Best Practices Manual VOLUME III
CRITERIA 2006 EDITION
Volume III
High Performance Schools Best Practices Manual 2006 Edition
Disclaimer IMPORTANT NOTICE TO THE READER: This publication is designed to provide accurate and authoritative information with regard to the subject matter covered. It is distributed with the understanding that local, state and federal laws, regulations and requirements will vary based on the particular circumstances such as building characteristics, geographic region and similar factors. It is also distributed with the understanding the publisher is not engaged in rendering engineering, architectural, legal, or other professional advice or service. The publisher and its participants, officers, directors, employees, contractors and affiliates cannot be responsible for errors or omissions, or any material set forth or referenced in this publication. If professional advice or other expert assistance is required, the services of a competent advisor familiar with the law, regulation, practices and circumstances of the project should be sought. All rights reserved. Published 2006, www.chps.net.
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Collaborative For High Performance Schools The Collaborative for High Performance Schools (CHPS) began in November 1999, when the California Energy Commission called together Pacific Gas and Electric Company, San Diego Gas and Electric, and Southern California Edison to discuss the best way to improve the performance of California’s schools. Out of this partnership, CHPS grew to include a diverse range of government, utility, and non-profit organizations with a unifying goal to improve the quality of education for California’s children. With the successful launch of the Best Practices Manuals in 2001, interest in high performance design grew, and CHPS expanded its focus beyond California, developing a national version of the manuals as well as other state-specific versions. In early 2002, CHPS incorporated as a non-profit organization, further solidifying its commitment to environmentally sound design that enhances the educational environment for all schoolchildren. The CHPS Best Practice Manual consists of six volumes: Volume I, Planning; Volume II, Design Guidelines; Volume III, Criteria; Volume IV, Maintenance and Operations; Volume V, Commissioning; and Volume VI, Relocatable Classrooms. The Best Practice Manual volumes are supported by the Collaborative for High Performance Schools’ web site (www.chps.net), which contains research papers, supporting documents, databases, and other information that compliments the Best Practice Manual volumes.
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Acknowledgements A great number of people have contributed to the development of the Best Practices Manual Volume III: Criteria and this 2006 update. Charles Eley is the executive director of CHPS, Inc. and served as the technical editor. For this 2006 edition of the CHPS Best Practices Manual Volume III update the CHPS Technical Committee spent many hours reviewing the criteria and provided valuable direction and input. Bill Orr (California Integrated Waste Management Board) is chairman of the CHPS Technical Committee. The technical committee includes: Mike Apte (Indoor Environment Department), Ted Bardacke (Global Green), Jim Barnett (Sacramento Municipal Utility District), Angelo Bellomo (Los Angeles Unified School District), James Benya (Benya Lighting Design), Dennis Bottum (HDR), Dennis Bradway (Mannington Mills), Douglas Bourne (Finelite), Jim Carmody (East Bay Municipal Utility District), Richard Conrad (California Division of the State Architect), Brian Dougherty (Dougherty and Dougherty), Gary Flamm (California Energy Commission), Chip Fox (San Diego Gas & Electric), Lisa Heschong (Heschong Mahone Group), Kristin Heinemeier (Portland Energy Conservation, Inc), Richard Flood (Pacific Gas and Electric), Bill Hereth (State Water Resources Control Board), Lisa Gelfand (Gelfand Partners Architects), Tom Lent (Health Building Network), Joel Loveland (Better Bricks Daylighting Lab), Peggy Jenkins (California Air Resources Board), Christine Magar (Green Form), Ken McIntosh (Carpet and Rug Institute), Brad Meister (California Energy Commission), Jay Naish (San Diego City Schools), Stephan Newsom (LPA, Inc), Jim Ogden (3D/I), Claudia Orlando (California Energy Commission), John Palmer (San Juan Unified School District), Dana Papke (California Integrated Waste Management Board), Kevin Poffenbargar (Environmental Planning & Design, LLC), Jack C. Rollow (J.C. Rollow & Associates), Tom Phillips (California Air Resources Board), Kirsten Ritchie (Scientific Certification Systems), Brian Sehnert (Sacramento Municipal Utility District), Thomas Schindler (Charles M Salter Associates, Inc), Steve Selkowitz (Lawrence Berkeley National Laboratory), Eric Shamp (HMC Architects), Toni Stein (Department of Health Services), Maury Tiernan (Geary Pacific Corp), Holly Robinson Townes (Keithly Barber Associates), Ying Wang (Los Angeles Unified School District), Jed Waldman (Department of Health Services), Bill Watson, Diane Waters (California Department of Education), Phil Welker (Portland Energy Conservation, Inc), Clark Williams (California Integrated Waste Management Board), Rod Wille (Turner Construction Company), and John Zinner (Zinner Consultants). The following individuals also contributed significantly to the development of the criteria: Panama Bartholomy (Division of the State Architect), Martha Brook (California Energy Commission), Doug Chamberlain (Cogent Energy), Tav Commins (California Energy Commission), Glen Friedman (Taylor Engineering), Ken Gillespie (Pacific gas & Electric), Maryann Jones (State Water Control Resources Board), Pete Keithly (Keithly Welsh Associates), Eleanor Lee (Lawrence Berkeley National Laboratory), Don Little (University of California, Riverside), Kathi Littmann (HNTB Architecture), Tony Pastore (Ecologic Design), Zack Rogers (Architectural Energy Corporation), Greg Shank (CTG Energetics), Mott Smith (Civic Enterprise Associates), and Simon Turner (Healthy Buildings International). CHPS staff contributed to research, development and production of this manual: Camren Cordell, David Goldman and Kristin Heinen. Finally, the current and past CHPS Board of Directors deserves special acknowledgement for their continued guidance and support. Current chair Jackalyne Pfannenstiel (California Energy Commission) and past chairs Steve Castellanos (State Architect) and Robert Pernell (California Energy Commission) provided exceptional leadership and direction. Current board members include: Gregg Ander (Southern California Edison), Jessica Mack (Southern California Gas), Chip Fox (San Diego Gas & Electric), Jim Barnett (Sacramento Municipal Utility District), John Palmer (San Juan Unified School District), Bill Orr (California Integrated Waste Management Board), Brian Dougherty (Dougherty & Dougherty), Richard Flood (Pacific Gas and Electric), Angelo Bellomo (Los Angeles Unified School District), Rob Samish (Lionakis Beaumont Design Group), Bob Nicholson (San Diego County Office of Education), Terry Clark (Finelite), and Jim Ogden (3D/I). Advisors to the Board include: Kathleen Moore (California Department of Education) and Richard Conrad (Division of the State Architect).
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Overview
CHPS Criteria The CHPS criteria explicitly define a high performance school. The criteria are useful as a goal-setting and planning tool. Districts can use it to simply and clearly communicate their design goals to project managers, architects, engineers, construction managers and contractors. At the same time, the criteria’s flexibility allows designers to deliver a CHPS school while managing the regional, district, and site-specific constraints of the school design. The criteria is also intended for use as the basis for incentive funding from the State Allocations Board, California utilities, and other state agencies. It is recommended that the CHPS Best Practice Manual Volume II, Design, be used in conjunction with this volume. Volume II offers design teams effective strategies that may be used to build schools that meet the CHPS high performance school criteria. References are made to Volume II where appropriate. Criteria Organization The criteria are flexible and address all aspects of high performance schools. There are six main categories: Sustainable Sites, Water, Energy, Materials, Indoor Environmental Quality and Policy and Operations. In each category, there are various classes that act as “subcategories” further specifying the main category. In each class, the system is composed of both prerequisites and optional credits. Points are assigned to each credit. Prerequisites are required for all CHPS projects before any points may be obtained, except for major modernizations and new buildings on existing campuses, in which compliance with prerequisites varies based on the scope of the project. Table 1, offers an example of how the prerequisites and credits are organized. In Table 1, Sustainable Sites is the main category and 6. Schools as Learning Tools is the class. There is one prerequisite, SS6.0: Educational Display (prerequisites are all denoted with a “0” at the end of the credit number), which has one requirement SS6.0.P1. There is also one credit, SS6.1: Demonstrations Areas, which has two requirements SS6.1.1 and SS6.1.2. Compliance with the requirements under SS6.1 would achieve a CHPS project one point in this example. Table 1– Volume Organization Example Category
Class
Credit/Prerequisite
Requirements Points
Sustainable Sites
6. Schools as Learning Tools
SS6.0: Educational Display
SS6.0.P1
P
SS6.1: Demonstration Areas
SS6.1.1
1
SS6.1.2
Finally, under each prerequisite and credit there are three sections; verification, applicability and resources. The verification section offers helpful guidance, examples, calculations and documentation procedures for meeting each prerequisite or credit. The applicability section offers guidance on appropriate use of the prerequisite or credit based on the CHPS project type. The resources section lists CHPS resources, websites, and alternate publications that may offer additional information or support for compliance.
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Eligibility Levels There are 85 total points possible for the following CHPS project types: •
New school construction
•
Major modernizations
•
New buildings on an existing campus (classroom or non-classroom)
•
Minor modernizations
•
Additions (classroom or non-classroom)
Although there are five CHPS project types, only the first three, new school construction, major modernizations and a new building on an existing campus are eligible for recognition under the CHPS rating program. When determining eligibility partial point totals will be rounded down. For example, a total score of 31.5 is equivalent to 31, not 32. Note: For the remainder of this manual, when references are made to a new building on an existing campus and additions, these terms include both classroom and non-classroom new buildings or additions unless specified otherwise in the applicability section, such as in EQ1.3. New School Construction In order to qualify as a high performance school, a new school must meet all of the prerequisites and earn at least 32 points, with a minimum of 2 points from the Energy category, and no more than 4 points from the Policy and Operations category. The more credits a building earns, the better it is, but the CHPS criteria are a pass/fail system requiring a minimum score of 32. Major Modernizations and a New Building on an Existing Campus In order to qualify as a major modernization or a new building on an existing campus, prerequisites shall be met based on the scope of the project and earn at least 25 points, with no more than 4 points from the Policy and Operations category. The prerequisites required will vary based on which major systems and/or surfaces are included in the scope of the project. Guidance on prerequisites required is offered in Table A1.1- Prerequisite Applicability for Major Modernization Projects and Table A1.2 – Prerequisite Applicability for New Buildings on Existing Campuses. (Note: If the energy prerequisite EE1.0 is required, at least two points, out of the 25 required for minimum certification, must come from the Energy category). Additional assistance is also available through the credit interpretation process overseen by the CHPS Technical Committee. The more credits a project earns, the better it is, but the CHPS criteria are a pass/fail system requiring a minimum score of 25. Major modernizations are defined by a substantial improvement to a school in at least two of the following: lighting, HVAC, building envelope systems and/or interior surfaces. A substantial improvement is when more than half the system or surfaces are being replaced or upgraded. Minor Modernizations and Additions For all other non-major modernization projects, termed minor modernizations hereafter, and additions, it is recommended that the school district use CHPS best practices where appropriate with the intent that over time,
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through a series of minor modernizations, the school will qualify as a major modernization project or a new building on an existing campus. An addition is defined as added square footage to an already existing building. CHPS Recognition A district or school may choose to verify compliance with CHPS prerequisites and credits for a new school, a major modernization project, or a new building on an existing campus that meets the eligibility levels defined above. The available programs, processes and documentation requirements are outlined on the CHPS website (www.chps.net/) under publications and resources.
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Criteria Summary Category
Class
Credit/Prerequisite
Sustainable Sites (15)
1. Site Selection (6)
SS1.0: Code Compliance
P
1
SS1.1: Environmentally Sensitive Land
1
3
SS1.2: Greenfields
1
5
2. Transportation (3)
3. Stormwater Management (2)
4. Outdoor Surfaces (2)
Water (5)
Points
SS1.3: Central Location
1
6
SS1.4: Joint-Use of Facilities
1
7
SS1.5: Joint-Use of Parks
1
8
SS1.6: Reduced Footprint
1
9
SS2.1: Public Transportation
1
10
SS2.2: Bicycles
1
11
SS2.3: Minimize Parking
1
12
SS3.0 Construction Site Runoff Control
P
13
SS3.1: Limit Stormwater Runoff
1
14
SS3.2: Treat Stormwater Runoff
1
18
SS4.1 Reduce Heat Islands – Landscaping Issues
1
20
SS4.2: Reduce Heat Islands – Cool Roofs
1
21
5. Outdoor Lighting (1)
SS5.1: Light Pollution Reduction
1
22
6. Schools as Learning Tools (1)
SS6.0: Educational Display
P
23
SS6.1: Demonstration Areas
1
24
1. Outdoor Systems (2)
WE1.0: Create Water Use Budget WE1.1: Reduce Potable Water for Landscaping
2. Indoor Systems (3)
WE2.1: Reduce Sewage Conveyance from Toilets and Urinals WE2.2: Reduce Indoor Potable Water Use
Energy (20)
Page
1. Energy Efficiency (15)
P
25
1-2
27
1
31
1-2
33
EE1.0: Minimum Energy Performance
P
36
EE1.1: Superior Energy Performance
1-13
38
EE1.2: Natural Ventilation
1
40
EE1.3: Energy Management Systems
1
41
1-3
43
P
45
1-2
48
2. Alternative Energy Sources (3)
EE2.1: Renewable Energy
3. Commissioning and Training (2)
EE3.0: Fundamental Building Systems Testing and Training EE3.1: Enhanced Commissioning
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Category
Class
Credit/Prerequisite
Points
Materials (12)
1. Recycling (0)
ME1.0: Storage and Collection of Recyclables
P
2. Construction Waste Management (2)
ME2.0: Construction Waste Management
P
52
ME2.1: Construction Site Waste Management
1-2
54
3. Building Reuse (3)
ME3.1: Reuse of Structure and Shell
1-2
55
1
57
ME3.2: Reuse of Interior Partitions 4. Sustainable Materials (7)
Indoor Environmental Quality (20)
1. Lighting and Daylighting (6)
2. Indoor Air Quality (9)
ME4.1: Recycled Content
4. Thermal Comfort (2)
1-2
58
1
60
ME4.3: Organically Grown Materials
1
62
ME4.4: Certified Wood
1
63
ME4.5: Salvaged Materials
1-2
64
ME4.6 Alternative: Environmentally Preferable Products
½ -7
66
EQ1.1: Daylighting
1-4
68
EQ1.2: View Windows
1
74
EQ1.3 Electric Lighting
1
76
EQ2.0: Minimum Requirements
P
78
EQ2.1: Thermal Displacement Ventilation
2
84
½ -4
85
EQ2.3: Chemical and Pollutant Source Control
1
87
EQ2.4: Ducted Returns
1
88
EQ2.5: Filtration
1
89
EQ3.0: Minimum Acoustical Performance
P
90
EQ3.1: Improved Acoustical Performance
1 or 3
91
EQ4.0: ASHRAE 55 Code Compliance EQ4.1: Controllability of Systems
Policy and Operations (13)
1. District Level Credits (6)
PO1.1: CHPS Resolution PO1.2: Environmental Education Resolution PO1.3: Periodic Assessment of Environmental Conditions PO1.4: Equipment Performance
2. Transportation (2) 3. Project Level Credits (5)
50
ME4.2: Rapidly Renewable Materials
EQ2.2: Low-Emitting Materials
3. Acoustics (3)
Page
P
93
1-2
94
1
95
1-2
97
1
98
1-2
99
PO2.1: Buses
1
100
PO2.2: Low Emission School Buses
1
101
1-3
103
2
105
PO3.1: Maintenance Plan PO3.2: Green Power
Total Available CHPS Points
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VIII
Sustainable Sites 1. Site Selection Goal: Choose sites that protect students and staff from outdoor pollution, minimally impact the environment and promote community integration. Sustainable sites are those that channel development to centrally located areas, utilize existing infrastructure, protect green fields and preserve natural habitat and resources.
SS1.0: Code Compliance Intent: To select sites that are safe and healthy environments for students and staff. State laws and regulations for school siting and environmental impact studies were created to prevent schools from being constructed on sites containing pollutants known to be hazardous to student and staff health. A variety of factors, from hazardous materials in the soil to airborne pollutants from nearby sources are included in the site review process. Requirement Prerequisite
SS1.0.P1 Comply with all siting and environmental impact study requirements of the School Facilities Planning Division as defined in Title 5, Division 1, Chapter 13 of the California Code of Regulations, including: •
Department of Toxic Substance Control (DTSC), or equivalent, review for hazardous materials including industrial, agricultural, and naturally occurring pollutants such as asbestos and heavy metals.
•
The air pollution control district or air quality management district having jurisdiction in the area must identify nearby facilities which might reasonably be anticipated to emit hazardous air emissions, or to handle hazardous or acutely hazardous material, substances or waste, and a determination is made that such facilities will not adversely affect the health of students, staff or teachers.
•
A risk assessment and implementation of appropriate mitigation measures, or the establishment of appropriate “buffer zones”, to ensure that the proposed school site would not expose school occupants to significant health or safety risks from rail lines, hazardous material pipelines, high power transmission lines, toxic air emissions or other sources of pollution.
SS1.0.P2 Comply with California Education Code section 17213 and California Public Resources Code section 21151.8. These regulations require that school sites within 500 ft of a freeway or traffic corridor must, as part of the environmental impact report, determine through specified analyses that neither short-term nor long-term exposure to air pollutants poses significant health risks.
Verification Verification is provided by the School Facilities Planning Division (FTPD) and the Department of Toxic Substance Control (DTSC) when they evaluate the site. The Education Code and Public Resources Code sections sited above require that schools conduct a health risk analyses of proposed school sites within 500 ft of a freeway or traffic corridor. This analysis must be done in accordance with Section 44360 of the Health & Safety Code, which requires using guidelines established by the Office of Environmental Health Hazard Assessment. If an analysis indicates significant health risks, the law requires the school district governing board to adopt a statement of Overriding Considerations for the environmental impact report if the school district moves forward with the proposed siting. “A "Freeway or other busy traffic corridors" means those roadways that, on an average day, have traffic in excess of 50,000 vehicles in a rural area, as defined in Section 50101 of the Health and Safety Code, and 100,000 vehicles in an urban area, as defined in Section 50104.7 of the Health and Safety Code.” (Added by Stats. 2002, c. 668)
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Sustainable Sites 1. Site Selection Goal: Choose sites that protect students and staff from outdoor pollution, minimally impact the environment and promote community integration. Sustainable sites are those that channel development to centrally located areas, utilize existing infrastructure, protect green fields and preserve natural habitat and resources.
Applicability This prerequisite applies to new schools. For major modernizations and a new building on a existing campus, this prerequisite is required based on the scope of the project. The CHPS requirement regarding siting a school within 500 ft from a freeway or traffic corridor, applies to any project involving the purchase of a school site or the construction of a new elementary or secondary school by a school district. For schools built without state funding to comply with this prerequisite, they must also engage the FTPD and the DTSC to review the site for compliance with the Title 5 requirements, in addition to following the education and public resource code requirements or use an equivalent process. Resources Air Resources Board (ARB) Air Quality and Land Use Handbook: www.arb.ca.gov/ch/handbook.pdf (School siting references are on pages 10, E-1, and E-2). California Code sections referenced above can be found at: www.leginfo.ca.gov/calaw.html. Office of Environmental Health Hazard Assessment risk assessment guidelines: www.oehha.ca.gov/air/hot_spots/HRAguidefinal.html. The Title 5 requirements are documented at the California Code of Regulations website at: www.cde.ca.gov/ls/fa/sf/title5regs.asp.
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Sustainable Sites 1. Site Selection Goal: Choose sites that protect students and staff from outdoor pollution, minimally impact the environment and promote community integration. Sustainable sites are those that channel development to centrally located areas, utilize existing infrastructure, protect green fields and preserve natural habitat and resources.
SS1.1: Environmentally Sensitive Land Intent: Avoid development on environmentally sensitive sites to reduce impact of the building footprint. A district faces many issues during site selection. Cost, student demographics, and environmental concerns all influence when sites are acquired and how the school district uses them. The site is a crucial element in determining the overall sustainability of the school. Sites are sometimes purchased years in advance, and some of these credits may be out of the control of the districts and/or designers at the time the school is being built. However, districts that are considering multiple sites can substantially lower the environmental impact of the school by choosing centrally located sites, sharing parks or facilities with community organizations, preserving open space, and protecting environmentally sensitive areas. Requirement 1 point
Do not develop buildings on portions of sites that meet any one of the following criteria: SS1.1.1
Important farmland as defined by the US Department of Agriculture (USDA).
SS1.1.2
Land whose elevation is less than five ft above the elevation of the 100-year flood as defined by Federal Emergency Management Agency (FEMA).
SS1.1.3
Land that provides habitat for any species on the federal or state threatened or endangered list.
SS1.1.4
Within 100 ft of any wetland as defined by 40 CFR (Code of Federal Regulations), Parts 230233 and Part 22, OR as defined by local or state rule or law, whichever is more stringent.
SS1.1.5
Land which prior to acquisition for the project was public parkland, unless land of equal or greater value as parkland is accepted in trade by the public landowner. (Park Authority projects and joint-use arrangements with parkland are exempt.)
Verification Perform the following tasks to verify that the proposed site meets the criteria. •
Farmland. Verify that the proposed site is not important farmland as defined by the US Department of Agriculture (USDA). The Natural Resources Conservation Services (NRCS) division of the USDA maintains the definitions and soil surveys that designate areas as “important farmland”.
•
Floodplain. Consult with FEMA to determine the 100-year floodplain for the school site. Verify that the proposed construction site is located at an elevation five ft or higher than the 100-year floodplain. California is in FEMA Region IX.
•
Wetlands. Survey the site to determine if wetlands exist on, or near the site. Verify that all construction activity, including parking lots, playgrounds or any structures are located more than 100 ft from wetlands. Consult with federal regulations 40 CFR, Parts 230-233 and Part 22 or local or state rule to determine if an area qualifies as a wetland. If more than one definition exists, use the one that is more stringent. The term wetlands is defined in Title 40 as “those areas that are inundated or saturated by surface or ground water at a frequency and duration sufficient to support, and that under normal circumstances do support, a prevalence of vegetation typically adapted for life in saturated soil conditions. Wetlands generally include swamps, marshes, bogs and similar areas.” [Source: CFR: Title 40. 330.4]. Any coastal development is regulated by the California Coastal Commission in parallel with the U.S. Army Corps of Engineers and the California Regional Water Quality Control Board. In addition, joint consultation that includes the California
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Sustainable Sites 1. Site Selection Goal: Choose sites that protect students and staff from outdoor pollution, minimally impact the environment and promote community integration. Sustainable sites are those that channel development to centrally located areas, utilize existing infrastructure, protect green fields and preserve natural habitat and resources.
Department of Fish and Game is necessary for any projects in or adjacent to any waterway, tidal creek, wetland, or seasonal stream. •
Threatened or Endangered Species. Verify that the proposed site is not habitat to any species on the federal or state, threatened or endangered list.
•
Public Parkland. Verify that the site was not public parkland prior to its acquisition. Public parkland includes city, county, state, or federal parks, wildlife refuges, or timberland. The intent here is to not reduce open space by building the school on land that was previously pubic open space. If the development site was previously parkland, then it is acceptable to provide open space within the same community of equal or larger size and quality. Arrangements with parks for joint-use of open space are exempt from this requirement.
Applicability This credit applies to new schools. For major modernizations, this credit may be earned if it can be verified that when the site was originally constructed on, it was not on environmentally sensitive land. A new building on an existing campus and additions can earn this credit if the site for the new building or addition is not on environmentally sensitive land, or was not on environmentally sensitive land when the site was originally acquired for the school. Resources Lists of Prime and Statewide Important Farmland Soils are maintained for each soil survey area and may be obtained from the Field Office Technical Guide (FOTG) located in each NRCS field office. County and state offices of the NRCS keep maps showing the status of lands within their jurisdiction. County offices can be located at: offices.sc.egov.usda.gov/locator/app. FEMA Region IX information can be found at: www.fema.gov/regions/ix/. To find a map showing the 100-year flood elevations, contact your community representative on the Region IX Community Status List at: www.fema.gov/regions/ix/, or call 877-336-2627 to talk to a map specialist. Unofficial maps by ESRI are available online at: www.geographynetwork.com. Federal Wetlands information (40 CFR, Parts 230-233) can be found at the US EPA website: www.epa.gov/owow/wetlands/regs/.
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Sustainable Sites 1. Site Selection Goal: Choose sites that protect students and staff from outdoor pollution, minimally impact the environment and promote community integration. Sustainable sites are those that channel development to centrally located areas, utilize existing infrastructure, protect green fields and preserve natural habitat and resources.
SS1.2: Greenfields Intent: Protect open space and channel development to previously developed sites in order to protect habitat and natural resources. Urban redevelopment reduces environmental impacts by utilizing established infrastructure and preserving the open space of undeveloped lands. If the site already contains a building, additional credits may be possibly earned with Materials Credits 3.1 and 3.2: Building Reuse. Requirement 1 point
SS1.2.1
Do not build on greenfields. Greenfields are defined as those sites that have not been previously developed or have been restored to agricultural land, woodland or park use. Previously undeveloped vacant infill sites in urban areas are not considered greenfield sites.
Verification Identify on the site plan the previous use of the site. Land that has not previously been developed, excluding vacant urban infill sites, or has been restored to agricultural use, forestry or parkland does not earn this credit. The term park includes playgrounds and athletic fields. Applicability This credit applies to new schools. For major modernizations, this credit may be earned if it can be verified that when the site was originally constructed on, it was not a greenfield. A new building on an existing campus and additions can earn this credit if the site for the new building or addition is not a greenfield, or was not a greenfield when the site was originally acquired for the school. Resources The Scottish Environmental Protection Agency’s offers information on developing on green sites at: www.sepa.org.uk/pdf/publications/leaflets/env_info/development.pdf.
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Sustainable Sites 1. Site Selection Goal: Choose sites that protect students and staff from outdoor pollution, minimally impact the environment and promote community integration. Sustainable sites are those that channel development to centrally located areas, utilize existing infrastructure, protect green fields and preserve natural habitat and resources.
SS1.3: Central Location Intent: To make the school more accessible to its occupants. Over the lifetime of the building, schools and parents invest significant amounts of time, energy, and money transporting students to and from school. Cars driven by parents, guardians, or the students themselves are one of the largest resource users and sources of pollution. Centrally located sites allow more students to walk or bike to school, while reducing the distance cars must travel. Additional transportation-related credits are covered in Site credits 2.1, 2.2 and 2.3. Requirement 1 point
SS1.3.1
Centrally located sites. Create centrally located sites in which 50% of students are located within the distances below: •
Elementary:
•
Middle school: 2 miles.
•
High school:
1 mile. 4 miles.
Verification To earn this credit, calculations must be based on the estimated school population when the school opens or when a new building on an existing campus opens. Develop a site map that identifies the school site and the location of the student population that the school supports. Draw a circle centered on the school with a radius from the following table: School Type
Radius
Elementary
1 Mile
Middle school
2 Miles
High school
4 Miles
Verify that at least 50% of the school’s students are within the circle. Applicability This credit applies to new schools, a new building on an existing campus, additions and to major modernizations. When calculating the credit for all cases, however, base calculations on the total school population, not just the population of the new building, addition or the building(s) being modernized. Resources Population information is available from the U.S, Census Bureau at: www.census.gov/geo/www/ua/ua_2k.html.
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Sustainable Sites 1. Site Selection Goal: Choose sites that protect students and staff from outdoor pollution, minimally impact the environment and promote community integration. Sustainable sites are those that channel development to centrally located areas, utilize existing infrastructure, protect green fields and preserve natural habitat and resources.
SS1.4: Joint-Use of Facilities Intent: Allow for more community and neighborhood integration within the school facility. Joint-use of school facilities is a growing trend across the country and state. Many schools make their facilities available to community groups during and/or after schools hours providing benefits to both the school and the community. The design of the building must designate an area for joint-use and address access and security measure considerations to facilitate use during and/or after school hours. Requirement 1 point
SS1.4.1
Design, with community involvement, at least one space (2,500ft2 minimum) within the school facility for use by community or other appropriate organizations. The plans shall designate this area as the "Joint-Use Area."
SS1.4.2
Provide a separate entrance for spaces identified for joint-use. The ”Joint-Use Area” must be accessed and secured independently of the non-joint-use portions of the school facility.
SS1.4.3
The “Joint-Use Area" must contain bathroom facilities that can be accessed without compromising the security of the non-joint-use portions of the school facility.
Verification To earn this credit the physical design must incorporate measures to facilitate joint-use while providing security for the school. Provide doors or security gates to close off portions of the school that are not being used during off-hour events. Provide a separate entry to spaces intended for joint-use such as gymnasiums, auditoriums, libraries and multipurpose rooms. Applicability This credit applies to new schools, a new building on an existing campus, additions, and to major modernizations. A new building on an existing campus can claim this credit only if the building is designated as a “Joint-Use Area”, and the above requirements are satisfied for the whole campus. A major modernization can claim this credit if the existing campus already satisfies the requirements. Resources New Schools Better Neighborhoods offers information on the benefits of joint-use facilities, examples of joinuse projects, joint-use analysis, recommendations, and policies at: www.nsbn.org/case/jointuse/.
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Sustainable Sites 1. Site Selection Goal: Choose sites that protect students and staff from outdoor pollution, minimally impact the environment and promote community integration. Sustainable sites are those that channel development to centrally located areas, utilize existing infrastructure, protect green fields and preserve natural habitat and resources.
SS1.5: Joint-Use of Parks Intent: Allow for more community and neighborhood integration within the school grounds. Parks, playgrounds and athletic fields are community resources which should be made available after school hours. By sharing these assets with local parks, the cost of maintenance can also be shared. Joint-use can have a variety of benefits, including increased campus security, improved community integration, and reduced site acquisition and construction costs. Requirement 1 point
SS1.5.1 Share park or recreation space with local park boards or other organizations.
Verification Develop a formal agreement with the local parks jurisdiction or other organizations to manage, maintain and provide access to outdoor park and recreational areas after school hours. The term park includes playgrounds and athletic fields. Applicability This credit applies to new schools. A major modernization project and a new building on an existing campus can claim this credit if the existing campus already satisfies the requirement, or if the site is expanded and involves joint-use of parks. Resources New Schools Better Neighborhoods offers information on the benefits of joint-use parks, examples of join-use projects, joint-use analysis, recommendations and policies at: www.nsbn.org/case/jointuse/.
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Sustainable Sites 1. Site Selection Goal: Choose sites that protect students and staff from outdoor pollution, minimally impact the environment and promote community integration. Sustainable sites are those that channel development to centrally located areas, utilize existing infrastructure, protect green fields and preserve natural habitat and resources.
SS1.6: Reduced Footprint Intent: Reduce the extent of land used for development. This credit is intended to mitigate negative impacts on existing ecosystems. Reducing a building footprint can reduce site disturbance to these systems. Multi-story schools decrease the amount of land used in construction and help preserve existing open space. Requirement SS1.6.1
1 point
Reduce the size of the building footprint so that the ratio of the total building square footage to the building footprint is greater than 1.2.
Verification Demonstrate that the design meets this requirement through the following equation: Total Floor Area of Building (ft2) ≥ 1.2 2
Total Floor Area of the Building Footprint (ft ) The building footprint is defined as the ground surface occupied by the structure and excludes awnings, overhangs and projections from the building. For new schools, include the total floor area for all of the building(s) footprints and the total floor area of all of the building(s). Applicability This credit applies to new schools, additions, and a new building on an existing campus. A major modernization project can claim this credit if the building(s) being modernized on the existing campus already satisfy the requirement. Resources Not Applicable.
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Sustainable Sites 2. Transportation Goal: Decrease pollution and land development impacts from vehicles.
SS2.1: Public Transportation Intent: Encourage the use of public transportation. Public transportation is a more efficient method of transportation than the private automobile. Some school districts offer reduced or subsidized fares for students and staff who use public transportation. If sufficient capacity exists, schools can use public transportation to replace district provided bus service. Schools located near high traffic areas must ensure safe student access. In addition, all transportation-related pollution must be considered when investigating site air quality and the potential for natural ventilation. Requirement 1 point
SS2.1.1
Locate building within 1/4 mile walking distance of a commuter rail, light rail or subway station, or within 1/8 mile walking distance of one or more bus stops.
Verification Use a site map to plot the location of mass transit and bus stops in relation to the school. Use a highlighter to mark the walking path from the school entrance to the transit stop or station. Measure along this path to verify that the walking distance (not the straight-line distance) is less than the requirement. School buses do not qualify as public transportation, but there is a separate credit in the Policy and Operations category for qualifying school bus programs. Applicability This credit applies to new schools. A major modernization project, a new building on an existing campus, and an addition can claim this credit if the existing campus already satisfies the requirement. Resources Not Applicable.
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Sustainable Sites 2. Transportation Goal: Decrease pollution and land development impacts from vehicles.
SS2.2: Bicycles Intent: Encourage the use of bicycles for transportation to and from school. Bicycles are a popular and pollution-free form of transportation. When encouraging the use of bicycles it is important to ensure the safety of pedestrians and bicyclists through providing bike lanes and sidewalks. Requirement 1 point
SS2.2.1
Provide bike lanes and sidewalks that extend at least to the end of the school zone.
SS2.2.2
Provide suitable means for securing bicycles for a minimum number of occupants (students, teachers and staff but excluding students in grades K-3) as specified below: •
Elementary
•
Middle school 15%
•
High school
5% 10%
Verification To earn this credit, safe bicycle lanes must extend at least to the end of the school zone. Work with the local authorities to extend the bike lanes beyond busy roads. Secure bicycle parking can be provided by bike racks, enclosed security fences or other suitable means. Calculate the minimum number of secure bicycle spaces using the following equation. Minimum Bicycle Spaces = Number of Occupants x % Required per School Type Applicability This credit applies to schools, a new building on an existing campus, additions and major modernization projects. However, for a new building, addition or major modernization project to earn this credit, the calculations must be based on the number of occupants for the entire campus, not the individual building or building(s) being modernized. A major modernization project, a new building on an existing campus, and an addition can also claim this credit if the existing campus already satisfies the requirement. Resources CHPS Best Practices Manual, Volume II: Guideline SP3: Safe and Energy Efficient Transportation. LEED™-NC 2.2 Reference Guide: Site Credit 4: Alternative Transportation.
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Sustainable Sites 2. Transportation Goal: Decrease pollution and land development impacts from vehicles.
SS2.3: Minimize Parking Intent: Discourage the use of automobiles for transportation to and from school. Excess parking spaces encourage increased automobile use, contribute to urban heat island effects, and can increase pollution from stormwater runoff. Design parking so as not to exceed listed amounts and include clearly marked, preferred parking areas for carpools. Requirement 1 point
SS2.3.1
Provide preferred parking totaling 5% of total parking spaces for carpools or vanpools.
SS2.3.2
Size parking capacity not to exceed: •
High schools: 2.25 spaces per classroom plus parking for 20% of students.
•
Elementary and Middle schools: Three spaces per classroom.
Verification To calculate the number of spaces allowed for high schools, first multiply the number of classrooms by 2.25 and then multiply the number of students the school is designed to accommodate by 0.2. Add these two numbers together to determine the total number of parking spaces allowed. For elementary and middle schools, multiply the number of classrooms by three and this is the maximum number of parking spaces. The total parking allowed is then multiplied by 0.05 to determine the number of carpool or vanpool spaces. The construction documents (site plan) shall clearly show the parking stalls and markings for preferred parking. Applicability This credit applies to new schools, a new building on an existing campus, additions and major modernizations. However, for a new building, addition or major modernization project to earn this credit, the calculations must be based on the entire campus, not the individual building or building(s) being modernized. A major modernization project, a new building on an existing campus, and an addition can also claim this credit if the existing campus already satisfies the requirement. Resources CHPS Best Practices Manual, Volume II: Guideline SP3: Safe and Energy Efficient Transportation. LEED™-NC 2.2 Reference Guide: Site Credit 2: Alternative Transportation & Site Credit 4.
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Sustainable Sites 3. Stormwater Management Goal: Manage stormwater during and after construction to control erosion, sediment and other pollutants as well as volume and velocity of runoff, reducing the negative impacts to water and air quality.
SS3.0: Construction Site Runoff Control Intent: Reduce erosion and negative impacts on water and air quality during construction. Erosion results when wind and precipitation carry away soil that has not been protected during site clearing and earth moving operations. This leads to degradation of property and sedimentation of local water ways. Mitigation measures to protect soil during construction reduce negative impacts to water and air quality. Requirement Prerequisite
SS3.0.P1 Control erosion and the transport of soil and other pollutants off the site during construction. Design and implement a site-specific plan that incorporates the use of best management practices in compliance with the US EPA’s National Pollutant Discharge Elimination System (NPDES). The plan should incorporate Part 2 of the NPDES Construction General Permit: General Permit for Stormwater Discharges from Construction Activities (see link in resources below). The plan shall meet the following objectives: •
Prevent soil loss by wind and water erosion, including protecting topsoil by stockpiling for reuse.
•
Prevent transport of sediment and particulate matter to storm sewers or receiving waters and/or to air.
•
Eliminate or reduce off-site discharge of construction waste.
Verification The contractor must submit and implement a site-specific Stormwater Pollution Prevention Plan (SWPPP) that includes specific controls for preventing water and air-borne soils from being carried off-site. Controls must stay in place and be maintained throughout the period of construction. The property owner must submit a Notice of Intent (NOI) and develop and implement a site-specific Stormwater Pollution Prevention Plan (SWPPP) to comply. The contractor shall verify with local agencies whether or not any additional requirements apply to the project site. Applicability This prerequisite applies to a new school that disturbs more than one acre of land. For major modernizations and a new building on an existing campus this prerequisite is required based on the scope of the project. Resources CHPS Best Practices Manual, Volume II: Guideline SP11: Stormwater Management and Drainage Materials. California State Water Resources Control Board (SWRCB): www.swrcb.ca.gov/stormwtr/index.html. US EPA NPDES Construction General Permit: cfpub2.epa.gov/npdes/stormwater/cgp.cfm.
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Sustainable Sites 3. Stormwater Management Goal: Manage stormwater during and after construction to control erosion, sediment and other pollutants as well as volume and velocity of runoff, reducing the negative impacts to water and air quality.
SS3.1: Limit Stormwater Runoff Intent: Manage stormwater runoff to limit disruption and pollution of natural waterways. Reducing runoff is the most effective way to minimize its negative impacts to water quality. Many strategies exist to limit stormwater runoff, including: •
Reduce impervious surfaces, by maximizing on-site stormwater infiltration, and retaining pervious and vegetated areas.
•
Capture rainwater from impervious areas of the building for groundwater recharge or use within the building or landscaping.
•
Use green or vegetated roofs.
•
Conserve natural areas by concentrate or cluster development on a portion of the site, and leaving remaining land in it’s natural condition by limiting clearing and grading, maximizing trees and other vegetation, promoting natural vegetation, and preserving riparian areas and wetland.
•
Minimize stormwater pollutants of concern by designing the project to minimize direct connection between impervious areas with stormwater drainage.
•
Protect slopes and channels by conveying runoff safely from the tops of slopes and stabilizing disturbed slopes, utilizing natural drainage systems to the maximum extent practical, stabilizing permanent channel crossings, vegetating slopes with native or drought tolerant vegetations as appropriate, and installing energy dissipaters, such as riprap, at the outlets of new storm drains, culverts, etc.
Requirement 1 point
SS3.1.1
For sites with an existing imperviousness of less than or equal to 50%, limit the postdevelopment peak stormwater runoff discharge rate so that it does not exceed the estimated pre-development rate. For sites with an existing imperviousness of more than 50%, implement a stormwater management plan that results in a 25% reduction in the rate and quantity of stormwater runoff.
SS3.1.2
For all sites, design trash storage areas to provide appropriate drainage from adjoining roofs and pavement to divert stormwater runoff around the trash storage areas. The trash container areas must be screened or walled to prevent off-site transport of trash.
Verification For the purpose of verifying compliance, the peak stormwater discharge rate is assumed to be directly proportional to the imperviousness of the site. For example, a 25% reduction in imperviousness is assumed to equate to a 25% reduction in the peak stormwater runoff discharge rate. The impervious site area is the sum of the area of each surface multiplied by its runoff coefficient, and the imperviousness of the site is the impervious site area divided by the total site area. Table A2 in the appendix has runoff coefficients for typical surfaces. Use manufacturers information or a “best estimate” for surfaces not included in the table. Calculate the imperviousness of the site both before and after development using the following equations.
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Sustainable Sites 3. Stormwater Management Goal: Manage stormwater during and after construction to control erosion, sediment and other pollutants as well as volume and velocity of runoff, reducing the negative impacts to water and air quality.
Impervious SiteArea =
∑ SurfaceArea × RunoffCoefficient
Im perviousness =
Im perviousSiteArea TotalSiteArea
This calculation should be completed for the proposed development and pre-development conditions. For sites with an existing imperviousness less than 50%, the post-development imperviousness must be equal to, or less than, the pre-development conditions. In cases where the existing imperviousness is greater than 50% the post-development imperviousness must be 25% less than the existing conditions. Example Calculations Question: What is the imperviousness of an approximately ½ acre site (20,787 ft²) before and after development? The site is being converted from a gravel parking lot (11,420 ft²) to a new school. Answer: The site has an existing imperviousness of 49% as calculated in Table 2. After the site is developed, it is estimated to have an imperviousness of 43% as calculated in Table 3. The post-development site has imperviousness less than the pre-development site, therefore, the peak stormwater runoff may be assumed to be lower and the credit may be earned. Table 2 – Calculation of Existing Imperviousness Surface Type
Runoff Coefficient
Area (ft²)
Impervious Area (ft²)
Pavement, Gravel
0.75
11,420
8,565
Vegetation, Flat
0.10
2,332
233
Vegetation, Average
0.20
Total
7,035
1,407
20,787
10,205
Imperviousness
49%
Table 3 – Calculation of Post-Development Imperviousness Surface Type
Runoff Coefficient
Area (ft²)
Impervious Area (ft²)
Pavement, Pervious
0.60
4,128
2,477
Pavement, Brick
0.85
1,072
911
Roof, Conventional
0.95
4,020
3,819
Roof, Rain Water Collection
0.0
3,400
0
Turf, Flat
0.25
3,542
886
Vegetation, Average
0.20
4,625
925
Total
20,787
Imperviousness
9,018 43%
Question: What is the imperviousness of an approximately ½ acre site (20,787 ft²) before and after development? The site is being converted from a paved parking lot (11,420 ft²) to a new school. Answer: The site has an existing imperviousness of 60% as calculated in Table 4. After the site is developed, it is estimated to have an imperviousness of 43% as calculated in Table 5.
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Sustainable Sites 3. Stormwater Management Goal: Manage stormwater during and after construction to control erosion, sediment and other pollutants as well as volume and velocity of runoff, reducing the negative impacts to water and air quality.
60% x 25% = 15%. 60% - 15% = 45% > 43% The post-development site has imperviousness less than 25% of the pre-development site. Table 4– Calculation of Existing Imperviousness Surface Type Pavement, Gravel
Runoff Coefficient
Area (ft²)
Impervious Area (ft²)
0.95
11,420
10.849
Vegetation, Flat
0.10
2,332
233
Vegetation, Average
0.20
7,035
1,407
Total
20,787
Imperviousness
12,489 60%
Table 5 – Calculation of Post-Development Imperviousness Surface Type
Runoff Coefficient
Area (ft²)
Impervious Area (ft²)
Pavement, Pervious
0.60
4,128
2,477
Pavement, Brick
0.85
1,072
911
Roof, Conventional
0.95
4,020
3,819
Roof, Rain Water Collection
0.0
3,400
0
Turf, Flat
0.25
3,542
886
Vegetation, Average
0.20
Total
4,625
925
20,787
9,018
Imperviousness
43%
Applicability This credit applies to new schools. For a new building on an existing campus, addition, or major modernization project, the requirement applies to the entire school site, not just the area around the new building or the building(s) being modernized. Resources CHPS Best Practices Manual, Volume II: Guideline SP9: Stormwater Management, Groundwater Management, and Drainage Materials. CHPS Best Practices Manual, Volume II: Guideline GC4: Site Protection During Construction. CHPS Best Practices Manual, Volume II: Guideline SP11: Stormwater Management and Drainage Materials. LEED™-NC 2.2 Reference Guide: Site Credit 6: Stormwater Management. LEED™-NC 2.2 Reference Guide: Site Prerequisite 1: Erosion and Sedimentation Control. California SWRCB: www.swrcb.ca.gov/stormwtr/index.html. California Stormwater Best Management Practices Handbook from the California Stormwater Quality Association: www.cabmphandbooks.com/ and http://www.cabmphandbooks.com/Development.asp.
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Sustainable Sites 3. Stormwater Management Goal: Manage stormwater during and after construction to control erosion, sediment and other pollutants as well as volume and velocity of runoff, reducing the negative impacts to water and air quality.
Los Angeles Stormwater Management Division: www.lacity.org/san/swmd/. Regional California Water Quality Control Boards: www.swrcb.ca.gov/regions.html. US EPA Storm Water Management for Construction Activities, EPA Document No. EPA-833-R-92-001. US EPA Best Management Practice Design Guide, EPA Document No. EPA-600/R-04/121A. US EPA NPDES Construction General Permit: cfpub2.epa.gov/npdes/stormwater/cgp.cfm.
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Sustainable Sites 3. Stormwater Management Goal: Manage stormwater during and after construction to control erosion, sediment and other pollutants as well as volume and velocity of runoff, reducing the negative impacts to water and air quality.
SS3.2: Treat Stormwater Runoff Intent: Control and filter stormwater runoff to limit disruption and pollution of natural waterways. Post-construction stormwater management is a requirement in Part 3 of the US EPA NPDES Construction General Permit Stormwater Pollution Prevention Plans (the link to this document is provided in the Resources section below). Local agencies may have more specific requirements or design standards for post-construction stormwater management. Maintenance of post-construction Best Management Practices (BMP) is required to ensure that the BMP continues to function properly. Requirement 1 point
Provide post-construction treatment control Best Management Practices (BMP). Incorporate, at a minimum, either a volumetric or flow based treatment control design standard, or in combination, as identified below to mitigate (infiltrate, filter or treat) stormwater runoff: SS3.2.1
Volumetric Treatment Control BMP •
The 85th percentile 24-hour runoff event determined as the maximized capture stormwater volume for the area, from the formula recommended in Urban Runoff Quality Management, WEF Manual of Practice No. 23/ ASCE Manual of Practice No. 87, (1998); or
•
The volume of annual runoff based on unit basin storage water quality volume, to achieve 80 percent or more volume treatment by the method recommended in California Stormwater Best Management Practices Handbook – Industrial/ Commercial, (2003); or
•
The volume of runoff produced from a historical-record based reference 24-hour rainfall criterion for “treatment” that achieves approximately the same reduction in pollutant loads achieved by the 85th percentile 24-hour runoff event. OR
SS3.2.2
Flow Based Treatment Control BMP •
The flow of runoff produced from a rain event equal to at least two times the 85th percentile hourly rainfall intensity for the area; or
•
The flow of runoff produced from a rain event that will result in treatment of the same portion of runoff as treated using volumetric standards above.
Verification Design the project to maintain natural stormwater flows by promoting infiltration, using alternative surfaces (e.g., green roofs or permeable paving materials) and sustainable design strategies. Show BMP’s on site plans, civil drawings and specifications. Include calculations to verify required levels are met. Applicability This credit applies to all projects that involve site work, whether new school, new building, addition or major modernization. Projects as simple as parking lot repairs or new landscaping can incorporate stormwater treatment measures.
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Sustainable Sites 3. Stormwater Management Goal: Manage stormwater during and after construction to control erosion, sediment and other pollutants as well as volume and velocity of runoff, reducing the negative impacts to water and air quality.
Resources CHPS Best Practices Manual, Volume II: Guideline SP9: Stormwater Management, Groundwater Management, and Drainage Materials. CHPS Best Practices Manual, Volume II: Guideline GC4: Site Protection During Construction. CHPS Best Practices Manual, Volume II: Guideline SP11: Stormwater Management and Drainage Materials. LEED™-NC 2.2 Reference Guide: Site Credit 6: Stormwater Management. LEED™-NC 2.2 Reference Guide: Site Prerequisite 1 Erosion and Sedimentation Control. California Stormwater Best Management Practices Handbook from the California Stormwater Quality Association: www.cabmphandbooks.com/ and www.cabmphandbooks.com/Development.asp. California SWRCB: www.swrcb.ca.gov/stormwtr/index.html. Los Angeles Stormwater Management Division: www.lacity.org/san/swmd/. Regional California Water Quality Control Boards: www.swrcb.ca.gov/regions.html. US EPA Storm Water Management for Construction Activities, EPA Document No. EPA-833-R-92-001. US EPA NPDES Construction General Permit: cfpub2.epa.gov/npdes/stormwater/cgp.cfm. US EPA NPDES Construction General Permit: cfpub2.epa.gov/npdes/stormwater/cgp.cfm.
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Sustainable Sites 4. Outdoor Surfaces Goal: Reduce heat islands to minimize impact on microclimate, and man-made and natural habitat.
SS4.1: Reduce Heat Islands – Landscaping Issues Intent: Optimize landscape design to reduce the heat island effect. Heat islands raise temperatures and can impact school communities by increasing peak energy demand, air pollution levels, air conditioning costs, and heat-related illness. Employ design strategies, materials, and landscaping designs that reduce heat absorption of exterior materials. Requirement 1 point
SS4.1.1
Provide shade (within five years) on at least 50% of non-roof, paved impervious or pervious surfaces on the site, including parking lots, walkways, plazas, etc.
SS4.1.2
Use light-colored/ high-albedo materials (initial reflectance of at least 0.3) for 50% of the site’s non-roof, paved surfaces.
OR
OR SS4.1.3
Use an open-grid pavement system (net impervious area of LESS than 50%) on at least 50% of the parking lot area.
Verification For SS4.1.1, specify native or climate-tolerant trees and large shrubs, vegetated trellises, or other exterior structures supporting vegetation that will provide at least 50% coverage after five years of growth. For SS4.1.2, document the required reflectance of landscaping materials in the contract documents and specifications. Explore elimination of blacktop and the use of new coatings and integral colorants for asphalt to achieve light colored surfaces. Carefully review proposed substitutions from the contractor to verify compliance with the requirement. For SS4.1.3, specify an open grid paving system in the contract documents and specifications that is more than 50% impervious. Applicability This credit applies to new schools. For a new building on an existing campus, additions, and major modernizations, the requirement applies to the entire school site, not just the area around the new building or the buildings being modernized. A major modernization project, a new building on an existing campus, and an addition can also claim this credit if the existing campus already satisfies the requirement. Resources CHPS Best Practices Manual, Volume II: Guideline SP2: Landscaping to Provide Shade to Buildings and paved Areas, SP5: Impervious Surfaces. LEED™-NC 2.2 Reference Guide: Site Credit 7: Landscape and Exterior design to Reduce Heat islands. US EPA Heat Island resources and strategies can be found at: www.epa.gov/heatisland/.
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Sustainable Sites 4. Outdoor Surfaces Goal: Reduce heat islands to minimize impact on microclimate, and man-made and natural habitat.
SS4.2: Reduce Heat Islands – Cool Roofs Intent: Employ cool or green roofs to reduce the heat island effect. Cool roofs can significantly reduce school cooling loads and urban heat island effects by reflecting the sun’s energy, instead of absorbing, retaining, and radiating it into the occupied spaces below. Requirement 1 point
SS4.2.1
Use roof materials having an initial reflectance of at least 0.70 and initial emittance of at least 0.75 for a minimum of 75% of the roof surface. Reflectance and emittance shall be as verified through the Cool Roof Rating Council’s CRRC-1 standard. Roofing products with an emittance lower than 0.75 may also qualify as long as their Solar Reflectance Index (SRI) is equal to or less than a surface meeting the 0.70 reflectance and 0.75 emittance value. OR
SS4.2.2
Install a “green” (vegetated) roof for at least 50% of the roof area.
Verification For SS4.2.1, select a roofing material for at least 75% of the roof area that has a reflectance greater than 0.70 and an emittance greater than 0.75. Choose a product that has been tested and rated according to CRRC-1 (see www.coolroofs.org). As an alternative, choose a roofing material with an emittance lower than 0.75 but which has a higher reflectance, such that its Solar Reflectance Index (SRI) is less than or equal to an equivalent product that exactly meets the 0.70 reflectance and 0.75 emittance. Document the roofing materials on the plans and specifications and carefully review product submittals for compliance. For SS4.2.2, design a vegetated roof that has at least five in. of lightweight substrate (soil mix) located over a suitable membrane. Document the green roof on the plans and specifications. Applicability This credit applies to new schools, a new building on an existing campus, additions, and buildings included in a major modernization project. Resources CHPS Best Practices Manual, Volume II: Guideline IN3: Cool Roofs. LEED™-NC 2.2 Reference Guide: Site Credit 7: Landscape and Exterior design to Reduce Heat Islands. Cool Roof Rating Council (CRRC): www.coolroofs.org/. Greenroofs.com provides an informational database for green roofs at: www.greenroofs.com/. US EPA Energy Star ® program reflected roof products can be found at: www.energystar.gov/index.cfm?c=roof_prods.pr_roof_products. US EPA Heat Island resources and strategies can be found at: www.epa.gov/heatisland/.
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Sustainable Sites 5. Outdoor Lighting Goal: Eliminate light trespass from the building site and improve night sky access.
SS5.1: Light Pollution Reduction Intent: Reduce development impacts on the nocturnal environment. Design site lighting and select lighting styles and technologies to have minimal impact off-site and minimal contribution to sky glow. Minimize lighting of architectural and landscape features and design interior lighting to minimize trespass outside from the interior. Requirement 1 point
SS5.1.1
Design interior lighting so that the angle of maximum candela from each interior luminaire as located in the building shall intersect opaque building interior surfaces and not exit out through the windows OR maintain all non-emergency lighting on a programmable timer that turns lighting off during non-operable hours. Provide manual override capability for after hours use.
SS5.1.2
Only provide exterior lighting when it is clearly required for safety and comfort. Design the exterior lighting not to exceed 80% of the lighting power allowed by the 2005 California energy efficiency standards.
Verification For SS5.1.1, interior luminaries in perimeter areas, diagram the angle of the maximum candela value on the building section. Determine that the maximum candela values fall within the building. For SS5.1.2, determine which Lighting Zone the building site is located in (LZ1: parks and recreation areas, LZ2: rural areas, LZ3: urban areas or LZ4: special use areas). Use an approved California Energy Commission (CEC) calculation method to demonstrate that the outdoor lighting does not exceed 80% of allowed power. Applicability This credit applies to new schools. For a new building on an existing campus, additions, and major modernizations, the exterior requirement applies to the entire school site, not just the lighting around the new building or the building(s) being modernized. Resources CHPS Best Practices Manual, Volume II: Guideline EL11: Outdoor Lighting. LEED™-NC 2.2 Reference Guide: Site Credit 8: Landscape Light Pollution Reduction. The CEC information on outdoor lighting reduction can be found at: www.energy.ca.gov/efficiency/lighting/outdoor_reduction.html. The Illuminating Engineering Society of North America (IESNA): www.iesna.org/. The International Dark Sky Association: www.darksky.org/ida/index.html. The International Dark Sky Association Lighting Handbook is available on line at: www.darksky.org/ordsregs/lchintro.html.
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Sustainable Sites 6. Schools as Learning Tools Goal: For the school site to become a hands-on teaching tool for students, teachers, staff, and the community to learn about the benefits of high performance design and the natural resources affected by the various features.
SS6.0: Educational Display Intent: Increase the school community’s knowledge about the basics of high performance design using an educational display to serve as a three-dimensional textbook. Recognizing that the school itself can serve as a learning tool, students and staff can benefit by having an educational display to illustrate the environmentally sustainable design of the school. Requirement Prerequisite
SS6.0.P1 Provide a permanent educational display on the school site that describes the high performance features that are part of the school’s design.
Verification The permanent educational display must be located in a prominent location at the school. Provide a label on the site plan. The display shall include a list of all CHPS features with a statement of the intent, and explanation of each high performance feature. Visual aids or drawings can be used to illustrate features as needed. Include a map of the school and grounds pointing to locations where demonstration areas of the sustainable features can be seen. Applicability This prerequisite applies to a new school. For major modernizations and a new buildings on an existing campus this prerequisite is required based on the scope of the project. Resources The Education and the Environment Initiative: www.calepa.ca.gov/education/eei.
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Sustainable Sites 6. Schools as Learning Tools Goal: For the school site to become a hands-on teaching tool for students, teachers, staff, and the community to learn about the benefits of high performance design and the natural resources affected by the various features.
SS6.1: Demonstration Areas Intent: Provide students, teachers and staff with more in-depth knowledge for each aspect of high performance design on their school site, including sustainable sites, water conservation, energy and material efficiency, and indoor environmental quality. High performance features offer excellent opportunities to teach students about the specific ideas and technologies incorporated into the school. Demonstrating these features in the architecture of the school provides a hands-on experience for students, teachers and staff. Requirement 1 point
SS6.1.1
Create demonstration areas for three out of the five major high performance categories of the CHPS Criteria: sustainable sites, water, energy, materials, and indoor environmental quality.
SS6.1.2
Within these demonstration sites at least one feature of a high performance category must be showcased. Each demonstration area must explain how the high performance features works, its environmental and economic benefits and how it exemplifies a holistic and integrated approach to sustainable design.
Verification Create demonstration areas for three out of the five major high performance categories as outlined in CHPS Criteria. Each demonstration site will showcase a minimum of one feature included in a high performance category. This feature will have been utilized in the design of the new school, new building, or modernization project. The design of the demonstration areas may include, but is not limited to, signage, kiosks, cut-aways, meters, graphic illustrations, artistic murals, videos, real-time displays, or other design elements. For example, a demonstration area could be a meter of resource flows/usage, or a visual display of electrical generation provided by the photovoltaics. Applicability This credit applies to new schools, a new building on an existing campus, additions and major modernization projects. Resources Real Goods Solar Living Center, Hopland, CA: www.solarliving.org/design.cfm. School Diversion and Environmental Education Law (DEEL): www.ciwmb.ca.gov/Schools/SchoolDEEL/.
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Water 1. Outdoor Systems Goal: Limit excess water use for landscaping and ornamentation.
WE1.0: Create Water Use Budget Intent: To prevent excessive water use for irrigation. California's Model Water Efficient Landscape Ordinance requires that landscapes be given a water budget or "water allowance." A water budget is usually expressed in terms of a percentage of the amount of water that evaporates from vegetation and from the underlying soil (reference evapotranspiration) for the size of the area permitted to be landscaped. Local governments may have a different ordinance from the state model. Requirement Prerequisite
WE1.0.P1 Develop a water budget for landscape and ornamental water use to conform to the local water efficient landscape ordinance. If no local ordinance is applicable, then use the landscape and ornamental budget outlined by the California Department of Water Resources.
Verification The California Model Water Efficient Landscape Ordinance requires that estimated applied water use cannot exceed the Maximum Applied Water Allowance (MAWA). MAWA means, for design purposes, the upper limit of annual applied water for the established landscaped area as calculated using the procedures below. It is based upon the area's reference evapotranspiration, the ET Adjustment Factor, and the size of the landscaped area. Estimated applied water use may be the sum of the water recommended through the irrigation schedule. A project's MAWA can be calculated using the following formula: MAWA = ETo × 0.8 × LA × 0.62
Where, MAWA Maximum Applied Water Allowance (gallons per year). ETo
Reference Evapotranspiration (in. per year). Evapotranspiration means the quantity of water evaporated from adjacent soil surfaces and transpired by plants during a specific time. California has a directory of evapotranspiration tables from around the state. Table A3 in the appendix of this manual has the normal year evapotranspiration by city and county.
0.8
ET Adjustment Factor. This factor, when applied to evapotranspiration, adjusts for plant factors and irrigation efficiency, two major influences upon the amount of water that needs to be applied to the landscape.
LA
Landscaped Area (square foot).
0.62
Conversion Factor. This converts the MAWA from acre-in. per acre per year, to gallons per square foot per year.
Example Calculation Question: What is the annual water use budget for a 50,000 ft² landscaped area in Fresno? Answer: The ETo for Fresno is 51 in., so the MAWA is about 1.3 million gallons per year, as calculated below:
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Water 1. Outdoor Systems Goal: Limit excess water use for landscaping and ornamentation.
MAWA = ETo × 0.8 × Landscaped Area × 0.62 = 51 × 0.8 × 50,000 × 0.62 = 1,264,8000
Portions of landscaped areas such as parks, playgrounds, athletic fields, or schoolyards where turf provides a playing surface, or serves other recreational purposes, are considered recreational areas and may require water in addition to the MAWA. A statement should be included with the landscape design plan, designating the location and size of recreational areas to be used for such purposes and specifying any needed amount of additional water above the MAWA. Applicability This prerequisite applies to new schools. For major modernizations and a new building on an existing campus this prerequisite is required based on the scope of the project. However, if required, the annual water budget must be calculated for the entire school site, not just for the area around the new building or building(s) being modernized. Resources California Department of Water Resources Model Ordinance is described at: www.owue.water.ca.gov/docs/WaterOrdIndex.cfm. Model reference evapotranspiration: www.owue.water.ca.gov/docs/WaterOrdSec495.cfm.
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Water 1. Outdoor Systems Goal: Limit excess water use for landscaping and ornamentation.
WE1.1: Reduce Potable Water for Landscaping Intent: Reduce or eliminate potable water use for landscape irrigation. Patterns of precipitation in most of California make it difficult to store enough rainwater for irrigation through the long, dry summers. High-efficiency irrigation technologies such as micro-irrigation, moisture sensors, or weather data-based controllers save water by reducing evaporation and operating only when needed. However, these systems require careful design, as well as additional operations and maintenance requirements. For example some drip irrigation systems may be more vulnerable to vandalism; moisture sensors must be carefully placed to represent the soil type and exposure of individual irrigation zones accurately; and timers and controls, if not weather-data based, need to be adjusted seasonally. In urban areas, especially in Southern California, municipally supplied, reclaimed water is an available, less-expensive, and equally effective source for irrigation. Requirement 1 point
WE1.1.1 Reduce potable water, natural surface water or groundwater consumption for irrigation by 50% over landscape budget baselines with the use of water-efficient native (or adapted) climatetolerant plantings, high-efficiency irrigation technologies, or using captured rain or reclaimed water. WE1.1.2 Create an irrigation commissioning plan (also known as a water audit plan) followed by installation review during construction, performance testing after installation, and documentation for ongoing operations and maintenance.
2 points
WE1.1.3 Reduce potable water, natural surface water or groundwater for site irrigation by an additional 50% (100% total reduction) and meet WE1.1.1 and WE1.1.2 requirements. OR WE1.1.4 Do not install permanent irrigation systems for landscaping.
Verification The irrigation needs for the designed landscape must be calculated and compared to the Maximum Applied Water Allowance (MAWA) required by WE1.0. Use the following procedure to calculate the irrigation requirements of the designed landscape. Step 1: Determine the Landscape Coefficient (KL): The Landscape Coefficient consists of three elements; Species Factor (ks), Microclimate Factor (kmc) and Density Factor (kd). KL = ks x kmc x kd The Species Factor (ks) is used to account for differences in species’ water needs. In established landscapes, certain species are known to require relatively large amounts of water to maintain health and appearance while others are known to need very little water. Use the Species Factor Finder (www.wateright.org/site2/reference/wucols.asp) to determine the ks value. The Microclimate Factor (kmc) is used to account for differences in environmental conditions specific to the landscape. Natural and man-made features can affect temperature, wind speed, light intensity and
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Water 1. Outdoor Systems Goal: Limit excess water use for landscaping and ornamentation.
humidity, which can vary considerably among landscapes. The microclimate factor ranges from 0.5 to 1.4, and is divided into three categories: Low
0.5 - 0.9
Average
1.0
High
1.1 - 1.4
The average situation refers to conditions where the landscape evapotranspiration rate is not significantly affected by nearby buildings, pavements, reflective surfaces and slopes. When site features increase evaporation potential a higher condition exists, such as exposed areas, or areas surrounded by heat absorbing materials (e.g. parking lots). Lower conditions exist in shaded areas and areas protected from wind, such as courtyards or north sides of buildings. The Density Factor (kd) is used to account for differences in vegetation density, or leaf area, among landscape plantings. These differences lead to differences in water loss. The density factor ranges in value from 0.5 to 1.3. This range is divided into three categories: Low
0.5 - 0.9
Average
1.0
High
1.1 - 1.3
Immature and sparsely planted landscapes typically have less leaf area than mature or densely planted landscapes, and thus lose less water. These plantings are assigned a kd value in the low category. Plantings with mixtures of vegetation types (trees, shrubs, and groundcovers) typically have greater collective leaf areas than plantings with a single vegetation type, and thus will lose more water. These plantings are assigned a density factor value in the high category. Plantings which are full but are predominantly of one vegetation type, are assigned to the average category. Step 2: Determine how much irrigation water is required. ETL = KL x ETO ETL is the estimated water needed for the planting in inches. KL is the landscape coefficient (see step 1). ETO is the evapotranspiration rate in inches (see calculation for Water Prerequisite 1) Step 3: Calculate Water Applied (WA): WA = A x 0.62 x ETL / IE A is area in ft2. 0.62 is the conversion factor to convert to gallons. ETL is the estimated water required in inches (see step 2). IE is the irrigation efficiency: Sprinkler 0.625, Drip 0.90. Step 4: Perform the above calculations for each specific landscape area. Step 5: Sum the Total Water Applied (TWA) for each specific area to determine the subtotal in gallons.
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Step 6: Subtract the number of gallons of harvested rainwater or greywater used for landscaping to determine the TWA. Step 7: Use the following formula to determine the reduction in potable water over the landscape budget baseline: Potable Water Reduction (%) = 1 - TWA (gal)/MAWA(gal) x 100 An irrigation commissioning plan shall be prepared by the installing contractor, landscape architect/designer of record, or school district’s agent during design, followed by: •
Review of installation during construction, with record of deficiencies found and corrected, plus
•
Performance testing and documentation of results (as compared to specified performance) at least once during the first year of installation, and
•
Creation and distribution of site-specific documentation for ongoing operation and maintenance information, including recommended irrigation and maintenance schedules.
•
Acceptance testing shall be performed on the following, if applicable: o
Irrigation pipes and connections.
o
Irrigation heads and coverage.
o
Back-flow devices.
o
Coverage of irrigation.
o
Automatic sensors, timers and other controls.
For equipment not listed above, the design team shall provide acceptable test results and the contractor shall certify that the tests were performed and the equipment performs as specified. Coverage of irrigation should be tested keeping in mind the precipitation requirements for each plant zone. For example, a zone with drought tolerant plants may need less than one inch of water per week; other zones may need more than one inch of water per week. The landscape irrigation requirements should be reflected in the water use budget created for Water Prerequisite WE1.0. Applicability This credit applies to new schools. For a new building on an existing campus, additions, and major modernizations, the calculations must be made for the entire school site, not just the area around the new building or the buildings being modernized. Resources CHPS Best Practices Manual, Volume II: Guideline SP6: Drought Tolerant and Pest-Resistant Plants, Guideline SP10: Water-Efficient Irrigation Systems; Guideline SP12: Reclaimed Water for Irrigation. LEED™-NC 2.2 Reference Manual: Water Credit 1: Water Efficient Landscaping. Model reference evapotranspiration: www.owue.water.ca.gov/docs/WaterOrdSec495.cfm
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Water 1. Outdoor Systems Goal: Limit excess water use for landscaping and ornamentation.
WATERRIGHTS’ Water Use Classification of Landscape Species: Species Factor Finder can be found at: www.wateright.org/site2/reference/wucols.asp. For more information on the Species, Microclimate and Density factors and determining values see: A Guide to Irrigation Water Needs of Landscape Plantings in California at: www.owue.water.ca.gov/docs/wucols00.pdf.
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Water 2. Indoor Systems Goal: Maximize water efficiency within buildings to reduce the burden on municipal water supply and wastewater systems.
WE2.1: Reduce Sewage Conveyance from Toilets and Urinals Intent: Reduce wastewater generated and/or the amount of potable water used for sewage conveyance. The growing value of potable water in California underlines the importance of lowering demand. Water efficiency naturally reduces the overall amount of water needing to be pumped from it’s source or transported around the city or state, thus resulting in lower energy needs. In addition, water efficiency reduces the cost and amount of sewage needing treatment after use. Because water-efficient devices can vary in quality and performance, specify only durable, high performance fixtures. Use water-efficient fixtures and/or reclaimed water to reduce the amount of potable water used for sewage conveyance. Only those sources that produce black water, such as toilets and urinals, are included in this credit. Reclaimed and/or recycled water (e.g. grey water or rainwater harvesting) is suitable for flushing toilets and urinals, which typically produce the largest amounts of wastewater in a school. Requirement 1 point
WE2.1.1 Reduce the use of potable water for building sewage conveyance by a minimum of 35% through the use of water-efficient toilet and urinal fixtures and/or by using reclaimed or recycled water.
Verification Calculate both the baseline and proposed design water use for toilets and urinals. Make a list of each type of toilet or urinal that produces black water and estimate the water use per flush based on manufacturer’s data. Then estimate the number of occupants that will use each fixture type and the number of uses per day. From this data, calculate the daily water use for the proposed efficient design. Follow a similar procedure to determine the daily water use for the baseline design, but use water consumption figures that are in minimum compliance with the federal Energy Policy Act (EPAct) of 1992. Relevant data from the EPAct are provided in Table 6. Table 6 – Federal Energy Policy Act (EPAct) Performance Requirements Fixture
EPA Requirements
Toilets
1.6 gal/flush
Urinals
1.0 gal/flush
Showerheads
2.5 gal/min
Faucets
2.5 gal/min
Replacement Aerators
2.5 gal/min
Metering Faucets
0.25 gal/cy
Example Calculation Question: What is the baseline and proposed design water consumption for toilets and urinals for a 950 student high school with a staff of 50. The high school will use waterless urinals and toilets equipped with dual flush flushometers valves that use 1.6 gal/flush for a full flush and 1.1 gal/ flush for a half flush. Answer: The baseline uses 4,200 gallons per day or 756,000 gallons per year (see Table 7 for details of the calculation). The proposed design uses 2,700 gallons per day or 486,000 gallons per year as calculated in Table 8. Based on these calculations the reduction of potable water is calculated from the following formula:
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1 - (volume of water in efficient design ÷ volume of water in baseline design) In this example, a 35.7% reduction is enough to earn the credit. If reclaimed water is also used, then the consumption of potable water is zero and one point is still earned. Table 7 – Baseline Water Consumption for Toilets and Urinals Fixture Type
Flow-rate
Duration
Occupants
Daily uses
Toilet (male restroom)
1.6 gal/flush
1 flush
500
1
800
Urinal (male restroom)
1.0 gal/flush
1 flush
500
2
1,000
Toilet (female restroom)
1.6 gal/flush
1 flush
500
3
2,400
Total Daily Volume Number of School Days Baseline Design Total Annual Volume
Water use (gal)
4,200 180 756,000
Table 8 – Proposed Efficient Design Water Consumption for Toilets and Urinals Fixture Type
Flow-rate
Duration
Occupants
Daily Uses
Water Use (gal)
Toilet (male restroom)
1.1 gal/flush
1 flush
500
1
550
Waterless Urinal (male restroom)
0.0 gal/flush
1 flush
500
2
0
Toilet (female restroom)
1.1 gal/flush
1 flush
500
3
1,650
Total Daily Volume Number of School Days Design Total Annual Volume Percent Saved (If reclaimed or recycled water is used for toilet flushing),Minus Reclaimed Water Use Total Potable Water Used for Sewage Conveyance Percent Saved
2,200 180 396,000 52.4% (396,000) 0 100%
Applicability This credit applies to new schools and major modernizations. A new building on an existing campus, and additions may be eligible for this credit if enough toilets and urinals are provided within the building to meet the occupant load. In cases where compliance with the toilet to occupant load ratio is determined on a campus wide basis the calculations for this credit should be performed for the entire school site. Resources CHPS Best Practices Manual, Volume II: Guideline OS6: Efficient Terminal Devices; OS7: Waterless Urinals. LEED™-NC 2.2 Reference Guide: Water Credit 2: Innovative Waste Water Technologies; Water Credit 3: Water Use Reduction.
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Water 2. Indoor Systems Goal: Maximize water efficiency within buildings to reduce the burden on municipal water supply and wastewater systems.
WE2.2: Reduce Indoor Potable Water Use Intent: Reduce the use of indoor potable water. The largest, least expensive and most environmentally sound solution for water depletion in California is conservation of existing resources. By increasing the efficiency of existing water consuming fixtures and equipment, the demand on water from reservoirs, ground water, lakes and streams is reduced. The federal Energy Policy Act (EPAct) of 1992 established water conservation standards for shower heads, faucets and other fixtures. Requirement 1 point
WE2.2.1 Reduce overall indoor potable water consumption by 20% beyond the baseline established by the Energy Policy Act of 1992.
2 points
WE2.2.2 Reduce overall indoor potable water consumption by 40% beyond the baseline established by the Energy Policy Act of 1992.
Verification Calculate the total water use (excluding landscaping) for the baseline design and for the proposed efficient design. Create a spreadsheet that lists each fixture type, the flow rate, estimated duration of use, and any automatic controls. For the baseline design calculations assume the flow rates outlined by the EPAct of 1992’s fixture performance requirements (Table 6). Then estimate the number of occupants that will use each fixture type and the number of uses per day. Use this data to calculate the water use for each fixture type and the total daily and annual water use of the school. Create a similar spreadsheet for the efficient design case using actual flow rates of the specified fixtures and equipment. The estimated number of occupants and daily uses remains the same for both cases. Example Calculation Question: How is the total potable water consumption savings calculated beyond the baseline established by the EPAct for the school in this example? Answer: Calculate the water use of the efficient design using high efficient fixtures where possible and the baseline design using Energy Policy Act guidelines. Divide the efficient design annual use by the baseline design annual use and subtract this from 1. The total savings in the following example is 41.7% which would earn two points under this credit. (The total savings without the use of reclaimed water is 37% which would also earn two points.) See Table 9 & Table 10 for the detailed calculations.
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Table 9 – Baseline Design Case Total Water Consumption Fixture Type
Flow-rate
Duration
Automatic Controls
Occupants
Daily uses
Water use
Conventional Toilet (male)
1.6 gal/flush *
1 flush
-
500
1
800
Conventional Urinal (male)
1.0 gal/flush *
1 flush
-
500
2
1000
Conventional Toilet (female) 1.6 gal/flush *
1 flush
-
500
3
2400
Bathroom Sink
.25 min
-
1000
3
1875
2.5 gal/min *
Conventional Shower
2.5 gal/min *
5 min
-
100
1
1250
Kitchen Sink
2.5 gal/min *
45 min
-
2
2
450
Clothes Washer
40 gal/load
1 load
-
-
10
400
Total Daily Volume 8175 Number of School Days 180 Baseline Total Annual Volume 1,471,500
* Federal Energy Policy Act Requirements
Table 10 – Efficient Design Case Total Water Consumption Fixture Type
Flow-rate
Duration
Automatic Controls
Occupants
Daily uses
Water use
Low-flow Toilet (male)
1.6 gal/flush
1 flush
-
500
1
800
Waterless Urinal (male)
0.0 gal/flush
1 flush
-
500
2
0
Low-flow Toilet (female)
1.6 gal/flush
1 flush
-
500
1
800
Low-flow Toilet w/dual flush flushvalve (female)
1.1 gal/flush
1 flush
-
500
2
1100
Bathroom Sink
1.0 gal/min
.25 min
20% saved
1000
3
600
Low-flow Shower
2.0 gal/min
5 min
-
100
1
1000
Low-flow Kitchen Sink
1.5 gal/min
45 min
-
2
2
270
Efficient Clothes Washer
20 gal/load
1 load
-
-
10
200
Total Daily Volume 4770 Number of –School Days 180 Design Total Annual Volume 858,600 Percent Saved 41.7%
Comparing the two spreadsheets, the water-efficient fixtures reduced potable water use by: % Savings = 1 – (Efficient Design Total Annual Volume / Baseline Design Total Annual Volume) = 1 – (858,600/1,471,500) = 0.417 = 41.7%
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Water 2. Indoor Systems Goal: Maximize water efficiency within buildings to reduce the burden on municipal water supply and wastewater systems.
Applicability This credit applies to new schools. For a new building on an existing campus, additions, and major modernizations, the calculations must be performed for all water consuming equipment and fixtures on the entire school site and cannot be limited to individual buildings. This credit awards reductions in total campus water use beyond the minimum requirements of the EPAct. Resources CHPS Best Practices Manual, Volume II: Guideline OS6: Efficient Terminal Devices; OS7: Waterless Urinals. LEED™-NC 2.2 Reference Guide: Water Credit 2: Innovative Waste Water Technologies; Water Credit 3: Water Use Reduction.
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Energy 1. Energy Efficiency Goal: Reduce environmental impacts and increased operational costs associated with excessive energy use.
EE1.0: Minimum Energy Performance Intent: Establish a minimum energy efficiency level. Energy-efficient schools save money while conserving non-renewable energy resources and reducing atmospheric emissions of pollutants and greenhouse gases. Since it’s inception in the late 1970s, the California state energy code, Title 24, has been very effective in reducing energy use as per capita electricity use has remained flat since 1978. Title 24 has been updated periodically since it was first adopted in 1978 with the last update occurring in 2005. Requirement Prerequisite
EE1.0.P1 The time dependent valued (TDV) energy of the proposed school project design must be at least 10% less than a standard design that is in minimum compliance with the California 2005 energy efficiency standards.
Verification Demonstrating compliance with this prerequisite requires annual energy simulations using a tool approved by the California Energy Commission (CEC) for compliance with nonresidential standards. The tool shall be used in compliance mode and apply all the alternative calculation method (ACM) modeling rules when determining compliance with this minimum requirement. Note that when earning credits under EE1.1, superior energy performance, alternative modeling rules may be applied. Applicability This prerequisite applies to a new school. For major modernizations and a new building on an existing campus this prerequisite is required based on the scope of the project. However, the 10% better-than-code prerequisite only applies to the new building(s) or the building(s) being modernized. Modernizations under the California energy efficiency standards are considered an alteration and special rules apply for creating the standard design (the TDV energy budget) and for modeling the proposed design. See the California nonresidential ACM manual and the ACM vendor for more details. Resources CHPS Best Practices Manual, Volume II. Much of Volume II is dedicated to energy efficient design strategies including the chapters on Daylighting, Electric Lighting, HVAC, and Building Envelope. LEED™-NC 2.2 Reference Guide: Energy and Atmosphere Credit 1: Optimize Energy Performance. Three documents from the California Energy Commission give detailed descriptions of the state energy code. Access them all at: www.energy.ca.gov. The Nonresidential Manual thoroughly explains the nonresidential requirements of Title 24-2005. This is the reference for interpreting the code language. Access it at: www.energy.ca.gov/title24/2005standards/nonresidential_manual.html. Title 24-2005 Regulations is the actual energy code text. The Standard is supported by the nonresidential ACM manual which defines modeling rules and other compliance procedures. Access it at: www.energy.ca.gov/title24/2005standards/nonresidential_acm/index.html.
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Energy 1. Energy Efficiency Goal: Reduce environmental impacts and increased operational costs associated with excessive energy use.
Title 24 / 2005 Energy Efficiency Standards Training: www.energy.ca.gov/title24/training/index.html.
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Energy 1. Energy Efficiency Goal: Reduce environmental impacts and increased operational costs associated with excessive energy use.
EE1.1: Superior Energy Performance Intent: Exceed the minimum energy performance beyond the prerequisite. While the 2005 California energy efficiency standards are considerably more stringent for schools, there are still significant opportunities to reduce energy use beyond this baseline. Providing a more energy efficient building saves money for the school district, reduces environmental impacts and has a number of other longterm benefits. EE1.0 (a prerequisite) requires that schools be a minimum of 10% more efficient (in terms of TDV energy) than minimum compliance with the Title 24 standards. Up to 13 additional credits are offered for designing buildings that are up to 36% more energy efficient than code minimum, in terms of TDV energy. Requirement 1 point
EE1.1.1
12%
reduction in total net energy use compared to Title 24-2005 baseline.
2 points
EE1.1.2
14%
reduction in total net energy use compared to Title 24-2005 baseline.
3 points
EE1.2.3
16%
reduction in total net energy use compared to Title 24-2005 baseline.
4 points
EE1.2.4
18%
reduction in total net energy use compared to Title 24-2005 baseline.
5 points
EE1.2.5
20%
reduction in total net energy use compared to Title 24-2005 baseline.
6 points
EE1.2.6
22%
reduction in total net energy use compared to Title 24-2005 baseline.
7 points
EE1.2.7
24%
reduction in total net energy use compared to Title 24-2005 baseline.
8 points
EE1.2.8
26%
reduction in total net energy use compared to Title 24-2005 baseline.
9 points
EE1.2.9
28%
reduction in total net energy use compared to Title 24-2005 baseline.
10 points
EE1.2.10
30%
reduction in total net energy use compared to Title 24-2005 baseline.
11 points
EE1.2.11
32%
reduction in total net energy use compared to Title 24-2005 baseline.
12 points
EE1.2.12
34%
reduction in total net energy use compared to Title 24-2005 baseline.
13 points
EE1.2.14
36%
reduction in total net energy use compared to Title 24-2005 baseline.
To earn points under this credit, the acceptance requirements defined by the California Energy Commission (CEC) shall be followed (see ACM Appendix NJ and supporting documents). Verification Energy simulations are required to earn this credit, using a computer program certified by the CEC. Approved computer programs may operate in both compliance mode and in design mode. The 10% better-than-code prerequisite shall be calculated in compliance mode, as may this credit. However, as an option, this credit may be calculated using alternate modeling rules intended for building performance rating systems, such as CHPS and Savings By Design (SBD). The alternate set of modeling rules are based on ASHRAE/IESNA/ANSI Standard 90.1-2004 and include the following points: •
The building performance rating method includes the total energy consumption for all end uses.
•
Credit is offered for buildings that have more favorable building orientation.
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Energy 1. Energy Efficiency Goal: Reduce environmental impacts and increased operational costs associated with excessive energy use.
•
Internal or exterior shades may be modeled and credited in the proposed building if they are automatically controlled.
•
Users are allowed to “substitute a thermodynamically similar component model” when the simulation tool can’t explicitly model a building feature. This will help with certain innovative systems, but especially underfloor air distribution (UFAD) and thermal displacement ventilation (TDV).
•
Photovoltaic (PV) and other renewable energy systems may be modeled and credited in the calculations.
•
Credit is offered for energy efficient fan systems.
•
Some credit is offered for natural ventilation for buildings that do not have cooling systems.
•
More credit is offered for HVAC system selection.
•
Credit is offered for the reuse of waste heat from on-site generators, fuel cells or other on-site electric generation systems.
The above modeling rules are documented in the CHPS Energy Modeling Rules for Schools. The currency for estimating percent savings is TDV energy, which weights savings greater during periods of peak electricity use. To calculate the percentage reduction for the entire school site, which includes multiple school buildings with different savings levels, calculate the energy use budget for the entire campus and use the following equation: Percent Reduction = Total Standard Design TDV Energy - Total Proposed Design TDV Energy Total Standard Design TDV Energy
x 100
Applicability This credit applies to new schools, a new building on an existing campus, additions and major modernization projects. For new schools the percentage reduction must be based on the savings from all campus buildings using the equation above. For new buildings and modernization projects, the credit shall be based on the energy use of just the new building(s) or the building(s) being modernized. The modeling rules documented in the California nonresidential ACM manual shall apply, with amendments as documented in the CHPS Energy Modeling Rules for Schools. Resources CHPS Best Practices Manual, Volume II. Much of Volume II is dedicated to energy efficient design strategies including the chapters on Daylighting, Electric Lighting, HVAC, and Building Envelope. LEED™-NC 2.2 Reference Guide: Energy and Atmosphere Credit 1: Optimize Energy Performance. Three documents from the California Energy Commission give detailed descriptions of the state energy code. Access them all at: www.energy.ca.gov. Title 24-2005 Regulations is the actual energy code text. The Standard is supported by the nonresidential ACM manual which defines modeling rules and other compliance procedures, which can be accessed at: www.energy.ca.gov/title24/2005standards/nonresidential_acm/index.html. The Nonresidential Manual thoroughly explains the nonresidential requirements of Title 24-2005. This is the reference for interpreting the code language which can be accessed at: www.energy.ca.gov/title24/2005standards/nonresidential_manual.html.
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Energy 1. Energy Efficiency Goal: Reduce environmental impacts and increased operational costs associated with excessive energy use.
EE1.2: Natural Ventilation Intent: Limit the use of HVAC Systems by designing to enhance natural ventilation. Natural ventilation is an effective and energy efficient way to provide outside air for ventilation and to provide cooling in many California schools. Historically, most schools in California have not been air conditioned and natural ventilation has been the only means of cooling. Each year, significant amounts of energy are lost when teachers or staff members open exterior doors or windows while HVAC systems are operating. Interlocks installed on windows and doors will shut off HVAC systems when windows and doors are opened for extended periods. Controls must be included so that normal use of the doors does not cause the HVAC systems to cycle on and off unnecessarily, and teachers must be educated on how the system works and why it is needed. In addition, the interlocks should not turn off the ventilation fans, only the mechanical compressors. Adequate amounts of ventilation must be supplied to the classroom at all times. Requirement 1 point
EE1.2.1
Install interlocks to turn off HVAC systems in conditioned buildings if operable exterior windows or doors are opened.
Verification Specify and install interlock switches on all classroom and non-classroom operable windows and doors. (The energy savings for natural ventilation are included in the calculations for EE1.0, minimum energy performance, and EE1.1, superior energy performance.) Applicability This credit applies to new schools, a new building on an existing campus, additions and to major modernizations that include HVAC as part of the scope of improvements. While this credit applies to modernization projects; the cost of installing interlocks on existing windows can be prohibitive. A good opportunity to install interlocks occurs when the windows are being replaced as part of the project. For new buildings and modernization projects, interlock switches may only be installed in just the new building(s) or the building(s) being modernized to earn this credit. Resources CHPS Best Practices Manual, Volume II: Guideline TC1: Cross Ventilation; Guideline TC2: Stack Ventilation; Guideline TC3: Ceiling Fans.
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Energy 1. Energy Efficiency Goal: Reduce environmental impacts and increased operational costs associated with excessive energy use.
EE1.3: Energy Management Systems Intent: Provide ongoing accountability and optimization of the building energy performance over time. Energy management systems (EMS) are often installed in new schools. However, care must be taken to specify and install an appropriate system for the district and maintenance staff. An appropriate EMS is the simplest system that still addresses the school’s needs. Increased complexity does not always mean increased value for the district. EMS systems can potentially save significant energy, but only if the staff understands how to operate it. Proper training of district staff is critical, and high turnover rates continue to challenge school districts to provide retraining programs and on-site manuals. Requirement 1 point
EE1.3.1
EE1.3.2
EE1.3.3
Install an Energy Management System to monitor the energy use of the following systems throughout the school (excluding portables): • Lighting (interior and exterior) • Equipment (plug loads) • HVAC (heating, cooling, fans- excluding fractional horsepower single room exhaust fans) • Centralized hot water Either the Energy Management System or other devices (e.g. occupancy, in-line thermostats and water temperature sensors) must control all lighting, HVAC systems and domestic hot water pumps to Title 24 minimum standards in all spaces (excluding portables) used on the school site. The controls contractor shall provide training to the maintenance and operation personnel and provide detailed manuals so that it will be easier to re-learn the system when there is staff turnover.
Verification The plans and specifications should include a list of all the sensors (measurements to be taken throughout the building) and actuators (devices to be controlled). It should also specify the protocol for communication between the sensors, actuators, and the computer (controller). The school district should consider nonproprietary communication protocols such as Backnet so that EMS components may be provided from multiple manufacturers. The construction documents should also specify the requirements for the graphic user interface (GUI). The designers should work with the school district maintenance and operation staff to determine the desired features. School districts should consider standardizing on one type of system in order to reduce the need to learn and maintain different operating systems. Monitoring capabilities should allow for comparison between various types of building loads throughout all spaces of the school (excluding portables). This information is valuable and can be used to manage and optimize energy use. Minimum control capabilities are necessary to implement Title 24 requirements. Applicability This credit applies to new schools. For a new building on an existing campus, additions, and major modernizations, the EMS must be installed for the entire school site, not just for the new building or the
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building(s) being modernized. For new buildings, it is acceptable to extend an existing EMS to serve the new building. Resources CHPS Best Practices Manual, Volume II: Guideline TC12: Adjustable Thermostats; Guideline TC10: EMS/DDC; Guideline EL4: Lighting Controls for classrooms.
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Energy 2. Alternative Energy Sources Goal: Reduce environmental impacts and increased operational costs associated with fossil fuel energy use.
EE2.1: Renewable Energy Intent: Encourage on-site energy production with renewable sources. On-site renewable energy has many benefits. Renewable sources, such as photovoltaics, wind turbines, and geothermal sources (not including ground source heat pumps), use the sun, air, and earth instead of nonrenewable, polluting sources, such as coal or natural gas. Requirement 1 point
EE2.1.1
5% of the building’s annual source energy use is provided through the use of on-site renewable energy systems.
2 points
EE2.1.2
10% of the building’s annual source energy use is provided through the use of on-site renewable energy systems.
3 points
EE2.1.3
15% of the building’s annual source energy use is provided through the use of on-site renewable energy systems.
Verification Renewable energy systems covered under this credit must be located on the school site in order to eliminate the environmental impacts and transmission losses associated with remote generation sources. On-site sources can become very effective components of school curriculums, educating students on a wide variety of energy and science issues. The system should be sized to meet the percentage required based on the entire schools energy use. The percent savings must be achieved in terms of annual source energy or TDV energy. The source energy content of fossil fuels burned at the site is equal to the heat content, e.g. 100,000 Btu/therm. Electricity used at the site shall be weighted at 10,239 Btu/kWh, which assumes 33% efficiency for generation and distribution. To earn points with this credit use the following steps: Step 1: Model the school building to estimate the annual source energy (Qschool). This estimate will be calculated as part of EE1.0 and EE1.1. Step 2: Calculate the annual source energy contribution of the on-site renewable system that are designed into the project (Qalternative). Step 3: Calculate the percent renewable contribution by dividing the renewable contribution by the annual source energy need. (Qalternative/Qschool). Off-site renewables are covered under District Credit 5 Green Power. Note that solar contributions are also credited under EE1.1. Applicability This credit applies to new schools, a new building on an existing campus, additions and major modernization projects. For new schools, and major modernization projects the percentage of annual source energy use that is from on-site renewable energy systems should be based on all campus buildings. Renewable energy systems can be added to a school at any time, not only during construction or modernization projects.
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Energy 2. Alternative Energy Sources Goal: Reduce environmental impacts and increased operational costs associated with fossil fuel energy use.
Resources CHPS Best Practices Manual, Volume II: Guideline OS1: Photovoltaics. LEED™-NC 2.2 Reference Guide: Energy and Atmosphere Credit 2: Renewable Energy.
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Energy 3. Commissioning and Training Goal: Verify that fundamental building elements and systems are designed, installed, and calibrated to operate as intended, and provide for the ongoing accountability and optimization of building energy performance over time.
EE3.0: Fundamental Building Systems Testing and Training Intent: Verify that the building’s energy systems are operating as intended and that effective training has been provided. Buildings, even simple structures, are complex systems of electrical, mechanical, and structural components. Commissioning is a rigorous quality assurance program administered by a knowledgeable party that ensures the building performs as expected. Verification of system performance and training of staff is typically included in current practice. However, this prerequisite requires a designated commissioning agent or district official to perform, monitor, or verify the testing. Training the teachers and staff is essential to performance of the building, but often it is either not performed or hastily completed. Requirement Prerequisite
EE3.0.P1 A designated commissioning service provider or district official must verify that the Commissioning services provided meet the Scope of Work as stated in the Abbreviated Commissioning process as defined by EDR’s Cx Assistant database tool. EE3.0.P2 Effective and complete training and documentation must be provided, including a complete guide for staff, short operations briefs for all classrooms, and facilitation of training programs for school administrators, teachers, and staff. Training is an essential step to protect indoor air quality and maintain superior energy performance. EE3.0.P3 Maintenance and record keeping must meet the requirements of the Cal/OSHA Minimum Building Ventilation Standard, Title 8, Sec. 5142.
Verification Use the Energy Design Resources (EDR) Commissioning Assistant database tool to determine the “Abbreviated” scope of work. All of the “Abbreviated” activities from the tool shall be carried out by the commissioning authority. Table 11 – Summary of Commissioning Services for Prerequisite and Credit, summarizes the commissioning services that are generally required for the prerequisite and for credit. Operations & Maintenance Manual: Provides detailed operations and maintenance information for all equipment and products in use in the school. A short, classroom “user’s guide” must be created for teachers explaining how to operate their room lighting and HVAC systems. O&M Training: Provides a short introduction for all school staff, and features a special hands-on workshop for facility personnel. Cal/OSHA requirements are available online at: www.dir.ca.gov/title8/5142.html. The regulations include: •
The HVAC system shall be inspected at least annually, and problems found during these inspections shall be corrected within a reasonable time.
•
Inspections and maintenance of the HVAC system shall be documented in writing. The employer shall record the name of the individual(s) inspecting and/or maintaining the system, the date of the inspection and/or maintenance, and the specific findings and actions taken. The employer shall ensure that such records are retained for at least five years.
•
The employer shall make all records required by this section available for examination and copying, within 48 hours of a request, to any authorized representative of the Division (as defined in Section 3207), to any
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Energy 3. Commissioning and Training Goal: Verify that fundamental building elements and systems are designed, installed, and calibrated to operate as intended, and provide for the ongoing accountability and optimization of building energy performance over time.
employee of the employer affected by this section, and to any designated representative of said employee of the employer affected by this section. Include all commissioning requirements in the contract documents. In cases where the commissioning is not included in the contract documents, but is performed under a separate contract or by a school district official, provide a copy of the separate contract or have a school district official authorize a document citing the commissioning requirements to be performed. Table 11 – Summary of Commissioning Services for Prerequisite and Credit Commissioning Service
Abbreviated Commissioning (prerequisite)
Standard Commissioning (1 point)
Comprehensive Commissioning (2 points)
Design Intent Document
3
3
3
Commissioning Plan
3
3
3
Design Development Design Review
3 3
3
3
3
Construction Documents Design Review Commissioning Specification Development
3
Submittal Review
3
Prefunctional Testing
3
3
3
Functional Testing
3
3
3
3
3
3
3
3
3
Commissioning Report 3
Meeting Attendance O&M Manual Review Operator Training
3
3
3
Systems Manual
3
3
3
3
3
One-year warranty review
Applicability This prerequisite applies to a new school. For major modernizations and a new building on an existing campus this prerequisite is required based on the scope of the project. The scope of commissioning services for major modernizations will depend on the whether HVAC and/or lighting systems are being upgraded, since these systems require most of the commissioning. Resources CHPS Best Practices Manual, Volume V: Commissioning. LEED™-NC 2.2 Reference Manual: Energy and Atmosphere Prerequisite 1: Energy and Atmosphere Credit 3. Portland Energy Conservation. Inc: www.peci.org/index.htm. The California Commissioning Collaborative: www.cacx.org/.
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Energy 3. Commissioning and Training Goal: Verify that fundamental building elements and systems are designed, installed, and calibrated to operate as intended, and provide for the ongoing accountability and optimization of building energy performance over time.
The Division of the State Architect (DSA) Commissioning Guide: www.dsa.dgs.ca.gov/comm_process_guide.htm. The EDR Commissioning Assistant database tool can be accessed at: www.ctg-net.com/edr2002/cx/Intro/Cx+_intro.aspx.
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Energy 3. Commissioning and Training Goal: Verify that fundamental building elements and systems are designed, installed, and calibrated to operate as intended, and provide for the ongoing accountability and optimization of building energy performance over time.
EE3.1: Enhanced Commissioning Intent: Verify that the buildings energy systems are installed, calibrated and performing as intended. EE 3.0, the commissioning prerequisite, provides the minimum level of commissioning to confirm that the owner’s project requirements have been realized. The commissioning credits go beyond this level to ensure that all systems are operating as designed and responsibilities are clearly defined. Enhanced commissioning includes review of the construction documents and providing for long-term optimization. Requirement 1 point
2 points
EE3.1.1
EE3.1.2
Standard Commissioning. Implement the following fundamental best practice commissioning procedures: •
Appoint a commissioning service provider or district official.
•
The commissioning authority shall verify that the commissioning services provided meet the Scope of Work as stated in the Standard Commissioning process as defined by EDR’s Cx Assistant database tool.
Comprehensive Commissioning. Implement the following fundamental best practice commissioning procedures: •
Appoint a commissioning service provider.
•
The commissioning agent must verify that the Commissioning services provided meet the Scope of Work as stated in the Comprehensive Commissioning process as defined by EDR’s Cx Assistant database tool.
Verification Standard Commissioning Use the EDR Commissioning Assistant database tool to determine the scope of work for “Standard” commissioning. Select the default systems associated with the existing commissioning process. Table 11 – Summary of Commissioning Services for Prerequisite and Credit, summarizes the commissioning services that are generally required for this credit. The following are requirements of standard commissioning. •
Appoint a commissioning agent. The commissioning agent (CA) directs the commissioning process and should be engaged as early in the design as possible.
•
Develop design intent and basis of design documentation. The CA must write a list of the owner’s requirements and design intent for each of the systems or features to be commissioned.
•
Develop commissioning plan. The commissioning plan includes a list of all equipment to be commissioned, delineation of roles for each of the primary commissioning participants, and details on the scope, timeline, and deliverables throughout the commissioning process.
•
Include commissioning requirements in the construction documents. All commissioning requirements must be integrated into the construction documents to clearly specify the responsibilities and tasks to be performed. Of particular importance are the delineation of the contractors’ responsibilities and the creation of the Operations and Maintenance Manuals.
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Energy 3. Commissioning and Training Goal: Verify that fundamental building elements and systems are designed, installed, and calibrated to operate as intended, and provide for the ongoing accountability and optimization of building energy performance over time.
•
Verify installation, functional performance, training, and documentation for each commissioned system and feature.
•
Complete a commissioning report. The report must show that the building’s systems have met the design intent and specifications, have been properly installed, are performing as expected, and that proper operations and maintenance documentation and training have been provided.
Include all commissioning requirements in the contract documents. Comprehensive Commissioning Use EDR’s Commissioning Assistant database tool to determine the scope of work for the Comprehensive version. Select the default systems associated with the existing Commissioning process. In addition, the CA must develop an indexed Re-commissioning Management Manual and return for a post-occupancy review of the school. Applicability This credit applies to new schools, a new building on an existing campus, additions and major modernization projects. The scope of commissioning services for major modernizations will depend on the whether HVAC and/or lighting systems are being upgraded, since these systems require most of the commissioning. Resources CHPS Best Practices Manual, Volume V: Commissioning. LEED™-NC 2.2 Reference Manual: Energy and Atmosphere Prerequisite 1: Energy and Atmosphere Credit 3. Portland Energy Conservation. Inc: www.peci.org/index.htm. The California Commissioning Collaborative: www.cacx.org/. The Division of the State Architect (DSA) Commissioning Guide: www.dsa.dgs.ca.gov/comm_process_guide.htm. The EDR Commissioning Assistant database tool can be found at: www.ctg-net.com/edr2002/cx/Intro/Cx+_intro.aspx.
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Materials 1. Recycling Goal: Reduce the amount of solid waste disposed of in the landfill after the school is built.
ME1.0: Storage and Collection of Recyclables Intent: Facilitate the separation and collection of materials for recycling Providing easily accessible recycling to the students, teachers and staff ensures a significant portion of solid waste can be diverted from landfills and transformation facilities. Recycling of paper, cardboard, metals, plastics and organics diminishes the need to extract virgin materials.
Prerequisite
ME1.0.P1 The building/school shall meet local ordinance requirements for recycling space. ME1.0.P2 Provide an easily accessible area serving the entire school that is dedicated to the collection and storage of materials for recycling including (at a minimum) paper, cardboard, glass, plastics, metals and landscaping waste.
Verification Earning this credit requires the separation of recyclables from waste in a minimum of three areas: the classroom, common areas such as the cafeteria or multi-purpose room and at the centralized collection point (loading dock). Reserve space for recycling functions early in the building occupancy programming process and show areas dedicated to the collection of recycled materials on space utilization plans. When collection bins are used, they should be able to accommodate a 75% diversion rate and be easily accessible to custodial staff and recycling collection workers. Consider bin designs that allow for easy cleaning to avoid health issues. Ensure that the spaces are synergistic with the policies of local waste handling companies. Note that some facilities accept commingled recyclables while others require them to be separated. Both methods meet the objective of this credit. In California, many local governments have developed ordinances relating to adequate areas for collection and loading of recyclable materials in development projects. Areas without local ordinances should use the model ordinance developed by the California Integrated Waste Management Board and detailed in Appendix A of the Recycling Space Allocation Guide (www.ciwmb.ca.gov/publications/localasst/31000012.doc). Considerations Although not a requirement for this prerequisite, since organic materials account for 30% of the overall waste stream in California, CHPS recommends that school districts adopt a food waste management program. It is recommended that space is dedicated for composting of food scraps off-site and/or on-site. Consider bin designs that allow for easy cleaning to avoid health issues. Also, consider bin designs for organic materials that have storage seals while storing and transporting to eliminate odors and vermin and pest issues. The storage of organic materials should not be located near the ventilation air intake.
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Materials 1. Recycling Goal: Reduce the amount of solid waste disposed of in the landfill after the school is built.
Applicability This prerequisite applies to all new construction. For major modernizations this prerequisite is required based on the scope of the project. A new building on an existing campus or major modernization project may claim this prerequisite if the existing school campus satisfies the requirements. Resources California Integrated Waste Management Board Recycling Space Allocation Guide: www.ciwmb.ca.gov/publications/localasst/31000012.doc. California Integrated Waste Management Board Organic Materials Management: www.ciwmb.ca.gov/Organics/. Grass cycling: www.ciwmb.ca.gov/Organics/GrassCycling/. Food waste: www.ciwmb.ca.gov/FoodWaste/. In-vessel compost systems: www.ciwmb.ca.gov/FoodWaste/Compost/InVessel.htm. Worm Guide: A Vermicomposting Guide: www.ciwmb.ca.gov/Schools/Curriculum/Worms.
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Materials 2. Construction Waste Management Goal: Reduce the amount of construction and demolition waste disposed of in the landfill.
ME2.0: Construction Waste Management Intent: Divert construction and demolition waste from landfills. Construction and demolition waste account for approximately 22% of the waste disposed in California. Recycling construction and demolition (C&D) materials reduces demand for virgin resources and diminishes the need for landfill space. Meet local ordinance requirements concerning C&D materials at construction sites, if applicable; and develop and implement a C&D waste management plan, quantifying material diversion by weight. Requirement Prerequisite
ME2.0.P1 Recycle, compost, and/or salvage at least 50% (by weight) of the non-hazardous construction and demolition debris.
Verification Develop and specify a C&D waste management plan that includes the following; •
Identification of licensed haulers and processors of recyclables.
•
Identification of markets for salvaged materials.
•
Employs deconstruction, salvage, and recycling strategies and processes.
•
Includes waste auditing.
•
Documents the cost for recycling, salvaging, and reusing materials.
•
Addresses recycling of corrugated cardboard, metals, concrete brick, asphalt, beverage containers, clean dimensional wood, plastic, glass, gypsum board, and carpet.
In addition, source reduction on the job site should be an integral part of the plan. Compliance calculations for this prerequisite and credit must be based on weight. Many recycling and landfill facilities weigh incoming materials. Shipments that cannot be weighed can be estimated based on their volume and density. RecycleRate(%) =
Recycled Waste [Tons] Recycled Waste [Tons] + DisposedWaste [Tons]
× 100
Land clearing debris and hazardous waste is excluded from this credit. Applicability All new construction work and major modernizations are required to meet the prerequisite for construction waste management and may earn up to two points (see ME2.1) for diverting 90% of construction waste.
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Materials 2. Construction Waste Management Goal: Reduce the amount of construction and demolition waste disposed of in the landfill.
Resources CHPS Best Practices Manual, Volume II: Guideline GC2: Construction and Demolition Waste Management. CHPS High Performance Schools Best Practices Manual Electronic Appendix A: Job Site Specification: www.chps.net. LEED™-NC 2.2 Reference Guide: Materials Credit 2: Construction Waste Management. CIWMB Construction/Demolition and Inert Debris Tools and Resources: www.ciwmb.ca.gov/leatraining/resources/cdi/tools/calculations.htm. C & D materials conversion factors may be accessed at: www.ciwmb.ca.gov/LGLibrary/DSG/ICandD.htm www.ciwmb.ca.gov/LGLibrary/DSG/ApndxI.htm#Conversion www.ciwmb.ca.gov/lglibrary/dsg/analyze.htm
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Materials 2. Construction Waste Management Goal: Reduce the amount of construction and demolition waste disposed of in the landfill.
ME2.1: Construction Site Waste Management Intent: Divert the amount of construction and demolition waste beyond the prerequisite (ME2.0). The 50% diversion rate required in the prerequisite is an easily achievable minimum for construction waste recycling. This credit goes beyond the prerequisite level and awards points for increasing the amount of construction and demolition waste diverted from disposal. Requirement 1 point
ME2.1.1
Recycle, compost, and/or salvage at least 75% (by weight) of the non-hazardous construction and demolition debris.
2 points
ME2.1.2
Recycle, compost, and/or salvage at least 90% (by weight) of the non-hazardous construction and demolition debris.
Verification Use the verification section under ME2.0 for guidance on compliance. Applicability This credit applies to any new construction or modernization work. Resources CHPS Best Practices Manual, Volume II: Guideline GC2: Construction and Demolition Waste Management. CHPS High Performance Schools Best Practices Manual Electronic Appendix A: Job Site Specification: www.chps.net. LEED™-NC 2.2 Reference Guide: Materials Credit 2: Construction Waste Management. CIWMB Construction/Demolition and Inert Debris Tools and Resources: www.ciwmb.ca.gov/leatraining/resources/cdi/tools/calculations.htm C & D materials conversion factors may be accessed at: www.ciwmb.ca.gov/LGLibrary/DSG/ICandD.htm www.ciwmb.ca.gov/LGLibrary/DSG/ApndxI.htm#Conversion www.ciwmb.ca.gov/lglibrary/dsg/analyze.htm
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Materials 3. Building Reuse Goal: Extend the life-cycle of existing buildings and materials.
ME3.1: Reuse of Structure and Shell Intent: Increase the reuse of existing building structure and shell. Reusing parts of the building can save significant money and resources, while greatly reducing the amount of construction waste. When materials are re-used, the environmental benefits start with resource savings and extend down through the entire life-cycle of the material: less energy is spent extracting, processing, and shipping the materials to the site. Depending on the amount of building re-used, school districts can significantly reduce their construction and material costs. However, the building envelope will significantly affect many important high performance areas, such as space programming, energy performance, opportunities for daylighting, and indoor air quality. In addition, care must be taken to ensure that any environmental hazards such as toxins, lead, and asbestos have been identified and addressed. Develop a list of benefits and tradeoffs, and make the decision based upon the overall, integrated design tradeoffs. Requirement 1 point
ME3.1.1
Maintain at least 75% of existing building structure (including structural floor and roof decking) and shell (including non-structural roofing materials, exterior skin and framing, but excluding window assemblies).
2 points
ME3.1.2
Maintain an additional 20% (95% total) of existing building structure (including structural floor and roof decking) and shell (including non-structural roofing materials, exterior skin and framing, but excluding window assemblies).
Verification Percentage of reused structures materials (e.g. foundation, slab on grade, beams, floor and roof decks, etc) should be approximated in terms of ft3, while shell materials (roof and exterior walls) should be estimated in ft2. Average together the structural and shell reuse percentages for an approximated building reuse factor. 3 Reused Structural Elements[ft ] 3
Building Re use(%) =
+
Total Structual Elements [ft ]
2 Reused Shell Elements[ft ] 2 Total Shell Elements[ft ]
2
Applicability This credit applies to new schools, a new building on an existing campus, additions and major modernization projects. For new schools to obtain this credit, the new school must be in an existing (previously non-school) facility. For new buildings on an existing campus, this credit would apply in the instance of an existing building, for instance a maintenance shed, being converted into conditioned space for classrooms, administration, or other school functions. In addition, this credit pertains to a case where a building next to an existing school is purchased by the school district and converted into classroom or other school space.
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Materials 3. Building Reuse Goal: Extend the life-cycle of existing buildings and materials.
For major modernizations this credit would apply in reuse of the existing structure and shell of the building(s) being modernized. Resources CHPS Best Practices Manual, Volume II: Material Selection and Research Section; Interior Surfaces and Furnishings Chapter. LEED™-NC 2.2 Reference Guide: Materials Credit 1: Building Reuse. LEED™-NC 2.2 Reference Guide: Materials Credit 3: Resource Reuse.
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Materials 3. Building Reuse Goal: Extend the life-cycle of existing buildings and materials.
ME3.2: Building Reuse; Maintain 50% of Interior Non-structural Elements Intent: Increase the reuse of interior non-shell elements. There are many materials that may be reused from within a building beyond the existing shell and structural system. Interior partitions, finishes, doors and ceilings systems are among the items that can be salvaged and reused in the refurbished building. Reuses of these materials not only reduces the amount of waste sent to landfills, but can also significantly reduce material and construction costs. Requirement 1 point
ME3.2.1
Use existing on-site non-shell elements (interior walls, doors, floor coverings, and ceiling systems) in at least 50% of completed building (including additions).
Verification This credit does not include salvaged materials from offsite. Percentage of reused, non-shell building portions will be calculated as the total area (ft2) of reused walls, floor covering, and ceiling systems, divided by the existing total area (ft2) of walls, floor covering, and ceiling systems. Non-shell Reuse (%) = Total area of reused non-shell elements (ft2) / Total existing area of non-shell elements (ft2) Applicability Refer to the applicability section of credit ME3.1, Reuse of Structure and Shell. See also credit ME4.5, Salvaged Materials. Resources CHPS Best Practices Manual, Volume II: Material Selection and Research Section; Interior Surfaces and Furnishings Chapter. LEED™-NC 2.2 Reference Guide: Materials Credit 1: Building Reuse. LEED™-NC 2.2 Reference Guide: Materials Credit 3: Resource Reuse.
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Materials 4. Sustainable Materials Goal: Increase the use of sustainable materials.
ME4.1: Recycled Content Intent: Specify and install recycled content products in order to reduce the environmental impacts associated with extraction and processing of virgin materials. The number and variety of products using recycled-content materials expands every year. Using these materials closes the recycling loop by creating markets for materials collected through recycling programs across the country. It also reduces the use of virgin materials and landfill waste. Recycled-content alternatives exist for all major building materials and surfaces. Recycled content is either a postconsumer (collected from end users) or secondary material. Secondary material (also known as post-industrial or pre-consumer) is collected from manufacturers and industry. Both of these materials combined make up the total recycledcontent of a product. Requirement 1 point
ME4.1.1
Prescriptive Approach: Specify and install at least four major materials from Table A4. OR
2 points
ME4.1.2
Performance Approach: The weighted average recycled-content value is at least 10% (postconsumer + 1/2 secondary).
ME4.1.3
Prescriptive Approach: Specify and install at least eight major materials from Table A4. OR
ME4.1.4
Performance Approach: The weighted average recycled-content value is at least 20% (postconsumer +1/2 secondary).
Verification Prescriptive Approach: At least four major materials shall be specified and installed in the project that meet the minimum total recycled content levels as listed in Table A4, Minimum Recycled Content Levels in the appendix. A total of two points shall be achieved when at least eight major materials are specified and installed that meet the recycled content levels as listed in Table A4. A "major" material is defined as those materials covering more than 50% of a major building surface (such as parking areas, floor, roof, partitions, walls), or serving a structural function throughout the majority of the building. For example, credit would not be issued if tackable wall panels were used in only one classroom. Recycled content products with minimum recycled content levels must be used throughout the project. Performance Approach: Another method to verify compliance with this credit is to use the performance approach. The weighted average of recycled-content value is calculated using the following equations: •
Recycled Content Value (RCV): Calculate the Recycled Content Value of each product by multiplying the cost of the product by the percent of postconsumer recycled content and then adding ½ of the cost of the product multiplied by the percent of secondary recycled content. Material Cost is the construction cost of each individual material excluding all labor costs, project overhead, and fees.
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RCV = (% postconsum er recycled content x material cost) + 0.5 x (% secondary recycled content x material cost)
•
Total Recycled Content Value: Total Recycled-content Value is the sum of the postconsumer and secondary recycled-content value of all recycled-content products.
∑RCV = RCV Product A + RCV Product B + RCV Product C, etc. •
Verify RCV of Each Recycled Product DOES NOT Exceed 25% of ∑RCV: If RCV of Product A is greater than 25% of ∑RCV, then 25% (∑RCV) must be substituted for the value of Product A in the Total Recycled Content Value equation. This step must be repeated for each product to verify that no one material accounts for more than 25% of the ∑RCV. RCV Product A ≤ (25%) (∑RCV) (If RCV of Product A is greater than 25% of ∑RCV, then 25% (∑RCV) must be substituted for the value of Product A in the Total Recycled Content Value equation. Repeat equation for each product.)
•
Weighted Average Recycled Content Value (%):The Weighted Average Recycled Content Value is calculated by dividing the Total Recycled-Content Value (∑RCV) by the Total Project Material Cost. The Total Project Material Cost is the construction cost of all materials excluding all labor costs, project overhead, and fees. A default value of 35% of the total construction costs can be used for the Total Project Material Cost. Weighted Average Recycled Content Value [%] =
Total Recycled content Value [$]
X 100
Total Project Material Cost [$]
Applicability This credit applies to new schools, a new building on an existing campus, additions and major modernization projects. Resources CHPS Best Practices Manual, Volume II: Interior Surfaces and Finishes Chapter. LEED™-NC 2.2 Reference Guide: Materials Credit 4: Recycled Content. California Integrated Waste Management Board (CIWMB) Recycled Content Products Directory: www.ciwmb.ca.gov/rcp. State Agency Buy Recycled Campaign (SABRC) at www.ciwmb.ca.gov/BuyRecycled/StateAgency/. The California Integrated Waste Management Board (CIWMB) Recycled-content Products Database allows you to search for a recycled-content product by product/brand name, company, or keyword. Each product in the database has information on the total recycled content as well as the post-consumer recycled content. US EPA's Comprehensive Procurement Guideline (CPG) Program: www.epa.gov/cpg.
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Materials 4. Sustainable Materials Goal: Increase the use of sustainable materials.
ME4.2: Rapidly Renewable Materials Intent: Specify and install materials that replenish themselves faster than traditional extraction demand. Rapidly renewable raw materials are those materials that substantially replenish themselves faster than traditional extraction demand (e.g. planted and harvested in less than a 10 year cycle); and that are sustainably managed. Products in this category include, but are not limited to, bamboo products, wheat grass cabinetry, linoleum and bioplastics. Ensure that the products protect indoor air quality and are durable. Requirement 1 point
ME4.2.1
Use rapidly renewable materials, excluding wood fiber, for 2.5% of the total value of all products used in the project. OR
ME4.2.2
Prescriptive Approach: Specify rapidly renewable materials, for 50% of one of the following major interior finish or structural materials: •
Flooring (ft2)
•
3 Casework (ft )
•
2 Acoustical Ceiling Tile (ft )
•
Wall Covering (ft2)
•
Tile (ft2)
•
2 Exterior Walls (ft )
•
Roof (ft2)
A product must contain 25% rapidly renewable raw materials based on weight.
Verification To confirm compliance with this credit determine the total costs of all qualifying materials and the total cost of all renewable materials. Materials considered as qualifying are listed on Table A5- Materials to be Included and Excluded from 4. Sustainable Materials Calculations. Material cost is the construction cost of a material excluding all labor costs, project overhead, and fees. Divide the cost of all renewable materials by the total qualifying material cost and multiply by 100 to determine the percentage of renewable materials in the construction. Renewable material cost[$]
Renewable Raw Materials [%] =
× 100
Total material cost[$]
Be sure to use the total qualifying materials cost for the project in the denominator of the calculation equation. The prescriptive approach requires that 50% of all material from one of the listed groups meet the criteria. For example, a minimum of 50% of all floor coverings used in the school must contain 25% rapidly renewable raw materials based on weight. This calculation may use the formula above for the dollar value of the materials or may be calculated on the base unit:
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Renewable Raw Materials [%] =
Renewable Material Unit Total Material Unit
× 100
Applicability This prerequisite applies to new schools, a new building on an existing campus, additions and major modernization projects. Resources CHPS Best Practices Manual: Volume II: Interior Surfaces and Finishes Chapter. LEED™-NC 2.2 Reference Guide: Materials Credit 6: Renewable Materials. LEED™-NC 2.2 Reference Guide: Materials Credit 7: Renewable Materials - Certified Environmentally Responsible Management.
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Materials 4. Sustainable Materials Goal: Increase the use of sustainable materials.
ME4.3: Organically Grown Materials Intent: Specify and install rapidly renewable materials that are grown organically. Organic farming systems rely on ecological based practices and exclude the use of synthetic chemicals in crop production. These practices help support local ecosystems while decreasing reliance on nonrenewable resources. Specifying certified organic rapidly renewable products supports this growing trend in US agriculture. “Organic agriculture is an ecological production management system that promotes and enhances biodiversity, biological cycles and soil biological activity. It is based on minimal use of off-farm inputs and on management practices that restore, maintain and enhance ecological harmony.” See the Organic Trade Association at: www.ota.com/organic/definition.html. Requirement 1 point
ME4.3.1
For at least 50% of the rapidly renewable materials used on the project, use certified USDA organic materials or materials utilizing environmentally sustainable agriculture harvest methods certified under a program that meets the criteria of ISEAL Alliance full membership such as IFOAM organically grown materials.
Verification Products that can qualify as organically grown rapidly renewable materials include, but are not limited to, wheat grass cabinetry, bamboo and cork products, wool wall coverings, cotton fabrics, and bioplastics. To calculate the percentage of organic rapidly renewable materials divide the amount of organic rapidly renewable material by the amount of total rapidly renewable material. The same metric, either cost or units, and the total rapidly renewable material amount as was used for credit ME4.2, Rapidly Renewable Materials, should be used for this credit also. Be sure to use the total rapidly renewable materials cost for the project in the denominator of the calculation equation. Organic Rapidly Renewable material cost[$]/un it Organic Rapidly Renewable Materials [%] =
× 100
Rapidly Renewable material cost[$]/un it
Applicability This credit applies to new schools, a new building on an existing campus, and major modernization projects. Resources CHPS Best Practices Manual: Volume II: Interior Surfaces and Finishes Chapter. ISEAL Member certifying organizations: www.isealalliance.org/membership. National Organic Program: www. Ams.usda.gov/nop/indexIE.htm. The International Federation of Organic Agriculture Movements (IFOAM) Organic Guarantee System can be found at: www.ifoam.org/about_ifoam/standards/ogs.html. USDA Accredited Certifying Agents: www.ams.usda.gov/nop/certifyingagents/accredited.html.
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Materials 4. Sustainable Materials Goal: Increase the use of sustainable materials.
ME4.4: Certified Wood Intent: Specify and install sustainably harvested wood. Wood grown and harvested in an ecological manner is a truly sustainable material that is renewable, biodegradable, energy efficient and recyclable. The Forest Stewardship Council (FSC) guidelines ensure wood is grown and harvested with responsible forest management practices. Requirement 1 point
ME4.4.1
Use a minimum of 50% of wood-based materials certified in accordance with the Forest Stewardship Council (FSC) guidelines for wood building components. This includes, but is not limited to, framing, flooring, finishes and built in cabinetry.
Verification Refer to the Forest Stewardship Council (FSC) guidelines for wood building components that comply with the requirements, and incorporate them into the material selection for the project. To perform the calculation for this credit, determine the cost of total new wood based products and the cost of FSC-certified wood based products. Exclude all labor costs, project overhead and fees. Divide the total cost of FSC certified wood products by the total cost of all new wood products that are incorporated into the permanent construction. Multiply this result by 100 to determine the percentage of wood products that are FSC certified. Be sure to use the total wood products cost for the project in the denominator of the calculation equation. FSC Certified Wood Products Cost [$] Certified Wood Material Portion [%] =
× 100
Total New Wood Based Products Cost[$]
Applicability This credit applies to new schools, a new building on an existing campus, additions and major modernization projects. Resources CHPS Best Practices Manual: Volume II: Interior Surfaces and Finishes Chapter. Forest Stewardship Council (FSC): www.fsc.org.
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Materials 4. Sustainable Materials Goal: Increase the use of sustainable materials.
ME4.5: Salvaged Materials Intent: Specify and install salvaged materials to limit waste and the use of raw materials. Salvaged materials or products are reused from a previous use or application and then used in a new use or application with only superficial modification, finishing, or repair. Commonly salvaged building materials include wood flooring/paneling/cabinets, doors and frames, mantels, ironwork and decorative lighting fixtures, brick, masonry and heavy timbers. Requirement 1 point
ME4.5.1
Performance Approach: Specify salvaged or refurbished materials obtained off-site for 5% of building materials. OR
ME4.5.2
2 points
Prescriptive Approach: Specify salvaged or refurbished materials for 25% of one of the following major interior finish materials: •
Flooring (ft2)
•
Casework (ft3)
•
Acoustical Ceiling Tile (ft2)
•
2 Wall Covering (ft )
•
Tile (ft2)
ME4.5.3
Performance Approach: Specify salvaged or refurbished materials obtained off-site for 10% of building materials.
ME4.5.4
Prescriptive Approach: Specify salvaged or refurbished materials for 50% of one (or 25% of two) of the following major interior finish materials:
OR
•
Flooring (ft2)
•
Casework (ft3)
•
Acoustical Ceiling Tile (ft2)
•
2 Wall Covering (ft )
•
Tile (ft2)
Verification This credit only includes materials which are salvaged from off-site, for materials salvaged from within the construction site refer to credit ME3.2, Building Reuse. Ensure the salvaged materials, especially structural elements, comply with all applicable codes. To verify compliance with this credit first determine the total cost of all salvaged materials and the total cost of all qualifying materials. Materials considered as qualifying are listed on Table A5- Materials to be Included and Excluded from 4. Sustainable Materials Calculations. Material cost is the construction cost of a material excluding all labor costs, project overhead, and fees. If the cost of the salvaged or refurbished material is below market value, use the replacement cost to estimate the
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material value; otherwise use the actual cost to the project. The next step is to divide the total cost of salvaged materials by the total cost of all qualifying materials and then multiply by 100 to determine the salvage rate as a percentage of all qualifying materials. Salvage Rate [%] =
Salvaged Material Cost[$]
× 100
Qualifying Material Cost[$]
The prescriptive approach requires that 25% of all material from one of the listed groups be salvaged or refurbished for 1 point or 25% of all material from two of the listed groups be salvaged or refurbished for two points. 50% of the material from one group will also earn two points. For example, using salvaged ceiling tile for 55% of all ceilings in the school will earn two points. This calculation may use the formula above for the dollar value of the materials or may be calculated on the base unit:
Salvaged Material [Unit]
Salvage Rate [%] =
× 100
Qualifying Material [Unit]
Applicability This credit applies to new schools, a new building on an existing campus, additions and major modernization projects that obtain salvaged material from off-site. For a new building, the calculation should be performed using the total salvaged material costs and the material costs for the new building. The costs of new materials purchased for modernizations should be used in the denominator of the equation for calculations in this instance. Resources CHPS Best Practices Manual, Volume II: Material Selection and Research Section; Interior Surfaces and Furnishings Chapter. LEED™-NC 2.2 Reference Guide: Materials Credit 1: Building Reuse. LEED™-NC 2.2 Reference Guide: Materials Credit 3: Resource Reuse.
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Materials 4. Sustainable Materials Goal: Increase demand for sustainable materials. This credit is used in lieu of Sustainable Materials credits 4.1, 4.2, 4.3, 4.4, and 4.5.
ME4.6 Alternative: Environmentally Preferable Products This credit may be used in lieu of Sustainable Materials Credits 4.1, 4.2, 4.3, 4.4, and 4.5. Intent: Reward the use of sustainable materials by providing a more flexible option. Credit 4.6 is an alternative approach to using individual credits ME4.1 through ME4.5. This environmentally preferable products alternative also offers points for specifying and installing building products that are certified under applicable Environmentally Preferable Products (EPP) certification programs. If this alternative approach is used, then credits ME4.1 through ME4.5 are no longer applicable. Requirement Minimum requirement for ME4.6.1 points.
ME4.6.P1 Interior finish materials must meet EQ2.2: Low Emitting Materials requirements to attain points under this credit. Salvaged materials are excluded.
½ to 7 points
ME4.6.1
Earn one-half point (with a maximum of seven) for each product that is certified as an Environmentally Preferable Product under: •
Scientific Certification Systems (SCS) Environmentally Preferable Product (EPP) certification program.
•
An equivalent EPP certification program that is recognized under CHPS to comply with the following standards: o ISO 14024 Principles and Procedures for Type I Environmental Labeling, and o US EPA's Federal Guidance on Environmentally Preferable Purchasing, and o ASTM E2129 Data Collection for Sustainability of Building Products.
•
California Gold Sustainable Carpet Standard as referenced in the California Department of General Services Management Memo 06-08.
Verification ME4.6.P1 Low-Emitting Materials The interior finish materials such as paints, flooring, casework, acoustical ceiling tiles, and wall coverings must meet the low emitting materials requirements under EQ2.2. Salvaged interior finish materials excluded from requirements include wood flooring/paneling/cabinets, doors and frames, and decorative lighting fixtures. ME4.6.1 Environmentally Preferable Product Certification The building materials that earn points under this credit must be certified as an Environmentally Preferable Product under one of the EPP certification programs recognized under CHPS. A total of seven points shall be achieved when at least fourteen major building materials are specified and installed that have been certified as an Environmentally Preferable Product. A “major” material is defined as those building products covering more
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than 50% of a building surface (such as flooring, roofing, walls, ceiling, parking areas), or serving a structural function throughout the majority of the building. Applicability This credit applies to new schools, a new building on an existing campus, additions and major modernization projects. Resources CHPS Best Practices Manual: Volume II: Interior Surfaces and Finishes Chapter. LEED™-NC 2.2 Reference Guide: Materials Credit 6: Renewable Materials. LEED™-NC 2.2 Reference Guide: Materials Credit 7: Renewable Materials - Certified Environmentally Responsible Management. LEED™-NC 2.2 Reference Guide: Materials Credit 4: Recycled Content. ASTM E2129 Data Collection for Sustainability of Building Products: www.astm.org/cgibin/SoftCart.exe/DATABASE.CART/HISTORICAL/E2129-03.htm?L+mystore+ofpm7056. California Gold Sustainable Carpet Standard: www.documents.dgs.ca.gov/green/epp/standards.pdf. California Integrated Waste Management Board (CIWMB) Recycled-content Products Database: www.ciwmb.ca.gov/rcp. Green California Environmentally Preferable Purchasing: www.green.ca.gov/EPP/standards. ISO 14024 - Environmental Labeling: www.iso-14001.org.uk/iso-14024.htm. Scientific Certification Systems Environmentally Preferable Products: www.scscertified.com/epp/ State Agency Buy Recycled Campaign (SABRC) at: www.ciwmb.ca.gov/BuyRecycled/StateAgency/. US EPA's Federal Guidance on Environmentally Preferable Purchasing: www.epa.gov/epaoswer/nonhw/reduce/wstewise/pubs/wwupda15.pdf.
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Indoor Environmental Quality 1. Lighting and Daylighting Goal: Improve student productivity through quality daylighting and electric lighting design. Provide a connection between indoor spaces and the outdoor environment through the introduction of sunlight and views into the occupied areas of the building.
EQ1.1: Daylighting Intent: Provide high quality daylighting in classrooms to enhance student performance. Daylighting is fundamentally important to high performance design, and should be the primary source of light in classrooms. Daylighting has a number of advantages, including improved occupant productivity, improved connection to the outdoors, improved health, energy savings, and quality of light. Requirement Minimum requirement for EQ1.1.1, EQ1.1.2, or EQ1.1.3 points.
To qualify as a daylit classroom: EQ1.1.R1 Given the geometry of the classroom and with consideration of site obstructions, fixed exterior shading, interior light shelves, and/or fixed blinds or louvers located between glazing, no direct sun can strike the teaching surfaces or a work plane located 4 ft inside the exterior walls at 9:00 AM, noon and 3:00 PM on the summer solstice and the equinox. EQ1.1.R2 Skylights shall meet the requirements of no sun penetration, as described above, unless they have diffusing glazing. EQ1.1.R3 Photocontrols shall automatically turn off or dim the electric lights when daylighting is available. EQ1.1.R4 Any diffusing glazing shall be located above the line of sight for the teacher and the students.
1-4 points
Choose one of the following three options: EQ1.1.1
Single Point in Time Approach Option 1 Point
25% of classrooms are daylit
2 Points
50% of classrooms are daylit
3 Points
75% of classrooms are daylit
4 Points
100% of classrooms are daylit
Note: Laboratories and computer rooms are excluded from the percentage calculations.
The following requirements must be satisfied in order for a classroom to quality as daylit. •
Achieve an average horizontal daylight illumination in each qualifying classroom of not less than 25 footcandles for a clear sunny day at noon on March 21. Illumination shall be calculated at a work plane located 30 in. above the floor.
•
Achieve a uniformity at the work plane (from daylighting) not greater than 8:1, determined at grid points spaced no greater than 4 ft by 4 ft, for a clear sunny day at noon on March 21.
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EQ1.1.2
Daylight Saturation Percentage (DSP) Approach Option 1 Point
30% average DSP for all classroom space
2 Points
45% average DSP for all classroom space
3 Points
60% average DSP for all classroom space
4 Points
75% average DSP for all classroom space
Note: Laboratories and computer rooms are excluded from the daylight saturation percentage calculations.
For the purposes of this calculation, daylight saturation percentage (DSP) is daylight saturation percentage for 40 footcandles minus twice the daylight saturation percentage for 400 footcandles. DSP = DSP40 – 2 x DSP400. The daylight saturation percentage for 40 footcandles (DSP40 )-(400 footcandles (DSP400)) is the percent of hours and the percent of classroom floor area between 8:00 AM and 3:00 PM, Monday through Friday, from August 15 through June 15 when daylight provides at least 40 footcandles (400 footcandles) of illumination at a work plane located 30 in. above the floor. Achieving a DSP of 400 is an indicator or over lighting and glare, and is therefore penalized. EQ1.1.3
Daylight Factor Approach Option This approach is applicable only to California climate zone 3 (within 20 miles of the coast only) and to any location in California climate zone 1. 1 Point
25% of classrooms are daylit
2 Points
50% of classrooms are daylit
3 Points
75% of classrooms are daylit
4 Points
100% of classrooms are daylit
Note: Laboratories and computer rooms are excluded from the percentage calculations.
With this approach, a classroom is considered to be daylit if it has an average Daylight Factor of 2%, when measured across a 4 ft x 4 ft grid using a physical daylight model or a point by point calculation under uniform overcast (CIE) skies.
Note: Options EQ1.1.1 and EQ1.1.2 have been developed for use with the sunny conditions common to California and should be used with caution in other climates. The daylight saturation percentages (DSP) presented in option EQ1.1.2 are being reviewed by the CHPS technical committee and may be revised in subsequent amendments to this credit.
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Indoor Environmental Quality 1. Lighting and Daylighting Goal: Improve student productivity through quality daylighting and electric lighting design. Provide a connection between indoor spaces and the outdoor environment through the introduction of sunlight and views into the occupied areas of the building.
Verification Direct Sunlight Penetration Requirement EQ1.1.R1 (direct sunlight penetration) shall be verified by one of the following methods: • A physical model should be placed on a heliodon or otherwise positioned so that the sun angles represent the dates and times specified in EQ1.1.R1. • A model may be set up in a computer based tool that can calculate sunlight on interior surfaces. • Manually calculate the sun profile angles and show that the criteria are satisfied for the dates and times specified in EQ1.1.R1. For requirement EQ1.1.R4, “line of sight for the teacher and the students” is defined as within a vertical 45 degree angle of a horizontal line drawn at 5' 0" above the floor level. EQ1.1.1 Single Point in Time Approach Option Option EQ1.1.1 calculations for the requirements may be made with either a computer simulation tool or with a physical model. • Computer Simulation Tool Computer simulation tools include Lumen Micro, AGI32, Radiance, Lightscape, SPOT, or Daysim. A minimum analysis grid of 4 ft by 4 ft shall be used. The grid shall be positioned so that no analysis points are located closer than 3 ft to a glazed wall. The average illumination and uniformity calculations should then be performed for the equinox in accordance with both requirements. • Physical Model If a physical model is used, the model should be constructed at a minimum scale of ½ in. equals one foot and care should be taken to use interior materials that have the same reflectance as the materials specified for the classroom. Glass or other material should be used in the openings that have the same light transmission as the fenestration proposed for the classroom. The model shall be positioned outdoors on a sunny day such that the solar angles for noon on the equinox are achieved. EQ1.1.2 DSP Approach Option Either the Energy Simulation Tool or the Daylighting Simulation Tool may be used for compliance with EQ1.1.2. •
Energy Simulation Tool Model each classroom with two sensors located along the centerline of the classroom perpendicular to the main window wall or primary source of daylight, with the sensors placed at 1/3 points between the primary daylighting wall and the opposite wall. The primary daylighting wall is defined as the wall with the largest effective aperture. Effective aperature is defined as the area of glazing multiplied by the net visible light transmittance of the fenestration system. Using a “perfect photosensor” (see definition below), calculate the Daylight Saturation Percentage (DSP) as lighting energy savings using the formulas for DSP40 and DSP400:
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DSP = DSP40 - 2 × DSP400 DSP40 =
kWh SD - kWh DL40 kWh SD
DSP400 =
kWh SD - kWh DL400 kWh SD
Where, kWhSD
the annual kilowatt hours used for lighting with no daylighting credit (SD-means standard design)
kWhDL40
the annual kilowatt hours for lighting with a design luminance of 40 footcandles and a perfect photosensor control
kWhDL400
the annual kilowatt hours for lighting with a design luminance of 400 footcandles and a perfect photosensor control
DSP for the school is calculated as the area weighted average of the DSP of each individual classroom, with laboratories and computer rooms excluded. If a classroom does not meet the minimum requirements for this credit, its DSP shall be zero for the purpose of determining building wide DSP. A “Perfect Photosensor” (for the purposes of this credit) is an idealized version of a dimming photosensor that reduces electric light output by one footcandle (fc) for each additional footcandle of daylight sensed in the space at the workplane. (Such a “Perfect Photosensor” is not actually commercially available, nor necessarily the best system choice for any given space.) In DOE-2, define a photosensor mounted at the ceiling looking down at the control point that has a 1:1 direct relationship between the amount of daylight illumination present at any given time at work plane at the control point and the proportional reduction of electric illumination. Calculations should be made with DOE-2 or similar annual simulation program using CEC weather files or Typical Meteorological Year (TMY) weather data for the weather file location with weather patterns most similar to the site under consideration, Calculation procedure A may be performed with DOE-2, EnergyPlus, EQuest, SkyCalc or other annual energy simulation tools with daylighting modeling capabilities. •
Daylighting Simulation Tool Using a minimum 4 ft by 4 ft grid of points equally spaced in the classroom at 30 in. above the floor, determine the DSP40 and DSP400 based on an annual hourly simulation. DSP = DSP40 - 2 × DSP400
DSP40 is calculated using a continuous method where fractional levels of daylight illuminance are counted. For example, when a point receives 20 fc of daylight illuminance and the required illuminance is 40 fc, this point is credited 20/40 or 50% daylight for that time step. This method gives credit to spaces that are not fully saturated with daylight, but do receive some daylight contribution. DSP400 is not measured in this manner and credit is only given when the illuminance meets or exceeds the 400 fc level.
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Indoor Environmental Quality 1. Lighting and Daylighting Goal: Improve student productivity through quality daylighting and electric lighting design. Provide a connection between indoor spaces and the outdoor environment through the introduction of sunlight and views into the occupied areas of the building.
DSP for the school is calculated as the area weighted average of the DSP of each individual classroom, with laboratories and computer rooms excluded. If a classroom does not meet the minimum requirements for this credit, its DSP shall be zero for the purpose of determining building wide DSP. EQ1.1.3: Daylight Factor Approach Option Daylight factor may be calculated either through physical modeling or a computer simulation tool. Daylight factor shall be calculated for all typical classrooms at a minimum 4 ft x 4 ft analysis grid. The daylight factor for each classroom shall be the average of the grid points within the classroom. •
Physical Model If a physical model is used, the model should be constructed at a minimum scale of ½ in. equals one foot and care should be taken to use interior materials that have the same reflectance as the materials specified for the classroom. Glass or other material should be used in the openings that have the same light transmission as the fenestration proposed for the classroom. The model shall be placed in an artificial sky calibrated to uniform overcast (CIE) sky conditions.
•
Computer simulation Tool Computer simulation tools include Lumen Micro, AGI32, Radiance, Lightscape, SPOT, or Daysim. A minimum analysis grid of 4 ft by 4 ft shall be used. The average illumination and uniformity calculations should then be performed for the equinox in accordance with the requirements under EQ1.1.1. Calculations shall be performed for uniform overcast (CIE) sky conditions.
Applicability This credit applies to new schools, a new building on an existing campus, additions and major modernization projects. To earn this credit for major modernizations, it may be necessary to add skylights or modify the size and location of windows. However, many of California’s older schools, especially the 1950’s finger plan schools, already have large north facing window walls or shaded south facing glass which provides abundant natural daylighting. Restoring these situations to their original condition can greatly enhance daylighting. Adding light shelves or toplighting to existing classrooms can also improve daylighting in existing schools. Resources CHPS Best Practices Manual: Volume II: Daylighting and Fenestration Design Chapter. LEED™-NC 2.2 Reference Guide: Indoor Environmental Quality Credit 8: Daylighting. Advanced Lighting Guidelines: 2003 Edition: www.newbuildings.org/lighting.htm. AGI32 Lighting Design Software: www.agi32.com/ DAYSIM Daylighting Analysis Software: irc.nrc-cnrc.gc.ca/ie/lighting/daylight/daysim_e.html. DOE-2 Building Energy Use and Cost Analysis Software: doe2.com/. Ecotect: www.ecotect.com/. EnergyPlus Building Energy Simulation Program: gundog.lbl.gov/EP/ep_main.html. Equest: www.doe2.com/equest/. Lightscape: usa.autodesk.com.
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Indoor Environmental Quality 1. Lighting and Daylighting Goal: Improve student productivity through quality daylighting and electric lighting design. Provide a connection between indoor spaces and the outdoor environment through the introduction of sunlight and views into the occupied areas of the building.
Lumen Micro: www.lighting-technologies.com/Products/LumenMicro/LM.htm. Radiance: radsite.lbl.gov/radiance/. SPOT: www.archenergy.com/lrp/products/spot.htm. SkyCalc: www.energydesignresources.com/resource/129/.
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Indoor Environmental Quality 1. Lighting and Daylighting Goal: Improve student productivity through quality daylighting and electric lighting design. Provide a connection between indoor spaces and the outdoor environment through the introduction of sunlight and views into the occupied areas of the building.
EQ1.2: View Windows Intent: Provide a visual connection to the outdoors. View windows are essential to areas where students and staff will be working for extended periods of time. Ample and interesting views have consistently been found to increase student performance. Distant views enable the occupants of the room to relax their eyes, which is especially beneficial to computer users and younger children who are still developing their visual capabilities. Requirement 1 point
EQ1.2.1
Provide direct line of sight to view glazing from 90% of the floor area of classrooms, library reading areas, and administration areas.
EQ1.2.2
To qualify, a space shall have view glazing equal to or greater than 7% of the floor area. View glazing shall be clear and only include window area above 2.5 ft and below 7.5 ft from the floor. The total width of view glazing shall be greater than 1% of the floor area.
Verification Determine the total floor area of spaces for which this requirement applies by creating a table listing the classrooms, library reading rooms and administrative areas. Like spaces may be listed just once. A like space is one with the same physical configuration, including windows. For each space in the list determine how much of the floor area qualifies for the view credit. Two considerations come into play: the view window area and the total width of the view windows. Each of these limit how much of the area qualifies, as explained below: •
To determine the maximum qualifying area based on the view window area, divide the view window area by 7%.
•
To determine the maximum qualifying area based on the width of the view windows, divide the total width of view windows by 1%.
For each space the qualifying floor area is the lesser of the total floor area, the maximum floor area based on view window area, or the maximum floor area based on view window width. Sum the qualifying area and compare to the total area. If it is greater than 90%, then the school project qualifies, otherwise it does not. Provide these calculations as an attachment to the CHPS scorecard. Example Calculation Question: A new school has 30 like classrooms each with a floor area of 960 ft². Each classroom has view windows with an total area of 60 ft² and a total width of 9 ft. The school also has six larger 1,040 ft² classrooms with 70 ft² view windows with a total width of 10.5 ft. The 2,600 ft² library reading area has 200 ft² of view windows with a total width of 25 ft. The 2,000 ft² administration area has 150 ft² of view windows with a total width of 18 ft. Does this school qualify for the view windows credit and how much of the floor area qualifies as having view windows. Answer: The total floor area of classrooms, administration areas and library reading rooms is 39,640 ft² (see column D in Table 12). To qualify for this credit, at least 90% of the floor area of these spaces shall have view
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windows, or a total of 35,676 ft². The qualifying floor area must be determined for each space based on the total view window area and the total width of the view windows. For the smaller classrooms, the maximum qualifying floor area based on view window area is 857 ft² or 60 ft² divided by 7%. The maximum qualifying floor area based on window width is 900 ft or 9 ft divided by 1%/ft. The qualifying area is the smaller of these numbers or 857 ft². For the larger classrooms, the qualifying area is 1,000 ft²; 2,500 ft² for the library reading area; and 1,800 ft² for the administration areas. The total qualifying area is 36,010 ft² or 91%. See Table 12 for details of the calculation. Table 12 – Example Calculation of View Window Credit A
B
C
D
E
F Maximum Floor Area based on view window area (ft²)
G
H
I
J
Maximum floor area based on view window width
Qualifying floor area per space (ft²)
Total qualifying floor area (ft²)
For each space
Total width of view windows (ft)
Size (ft²)
Number of spaces
Total area (ft²)
View window area (ft²)
Classroom type 1
960
30
28,800
60
857
9
900
857
25,710
Classroom type 2
1040
6
6,240
70
1,000
10.5
1,050
1000
6,000
Space
Library reading
2600
1
2,600
200
2,857
25
2,500
2500
2,500
Administration
2000
1
2,000
150
2142
18
1,800
1800
1,800
Totals
39,640
36,010
Percent
91%
Applicability This credit applies to all new classrooms, libraries and administration areas. Modernization projects that involve window replacement can earn this credit by modifying existing window configurations that do not conform to the requirements to configurations that do meet the requirements for this credit. Resources CHPS Best Practices Manual: Volume II: Guideline DL1. LEED™-NC 2.2 Reference Guide: Indoor Environmental Quality Credit 8: Daylighting. Advanced Lighting Guidelines: 2003 Edition, www.newbuildings.org/lighting.htm.
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Indoor Environmental Quality 1. Lighting and Daylighting Goal: Improve student productivity through quality daylighting and electric lighting design. Provide a connection between indoor spaces and the outdoor environment through the introduction of sunlight and views into the occupied areas of the building.
EQ1.3: Electric Lighting Intent: Provide high quality and flexible classroom lighting. Progressive learning institutions are rapidly moving to better prepare students for today’s high-tech, postindustrial world. Many new forms of learning have gained acceptance, as emerging technologies enhance the quality and efficiency of information delivery. These varied media including video, large-screen interactive presentations, and networked computer access to images and data, place new demands on the physical space. K-12 classrooms must be adaptable to support widely varying media and learning activities. Requirement 1 point
EQ1.3.1
Provide multi-scene indirect/direct lighting systems for all classrooms, with the exception of chemistry laboratories, art rooms, shops, music rooms, and dance/exercise studios.
EQ1.3.2
The lighting system shall operate in two modes: general illumination and A/V.
EQ1.3.3
Provide a separately switched lighting system for the teaching wall that provides white board vertical illumination of at least 30 footcandles average with maximum uniformity of 8:1 or better.
EQ1.3.4
In general illumination mode, achieve an average illumination at the desk level of 35 to 50 footcandles with a minimum of 25 footcandles at any point more than 3 ft from any wall.
EQ1.3.5
In A/V mode, not including contribution from the teaching wall light, achieve an average illumination at the desk level of between 10 and 20 footcandles for any point in the room greater than 3 ft from the side walls, 10 ft from the front wall and 6 ft from the back wall, while limiting vertical illumination on the projection screen to no more than 7 footcandles at any point on the screen.
EQ1.3.6
In indirect mode, controls shall provide at least two levels of uniform lighting both at night and when daylight is available.
Verification A lighting computer program shall be used to determine the performance characteristics of the electric lighting system in typical classrooms. Minimum required calculations shall include point-by-point analysis of horizontal illumination levels at desk height in both modes, vertical illumination levels of the teaching wall in general lighting mode, and vertical ambient illumination on the projection screen in A/V mode. Calculations must be carefully set up to analyze only the specific tasks or zones as defined in the requirement. Use of a lighting analysis program employing radiosity and/or ray tracing is necessary. Some acceptable software packages include Lumen Micro 2000, Lumen Designer, AGI32, Radiance, Desktop Radiance, LightPro, Luxicon and Visual. CHPS may pre-approve typical lighting solutions as meeting the requirements. Applicability This credit applies to all new classrooms and can also be earned in modernization projects when classroom lighting is included in the scope of work. Many modernization projects include the installation of new lighting systems, providing an excellent opportunity to install energy efficient, high quality electric lighting that is integrated with the available daylight.
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Resources CHPS Best Practices Manual: Volume II: Guidelines EL2 and EL3. Advanced Lighting Guidelines: 2003 Edition: www.newbuildings.org/lighting.htm.
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Indoor Environmental Quality 2. Indoor Air Quality Goal: Achieve good indoor air quality to protect student and staff health, performance, and attendance.
EQ2.0: Minimum Requirements Intent: Establish minimum standards for indoor air quality. Supplying non-polluted outdoor air ventilation to classroom areas is critical to the protection of good indoor air quality and reduces occupant exposures that have the potential to cause short and long-term health impacts including asthma, student and teacher absents, and decreased productivity. Good indoor air involves ensuring that the ventilation system’s outdoor air capacity can meet standards in all modes of operation. Locate building outdoor air intakes away from loading areas, building exhaust fans, cooling towers, and other sources of contamination. For intake sitings, consider both current and future traffic and development patterns, and consult the local Air Pollution Control Officer to locate nearby emission sources. Local air quality may impact decisions to use natural ventilation or may justify improved air filtration. Additionally, good air quality is maintained by construction that controls moisture to avoid mold growth in classrooms and within the building envelope. To avoid the health risks associated with mold and microbial growth, and its damage to buildings, all surface grades, drainage systems, and HVAC condensate must be designed to move water away from buildings and their foundations. Duct liners placed on interiors of HVAC or ducts have been known to deteriorate over time, absorb moisture, and cause mold formation and the release of mold and insulation particles into the air stream and into classrooms and offices. To avoid these problems insulation should not be placed on the interior of ducts. Special indoor air quality risks occur during construction and remodeling activities, which can generate substantial amounts of dusts, gases, fumes, and other pollutants. Containment procedures are necessary to prevent long-lasting contamination of building materials as well as cross-contamination of occupied areas. ASHRAE Standard 62.1-2004, §7 outlines best practices to use during construction and HVAC system startup. The design engineer should review this section of the standard and ensure meeting with all the applicable requirements. There are a number of requirements that apply to system startup, including replacing the filters used in the system during construction. Note: compliance with code minimums will not ensure good indoor air quality. Emissions from materials (IEQ Credit EQ2.2), and chemical and pollutant source controls (IEQ Credit EQ2.3) should be minimized. Building flush-out is essential to provide time for the freshly manufactured building materials to outgas peak concentrations of chemicals prior to occupancy. Commissioning (Energy Credit EE3.1), and regular maintenance (Policy and Operations Credit P3.1) are also critically important to protecting indoor air quality.
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Requirement Prerequisite
EQ2.0.P1 Minimum outside air ventilation requirement: Design and construct the HVAC system to provide continuous outside air ventilation during occupied hours. The design shall ensure that the ventilation system operates in continuous mode during occupied hours and is not readily defeated. Ventilation rates shall be no less than required by California Title 24, Part 6, §121. Exception: Naturally ventilated spaces that meet the requirements of both of ASHRAE Standard 62.1-2004, §5.2 and California Title 24, Part 6, §121(b) 1. Include a low-noise exhaust fan through the roof to assist convective air movement, and to provide back up ventilation when indoor pollutant episodes occur. Natural ventilation systems must be engineered to demonstrate sufficient outdoor air ventilation and thermal comfort. EQ2.0.P2 HVAC system basic requirements: HVAC systems and equipment shall meet the requirements of ASHRAE Standard 62.1-2004, §5, which addresses among other things the design of condensate pans (§5.11), the location of outside air intakes (§5.6), and the mold resistance of air stream surfaces (§5.5). EQ2.0.P3 HVAC system filtration: Use filtration media with a Minimum Efficiency Reporting Value (MERV) 8 or greater throughout the HVAC system (MERV rating described in ASHRAE 52.2-1999). A pressure gauge shall be installed to show the pressure drop across filters and marked to show the pressure drop at which filters require cleaning or replacement (per California CCR Title 8 §5143(d)(3)). EQ2.0.P4 Moisture control (drainage): All surface grades and drainage systems shall be designed to prevent the accumulation of water under, in, or near buildings (especially portable classrooms). EQ2.0.P5 Moisture control (sprinklers): Lawn irrigation systems shall be designed to prevent spray on building walls. EQ2.0.P6 Moisture control (entryways): Overhanging roofs or eaves shall be installed for exterior doorways, to prevent rainwater entering buildings. Carpeting and other porous flooring materials shall not be installed in vicinity of exterior doorways, operable windows, or plumbing fixtures. During construction, meet or exceed all of the following minimum requirements: EQ2.0.P7 The requirements of ASHRAE Standard 62.1-2004, §7 shall apply during construction and system startup, which addresses among other things the protection of materials (§7.1.3), air balancing (§7.2.2), and testing of drain pans (§7.2.3). It also includes a requirement that if HVAC systems are operated during construction, that they be operated with filters and that the “construction” filters be replaced before building occupancy. EQ2.0.P8 Temporary construction ventilation: Continuously ventilate during installation of materials that emit Volatile Organic Compounds (VOC) and after installation until emissions dissipate. Ventilate areas directly to outside areas; do not ventilate to other enclosed spaces. Replace all filtration media immediately prior to occupancy except for un spent filters used to filter outside air. If continuous ventilation is not possible via the building’s HVAC system(s), then ventilate via open windows and temporary fans that sufficiently provide no less than three air changes per hour.
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Prerequisite EQ2.0.P9 Dust protection: Turn the ventilation system off, and protect HVAC supply and return openings from dust infiltration during dust producing activities (e.g. drywall installation and finishing). Provide temporary ventilation as required. EQ2.0.P10 Pre-conditioning: Allow products that have odors and significant VOC emissions to off-gas in dry, well-ventilated space for a sufficient period to dissipate odors and emissions prior to delivery to the construction site or flush out. Condition products without containers and packaging to maximize off-gassing of VOCs. Condition products in a ventilated warehouse or other building. Comply with substitution requirements for consideration of other locations. EQ2.0.P11 Sequencing: Where odorous and/or high VOC-emitting products are applied on-site, apply them prior to installation of porous and fibrous materials including foams. EQ2.0.P12 Vacuuming: Vacuum carpeted and other accessible surfaces (use a CRI Green Label certified vacuum or HEPA vacuum that meets or exceeds the CRI criteria for vacuum cleaning performance) after construction is complete and prior to occupancy. EQ2.0.P13 Duct cleaning: Oil film on sheet metal should be removed before shipment to site. On-site, inspect ducts to confirm that no oil film is present. Remove any oil. If ducts contain dust and dirt, clean them immediately, prior to substantial completion and prior to using the ducts to circulate air. EQ2.0.P14 Building flush-out: Flushing out the building with 100% outside air will help remove indoor pollutants prior to occupancy. After construction ends, and with all interior finishes installed, flush-out the building by supplying continuous ventilation with all air handling units at their maximum outdoor air rate for at least 14 days while maintaining an internal temperature between 60°F and 78°F, and relative humidity no higher than 60%. Occupancy may start after 7 days, provided flush-out continues for the full 14 days. Do not “bake out” the building by increasing the temperature of the space. (If continuous ventilation is not possible, flush-out must total the equivalent of 14 days of maximum outdoor air.) EQ2.0.P15 Post-occupancy ventilation: When the contractor is required to perform touch-up work involving products with chemical emissions, provide temporary construction ventilation during installation and extend the building flush-out by a minimum of 4 days after touch-up installation, with 100% tempered outside air for 24 hours each day.
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Verification The construction documents (drawings and specifications) shall include design details and control sequences presented in a manner that compliance with the prerequisite may be verified. In addition to information on the contract documents, provide calculations to determine the most stringent outside air ventilation rate. Controls shall be specified that operate the HVAC fans and provide outside air ventilation continuously during occupied hours, whether or not there is a need for heating or cooling. Thermostats with an “automatic” setting do not meet this requirement, since in this mode, the fans cycle on and off when there are demands for heating or cooling. Cal/OSHA requires that the HVAC shall be operated continuously during working hours except during scheduled maintenance and emergency repairs, during periods not exceeding a total of 90 hours per calendar year when a serving electric utility by contractual arrangement requests its customers to decrease electrical power demand, or during periods for which the school district can demonstrate that the quantity of outdoor air supplied by non-mechanical means meets the outdoor air supply rate required by Title 24 (climate is suitable and an acceptable means for natural ventilation is provided). Natural ventilation systems must be engineered to demonstrate sufficient outdoor air ventilation and thermal comfort and should adhere to natural ventilation guidelines including: •
Maximize wind-induced ventilation by siting the ridge of a building perpendicular to the summer winds.
•
Naturally ventilated buildings should be narrow.
•
Each room should have two separate supply and exhaust openings. Locate exhaust high above inlet to maximize stack effect. Orient windows across the room and offset from each other to maximize mixing within the room while minimizing the obstructions to airflow within the room.
•
Provide ridge vents.
•
Consider the use of clerestories or vented skylights.
•
Provide attic ventilation.
•
Consider the use of fan-assisted cooling strategies.
•
Consider open staircases that provide stack effect ventilation, but observe all fire and smoke precautions for enclosed stairways.
For naturally ventilated spaces that have no outside air from mechanical ventilation, provide documentation that the requirements of both ASHRAE and Title 24 are met. The requirements include a maximum distance from a window or ventilation opening and the minimum size of ventilation openings. Doors are not acceptable natural ventilation openings. ASHRAE Standard 62.1-2004, §5 has a number of requirements to improve the effectiveness of outside air ventilation systems. Some of these requirements apply to the design of equipment and manufacturers. The design engineer should check with manufacturers to verify that the equipment that is specified, complies with the requirements of §5. Some manufacturers identify product lines or equipment as complying with Standard 62.1. Specifications should specify that the HVAC system includes providing a slope in condensate pans so that water does not stand, providing access for cleaning coils and other components, and making sure that air stream surfaces are not porous including the requirement that insulation is not placed on internal air stream surfaces. In addition, specifications should specify that design engineers ensure that the design of the systems
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and these requirements address the location of outside air intakes, making sure that contaminated air is not recirculated to other spaces in the building, providing a rain barrier around the building envelope and penetrations, and designing fume hoods with a negative pressure relative to their surroundings. The design engineer should carefully review the requirements of §5 and make sure that the buildings comply with the applicable requirements. Provide site drawings showing all air intake openings. Clearly identify hazardous and noxious contaminant sources on the drawings (e.g. bus and automobile loading areas, ventilation exhaust locations). Draw a 50 ft. diameter spherical circle (25 ft. radius) on the drawings and elevations for each air intake showing that there are no significant anticipated pollutant sources within the circle. Identify on the drawings the pollutant sources located in the vicinity of the intakes including but not limited to vents, chimneys, plumbing vents, exhaust fans, cooling towers and streets, driveways, alleys, parking lots and loading docks. Include on the drawings pollutant sources that are not part of the construction project but are in the vicinity of the intake zone. Measure from the nearest edge of the air intake to the nearest edge of these streets, driveways, parking lots or contaminant sources. Indicate the horizontal and vertical distances of the air intake from these contaminant sources in the drawings. Show that all intake openings are located at least 25 feet horizontal distance and 2 feet below (for point sources) the identified pollutant sources. Grading and site work should be documented on the civil and site drawings so that the grade falls away from the building at an appropriate slope. Portables are particularly vulnerable, and must be placed on properly drained surfaces. The plans should also identify the location and throw of each sprinkler head showing that the wall surfaces of adjacent buildings will not be wetted during operation. Efficient drip irrigation systems should be used, except for turf, and these systems do not have to potential to throw water against adjacent surfaces. HVAC documents shall specify and diagram detail of condensate drains showing drain trap and gravity drainage system and prohibiting evaporation trays. Specifications for HVAC system and ducts should specify that duct insulation is to be located on the outside of HVAC system including the ductwork. Ensure that the duct liners used for sound attenuation meet the ASTM standards (ASTM C 1071 and ASTM C 1104) for duct liners used throughout the HVAC system for surface erosion resistance and water vapor sorption. ASHRAE Standard 62.1-2004, §7 has requirements that address air quality issues during construction and HVAC system startup. The design engineer should review this section of the standard and make sure that the building complies with all the applicable requirements. There are a number of requirements that apply to system startup (EQ 2.0.7-13), including replacing the filters used in the system during construction. One of the issues that is addressed in §7 is the protection of building materials during construction. Building materials, especially those with wood, porous insulation, paper, and fabric, should be kept dry to prevent the growth of mold and bacteria. Specifications shall specify that the General Contractor is responsible for protecting the materials from moisture, in order to prevent growth of fungus, bacteria and other biological contaminants and that during construction. Weatherproof enclosures shall be temporarily constructed to store and protect the materials from moisture sources. Specifications shall assure that materials are covered and if resting on the ground, use spacers to allow air to circulate between the ground and the materials. Water damaged materials should be dried within 24 hours. Due to the possibility of mold and bacteria growth, materials that are damp or wet for more than 72 hours may need to be discarded. Immediately remove materials showing signs of mold and mildew, including any with moisture stains, from the site and properly dispose of them. Replace moldy materials with new, undamaged materials. Lumber exhibiting a minor amount of “lumberyard mold” need not be discarded. Use specifications for protection of building materials from water damage, and designate the CSI number, section, and page number that highlight compliance with this requirement.
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Plan construction schedules to include preconditioning (off-gassing in a dry, well-ventilated space) for the non-low emitting materials and to include building flush out before occupation of the building and include this requirement in specifications. Applicability This prerequisite applies to a new school, except for the Natural Ventilation option, which applies only to classrooms that do not have activities such as cooking, or laboratory and shop work that requires exhaust ventilation. For major modernizations and a new building on an existing campus this prerequisite is required based on the scope of the project. The naturally ventilated option is limited to certain coastal climate zones and for occupancies that do not have a very high density (e.g. classrooms and offices, but not auditoriums and convention centers). Consult current Title 24 standards and Compliance Manuals for eligible regions. Note: Under proposed revisions for the 2008 standards, only the coastal areas in Climate Zones 1, 3, 5, 6, 7, and 16 would be eligible for the natural ventilation option. Cross reference to this design information in credit EE1.2, Natural Ventilation (HVAC interlocks for windows & doors). Resources ANSI/ASHRAE Standard 62.1-2004, Ventilation for Acceptable Indoor Air Quality. ANSI/ASHRAE Standard 62.1-2004 User's Manual. ASHRAE 52.2-1999. 2005 California Building Energy Efficiency Standards, Title 24, Part 6: www.energy.ca.gov. 2005 California Nonresidential Manual for Compliance with the Building Energy Efficiency Standards, California Energy Commission, 2005: www.energy.ca.gov. Walker A, 2006. Design Guidance: Natural Ventilation. National. Renewable Energy Laboratory. Whole Building Design Guide. National Institute of Building Sciences, Washington, DC. www.wbdg.org/design/naturalventilation.php, updated March 13, 2006. The Carpet and Rug Institute (CRI) Green Label Vacuum Program: www.carpetrug.com/drill_down_2.cfm?page=8&sub=9.
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Indoor Environmental Quality 2. Indoor Air Quality Goal: Achieve good indoor air quality to protect student and staff health, performance, and attendance.
EQ2.1: Thermal Displacement Ventilation Intent: Provide effective delivery of ventilation air for improved occupant comfort, health and productivity. DV achieves improved air quality and thermal comfort by creating a consistent pattern of thermal stratification , with cooler air temperatures near the floor and a steady temperature gradient in the occupied zone. The cool supply air is released near the floor, and near the occupants’ breathing zone. The air is drawn upward to the ceiling by convective thermal plumes created by heat sources in the room (occupants and equipment). This vertical airflow pattern carries both heat and airborne pollutants toward the ceiling exhaust. With this stratification there is also the potential benefit of reduced cross contamination of germs in classrooms. Ventilation effectiveness is a measure of an air distribution system’s ability to remove internally generated pollutant’s from a building, zone or space. It is the ratio of the mean age of the air at the breathing zone to the mean age of the air being exhausted from the space. ASHRAE 62.1- 2004 defines a related air distribution efficiency of thermal displacement ventilation (DV) systems to be 1.2. In contrast, mixing ventilation systems have an air distribution efficiency of 1.0. The effect of the increased ventilation effectiveness is that air at the breathing zone is 20% fresher than air being exhausted. Using thermal displacement ventilation (DV) is equivalent to increasing the outside air ventilation rate by 20% in a mixing system. DV also uses lower flows than a mixing system, providing a direct reduction in indoor background noise levels of 4 dBA to 8 dBA, as measured at the demonstration sites. As a result, the teachers are less likely to turn HVAC fans off. Requirement 2 points
EQ2.1.1
Use thermal displacement ventilation in at least 90% of the classrooms.
Verification The construction documents shall include details of the design of the thermal displacement ventilation HVAC system following the applicable guidelines in sufficient detail to enable verification of compliance with this requirement. CHPS Volume II, Guideline TC3, should be followed. Drawings and specifications shall document and specify that there is 9 foot or greater ceilings and that the control system operates the ventilation fan to run in a continuous mode whenever the room is occupied. Applicability This credit applies to new classrooms. Modernization projects that replace existing HVAC systems are candidates to install effective ventilation systems. Resources CHPS Best Practices Manual: Volume II: Guideline TC3 on thermal displacement ventilation. ASHRAE Standard 62.1-2004. LEED™-NC 2.2 Reference Guide: Indoor Environmental Quality Credits.
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EQ2.2: Low-Emitting Materials Intent: Reduce the amount of chemical emissions from building materials used in schools to reduce harmful exposures to occupants. Many common indoor building and surfacing materials contain a variety of chemical compounds, including carcinogens and other toxins. When materials emitting substantial amounts of chemicals indoors, this can lead to unacceptably large exposures of occupants to these toxins. This may cause a variety of possible health problems, including respiratory irritation and asthma triggers, nuisance odors, short or long-term damage to neurological, reproductive systems and/or organ systems, and increased risk of cancer. Because some materials can off-gas enough toxins to cause health problems, it is important to evaluate and specify materials that are low emitting, non-irritating, nontoxic, and chemically inert. This is especially important in schools because children are more susceptible than adults to indoor air pollutants. Requirement 1/2 to 4 points
EQ2.2.1
Earn one-half point (up to a maximum of four) for each category of low-emitting materials used and/or installed in all classrooms and staff work areas. Choose products that have been satisfactorily tested in accordance with the California Department of Health Services (DHS) Standard Practice for the Testing of Volatile Organic Compounds. Approved products may be chosen from the CHPS Low-Emitting Materials Product List or an equivalent certification program identified on the CHPS web site. The following categories are eligible for low-emitting material credits: 1.
All flooring adhesives, sealants, and concrete sealers.
2.
All carpets
3.
All resilient flooring.
4.
All wood flooring (e.g. gymnasium).
5.
All paints.
6.
All thermal insulation products.
7.
All gypsum board (plus specify paperless).
8.
All acoustical ceilings and wall panels.
9.
All cabinetry (if composite wood*, specify sealed edges).
10. All teacher/pupil desks and chairs 11. All other composite wood products (e.g. sub-flooring)
Verification Construction documents shall specify the low emitting products and that hese meet the testing requirements and threshold limits of the State of California DHS Standard Practice for the Testing of Volatile Organic Compounds. Such products shall be either identified on the CHPS Low-Emitting Materials Product List or by a 3rd-party certification programs listing low-emitting material products that meet the State testing requirements, as identified on the CHPS web site. Laboratory reports showing that products meet these requirements may be submitted for products not currently listed.
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Indoor Environmental Quality 2. Indoor Air Quality Goal: Achieve good indoor air quality to protect student and staff health, performance, and attendance.
Applicability This credit applies to new schools, a new building on an existing campus, additions and major modernization projects. Resources CHPS Best Practices Manual: Volume II: Interior Surfaces and Finishes Chapter. CHPS Low-Emitting Materials Product List: www.chps.net. State of California DHS, Standard Practice for the Testing of Volatile Organic Emissions from Various Sources Using Small-Scale Environmental Chamber: www.dhs.ca.gov/iaq/VOCS/Practice.htm The following are currently available 3rd-party certifiers of low-emitting material products; check the CHPS web site to determine which listed products are acceptable. o
Carpet and Rug Institute: Green Label Plus www.carpet-rug.com/drill_down_2.cfm?page=8&sub=3.
o
Greenguard Environmental Institute: GREENGUARD Product Emission Standard For Children & Schools www.greenguard.org/Default.aspx?tabid=110
o
Scientific Certification Systems: FloorScore www.scscertified.com/iaq/floorscore.html Indoor Advantage Gold www.scscertified.com/iaq/indooradvantage.html.
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Indoor Environmental Quality 2. Indoor Air Quality Goal: Achieve good indoor air quality to protect student and staff health, performance, and attendance.
EQ2.3: Chemical and Pollutant Source Control Intent: Prevent building occupants from exposure to potentially hazardous chemicals. Requirement 1 point
Design to minimize cross-contamination of regularly occupied areas by potentially hazardous particulates, biological contaminants and chemical pollutants. EQ2.3.1
Control surface dust by covering all exposed dirt, providing walk-off mats or equivalent track-off mitigation measures at all entrances including doorways from outdoors to any school room.
EQ2.3.2
Use structural deck-to-deck partitions with separate outside exhausting (no air recirculation, and negative pressure) where hazardous gases or chemicals may be present or used (including janitorial and housekeeping areas, laboratory and chemical mixing areas, copying/print rooms), or where there are any cooking or combustion sources.
EQ2.3.3
Install low-noise, vented range hoods for all cooking appliances (e.g. stoves, ovens) and chemical mixing areas in lab or prep spaces.
Verification Design drawings should show that there is a system in place to physically isolate activities associated with chemical contaminants from other locations in the building, and provide dedicated systems to contain and remove chemical pollutants from source emitters at source locations. Eliminate or isolate high pollutant emission areas and design all housekeeping chemical storage and mixing areas (central storage facilities and janitors closets) to allow for secure product storage. Design drawings and specifications shall show that copy/fax/printer/printing rooms are specified with structural deck-to-deck partitions and dedicated exhaust ventilation systems. Specify walk-off mats, and frames in construction documents, and site plans shall highlight locations of walk-off mat systems and their lengths at all entrances. Applicability This credit applies to all new construction and can easily be incorporated into modernization projects. Resources Not Applicable.
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Indoor Environmental Quality 2. Indoor Air Quality Goal: Achieve good indoor air quality to protect student and staff health, performance, and attendance.
EQ2.4: Ducted Returns Intent: Prevent dust and microbial growth issues associated with plenum returns. Plenum returns are easily contaminated with dust, dirt and microbial and fungi growth. Ducted returns, though more expensive upfront, will help prevent such after installation problems and reduce maintenance and repairs. Requirement 1 point
EQ2.4.1
Install ducted HVAC returns.
Verification Show ducted returns on plans. Designate the CSI number, section, and page number that highlight compliance with this requirement. Specifications shall specify that all HVAC systems have ducted returns. Applicability This credit applies to all new construction and can be incorporated into modernization projects. Resources Not Applicable.
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Indoor Environmental Quality 2. Indoor Air Quality Goal: Achieve good indoor air quality to protect student and staff health, performance, and attendance.
EQ2.5: Filtration Intent: Provide adequate air filtration to ensure good indoor air quality. Enhanced air filtration improves indoor air quality as well as protects the HVAC equipment. Filters remove airborne particulate material based on their size, shape and density. Filters are rated by different standards (e.g. arrestance and dust spot, MERV) that measure different aspects of performance. ASHRAE standards use the MERV or Minimum Efficiency Reporting Value ratings. The higher rating indicates higher particle capture efficiency and capture of smaller particles. As a filter becomes loaded with captured particles, static pressure will increase across the filter bank, which requires more fan power. It is important to select a filter that is specifically designed for the specific application and to make sure that the HVAC system is designed to perform with the filter in place. Requirement 1 point
EQ2.5.1
Use HVAC with MERV 11 or greater rated filters throughout HVAC system (MERV ratings are described in ASHRAE 52.2).
Verification HVAC system specifications shall specify the use of MERV 11 or better filters. Designate the CSI number, section, and page number that highlight compliance with this requirement. Specifications shall list all HVAC systems (e.g. air handling units, roof top units) in the project and specify a MERV 11 or greater rated filters used for each unit. Applicability This credit applies to all new construction and can be incorporated into modernization projects. For new construction or modernizations that replace HVAC equipment, specify systems that accept the required filter efficiency without a loss of operating efficiency. Resources Not Applicable.
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Indoor Environmental Quality 3. Acoustics Goal: Design quiet classrooms in which teachers can speak to the class without straining their voices and students can effectively communicate with each other and learn.
EQ3.0: Minimum Acoustical Performance Intent: Provide classrooms with adequate acoustical environments. Student learning suffers in acoustically poor environments. Excess noise from exterior sources, loud HVAC systems, or other nearby rooms can make it difficult, and sometimes impossible, for students and teachers to communicate. Requirement Prerequisite
EQ3.0.P1 Classrooms must have a Maximum unoccupied background noise levels of 45 dBA. EQ3.0.P2 Classrooms must have a 0.6-second maximum (unoccupied) reverberation times.
Verification The purpose of this prerequisite is to eliminate the worst performing acoustical environments. Background noise levels of 45 dBA are not sufficient for classrooms with young children, students with limited English proficiency, and those with hearing impairments or language disorders. Districts and designers are strongly encouraged to move beyond these prerequisites and achieve background noise levels of 35 dBA for all classrooms. Reverberation time can be estimated by the following formula:
RT (60) =
0.05 ⋅ V ∑ S ⋅α
Where V is the volume of the space in ft3, S is the surface area of each room surface in ft2 and α is the associated sound absorption coefficient at a given frequency. Absorption coefficients of common interior surface materials are provided in the ASA guideline on classroom acoustics (ASA 2000). The Noise Reduction Coefficient (NRC) is the average of absorption coefficients at different frequencies that occur in human speech. Applicability This prerequisite applies to all newly constructed classrooms and can be incorporated into classroom modernization projects depending on the scope of the project. For new construction, the design of the classroom and the materials specified should ensure compliance. Resources CHPS Best Practices Manual: Volume II: Design. National Clearinghouse for Educational Facilities: www.edfacilities.org/. The Acoustical Society of America (ASA): asa.aip.org/.
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Indoor Environmental Quality 3. Acoustics Goal: Design quiet classrooms in which teachers can speak to the class without straining their voices and students can effectively communicate with each other and learn.
EQ3.1: Improved Acoustical Performance Intent: Provide classrooms with superior acoustical environments. ANSI Standard S12.60-2002 recommends 35 dBA as the minimum background levels for school classrooms. Strategies for improving the background noise levels include using HVAC systems that are remotely located and acoustically isolating mechanical equipment from classrooms. In areas with high ambient noise levels from traffic, trains, airports or industry, special construction must be used in the design of the building envelope to provide acceptable sound isolation. Requirement 1 point
3 points
EQ3.1.1
Classrooms must have: •
40 dBA maximum (unoccupied) background noise levels.
•
0.6-second maximum (unoccupied) reverberation times.
EQ3.1.2 Classrooms must have: •
35 dBA maximum (unoccupied) background noise levels.
•
0.6-second maximum (unoccupied) reverberation times.
Verification Important aspects of classroom acoustical design include isolation from exterior noise (wind loads, traffic, and other loud outdoor activities), elimination of interior noise (from HVAC systems, foot traffic, and other classrooms), and the use of appropriate wall assembly and interior surface materials to minimize sound propagation and reduce reverberation times in the classrooms. The most common sources of interior mechanical noise are the air conditioning and air-handling systems, including ducts, fans, condensers, and dampers. Architects and engineers must design to these levels. Verification should be integrated with building commissioning. Reverberation time can be estimated by the following formula:
RT (60) =
0.05 ⋅ V ∑ S ⋅α
Where V is the volume in ft3, S is the surface area of a room surface in ft2 and α is its sound absorption coefficient at a given frequency. Absorption coefficients of common interior surface materials are provided in the ASA guideline on classroom acoustics (ASA 2000). The Noise Reduction Coefficient (NRC) is the average of absorption coefficients at different frequencies that occur in human speech. Applicability This credit applies to all newly constructed or modernized classrooms. Achieving the 40 or 35 dBA criteria may be more difficult for modernization projects.
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Indoor Environmental Quality 3. Acoustics Goal: Design quiet classrooms in which teachers can speak to the class without straining their voices and students can effectively communicate with each other and learn.
Resources CHPS Best Practices Manual: Volume II: Design. National Clearinghouse for Educational Facilities: www.edfacilities.org/. The Acoustical Society of America: asa.aip.org/.
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Indoor Environmental Quality 4. Thermal Comfort Goal: Provide a high level of thermal comfort with individual teacher control of thermal and ventilation systems to support optimum health and productivity.
EQ4.0: ASHRAE 55 Code Compliance Intent: Provide a thermally comfortable environment. Thermal comfort is controlled by six factors: air temperature, relative humidity, radiant temperature, air movement, occupant activity and clothing. Design the building envelope and mechanical systems to provide optimal comfort and energy efficiency. Provide individual controls so that teachers can regulate the conditions in their classroom. Requirement Prerequisite
EQ4.0.P1 Comply with ASHRAE Standard 55-2004, Thermal Comfort Conditions for Human Occupancy.
Verification Indoor design temperature and humidity conditions for general comfort applications shall be determined in accordance with ANSI/ASHRAE 55-2004. The standard specifies conditions in which a specified fraction of the occupants will find the environment thermally acceptable. Comfort conditions for naturally ventilated buildings are included in the standard. Provide a summary that identifies each thermally controlled zone and the temperature and humidity control ranges and method of control used for each zone. Applicability This prerequisite applies to all new construction. For major modernizations this prerequisite is required based on the scope of the project. Resources CHPS Best Practices Manual, Volume II: HVAC Chapter. National Clearinghouse for Educational Facilities: www.edfacilities.org/.
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Indoor Environmental Quality 4. Thermal Comfort Goal: Provide a high level of thermal comfort with individual teacher control of thermal and ventilation systems to support optimum health and productivity.
EQ4.1: Controllability of Systems Intent: Enable teachers to have control of the thermal environment within their classrooms. A high performance school is a comfortable place to learn. Temperature and humidity are important factors in maintaining occupant comfort. A comfortable and healthy indoor environment increases productivity and learning and reduces absenteeism. Increased humidity can induce mold growth which leads to indoor air quality concerns. Requirement 1 point
EQ4.1.1
Provide a minimum of one operable window in each classroom.
1 point
EQ4.1.2
Provide separate temperature and ventilation controls for each classroom.
Verification Operable windows are important for both personal comfort and emergency operation, and have been shown to improve student performance. Individual classrooms will vary in temperature depending on their orientation and other building conditions, as well as occupant preferences. Provide individual or integrated controls systems to allow teachers to regulate the temperature and ventilation of their classrooms. A minimum choice of two rates of ventilation and a local air temperature control range of +/- 5 º F is required for this credit. Applicability This credit applies to all newly constructed classrooms and all modernizations with new HVAC systems. This credit may also apply to modernizations that do not replace the HVAC system if the existing system is compatible with the controls technology. All newly constructed classrooms can easily achieve this credit by including operable windows. Modernizations that include window replacement in the scope of work will earn this credit also. Resources CHPS Best Practices Manual, Volume II: HVAC Chapter.
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Policy and Operations 1. District Level Credits Goal: Encourage school districts to adopt key high performance concepts for district wide implementation.
PO1.1: CHPS Resolution Intent: Integrate high performance goals into district planning. District leaders who institutionalize high performance programs are not just building better schools; they are protecting student health, improving test scores, and lowering the district’s operating expenses. Requirement 1 point
PO1.1.1
The district must pass a board-level resolution that mandates compliance with CHPS and CHPS best practices for the corresponding project type as follows. •
Meet or exceed the CHPS qualifying threshold • New Schools • New Buildings on an Existing Campus (Classroom and Non-Classroom) • Major Modernization Projects
•
Incorporate appropriate CHPS best practices • All other Modernization Projects • Additions to an Existing Building (Classroom and Non-Classroom)
Verification The board resolution must be on file with CHPS. The CHPS Roadmap provides school districts with a clear, step-by-step process that ensures the successful implementation of a CHPS program. The Roadmap is divided into four basic steps: 1) develop the program; 2) design the program; 3) project delivery; and 4) evaluate the program. One key tool that is available is the CHPS Scorecard, which a district can utilize to manage its CHPS program. Applicability CHPS best practices can be incorporated into almost every school project. However, not all projects can practically earn enough points to qualify as CHPS schools. Projects that can qualify include: • • •
New school construction New buildings on an existing campus (classroom or non-classroom) Major modernization projects that include substantial improvements to a school in at least two of the following: lighting, HVAC, building envelope systems and/or interior surfaces. A substantial improvement is when more than half the system or surfaces are being replaced or upgraded.
For all other modernization projects, and additions to an existing building (classroom or non-classroom), schools can either: • •
Incorporate appropriate CHPS best practices, and/or Qualify for CHPS by earning points through a series of projects completed over time and using preexisting conditions that meet CHPS criteria. For additions to an existing building (classroom and nonclassroom), this would require that the entire building, not only the addition, meet the CHPS qualifying threshold over time.
Once a board level resolution is passed all referenced school projects within the district earn this credit.
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Policy and Operations 1. District Level Credits Goal: Encourage school districts to adopt key high performance concepts for district wide implementation.
Resources View current school district resolutions and the CHPS sample resolution at: www.chps.net/manual/index.htm. CHPS Best Practices Manual, Volume I: Adopting and Implementing a CHPS District Resolution and Appendix B - Implementation Roadmap and Monitoring Plan.
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Policy and Operations 1. District Level Credits Goal: Encourage school districts to adopt key high performance concepts for district wide implementation.
PO1.2: Environmental Education Resolution Intent: To promote environmental education into the school curriculum. Environment-based education takes a systems approach to environment topics that are connected to realworld challenges. A resolution formalizes the districts commitment to environment-based instructional strategies. Requirement 1 point
PO1.2.1
The district must pass a board-level resolution stating its commitment to integrate environmentalbased instructional strategies district-wide and establish an implementation plan.
1 point
PO1.2.2
Develop a user’s guide to incorporate high performance school site educational displays (Site Credits 6.0 and 6.1) into the school curriculum aligned with the State Educational Content Standards.
Verification For PO1.2.1, a resolution must be passed by the school board. Provide a copy of the signed and dated resolution to CHPS. The implementation plan establishes a clear direction for the district to integrate a systems approach where academics, administration, and facilities work collaboratively to incorporate resource conservation and sustainability into their organizational philosophy, planning, and instructional strategies. This plan will outline strategies for teachers to use high performance features as a learning tool to teach environment-based education that is correlated with Standards-based curriculum. For PO1.2.2, develop curriculum to teach students about the sustainable design features of the school. Existing curriculum that has already been developed to teach students about sustainability may be used for the purposes of claiming this point provided it is modified to incorporate references to the specific design elements employed within the school site. Submit the curriculum outline and class schedule with the CHPS final scorecard. Applicability Once a board level resolution is passed all CHPS school projects within the district earn this credit. Resources Real Goods Solar Living Center, Hopland, CA: www.solarliving.org/design.cfm. School Diversion and Environmental Education Law (DEEL): http://www.ciwmb.ca.gov/Schools/SchoolDEEL/. Qualifying Curriculum: The NEED Project – Energy Efficiency Curriculum: www.need.org./pgesolarschools/ec.htm. Closing the Loop - Waste Management and Resource Conservation Curriculum: www.ciwmb.ca.gov/schools/curriculum/ctl/.
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Policy and Operations 1. District Level Credits Goal: Encourage school districts to adopt key high performance concepts for district wide implementation.
PO1.3: Periodic Assessment of School Environmental Conditions Intent: To maintain a safe, healthy and productive learning environment. School districts endeavor to maintain a safe, healthy and productive learning environment. Central to this effort are: an understanding of the health and safety standards to which schools should comply; periodic assessments to determine the extent of compliance; and the implementation of corrective actions where appropriate. The U.S. Environmental Protection Agency (US EPA) has developed a software-based assessment tool to help school districts evaluate and manage health and safety risks within the school environment. “Healthy SEAT” may be customized and used by district-level staff to conduct voluntary self-assessments of school facilities and to track and manage information on environmental conditions school by school. The Healthy SEAT software program can be installed on any Windows-based computer. Requirement 1 point
PO1.3.1
The district must pass a board-level resolution or the superintendent must sign a letter committing to implementation of US EPA’s Healthy SEAT Program, or an equivalent assessment program, to identify the existing health, safety and environmental regulations for the school, and periodically assess compliance with those requirements. The assessment program must be integrated into the facility commissioning and maintenance plans, and a staff member must be designated to implement and update the program.
Verification A resolution must be passed by the school board or a letter of commitment must be signed by the superintendent. Provide a copy of the signed and dated resolution or letter to CHPS. Applicability Once a board level resolution is passed or a letter signed and the Healthy SEAT or equivalent program is implemented, all CHPS school projects within the district earn this credit. Resources Visit www.epa.gov/schools and click on Healthy SEAT.
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Policy and Operations 1. District Level Credits Goal: Encourage school districts to adopt key high performance concepts for district wide implementation.
PO1.4: Equipment Performance Intent: Specify energy efficient equipment to minimize energy loads and operational costs Requirement 1 point
PO1.4.1
Districts must pass a board-level resolution that requires ENERGY STAR® equipment and appliances for all new purchases where applicable, and that prohibits the purchase of low efficiency products, including halogen torchieres and portable electrical resistance heaters.
2 points
PO1.4.2
Districts must pass a board-level resolution that requires new equipment and appliances that are within 20% of the US EPA’s ENERGY STAR® “best available” for the category where applicable, and that prohibits the purchase of low efficiency products, including halogen torchieres and portable electrical resistance heaters.
Verification To earn this credit, the district must pass a board-level resolution requiring that all new equipment or appliances be Energy Star-compliant. Products not currently covered under the Energy Star program are excluded from the scope of this credit. The Energy Star program maintains a database of compliant manufacturers and products. A partial list of equipment covered by Energy Star includes computers, monitors, copy machines, water coolers, printers, scanners, refrigerators, washing machines, dishwashers, vending machines, commercial food service equipment, and lighting. In addition, the resolution must state that the district cannot purchase halogen torcheires and portable electrical resistance heaters. To qualify for these points, the board resolution must on file with CHPS. Applicability Once a board level resolution is passed all CHPS school projects within the district earn this credit. Resources See www.energystar.org for a complete list of equipment and appliances.
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Policy and Operations Credits 2. Transportation Goal: Encourage school districts to adopt key high performance concepts for district wide implementation.
PO2.1: Buses Intent: To reduce individual automobile trips to and from the school. Transporting children to and from school requires significant energy, time, and money, and causes a considerable amount of pollution. Energy-efficient and low-polluting transportation strategies for buses and maintenance fleets save resources, lower pollution, and protect student health. Requirement 1 point
PO2.1.1
Provide bus service for students where municipal transit is not available, and biking or walking are not practical.
Verification This credit aims to reduce the number of parents independently driving their children to school. When designed appropriately, district-provided bus services are large investments that can greatly reduce reliance on automobiles while increasing convenience to parents. However, buses should not be encouraged if they are not needed. School-provided busing is less sustainable than walking, biking, or using municipal transit. Busing must be provided for all students except those that are within walking distance or have access to municipal transit to reach their school. Applicability All CHPS school projects within the district which provide bus service may claim this credit. Resources Not Applicable.
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Policy and Operations Credits 2. Transportation Goal: Encourage school districts to adopt key high performance concepts for district wide implementation.
PO2.2: Low Emission School Buses Intent: Provide less polluting buses that reduce health hazards for the students. When used, buses should operate on alternative fuels or be retrofitted with an emission reducing technology. Most school buses are old and emit 60 to 70 times more smog-forming pollutants, and hundreds of times more toxic air contaminants than today's passenger cars. In addition, new research has shown that pollutants, including carcinogens and particulates inside the buses can be alarmingly high. These pollutants can have direct and significant effects on student health. Low sulfur diesel fuel also helps reduce the health hazards associated with diesel exhaust. Ultra low sulfur diesel fuel is required when retrofitting in-use diesel school buses with diesel particulate filters. This fuel, known as California Air Resource Board (CARB) diesel fuel, will be available and required for all diesel buses throughout California after September 1, 2006. Requirement 1 point
PO2.2.1
Pass a district resolution that provides for alternative-fueling, and/or retrofitting with an Air Resources Board (ARB or Board) verified emission control strategy, of at least 20% of the district-owned buses. If district bus service is provided under contract from a third party, then 20% of the buses used to service the school must use alternative fuels and/or be retrofitted to reduce emissions.
Verification Replacing older school buses and retrofitting eligible in-use diesel school buses with ARB-verified emission control strategies will improve public health and safety. Currently, propane, natural gas, and other alternative fuels are used in over 3 % of California school buses. There are funds available from the California Energy Commission, Air Resources Board, and local air districts to help school districts retrofit or replace old vehicles. To qualify for this point, the board resolution must be on file with CHPS. Applicability Once a board level resolution is passed all CHPS school projects within the district earn this credit. Resources ARB Lower-Emission School Bus Program: www.arb.ca.gov/msprog/schoolbus/schoolbus.htm. ARB Verified Diesel Emission Control Strategies: www.arb.ca.gov/diesel/verdev/archive.htm. US EPA Clean School Bus USA Program: www.epa.gov/cleanschoolbus/. Small School District/County Offices of Education Bus Replacement Program: www.cde.ca.gov/fg/aa/ca/smallschdistcoebus.asp. California Air District Resource Directory: www.arb.ca.gov/capcoa/roster.htm. California Air Resources Board: www.arb.ca.gov/toxics/toxics.htm.
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Policy and Operations Credits 2. Transportation Goal: Encourage school districts to adopt key high performance concepts for district wide implementation.
Children’s School Bus Exposure Study: www.arb.ca.gov/research/schoolbus/schoolbus.htm. Carl Moyer program (incentives for clean HD _diesels_, www.arb.ca.gov/msprog/moyer/moyer.htm).
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Policy and Operations Credits 3. Project Level Credits Purpose: Encourage implementation of important non-design concepts in the CHPS school project. Goal: Encourage thethe implementation of important non-design concepts in the CHPS school project.
PO3.1: Maintenance Plan Intent: Ensure the benefits of a CHPS school project are not lost through neglected maintenance. Regular maintenance is critically important to the operation and performance of schools. Every district has unique maintenance needs, but districts should invest sufficient staff and resources to ensure that the school’s building systems continue to operate as they were designed. Requirement 1 point
PO3.1.1
In addition to full participation in the state’s deferred maintenance programs, the district must create a school maintenance plan that includes an inventory of all equipment in the school and their preventative maintenance needs. The inventory should cover the following systems: •
HVAC
•
Plumbing
•
Non-HVAC mechanical systems
•
Lighting
•
Building Control Systems
•
Life and Safety Systems
•
Roof and Envelope Systems
•
Switchgear
2 points
PO3.1.2 The school district has allocated an annual budget to fund the maintenance plan at 100%.
3 points
PO3.1.3
In addition to PO3.1.1 and PO3.1.2, the school district shall purchase and use computerized maintenance management software (CMMS) in the new or renovated school.
Verification The maintenance plan goes beyond deferred maintenance to include all regularly scheduled preventative maintenance tasks over the lifetime of the building system or equipment. These tasks include cleanings, calibrations, component replacements, and general inspections. The commissioning plan and maintenance documentation is an excellent starting point and reference for developing the maintenance plan. The plan must include staff time and materials costs for each maintenance task and clearly define who is responsible for performing the task, as well as the overall management of maintenance activities. Maintenance plans have limited value if they are not implemented. To earn two points under PO3.1.2, the plan created in PO3.1.1 must be funded at 100%. This may mean the expansion of current staff and/or increases in the amount spent on preventative maintenance tasks. Computerized maintenance management software is a valuable tool for ensuring maintenance work is performed as required. Applicability This credit applies to all new construction and modernization projects.
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Policy and Operations Credits 3. Project Level Credits Goal: Encourage the implementation of important non-design concepts in the CHPS school project.
Resources Not Applicable.
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Policy and Operations Credits 3. Project Level Credits Goal: Encourage the implementation of important non-design concepts in the CHPS school project.
PO3.2: Green Power Intent: Encourage the use of grid-source renewable energy technologies. 2 points
PO3.2.1
Commit for a period of two years to purchasing renewable energy for the equivalent of at least 50% of the school’s projected annual regulated electricity needs. Renewable energy may be procured from a renewable electricity marketer, a utility green power program, or through Tradable Renewable Certificates (TRC).
Verification The grid supplied electricity to the building site is the baseline amount for this credit. To earn this credit 50% of the delivered energy can come from 100% renewable derived power or 100% of the electricity must be derived from a power source comprised of at least 50% renewable energy. TRC’s can be purchased in the amount (in kilowatt-hours) of 50% of grid supplied electricity. At a minimum the renewable energy product must:
•
Be verified annually by an independent third party (such as the Green-e Renewable Energy Certification Program).
•
Include the emissions/environmental attributes of the renewable generation.
•
Be from a 100% new renewable resource eligible under the California Renewable Portfolio Standard (RPS) definition.
•
Cannot be used for meeting a state or federal mandate such as a Renewable Portfolio Standard.
Applicability All CHPS projects are eligible to earn this credit. If energy is purchased on a district wide basis then 50% of the required energy for the school claiming this credit must be supplied by green power. Resources Green-e Renewable Energy Certification Program: www.green-e.org. Toll Free: 888-63-GREEN or Email:
[email protected]. The Center for Resource Solutions' Green-e Renewable Energy Certification Program provides certification and verification of credible renewable energy products. All Green-e certified products meet the minimum product requirements listed above. Renewable Pricing Standard: www.resource-solutions.org/greenpricingcriteriadocs.htm.
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Appendix
Table A1.1 – Prerequisite Applicability for Major Modernization Projects Prerequisite
Title
SS1.0
Code Compliance
SS3.0
Construction Site Runoff Controll
SS6.0
Educational Display
WE1.0
Create Water Use Budget
Required for outdoor water system improvements. (e.g., irrigation)
EE1.0
Minimum Energy Performance
Required when any two are substantially improved. If EE1.0 is required by the scope of the project, the project must also earn at least two additional points from the Energy category.
EE3.0
ME1.0
Lighting
Fundamental Building Systems Testing and Training
HVAC
Envelope Interior Surfaces
Required only if a new buidling site is selected. Required only when site work is performed. (e.g., grading, landscaping, parking lot paving) X
X
X
X
X
X
X
X
X
Cx is required when lighting improvements and/or HVAC improvements are made.
Storage and Collection of Recyclables X
ME2.0
Construction Waste Management
EQ2.0
IAQ Minimum Requirements
EQ3.0
Minimum Acoustical Performance
X
X
X
X
ASHRAE 55 Code Compliance
Separate recyclables from waste for each of the following areas included in the major modernization; classrooms, common areas such as the cafeteria or multi-purpose room and/or the centralized collection point (loading dock).
X X
X X
EQ4.0
Comments
Required when both HVAC and interior surfaces are substantially improved. EQ3.0.P1 and EQ3.0.P2 are required. EQ3.0.P2 is required.
X
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Appendix
Table A1.2 – Prerequisite Applicability for New Buildings on Existing Campuses
Prerequisite
Title
Projects with Classrooms
Projects Comments without Classrooms
SS1.0
Code Compliance
X
X
Required only when CEQA is applicable
SS3.0
Construction Site Runoff Control
X
X
Required only when site work is performed (e.g., grading, landscaping, parking lot paving)
SS6.0
Educational Display
X
X
WE1.0
Create Water Use Budget
X
X
Required for outdoor water system improvements (e.g., irrigation)
EE1.0
Minimum Energy Performance
X
X
Minimum 2 energy points also required
EE3.0
Fundamental Building Sytems Testing and Training
X
X
ME1.0
Storage and Collection of Recyclables
X
X
ME2.0
Construction Waste Management
X
X
EQ2.0
IAQ Minimum Requirements
X
X
EQ3.0
Minimum Acoustical Performance
X
EQ4.0
ASHRAE 55 Code Compliance
X
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Applicable only to classrooms X
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Appendix
Table A2 – Runoff Coefficients (SS3.1: Limit Stormwater Runoff) Source: LEED™ 2.1 Reference Guide Surface Type
Runoff Coefficient
Pavement, Asphalt
0.95
Pavement, Concrete
0.95
Pavement, Brick
0.85
Pavement, Gravel
0.75
Roof, Conventional
0.95
Roof, Garden Roof (<4 in)
0.50
Roof, Garden Roof (4-8 in)
0.30
Roof, Garden Roof (9-20 in)
0.20
Roof, Garden Roof (>20 in)
0.10
Turf, Flat (0-1% slope)
0.25
Turf, Average (1-3% slope)
0.35
Turf, Hilly (3-10% slope)
0.40
Turf, Steep (> 10% slope)
0.45
Vegetation, Flat (0-1% slope)
0.10
Vegetation, Average (1-3% slope)
0.20
Vegetation, Hilly (3-10% slope)
0.25
Vegetation, Steep (> 10% slope)
0.30
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Appendix
Table A3 – Normal Year Evapotranspiration (ETo) by City and County (WE1.0: Create Water Use Budget) Source: California Department of Water Services, www.owue.water.ca.gov/docs/WaterOrdSecRef.pdf County Alameda
Amador Butte
Calaveras
Contra Costa
Del Norte Fresno
Glenn Humboldt
Imperial
Kern
City Livermore Markleeville Oakland Jackson Chico Gridley Oroville Colusa San Andreas Williams Brentwood Concord Martinez Pittsburg Crescent Clovis Coalinga Five Points Fresno Friant Kerman Kingsburg Reedley Orland Willows Eureka Ferndale Garberville Hoopa Bishop Brawley Calipatria Death Valley El Centro Holtville Independence Lower Haiwee Yuma Arvin Bakerft²Ield Buttonwillow China Lake Delano Grapevine Inyokern
ETo 47.2 40.5 41.8 49.0 51.6 51.8 51.4 51.3 48.7 50.6 48.2 43.3 41.8 45.4 27.6 51.2 50.7 52.1 51.0 51.2 51.1 51.4 51.2 53.2 51.1 27.4 27.4 34.9 35.4 68.2 84.2 87.1 79.3 81.6 84.7 65.0 67.4 91.7 51.9 52.4 52.0 74.8 51.8 49.6 72.3
County
Kings
Lake Lassen Los Angeles
Madera
Marin Mariposa
Mendocino
Merced Mono Monterey
CHPS BEST PRACTICES MANUAL 2006
City Isabella Dam Lost Hills Shafter Corcoran Hanford Kettleman Lemoore Lakeport Lower Ravendale Susanville Burbank Glendora Gorman Lancaster Long Beach Los Angeles Palmdale Pasadena Pearblossom Redondo Chowchilla Madera Raymond Novato San Rafael Coulterville Mariposa Yosemite Village Fort Bragg Hopland Point Arena Ukiah Los Banos Merced Bridgeport Castroville King City Long Valley Monterey Salinas Soledad St. Helena Yountville
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ETo 48.4 49.1 52.1 53.0 51.5 54.6 51.6 42.7 45.5 44.8 44.0 51.6 52.8 52.4 71.0 44.1 50.0 64.6 52.2 59.9 42.6 51.3 51.3 50.4 39.7 35.6 48.9 48.9 41.5 29.0 40.8 29.6 40.9 49.9 51.4 42.9 36.7 49.5 49.0 35.9 39.1 47.7 44.0 44.2
County Nevada
Placer
Plumas Riverside
Sacramento San Benito San Bernardino
San Diego
San Francisco San Joaquin
© 2006 CHPS, INC
City Grass Valley Laguna Beach Nevada City Santa Ana Auburn Blue Canyon Colfax Lincoln Roseville Soda Springs Tahoe City Truckee Portola Quincy Beaumont Blythe Coachella Desert Center Elsinore Indio Oasis Palm Desert Palm Springs Riverside Courtland Sacramento Hollister Baker Barstow Chino Crestline Lucerne Needles Twentynine Victorville Chula Vista Escondido Oceanside Pine Grove Ramona Santee Warner San Francisco Farmington Lodi
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ETo 47.9 43.1 47.5 48.1 50.5 40.4 47.8 51.7 52.2 35.4 35.3 36.1 39.3 40.2 54.9 92.9 88.0 90.2 55.0 87.6 83.1 75.0 71.1 56.5 47.9 52.0 45.3 86.8 83.6 54.5 50.8 75.2 92.3 82.8 74.4 44.2 52.6 42.8 54.8 53.4 51.0 56.0 35.0 50.0 49.6
Appendix
County
San Luis Obispo
San Mateo Santa Barbara
Santa Clara
Santa Cruz
City Manteca Stockton Tracy Atascadero Morro Bay Paso Robles San Luis Obispo Half Moon Bay Redwood City Carpenteria Guadalupe Lompoc Los Alamos Santa Barbara Santa Maria Solvang Gilroy Los Palo Alto San Jose Santa Cruz Watsonville
ETo 50.2 48.9 48.4 43.6 39.8 49.1 43.7 33.5 42.8 44.8 41.1 41.3 44.6 40.5 43.6 45.6 43.6 42.9 43.0 45.5 36.7 37.7
County Shasta
Siskiyou
Sonoma
Stanislaus
CHPS BEST PRACTICES MANUAL 2006
City Burney Downieville Fall River Glenburn Redding Sierraville Benicia Fairfield Happy Camp Mt. Shasta Rio Vista Tulelake Weed Yreka Cloverdale Fort Ross Hearldsburg Petaluma Santa Rosa La Grange Modesto Newman
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ETo 40.7 41.1 41.8 42.2 48.6 39.5 40.2 45.1 35.0 35.8 47.0 41.2 34.8 39.1 40.6 31.8 40.6 39.4 41.9 51.0 49.7 49.2
County
Sutter Tehama Toulomme
Trinity Ventura
Yolo
Yuba
© 2006 CHPS, INC
City Oakdale Turlock Yuba City Corning Red Bluff Alpaugh Badger Dinuba Groveland Porterville Sonora Visalia Hay Fork Weaverville Oxnard Thousand Oaks Ventura Davis Winters Woodland Brownsville
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ETo 50.3 50.3 46.7 50.8 50.9 51.5 47.3 51.0 47.3 52.0 47.4 54.3 40.0 40.0 42.4 50.9 43.4 52.7 49.3 51.6 47.4
Appendix
Table A4 – Minimum Recycled Content Levels 1 (ME 4.1: Recycled Content, Prescriptive Approach) Total Recycled Content = Post-consumer Recycled Content + ½ Secondary Recycled Content Category
Product
Total Recycled Content
Building Insulation
Fiberglass Insulation
30%*
Flooring
Cellulose Insulation
75%*
Nylon Carpet (Total) Weight
10%*
Polyester Carpet Fiber Face
25%*
Plastic
40%
Tire-derived Rubber
50%*
Glass
50%*
Ceramic
45%
Acoustical Ceiling Tiles
Recycled Newspaper, Slag Wool, Aluminum
30%
Countertops
Paper
30%*
Glass
50%*
Ceramic Tile
45%
Cabinetry
Medium Density Fiberboard
80%
Wall Coverings
Tackable Wall Panels
100%*
Paint
50%*
Aggregate Base and Subbase
Recycled Aggregate
50%
Structural Concrete
Fly Ash, Rice Hull Ash, or other Pozzolanic Materials
25%
Structural Steel Shower/Restroom Partitions
Basic Oxygen Furnace (BOF) Produced Steel
16%*
Electric Arc Furnace (EAF) Produced Steel
67%*
Plastic
20%
Steel
25%
Windows
Fiberglass Frame
15%
Roofing Materials
Steel
25%
Aluminum
20%
Fiber (Felt) or Fiber Composite
50%
Tire-derived Products
50%*
Plastic or Plastic/ Rubber Composite
100%*
Playground Equipment
1
Plastic
90%*
BOF Steel, EAF Steel
16%*, 67%*
Table A4 is adapted from the US EPA Comprehensive Procurement Guidelines. www.epa.gov/cpg/
* Note: Asterisked products must meet their minimum total recycled content level entirely with post-consumer (collected from end-users) content. For all other products, secondary recycled content (also known as post-industrial or pre-consumer) may count as half credit toward the minimum total recycled content required. For example, the 30% total recycled content requirement for acoustical ceiling tiles could be met by a product with 60% secondary content or one with 10% post-consumer content and 40% secondary recycled content.
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Appendix
Aluminum
25%*
Playground Surfaces
Plastic
10%*
Tire-derived Products
50%*
Landscaping Products
Compost, Co-compost, and Mulch
80%*
Plastic Lumber and Timbers
Plastic
10%*
Parking Stops
Plastic
10%*
Tire-derived Products
100%*
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Appendix
Table A5 – Materials to be Included and Excluded from 4. Sustainable Materials Calculations Division
Name
Included in the cost calculation
Not included in the cost calculation
Notes on DHS Materials Testing
1
General Conditions
Not Applicable
Not Applicable
Not applicable
2
Site Work
Site furnishings, bike racks, site paving Plant materials, earth, sand No testing required. systems (including asphalt, concrete for and outdoor lighting fixtures sidewalks and driveways as well as other (see Division 16). paving systems), gravel, fences and gates, parking lot accessories, play ground surfaces, and play ground equipment.
3
Concrete
All products. Include all concrete used in the construction of the building: slabs, structural concrete, basement walls and concrete toppings on steel or wood decks. Concrete used in site work is also included, but in Division 2.
4
Masonry
All products. Include all masonry used in Nothing the construction of the building, both structural and otherwise. Masonry used in site work is also included, but in Division 2.
No testing required.
5
Metals
Light gauge metal framing for walls, roofs Structural steel including or floors, wood structural connectors, steel reinforcing bars or metal roofing, decorative metal, guard rails meshes used in concrete. and hand rails. Aluminum or steel used in the manufacturing of windows and doors is included in Division 8.
No testing required.
6
Wood and Plastic
All products used in the permanent construction of the building.
Only applies for materials that are exposed to the interior space. If people can see from inside it you have to test it. Most structural wood products would not need to be tested: framing lumber, OSB, and plywood.
7
Thermal and Moisture Protection
All products. All insulation used in walls, Nothing roofs, floors and slabs as well as insulation used for pipes and ducts. All air barriers and vapor barriers.
Testing required.
8
Doors and Windows
All products `
Nothing
No testing required.
9
Finishes
All products
Nothing
Everything has to be tested.
10
Specialties
All products
Nothing
Testing only required for surface mounted whiteboards and tack boards.
11
Equipment
Nothing is included.
All products
No testing required.
12
Furnishings
Fixed casework and other built-items
Moveable desks, tables, chairs, cabinets and bookcases that are not in the construction contract. Generally everything that is not bolted down is excluded.
Testing required.
13
Special Construction
Excluded
All Products
No testing required.
CHPS BEST PRACTICES MANUAL 2006
Formwork and temporary scaffolding.
Formwork, temporary fences, construction barriers, scaffolding, bracing, and other elements that are not part of the finished building.
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No testing required.
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Appendix
Division
Name
Included in the cost calculation
Not included in the cost calculation
Notes on DHS Materials Testing
14
Conveying Systems
Excluded
All products
No testing required.
15
Mechanical
Excluded
All products
No testing required.
16
Electrical
Excluded
All products
No testing required.
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