular attention to the limitations and opportunities with electric vehicles, opportunities for bio-diesel and propane vehicles, and vehicle maintenance.
Green Light on Energy Use.
http://www.districtadministration.com/viewarticle.aspx?articleid=1315 Vogel, Carl District Administration; v43 n11 , p28-30,32-34 ; Nov 2007
Reviews increasing interest in assessing the energy consumption of schools, the impact of creating "green" schools, recent programs that are creating and promoting green schools, and several examples of energy-saving features found in new and recently renovated schools.
Sustainable Classroom Design Captures San Francisco Bay Breezes and Sunlight.
http://www.aia.org/aiarchitect/thisweek07/1005/1005d_windrush.cfm Boniface, Russell AIArchitect; v14 ; Oct 05, 2007
Profiles the Windrush School in El Cerrito, California, which uses clerestory windows to capture natural ventialation and daylight. The school aslo features radiant heating, a photovoltaic system, and a green roof.
Green Buildings in Use: Post Occupancy Evaluations.
http://www.oecd.org/dataoecd/16/59/39344715.pdf PEB Exchange; 2007/12 ; Oct 2007
Briefly describes users' experiences of two "green" school buildings. It also describes how communication concerning building performance is necessary to minimize environmental impact, just as it is necessary to achieve other aspects of building performance.
Japan's Eco-School Programme.
http://www.oecd.org/dataoecd/36/62/39344177.pdf PEB Exchange; v2007/8 ; Oct 2007
Profiles the concept and funding of this program which has funded over 600 schools to date. The program applies to both newly constructed and renovated school buildings, in an effort to make its schools more environmentally friendly.
School Buildings in Greece: The Bioclimatic Challenge and a Photovoltaic Pilot Project.
http://www.oecd.org/dataoecd/37/40/39344421.pdf PEB Exchange; 2007/9 ; Oct 2007
Briefly reviews projects to provide photovoltaic power, carbon dioxide controls, green roofs, solar heat, and occupancy sensing in various Greek schools. A more detailed report on the photovoltaic installation is also included.
Sustainability Actions in Australia.
http://www.oecd.org/dataoecd/16/61/39344672.pdf PEB Exchange; 2007/11 ; Oct 2007
Presents case studies of two sustainably designed high schools, highlighting extensive use of natural and recycled materials, rainwater collection, and natural ventilation.
Using Minimum Energy in Ireland's Schools.
http://www.oecd.org/dataoecd/16/63/39344619.pdf PEB Exchange; 2007/10 ; Oct 2007
Explains how Ireland has incorporated low energy design into primary and post-primary schools and gives an overview of projects that have helped inform this approach. Techniques include passive solar design, daylighting, natural ventilation, and air infiltration.
Hand in Hand.
http://asumag.com/green/university_design_green/ Bernardo, Luis; Jankiewicz, Dennis American School and University; v80 n2 , p48-50 ; Oct 2007
Briefly reviews points of sustainable building design, citing the difficulty encountered when capital and operations budgets are separated, as well as the importance of collaboration between the design, engineering, and construction professionals.
Green Lights.
http://www.peterli.com/archive/spm/1629.shtm Fickes, Michael School Planning and Management; v46 n10 , p48,50,51 ; Oct 2007
Reviews LEED recommendations for school lighting that encourages daylighting coordinated with the artificial lighting system. Brief examples of successful school daylighting programs are included, as are the advantages that daylighting offers to occupant performance.
Making an Impact.
http://asumag.com/green/university_making_impact_3/ Jahnigen, Charlie American School and University; v80 n2 , p52-54 ; Oct 2007
Reviews building materials and design features with regard to integrated design that will yield savings in sustainable school buildings.
The Good "Green"
Trainor, Charles American School Board Journal; v194 n10 , p50,51 ; Oct 2007
Reviews the conservation and environmental efforts of the Briarcliff Manor (New York) School District. These include development of an integrated sustainability curriculum, changes in school lighting, furnace upgrades, sophisticated energy management systems, waterless urinals, and roof improvements.
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Sustainable School Design.
Crum, Barbara; Turckes, Steven American School Board Journal; v194 n9 , p68-70 ; Sep 2007
Reviews the economic and health benefits of sustainable school buildings, enumerating typical features of a sustainable school, highlighted with examples from across the country.
Green, Not Mean.
http://www.publicservice.co.uk/article.asp?publication=The%20PPP%20Journal&id=277 &content_name=Education/Building%20Schools%20for%20the%20Future&article=8363 Goddard, Ty The PPP Journal; n58 ; Sep 2007
Advocates for "green" schools and involvement of the entire community in school design. The depth of teacher, parent, and student experience is cited as particularly valuable, though often overlooked.
Green Schools Cost a Little More...But Return Much More.
http://www.facilitymanagement.com/articles/grncleaning1-1007.html Sawchuk, Mike American School and Hospital Facility; v30 n5 , p10,12,13 ; Sep-Oct 2007
Briefly reviews the threat that "non-green" school buildings might pose to occupants, the cost of green construction versus the savings, green cleaning, and benefits to learning that green buildings may afford.
Funding California's High Performance Schools Through Proposition 1D. State to Use CHPS Criteria for Prop 1D High Performance Incentives.
http://www.chps.net/announcements/nwsltrAug07.htm Collaborative of High Performance Schools (CHPS) e-Bulletin; Aug 2007
New regulations were approved by the California State Allocation Board that determine how $100 million in high performance school incentives will be spent. The program will fund new construction and modernization projects that promote the efficient use of water, natural resources and energy, and also provide superior indoor air quality, acoustics, and lighting. The new regulations identify the CHPS Criteria as the basis for distributing the incentives.
Green Schools Pay Dividends Beyond the Bottom Line.
Lally, Maureen; Garibay, Pat School Business Affairs; v73 n7 , p20,21 ; Jul 2007
Describes the benefits of a healthy school environment to occupant health and academic achievement, as well as the reduced operational costs of a high performance school.
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Academic Achievement.
http://www.zinio.com/express2?issue=218150348 Malin, Nadav GreenSource; v2 n3 , p78-83 ; Jul 2007
Profiles Washington D.C.'s Sidwell Friends Middle School, a LEED Platinum-certified facility featuring onsite wastewater management, a wetland, extensive use of natural and recycled materials, and sophisticated passive and active energy-saving features.
California Mission.
McIntyre, Linda Landscape Architecture; v97 n7 , p68 78,80,81 ; Jul 2007
Profiles the Audubon Center at Debs Park, a Los Angeles environmental education center that received the country's first LEED Platinum rating. Electricity is generated on site from photovoltaic panels, storm- and wastewater are treated and reused, the paving is porous, and native vegetation was restored to the site.
Green for Life: Investing in Our Future.
SchoolsforLife; n5 , p15-17 ; Jun 2007
Briefly reviews principles of reduction of energy and water use, reuse of materials, and recycling of resources in schools.
Audiovisual Technology and Sustainable Design.
Melchin, Jon The Construction Specifier; v60 n6 , p100-102,104,106-108 ; Jun 2007
Advises on environmentally conscious audiovisual technology installations, including plasma and LCD screens which save energy and can be viewed in daylit rooms, use of lead-free or recycled content, design that allows easy access for inspection and maintenance, and attention to acoustics. Includes four references.
Getting Started on Being Green: A Roundtable Discussion.
http://www.facilitymanagement.com/articles/buildingdesign1-0607.html American School and Hospital Facility; v30 n3 , p14,15,17,18 ; May 2007
Presents the opinions of five members of the Alliance for Sustainable Built Environments on how to get started "greening" the campus, advantages of green approaches to K-12 environments, and potential additional costs of green design.
Carbon Neutral Schools: Lessons Learned in the United Kingdom.
http://www.oecd.org/dataoecd/43/54/39152639.pdf Patel, Mukund Modern Gov; , 2p. ; May 2007
The UK government intends to deliver 200 carbon neutral “eco-schools” in the next three years, to help cut emissions. As part of Building Schools for the Future (BSF) and the Primary Programme, the Department for Education and Skills (DfES) is encouraging design of sustainable schools that meet the criteria for an exciting and eco-friendly learning environment.
Can a Building Make You Smarter?
Baker, Lindsay School Planning and Management; v46 n4 , pG4,G6,G8 ; Apr 2007
Discusses ways that high performance "green" schools enhance student health, and subsequently, achievement. The LEED rating system for schools is then outlined, including the categories of sustainable site selection, water and energy efficiency, building materials, indoor environmental quality, use of the building in the curriculum, and a list of additional resources.
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High-Performance Modular Classrooms Hit the Market.
http://www.bdcnetwork.com/article/CA6433869.html Barista, Dave Building Design and Construction; v48 n5 , p67,68,75 ; Apr 2007
Describes recent LEED-certifiable modular classroom units that are highly energy efficient and feature the use of environmentally sensitive building materials, daylighting, cool roofs, occupancy sensors, and other high performance building features.
New Guidelines.
http://www.newyork.construction.com/features/archive/2007/04_feature1B.asp Greer, Diane New York Construction; Apr 2007
Reviews New York City s Green Schools Guide (http://source.nycsca.org/pdf/nycgsg-031507.pdf), citing its requirements and narrating the history of its development.
Cost Analysis of LEED for K-12 Schools.
Haxton, Bruce; Beckstead, Glen; Cecchini, Dennis School Planning and Management; v46 n4 , pG10,G12,G14,G16 ; Apr 2007
Advises on cost controls for designers of high performance "green" schools. Processes for projects without a site selected, with a site already selected, with fixed budgets, or with LEED goals and no fixed budget are discussed, as are project supervision, LEED submission procedures, and general cost guidelines for the various LEED levels.
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Green Building Programs Focus on Indoor Air Quality for Healthier Schools.
Spriggs, Laura School Planning and Management; v46 n4 , pG22,G24 ; Apr 2007
Reviews benefits of high performance "green" schools to occupant health, student performance, operating costs, and educational opportunity. The current mixed state of school indoor environmental quality, and helpful programs such as LEED and Greenguard are reviewed.
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High-Performance School Buildings for Your Community.
Vaughan, Ellen School Planning and Management; v46 n4 , pG18,G20 ; Apr 2007
Reviews the work that the Sustainable Buildings Industry Council (SBIC) has done in helping to get high performance schools constructed across the United States.
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Green School Economics.
http://www.architectureweek.com/2007/0314/environment_1-1.html Architecture Week; , p E1 1 ; Mar 14, 2007
Despite the widespread belief that green buildings are much more expensive than conventional ones, a report of 30 green schools (LEED certified or equivalent) "demonstrates that green schools cost less than 2 percent more than conventional schools... but provide financial benefits that are 20 times as large [as that difference]."
Building the Carbon Neutral School.
SchoolsforLife; n4 , p10-17 ; Mar 2007
Describes European efforts to create sustainable schools. Typical source of school carbon emissions are detailed, as are building techniques and government mandates for sustainability.
Green Designs.
SchoolsforLife; n4 , p18-20 ; Mar 2007
Profiles the work of England's Kevin McCloud, a theater designer who has turned his passion for sustainability toward school design.
Easy on the Earth.
http://asumag.com/green/university_easy_earth/ Hall, Julie American School and University; v79 n7 , p46,48-50 ; Mar 2007
Cites the environmental benefits of geothermal systems, proper school site selection and design, and green roofs.
Aiming for the Green.
http://asumag.com/green/university_aiming_green/ Kennedy, Mike American School and University; v79 n6 , p18-20,22,24,25 ; Feb 2007
Discusses the trend toward sustainable design for schools, motivated by energy savings and environmental conscientiousness. Typical features of sustainable design are briefly described, and the particular "green" features of Clackamas High School, Yale University School of Medicine Neurobiology laboratories, and Long Beach's Cesar Chavez Elementary are cited.
High-Performing Schools: Why Do They Matter?
http://www.peterli.com/archive/spm/1281.shtm Lally, Maureen School Planning and Management; v46 n2 , p30,32,34,35 ; Feb 2007
Briefly describes major features of high performance schools and cites their benefits to occupant health, attendance, and life-cycle costs.
Pioneering Green Pays Off.
http://www.edcmag.com/CDA/Articles/Featured_Special_Sections/BNP_GUID_9-5-2006_A_10000000000000059999 Leppke, DeWayne Environmental Design and Construction; v10 n2 , p40-42 ; Feb 2007
Profiles Massachusetts' Monument Valley Middle School, describing it's many sustainable features. These include a geothermal HVAC system, heat recovery units, extra insulation, photovoltaic panels, orientation on the site, operable windows, photo and occupancy sensors, and indirect T-8 lighting.
Going "Green" for Sustainability's Sake.
http://www.learningbydesign.biz Learning By Design; n16 , p182 ; 2007
Narrates the experience of the Whitmore Lake, Michigan, community in building a LEED-certified high school that included preservation and moving of an historic farmhouse on the site and construction of a pond onsite that serves as a stormwater retention basin, outdoor classroom, and a component of a geothermal HVAC system.
Green Buildings Promote Better Health and Education.
http://www.facilitymanagement.com/articles/buildingdesign1-0207.html del Monte, Betsy American School and Hospital Facility; v30 n1 , p6,8,9 ; Jan 2007
Briefly reviews aspects of sustainability in school site selection, roofing, landscaping, material selection, lighting, and indoor air quality.
Little Green Schoolhouse.
http://archrecord.construction.com/schools/0701_greenFeature-1.asp Evans, Deane Architectural Record; Supplement , p23,24,26 ; Jan 2007
Reviews typical features and benefits of high performance schools, advises on how to get one built, and highlights the benefits gained in return for slightly higher construction costs. A list of links to additional information is included.
CHPS National: A Resource for States, Districts and School Building Committees.
Fudge, Donald Educational Facility Planner; v42 n2/3 , p21-24 ; 2007
Reviews the origins of the National Collaborative for High Performance Schools (CHPS), from its inception in California to the formation of state and regional organizations that have adapted the CHPS criteria for their respective climates. Major categories of the CHPS criteria are also described.
Going Green: Eco-Friendly Schools.
http://www.schoollibraryjournal.com/article/CA6472363.html Whelan, Debra Lau School Library Journal; v53 n9 , p44-48 ; Jan 2007
A growing number of studies show that a school's physical condition--especially its lighting and indoor air quality--directly affect student performance. A 2005 Turner Construction survey of green buildings found that 70 percent of districts with sustainable schools reported improved student performance. It also makes perfect sense that eco-friendly schools affect absenteeism, teacher-retention rates, and health-care costs. This article discusses the benefits of going eco-friendly schools and features Great Seneca Creek Elementary School in Germantown, Maryland, which has hosted more than two dozen tours for administrators, architects, parents, and the media--just about anyone who is interested in studying its environmentally-friendly ways. The school's 296,000-square-foot building--which runs on wind and solar power and boasts an irrigation pond--recently earned a silver rating from the U.S. Green Building Council's (USGBC) Leadership in Energy and Environmental Design (LEED) Green Building Rating System, a rigorous set of national standards for environmentally sustainable construction.
Environmental Design and Educational Performance, with Particular Reference to "Green" Schools in Hampshire and Essex.
Edwards, Brian W. Research in Education; v76 , p14-32 ; Nov 2006
This article examines the argument that "green" schools enhance educational performance. Having set the context of the relationship between environmentalism and the design of schools in the twentieth century, the article explores the performance of a number of green schools built in the UK between 1980 and 1995. The aim is to discover whether attention to environmental or ecological design produces measurable benefits in terms of learning levels in the classroom and the general performance of the school. The focus of the research is upon two clusters of green primary schools built 1980-95 by the local education authorities in Essex and Hampshire. In order to undertake the evaluation a methodology is proposed with criteria established for what design and construction characteristics constitute a "green" school. Key performance indicators available as a consequence of OfStEd inspections, SATS results, teacher turnover and pupil absenteeism rates are used to assess the performance of the schools in educational terms. Central to the hypothesis is that good environmental design leads to enhanced educational performance by pupils and improved productivity on the part of teachers. The methodology consists of comparing the performance of green schools with that of orthodox schools which share similar characteristics of size, location and socio-economic features, and then relating variables of educational performance to design features. Three initial findings are highlighted: first, the importance of classroom daylight levels to learning; second, the benefits to the school of secondary sun spaces; third, the need for attention to the relationship between ventilation and acoustic control in open-plan solar schools. [Author's abstract]
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The Charge for Change.
http://asumag.com/DesignPlanning/university_charge_change/ Henrikson, Jennifer; Henry, Jody American School and University; v79 n2 , p40,42,43 ; Oct 2006
Discusses low- or no-cost methods of achieving sustainable design, such as proper building orientation, rainwater capture, and native plantings.
Green Acres.
http://asumag.com/DesignPlanning/university_green_acres/ Seibert, Blair American School and University; v79 n2 , p44,46,47 ; Oct 2006
Profiles some higher education and K-12 efforts at creating sustainable schools, either by following the guidelines of the Collaborative for High Performance Schools (CHPS) or of the Green Building Council's Leadership in Energy Efficient Design (LEED) program.
Environmental Management for High Performance Schools.
Gayetsky, John School Business Affairs; v72 n8 , p36-38,40 ; Sep 2006
Discusses the components of a district-wide environmental management plan, urging a shift away from the custodial or maintenance supervisor as the sole guardian of the learning environment. The financial, human, and socioeconomic consequences of poor environmental management are displayed in a table and the multiple benefits of effective environmental management are described.
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The Grass is Greener on This Side.
http://www2.districtadministration.com/viewarticle.aspx?articleid=586 Pascopella, Angela District Administration; v42 n8 , p42-44,46,48,50 ; Aug 2006
Highlights practices within the five most popular ways to create a "green" school: lighting, indoor air quality, minimizing waste, HVAC systems, and water conservation.
A Sustainable Approach.
http://asumag.com/DesignPlanning/university_sustainable_approach/ del Monte, Betsy American School and University; v78 n12 , p19,20,22 ; Jul 2006
Describes elements of sustainable school design in the areas of HVAC efficiency, windows, insulation, roofing, landscaping, and recycling.
Raising the Bar.
http://www.schoolconstructionnews.com/ME2/Audiences De Patta, Joe School Construction News; v9 n4 , p26,27 ; May-Jun 2006
Presents an interview with Anja S. Caldwell that discusses the green portable classroom design competition that she initiated, features of the Montgomery County, Maryland, green schools initiative, and advice to other officials on committing to sustainable building programs in their districts.
High Performance School Characteristics.
Eley, Charles ASHRAE Journal; v48 n5 , p60-63,65,66 ; May 2006
Details the properties of high performance school buildings under the categories of building envelope, lighting, and HVAC and dehumidification. Initial verses operating costs are addressed, as are the benefits to health, comfort, efficiency, maintenance, commissioning, environmental responsibility, security, and good architecture. Includes five references.
High-Performance Schools Improve Learning.
http://asbointl.org/asbo/files/ Garibay, Pat School Business Affairs; v72 n5 , p18,19 ; May 2006
Discusses the attributes and benefits of high performance schools, with particular attention to energy-efficient HVAC systems that deliver comfort, high indoor air quality, and quiet operation at an affordable price.
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Head of the Class for No GHG-School.
Harouni, Raif; Nichols, Laurier; Jean-Louis, Marie-Judith ASHRAE Journal; v48 n5 , p22-24,26,27 ; May 2006
Profiles the building and HVAC design of Quebec's Ecole du Tournant, which emits no greenhouse gasses and uses 80% less energy than a typical school built according to the standard energy code. The composition of the roof, exterior walls, and windows, as well as the efficient lighting system are briefly described. The geothermal heat pump and makeup air unit using solar walls are covered in detail.
Smart Design.
http://www2.districtadministration.com/viewarticle.aspx?articleid=179 Kendler, Peggy District Administration; v42 n5 , p60-63 ; May 2006
Describes Lakes Community High School of Lake Village, Illinois, and Hassan Elementary School of Rogers, Minnesota. These two high performance, community use schools feature energy efficiency, flexible design, abundant daylighting, and conserved wetlands available for the educational program.
Great Green Schools.
http://www.mywire.com/a/Mothering/Great-green-schools-from-Green McRandle, P. W. Mothering ; v136 ; May-Jun 2006
Green Guide's description of award-winning green schools: Case Middle School at Punahou School, Honolulu, Hawaii; Clackamas High School, Clackamas, Oregon; Clearview Elementary School, Hanover, Pennsylvania; Goodwillie Environmental School, Ada, Michigan;
John M. Langston High School Continuation and Langston-Brown Community Center, Arlington, Virginia; Michael E. Capuano Early Childhood Center, Somerville, Massachusetts; Sonoji Sakai Intermediate School, Bainbridge Island, Washington; Third Creek Elementary School, Statesville, North Carolina; Willow School, Gladstone, New Jersey.
Green Building Survey Shows Increased Interest in K-12 Realm.
School Planning and Management; v45 n4 , pG3,G4,G6,G8 ; Apr 2006
Discusses recent findings indicating that a large percentage of construction executives prefer "green" K-12 facilities. The benefits include better community image, better teacher retention, reduced absenteeism, and increased student performance. Construction costs are typically not as high above traditional construction costs as imagined, and are more than offset by reduced operating costs.
The True Costs of Building Green.
Suttell, Robin Buildings; v100 n4 , p46-48 ; Apr 2006
Discusses recent data indicating that green buildings can cost from less than 1 to 6.5 per cent more to build, depending on the quantity and sophistication of sustainability features included. Benefits to building operations and occupant productivity are presented as more than offsetting the initial cost.
Building a Better Facility by Going Green.
http://asbointl.org/asbo/files/ Del Monte, Betsy School Business Affairs; v72 n1 , p23-25 ; Jan 2006
Explains the benefits of designing for LEED certification and describes aspects of sustainable site design, waste management, material selection, and indoor environmental quality that add little or no cost to a project.
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Platinum Power.
http://www.schoolconstructionnews.com/ME2/Audiences Leisner, Hava School Construction News; v9 n1 , p12-14 ; Jan-Feb 2006
Describes Boston's Artists for Humanity EpiCenter, detailing the abundant features which earned it a LEED Platinum rating, including natural ventilation, daylighting, and an extensive photovoltaic array. The school was also built at a relatively low cost per square foot.
Tired of Expensive School Buildings? Try Sustainable Design.
http://www.schoolconstructionnews.com/ME2/Audiences Vujovic, Vuk School Construction News; v8 n7 , p30-32 ; Nov 2005
Explains how LEED-based projects can cost no more than non-LEED, or only marginally more if the highest LEED rating is sought. This is due to deeper design and construction industry experience with sustainability, state incentives to build "green," savings in energy and water consumption, and easier maintainability. Benefits of sustainable design to student health and academic performance are described.
A New Kind of Integration: Sustainable Design and Student Learning.
http://asbointl.org/asbo/files/ Bratlie, Ron School Business Affairs; v71 n9 , p25-27 ; Oct 2005
Describes Elk River Area (Minnesota) School District's positive experience with sustainable design as an influence on school building design and environment, lower life cycle costs, and improved student achievement.
Sustainable Schools: Renovating Educational Processes. [Australia]
Gough, Annette Applied Environmental Education & Communication,; v4 n4 , p339-351 ; Oct 2005
This article discusses findings from a recent evaluation of the experiences of six Sustainable Schools in Australia engaged in Stormwater Action Project in terms of their achievement of educational, environmental, economic, and social indicators of quality education. It also discusses the change strategies of the Sustainable Schools initiative within the broader context of quality education for a sustainable future, and the relationship between visions of environmental education/education for sustainable development and visions of quality education. The article concludes that Sustainable Schools is a most appropriate strategy for renovating educational processes and achieving quality education.
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Schools Seek Formula for High Performance. http://www.facilitiesnet.com/bom/article.asp?id=3280 Brooks-Pilling, Tom; Wright, Chris Building Operating Management; v52 n9 , p23,24,26,28,30 ; Sep 2005 | |||
