What do you want to get out of todays workshop? LEED for Schools - - PowerPoint PPT Presentation

What do you want to get out of today’s workshop?

Denise Breunig - AIA, CEFP, LEED AP BD+C Nadja Turek - PE, LEED AP BD+C

LEED for Schools Certification in a 21st Century Learning Environment

Learning Objectives

+ Understand how the layout and design of an

elementary school can facilitate sustainable design and LEED certification, comparing traditional and 21st Century learning environments/pedagogies.

+ Identify sustainable strategies, products, and

management practices that support LEED certification and teach students to think “green.”

+ Assess the components and requirements of

LEED certification and discuss the coordination and cooperation necessary from designers, constructors, faculty and building

• wners/operators to achieve a desired LEED

certification level.

+ Changes in Educational

Facilities

‐ Key Concepts in 21st Century

+ Why Green Schools?

‐ LEED for Schools

+ 21st Century vs. Traditional

‐ Implications for LEED certification

+ Process of creating a LEED

school

‐ Case Studies and Discussion woven throughout!

Agenda

Educational Facilities: Changes

+ The world is changing

‐ Faster pace ‐ Technology and early access to it ‐ Multi-media & multi-tasking ‐ Global awareness ‐ Schools/books/teachers are no longer primary source of info

Educational Facilities: Changes

+ Taking design to a higher level functionally + Facilities which can accommodate, enhance and inspire + Change in pedagogies driving physical changes + Connections between learning

environments and student outcomes

Educational Facilities: Changes

Think about your most meaningful learning experience ever… Where were you? How old were you?

Educational Facilities: Changes

Think about your most meaningful learning experience ever… Where were you? How old were you?

Creative

21st Century Education

+

Most sought after skills in today’s & future workplace

Flexible Flexible Flexible Flexible

Collaborative

Communicative

Four C’s (& 3 R’s)

+ Learning by experiencing + Active vs. passive learning + Individuality + Creativity + Socialization + Problem solving + Connectivity

21st Century Education

LETS CONSIDER SOME CASE STUDIES TOGETHER What are some design strategies you can think of to create “21st Century” learning environments?

+ Learning by experiencing + Active vs. passive learning + Individuality + Creativity + Socialization + Problem solving + Connectivity

+

Key Concept: Flexible & “Open” Why is the reaction so often negative??

+

Definition is simple:

‐ “To allow access through..” ‐ “To not be closed or blocked…:

21st Century Education

21st Century Education

+ Student centered approach + Hands-on learning + Real-world problem solving + Team teaching & project-based learning + Maximum flexibility + Multiple learning modalities + Outdoor classrooms

“21st Century” Schools

+ Learning Studios

‐ Smaller (< typ classroom) ‐ Lecture/Group Sessions

+ Learning Hub

‐ Larger neighborhood “commons” ‐ More learning stations ‐ Varied modal learning ‐ Opportunities for interaction

+ Group & 1-to-1 Rooms

‐ Higher Acoustic Separation ‐ Teacher-to-team /student learning ‐ Older kids’ project teams ‐ Younger kids’ specialized centers

A Learning “Neighborhood”

A Learning “Neighborhood”

A Learning “Neighborhood”

Collaboration Audiovisual Lecture Demonstration Team-based Learning Reading

“Neighborhood” Connections

Whole School as a Community

Barkley Elementary School

+ DoDEA Owned/Operated + Located at Ft. Campbell, KY + Serves 740 Pre-K thru 5th grade military

dependent children

+ $40.7M total construction cost for 141,972 sf

plus site amenities

$208/sf – estimate of building cost only

+ Designed in 2012/13 + Completion expected 2015/16 school yr

Louisville District

21st Century School Case Study:

+ Nine Neighborhoods, each with:

‐ 4 studios ‐ 1 learning hub ‐ 1 one-to-one ‐ 1 group/virtual learning room ‐ Staff planning/collaboration room ‐ Instructional storage & restrooms

Interior Program Highlights

A LEARNING “NEIGHBORHOOD”

+ First Floor:

‐ Gym & “Commons” with stage ‐ Info Center w/ Flex Lab ‐ Art Lab ‐ Music ‐ LIMS Studio ‐ OT/PT Lab ‐ Admin ‐ Health Clinic

Interior Program Highlights

+Art

+Commons Area

+Info Center

+ To be built on the site of Wassom

Middle School, while it remains open

+ Drop-offs and Drives + Parking and Circulation + Playgrounds and Outdoor Learning

Areas

‐ Outdoor seating/amphitheater ‐ Patio with shade structures ‐ Rainwater harvesting for educational purposes ‐ Bio-swale for educational purposes

Exterior Program Highlights

Barkley Elementary School

Barkley Elementary School

+ DoDEA 21st Century Education Specifications + Applicable Building Codes – Unified Facilities Criteria + USACE Louisville Design Guide + Fort Campbell’s Installation & Technical Design Guides + Military Security and Antiterrorism/Force Protection

Requirements

• Stand-off distances
• Progressive collapse requirements
• Active shooter

+ Federal High Performance Green Building Requirements

‐ Meet DoDEA’s Energy and Sustainability Policy ‐ Minimum LEED for Schools v2009 Silver certification

Balancing Design Guidance

WHY A GREEN SCHOOL?

Why green schools?

A green school should enhance how students…

+ Hear – Acoustics are fundamental to learning + Breathe – Provide clean indoor air + See – Have effective lighting and visual experience + Feel – Provide thermal comfort + Think and Learn – Enhance cognitive function + Move – Encourage physical activity

“The Impact of School Buildings on Student Health and Performance” McGraw Hill Research Foundation

Why green schools?

And save school districts operating costs…

+ Ohio’s 150 LEED certified schools (per OSFC):

‐ 33% more energy efficient ‐ Use an average of 39% less water.

+ In green buildings, average energy use intensity were

24% lower than typical building (New Buildings Institute)

+ A survey of green buildings found (GSA, 2008):

• 13% lower maintenance costs
• 26% less energy use
• 27% higher occupant satisfaction
• 33% lower CO2 emissions

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So How Green is Green?

There are lots of “Green” Labels…

LEED Overview

+ U.S. Green Building Council (non-profit, membership based

• rganization)

‐ Consensus based standard, written by industry volunteers

+ System for designing, constructing and certifying “green

buildings”

+ Has a K-12 specific adaptation(s)

‐ LEED for Schools debuted in 2007 ‐ LEED v4: LEED for Existing Buildings: Operation & Maintenance for Schools

Ohio’s Green School Mandate

+ All K-12 schools receiving

public funding will be at least LEED Silver certified

+ 150+ certified schools

WHY DO WE NEED LEED?

+“You’re a Professional Engineer…don’t

you have a professional obligation to deliver a green building?”

+“We pay government code officials to

assure compliance, don’t we?”

Green Buildings in the Future

“”, USGBC at GreenBuild, Nov 2012

+ Available as of November 2013 + The current version of LEED (v2009) available until June 2015 + LEED v4 increases the stringency of the standard once again, and

adds new areas of emphasis ‐ Including a new rating system – LEED for Existing School Buildings

New LEED Version (v4)

LEED for Building Design & Construction “LEED for Schools” LEED for Existing Buildings: Operations & Maintenance “EBOM Schools”

WHY DO WE NEED LEED?

+“We’ve seen good results under LEED

v2009…why can’t we continue to use it and not version 4?”

Codes (and LEED) Update Over Time

BACK TO OUR CASE STUDIES… So how do we make a 21st century, green school?

SO HOW DO WE MAKE A 21ST CENTURY, GREEN SCHOOL?

Back to Barkley Elementary School…

Project Sustainability Requirements

Minimum LEED Silver certified

DoDEA Academic Instruction: Sustainability and Energy Efficiency Program

+ Use the “Building as a Teaching Tool” for Green Buildings + 40% Energy Usage Reduction over ASHRAE 90.1-2007 + 5% On-Site Renewable Energy + Enhanced Commissioning + Measurement and Verification Program + Daylighting for 75% of Classrooms + 30% Solar for Domestic Hot Water Heating + 30% Water Use Reduction + Low Impact Design for Stormwater Management + Share the Building with Community

Photo Source: Cahill Assoc.

Energy Conservation

Goal & Reference

Energy Use Intensity (EUI) Baseline or “typical” primary school (climate zone 4)* 64 kBtu/sf/yr 40% better than ASHRAE 90.1-2007 DoDEA’s Goal 38.4 kBtu/sf/yr School built to ASHRAE Advanced Energy Design Guide (AEDG) for K-12 Schools (50% Energy Savings)

• Approximately 47% better than ASHRAE 90.1-2007

32 kBtu/sf/yr Net-zero Schools: (actual post-occupancy data)

• Richardsville Elementary (KY)
• Turkey Foot Middle School (KY)

16.6 kBtu/sf/yr 21.7 kBtu/sf/yr Barkley ES: 18.1 kBtu/sf/yr 59% savings

*ASHRAE Advanced Energy Design Guide (AEDG) for K-12 School Buildings

Using the ASHRAE AEDG for K-12 Schools as a starting point

+ Hitting AEDG window, roof and wall R/U-values + High-efficiency, variable flow condensing boilers + High-efficiency air cooled chiller + 4-pipe systems provides simultaneous heating

and cooling for maximum occupant comfort and efficiency

+ Variable frequency drives (VFD) on hot/chilled

water pumps

+ VAV system for controllability, VFD fans + Variable speed Dedicated Outdoor Air Units

w/CO2 sensor controls and heat recovery wheels

+ Efficient lighting - LED, Super T8 and T5HO

lamps

+ Daylight responsive controls, occupancy sensors

Reducing Energy Use Intensity

Design Team

+ Building Envelope + Lighting Loads + Heating and Cooling Loads

+ Solar Hot Water Heating

The Owner

+ Equipment Loads and Behaviors

− Buy efficient equipment − On-going measurement and monitoring of the building’s performance − Energy saving policies/student buy-in

Sustainable Water Use

+ Indoor Potable Water Use

Reduction

+ Stormwater management, with

• utdoor educational and play

Renaissance Academy’s dashboard and signage

21st Century: Using the School as a Teaching Tool

+ Meshing green design elements with

interior finishes, furniture, signage, and curriculum

+ Making energy saving technologies and

renewables “visible” via an interactive “dashboard,” which also enables performance monitoring

21st Century: Using the School as a Teaching Tool

THE LEARNING “NEIGHBORHOOD”:

SUSTAINABLE DESIGN CHALLENGES

21st Century Challenges:

Daylighting Deep Spaces

+ Windows - “right sized” to save energy + Shading devices – avoid “hot spots” + Skylights - for big 2-story spaces + Solatubes - 1st floor neighborhoods + Modeling to tie it all together

21st Century Challenges:

Acoustics in Learning Spaces

+ High STC walls + Moveable partitions + Low background noise (<45 dBA) + Acoustic clouds, diffusers, panels, ceiling

tiles

21st Century Challenges:

+ Combines technologies to simplify and unify systems + Daylight, lighting controllability, shading, A/V and

classroom equipment

HOW DO YOU CREATE A 21ST CENTURY, LEED SCHOOL?

A LEED school requires…

…heightened collaboration!

+ Owner – location, connectivity, walk/bike-ability, shared use,

master planning, siting and orientation, goal-setting

+ Designer – energy modeling/efficiency, daylighting, low impact

development

+ Construction Agent – material sourcing, low/no-emitting

material choices, air & water quality practices, waste management

+ Operations/Staff – measurement & verification during operation,

mold control, occupant feedback, on-going educational programs

OWNER/USER ARCHITECT ENGINEERS CONSTRUCTION MANAGER FACILITY MANAGER

A LEED school requires…

…heightened collaboration! Some examples…

+ Mold Prevention (IEQ credit 10)

‐ Designer – design the HVAC system to maintain moisture levels during all load conditions ‐ Construction Agent – protect the HVAC system during installation and start-up ‐ Operations/Staff – conduct a thermal comfort survey of occupants; develop and implement an on-going indoor air quality management program

+ Controllability of Lighting (IEQ credit 6.1)

‐ Designer – highly efficient, individually controlled digital lighting; automatically responsive to daylight; wirelessly controlled ‐ Construction Agent – must be carefully installed; commissioning

• f system required; train the staff

‐ Operations/Staff – work with construction agent to input schedules and set points; learn to operate the system

LEED Certification Process Best Practices

+ LEED consultant deliverables

‐ Assistance/education to school reps ‐ 35% design – LEED Implementation Plan – what, how, who, by when ‐ 65% design – LEED specification writing/edits, QC of drawings/calcs ‐ 95%/100% design – QC of drawings, specs, calcs, and review of final modeling ‐ RTA + 30 days – submit design credits to GBCI for review

+ Set LEED and sustainable design goals EARLY! + Have a dedicated LEED consultant, not wearing a “dual hat” + Develop the sustainable design strategy is a part of conceptual

design

‐ Including early modeling

Lessons Learned for LEED/sustainable School Design

+ Recognize the need for

contributions by all parties –

• wner, designer,

construction, operators

+ Set goals EARLY + Have a “champion” (LEED AP)

who is NOT wearing a dual hat who can lead the process

+ Sustainable design should be

done on ALL schools no matter their layout or program

+ Requires heightened collaboration

and integrated design from the start

+ Results in an exceptional school

‐ Inspires learning ‐ Fosters collaboration ‐ Allows for multi-modal learning ‐ Adapts for learning styles ‐ Provides the “Building as a Teaching Tool”

+ Positively Impacts

‐ Student Learning/Performance ‐ Health of Students & Teachers ☺

OWNER/USER ARCHITECT ENGINEERS CM FACILITY MANAGER

A 21st Century LEED School …

Let’s end with one more Visualization... For whom do you envision a better, greener future?

“…LOVE ALL THE CHILDREN OF ALL SPECIES FOR ALL TIME.”

+ William McDonough

Denise.Breunig@woolpert.com 618.632.2820 Nadja.Turek@woolpert.com 937.531.1287

Thank You!

LEED rating systems

68

LEED-EB Existing Buildings LEED-CI Commercial Interiors LEED-CS Core and Shell LEED-ND Neighborhood Development Campuses Laboratories LEED-NC New Construction LEED for Homes LEED for Schools High Rise Residential LEED for Retail

CS and CI

LEED for Healthcare LEED for MidRise Homes LEED Data Centers LEED for Warehouses Distribution LEED Hospitality

69

Some LEED terminology…

+

Prerequisites – mandatory project criteria that form a baseline for green building performance. Failure to meet any prerequisite makes a project ineligible for certification

+

Credits – a non-mandatory project characteristic, measurement, quality for function (all are optional)

‐ Intent – the sustainability goal of the credit ‐ Requirements – what must be done to achieve the credit

+

Points - earned for achieving credits. Different credits and

• ptions within credits earn you different numbers of points

‐ Some performance based, some prescriptive ‐ Many are based on industry standards ‐ Vary in cost and complexity ‐ Weighted “scientifically” based on environmental benefit

CERTIFIED

26-32 points

GOLD

39-51 points

LEED for Schools rating system

‐Four levels

SILVER

50-59 points

PLATNUM

80-110 points

Certified

40-49 points

Gold

60-79 points

+ Certifies LEED projects + Administers LEED

credentials

+ LEED Green Associate

(LEED GA)

+ LEED Accredited

Professional (LEED AP)

The Certification Process

LEED for Schools rating systems, version 2009

+ Six categories of credits

SS Sustainable Sites WE Water Efficiency EA Energy and Atmosphere MR Material and Resources EQ Indoor Environmental Quality ID Innovation and Design Process 26 points 10 points 35 points 14 points 15 points 6 points RP Regional Priority Credits 4 points