Bald Eagle Area School District Flash/AE 597D... · The Bald Eagle Area School District is in the...

Green Building Consulting LEED & Green Technologies Recommendations December 12, 2008

Bald Eagle Area School District Renovation & Addition Bald Eagle Area High School and Wingate Elementary School Wingate, PA Adam Houck Kanis Glaewketgarn Casey Mowery SuHas Bambardekar Christopher Stultz The Pennsylvania State University Architectural Engineering AE 597D ‐ Sustainable Building Methods

Professor Dr. David Riley

Contents Executive Summary ................................................................................................................................................................ 2

Project Summary ..................................................................................................................................................................... 4

LEED Review ............................................................................................................................................................................. 7

Green Technologies ................................................................................................................................................................ 8

Recommendation #1: Photovoltaic ............................................................................................................................ 8

Applicable State and Federal Incentives/Rebates ................................................................................................ 8

Analysis of System .............................................................................................................................................................. 9

Design Criteria ................................................................................................................................................................ 9

System Selection ............................................................................................................................................................... 10

Solyndra – Photovoltaic Systems for Commercial Rooftops ...................................................................... 10

EPV Solar System ......................................................................................................................................................... 12

Summary of Recommendation .................................................................................................................................... 14

Recommendation #2: Energy Efficient Roof Replacement ............................................................................ 15

Option #1: Green Roof .............................................................................................................................................. 15

Option #2: White Roof .............................................................................................................................................. 19

Summary: Green Roof vs. White Roof ................................................................................................................ 22

Our Recommendation ................................................................................................................................................ 23

Educational Value & Marketing Materials ................................................................................................................... 24

Overview .............................................................................................................................................................................. 24

Open House ......................................................................................................................................................................... 24

Community Outreach ...................................................................................................................................................... 25

Student Curriculum.......................................................................................................................................................... 26

Rebates & Incentives ............................................................................................................................................................ 27

PA Grants .............................................................................................................................................................................. 27

Tax Rebates ......................................................................................................................................................................... 27

Summary of Final Meeting with the Bald Eagle School District Superintendent ........................................ 27

Appendix A‐LEED for Schools 2007 Registered Project Checklist & Suggestions ...................................... 31

Appendix B‐Example Sustainability Educational Pamphlet ................................................................................ 37

Appendix C‐Letter from Bald Eagle Area School District Superintendent .................................................... 40

Executive Summary

2

Executive Summary The Bald Eagle Area School District is in the schematic design phase to renovate the High School/Middle

School and Wingate Elementary school. In addition to the renovation, a new gymnasium will be

constructed which will connect the two existing structures. Sustainability is important to the owner.

This is proven by buildings that the school district completed in the past which required the gained

energy savings to eventually pay for project in returns.

The items of high importance to the owner are

• Cost • Energy savings • Structural, lifetime, and thermal concerns with respect to different roof systems to replace the

existing membrane roof • Safety with the new traffic and parking patterns which are a part of this project

In our initial research, we provided a project profile, an estimated LEED score card, and three possible

green technologies. This document builds upon those initial topics and expands into the specifics of the

green technologies and direct suggestions for earning those LEED points that have been presented in

the first report. Also, an education section is presented to show how the green building can be

integrated into the school and the surrounding community to educate on the topic of building green.

The final section provides an overview of potential rebates and incentives for further review.

The LEED section was based upon results from the initial document and includes suggestions for how to

obtain the specific credit. Primary focus was placed on those credits that required little extra effort for

the owner. Some credits are more difficult to obtain than others, but suggestions are still provided.

Those credits that are marked questionable and are presented represent the areas in which we feel

more research or funding may be required to earn the credit, but does fall within both the owner’s goals

and the potential project scope.

The next section, Green Technologies, expands on two green systems presented in the initial report.

These systems, white/green roofing and photovoltaic power generation, are discussed in detail with cost

and benefit analysis. For the white/green roof, the need for a new roof was the driving force behind

research in this topic. The two options are compared with our suggestion being to utilize the white roof

for its cost, sustainability, and potential energy saving benefits or the green roof for its popularity and

potential for teaching. While it may be possible to avoid structural modifications for the green roof, the

Executive Summary

3

cost, a primary concern of the owner, to install that system far exceeds that of the white roof, a more

conventional style system. The two applications of Photovoltaic systems are serving the same primary

reason, which is to generate renewable energy on‐site. The building rooftop system is designed to fully

take advantage of the white roof system to optimize efficiency in power generation. The other system is

parking lot rooftop system. This system provides multiple advantages including generating electricity,

shading cars from direct sunlight, and providing a learning facility.

The educational value of this project will be defined by how much the district puts into focusing on

sustainability both in the design and implementation of technologies into the project, as well a following

through by showcasing the technologies they incorporate into the project in an open house. A great

opportunity to educate the community exists with this project. By involving students and faculty in the

creation of a community outreach program, educating the public on issues with the current situations

which need to be countered on all levels can be done on a monthly basis. Another great opportunity to

incorporate sustainability into all age groups is through the restructuring of the curriculum to include

connections to sustainability with many areas of coursework.

The Rebate and Incentive section focuses on identifying Pennsylvania Grants and Incentives which apply

to this project as well as tax rebates for energy performance on this project. There are a number of

state grants and incentives are available in Pennsylvania which apply to this project. One exists which

can be applied for up until December 12th which is the Environmental Education Grant Program. Other

rebates and incentives are highlighted in this section which will be available again at a later date in 2009.

The tax rebate identified in this section is based on energy performance of the buildings systems when

compared to ASHRAE Standard 90.1‐2001. This rebate is possible for this project due to the geothermal

heating system being installed. Keeping an eye on when these incentives and grants become available is

possible for this project because the start of construction is not set at this point in time.

Project Summary

4

Project Summary The Bald Eagle Area High School/Middle School (HS/MS) and Wingate Elementary School are located in

Wingate Pennsylvania off of US Route 220 to the north. Refer to image 1.1 below.

The proposed project scope includes building a new high school gymnasium which will join the

elementary and hs/ms. Refer to image 1.2 for a visual representation of the location of the new

gymnasium. The gymnasium includes a full basketball court, lobby, and locker rooms. The scope also

includes renovations to the existing elementary and hs/ms. Six classrooms will be added to the high

school, along with various interior renovations which include expanding the storage for the drama

department, replacing the buildings’ membrane roof (189,000 SF), renovating the current plumbing and

electrical systems, adding a hybrid geothermal heating system, and increasing the emergency generator

size/capacity to include current demand loads such as heating and cooling. Another aspect of the site

which is going to be addressed is the current traffic pattern at the front of the school in regard to safety

for students both coming to school by bus or being dropped off by parents. Safety and security of the

interior of the building is also important to the Bald Eagle school district. These changes are necessary

upgrades that the school district is looking to include with the construction of the structure that will join

the two schools.

Location of High School/Middle School & Neighboring Elementary School (denoted by star)

Route 220

Route 80

Image 1.1 http://maps.google.com/

Project Summary

5

The bid for this project will occur in either March or April of 2009, and construction is planned to occur

over the next three summers finishing in 2011.

Items which are important to the owner include things such as:

• Cost • Energy savings • Structural, lifetime, and thermal concerns with respect to different roof systems to replace the

existing membrane roof • Safety with the new traffic and parking patterns which are a part of this project • Storm water management associated with the impervious paving which will take up a large

amount of green space in front of the school.

Current HS/MS

Current Elementary

Location of new proposed gymnasium that will connect both schools

Image 1.2 Future site of the gymnasium connecting the elementary school with the HS/MS

Project Summary

6

The school is waiting to hear back on their proposal for state funding for approximately half of the $26

million dollar estimated project cost. Another grant they have applied for is the Energy Harvest Grant

which will provide approximately $0.5 million toward energy saving sustainable technology.

At this point the design is in the very early stages of Preliminary Schematic Design. No mechanical

drawings for the project exist at this time. The architect on this project is Paul Hertzler with Hayes Large

Architects. David Long is the geothermal designer for this project also with Hayes Large Architects.

Other information about the Bald Eagle School District which expresses their interest in sustainability is

their previous projects which were constructed through PPL electric utility. The requirements on these

projects were that the energy savings gained from the project would be enough to pay for the project.

Items included in projects already carried out by PPL with these buildings included providing air

conditioning for computer rooms, electronic valves in lights, gas fired booster heaters for hot water

lines, new insulation in the doors of walk‐in freezers and refrigerators, and new compressors for the

refrigerators and freezers. These types of projects clearly show that the owner has an interest in

sustainable technology and has seen cost savings from implementing these technologies on a small

scale.

Green Technology

7

LEED Review In order to evaluate the Wingate Elementary/Bald Eagle HS/MS project, LEED for Schools 2007 was

selected based on the type of project and its parameters. While a majority of the project is an existing

structure, new additions and major renovations constitute a significant part of the building under

construction. Preliminary investigation into LEED for Schools 2007, obtained the following results:

Of 79 possible points the Wingate Elementary/Bald Eagle High School should be able to obtain 20 points,

has the probability to gain an additional 42 with more involved design and engineering considerations,

and cannot obtain 17 points. Without further investigation into the 42 questionable points, the school

would not achieve LEED certification. Given this data 9 additional points are needed for certification.

Appendix A has the estimated LEED for Schools 2007 Registered Project checklist.

The table in Appendix A shows the points that we feel are obtainable, given the project description.

Along with the points, additional, questionable credits are listed we feel should be considered and are

within the possible project scope with little extra effort. These include Heat Island Effect‐Non Roof,

Joint Use of Facilities, Optimizing Energy Performance, On‐site Renewable Energy, Building Reuse,

Construction Waste Management, Low Emitting Materials, Daylighting, and Views. Along with the

credits, suggestions are listed for achieving that particular credit.

It should also be noted that while it is part of the owner’s goals to include a photovoltaic array on the

school property and the owner has already began the paper work process for financial support, we have

not included these credits, On‐site Renewable Energy, as a yes. The results of the current paper work,

as well as that we suggest in this report, are still pending and therefore the outcome of the photovoltaic

array is in question. Also, after further review of potential credits, MR credit 3.1 has been removed.

After our review we no longer find it applicable to the project scope and therefore not obtainable

without significant effort.

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Green Technologies

Recommendation #1: Photovoltaic The Photovoltaic system we propose does not only help paying for electricity cost during the school

year, it also helps promoting the production of renewable energy and bringing in revenue during the

breaks when the school is selling electricity back to the public electrical grid. Photovoltaics (PV) is an

important energy technology for many reasons. As a solar energy technology, it has numerous

environmental benefits. The following lists are some of the benefits and characteristics of Photovoltaics:

• It's highly reliable and needs little maintenance. • It costs little to build and operate. • It has virtually no environmental impact. • It's produced domestically, strengthening our economy and reducing our trade deficit. • It's modular and thus flexible in terms of size and applications. • It meets the demand and capacity challenges facing energy service providers. • It helps energy service providers manage uncertainty and mitigate risk. • It serves both form and function in a building.

Few power‐generation technologies have as little impact on the environment as photovoltaics. As it

quietly generates electricity from light, PV produces no air pollution or hazardous waste. It doesn't

require liquid or gaseous fuels to be transported or combusted. And because its energy source ‐ sunlight

‐ is free and abundant, PV systems can guarantee access to electric power.

Applicable State and Federal Incentives/Rebates School districts, as non‐profits, cannot take advantage of the federal investment tax credit of 30%, and

cannot use 5 year accelerated depreciation. However, in 2009 Pennsylvania will announce the rules and

regulations of a solar rebate program. The program's implementation has been delayed by financial

crisis and some recent changes in tax law, but some funding for the program has been set aside, with

other funding to come later thru a bond issue when the financial markets have improved.

Bald Eagle, if it owns the solar PV system, can earn an attractive revenue stream from Solar Renewable

Energy Certificates (S‐RECs). In Pennsylvania they sometimes call them AEPS credits but that means the

same things as S‐RECs. In New Jersey S‐RECs are selling for .40 to .55 cents per kWh hour. Compare that

to what you pay to the utility company for the electricity you purchase, which is in the .07 to .11 cents

per kWh range. So if you generate solar electricity, you save the money you would save by not paying

the utility plus the S‐REC value. That is about fifty cents per kilowatt hour.

Green Technology

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Pennsylvania has a competitive solar grant program called Energy Harvest. Applications are due in April

each year, with awards announced in November. The next application period should begin in February

or March of 2009. It is managed by Pennsylvania Department of Environmental Protection (PA DEP).

For systems with capacity of 300 kWdc or more, EPV Solar has two good financing options for schools.

1) EPV Solar will own, operate, and maintain the system including all construction cost. Basically they

become a mini‐utility company. They make an agreement with the School Board, such that the School

Board contracts to buy the solar electricity every year for 20 years, at a rate that is one or two cents

below what they pay the utility.

2) The School Board leases the solar photovoltaic system that EPV design and build at their expense. The

lease expires at the end of 6 years, at which time the School Board buys the system for 20% of its

original cost. Then it owns the system that continues producing free electricity for 20 years. This

method is sometimes called an "operating lease" or "lease‐to‐buy option".

In both of these models, the schools do not have to spend any upfront money; there is no really no cost

to them except for legal review. All the risk is on the system owner such as EPV Solar. Also these

methods are good because the school districts do not have to prepare and issue an RFP which is

expensive and very time consuming with lots of lawyers involved.

Analysis of System

Design Criteria The design criteria for photovoltaic selection process bases on many reasons that may affect decision

making process by the owner. Although an ultimate goal is to produce renewable energy and to

promote sustainable technology, other economical factors also play an important role to make this

green technology feasible and practical. This list of system criteria includes:

• Efficiency • Initial Cost • Payback Time • Maintenance • Structural Issues • Aesthetics

Green Technology

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System Selection We selected two systems for different applications. Our system selection process does not only take the

design criteria stated above into consideration, it also makes sure that the photovoltaic systems we

selected compliment with green and white roof technology we proposed.

Solyndra – Photovoltaic Systems for Commercial Rooftops The Solyndra system is chosen for rooftop application mainly because it works well with white roof

technology and existing structural system. Solyndra system is designed to optimize PV performance on

commercial rooftops by converting more of the sunlight that strikes the total rooftop area into

electricity.

Solyndra's panels employ cylindrical modules which capture sunlight across a 360‐degree photovoltaic

surface capable of converting direct, diffuse and reflected sunlight into electricity. One of the main

advantages of using this system is the benefits that we will get from using white roof technology we are

proposing. Solyndra's panels perform optimally when mounted horizontally and packed closely

together, thereby covering significantly more of the typically available roof area and producing more

electricity per rooftop on an annual basis than a conventional panel installation. The result is

significantly more solar electricity per rooftop per year.

Green Technology

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The Solyndra system is lightweight which helps minimize structural dead load. The panels also allow

wind to blow through them. These factors enable the installation of PV on a broader range of rooftops

without anchoring or ballast, which are inherently problematic. The horizontal mounting and unique

“air‐flow” properties of Solyndra's solar panel design substantially simplify the installation process for

Solyndra's PV systems. The ease of installation and simpler mounting hardware of the Solyndra system

enables its customers to realize significant savings on installation costs.

Green Technology

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For typical conventional PV installations, a solar panel is approximately half the cost of a complete

installation; the other half includes additional expenses such as labor mounts, cables and inverters.

Solyndra provides a packaged system comprised of panels and mounting hardware required to assemble

standard‐sized arrays.

EPV Solar System EPVSOLAR system is chosen because it is ideal for installation in large open areas including parking lots

and open field. PV panels on top of parking lots do not only help generate renewable energy, they could

also be an educational center. We propose this system for parking lot in front of the main lobby at the

main building (indicated by dashed line). The fact that they will be located in front of the school also

helps promote green technology and school’s vision of being environmentally friendly.

Green Technology

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EPVSOLAR also provides two good financing options for school districts stated above in

incentives/rebates section. The system requires less energy, material, and time to produce than

traditional modules; this accelerates energy payback and reduces price per watt. Some of the system

environmental advantages are the fact that it requires 100 times less silicon in their manufacture than

traditional crystalline modules.

Proposed area for parking lot with PV rooftop

Green Technology

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Energy payback is the time it takes a module to generate enough energy to equal the energy used to

produce the module. Because of their low process temperatures and frameless design, EPVSOLAR’s

amorphous silicon modules provide net positive energy 30% faster than competitors’ crystalline silicon

(c‐Si) modules.

Summary of Recommendation In terms of generating renewable energy from photovoltaic system, we recommended two different

solutions which are building rooftop application by Solyndra system and parking lot rooftop by

EPVSOLAR system. The primary goal of the two systems is the same which is to produce renewable

energy and serve electrical demand load during the peak time of day. However, we decided to

recommend two different applications because we wanted the school to be able to proudly display this

technology to promote green technology and school’s vision of being sustainable. The EPVSOLAR system

will be located at the parking lot in front of the main building. This system serves three purposes

including generate electricity, protect cars from direct sunlight, and act as educational center. The

Solyndra system on the building rooftop is not only designed to optimize electricity generation but also

to compliment with another technology we proposed in this report which is white roof technology.

Green Technology

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Recommendation #2: Energy Efficient Roof Replacement As a result of discussions with the Bald Eagle School District, it is known that the current roof is in very

poor condition and is in need of replacement. The roof is currently being held in place by tires used as

ballast. Since the roof needs to be replaced no matter what, we see this as a prime opportunity to

replace the roof with a system that is durable, cost effective, and most importantly sustainable.

Traditionally, typical roofs used on schools are commercial flat roof surfaces with oil based, dark

surfaced membranes that are either fully adhered or ballasted with a layer of stone. These dark roof

surfaces have a negative impact on the cooling ability of a school due to their extremely high capability

to absorb solar radiation. This increases the thermal demand on the HVAC system for the school, and in

turn increases cooling costs and energy consumption. As a group, we plan to investigate the advantages

and disadvantages of installing a green roof or a white roof on the Bald Eagle School District renovation

and new gymnasium construction project.

Option #1: Green Roof

Overview The first option is the installation of a green roof. Green roofs, also commonly referred to as vegetative

roofs, are roofs that are covered with vegetation and soil, or some other growing medium, planted over

a waterproof membrane. There are many different types of green roofs as well as many different

benefits from installing one. Green roofs are categorized into two major categories, extensive and

intensive. For the Bald Eagle School

district, an extensive green roof would be

more appropriate because it has less

layers which makes it lighter (so structural

retrofitting can possibly be avoided), they

are less expensive, and require less

maintenance.

An extensive green roof may be installed

on all or only part of the new school. A

green roof could be installed on the new

gymnasium only or on any of the

renovated roof spaces as well. The figure

Green Technology

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at right shows an example of what makes up a green roof in comparison to a more conventional gravel‐

ballasted roof, but as stated above there are many different types of green roofs and not all of them

contain the same layers (some are more extensive than others).

The benefits of installing a green roof on a building are:

• Increase thermal efficiency through the growth medium and vegetation, particularly during warmer months.

• Reduce interior noise levels because of the increased amount of sound‐absorbing materials. • Extend membrane service life by reducing thermal shock and shielding UV exposure. • Provide storm water management, including flooding and erosion control. • Reduce radiation from communication towers. • Provide aesthetic benefits to occupants. • Provide economic benefits in the form of rebates. • Provide LEED points and are environmentally friendly. • Reduce rooftop temperatures. • Improve air quality. • Serve as learning tool for the community and students.

There are also drawbacks that come with installing a green roof, and these are:

• Increase demand on structural system of building. • Increase maintenance costs over a typical roof. • Place higher demands on the waterproofing system because water is retained on the roof and

the possibility of roots from the vegetation penetrating the membrane. • Increase cost due to advance waterproof and root barrier membranes.

Cost Estimate The following table is a rough cost estimate from different sources. The actual cost of the green roof would depend on three things:

• A consultation which evaluates the current roof and structural system, and the determination if more structure is needed to support the roof.

• Which green roof type is selected (extensive is most likely because it is lighter in weight and less expensive).

• How much of the roof will be covered by the green roof. The green roof may be installed on all 189,000 SF or only on a portion of the roof.

Green Technology

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Estimate Source Cost Range/SF Roof Size Cost Range

Design Guidelines for Green Roofs

$8 ‐ $20 189,000 SF $1.51M ‐ $3.78M

U.S. Environmental Protection Agency

$8 avg. 189,000 SF $1.51M

Roofscapes, Inc. $15 ‐ $20 189,000 SF $2.84M ‐ $3.78M

The average of the above costs is approximately $2.5 million. Extensive green roofs cost more than

traditional roofs because they require more material and labor for installation. These cost estimates

include all stages of construction of a green roof from design to installation and into the maintenance

phase (usually up to 1 year for cost estimates).

First costs to do not tell the whole story for a green roof. Future energy savings and reduced sizing of

mechanical systems should also be considered. Storm water infrastructure costs may also be reduced

due to a green roof. Furthermore, a vegetated roof can extend the life of a roof. Less solar energy

reaches the roof membrane, which limits the damage from UV radiation and temperature fluctuations

which cause expansion and contraction damage.

Supplier & Green Roof Details The vendor chosen for this project is Living Roofs, Inc. According to their website, Living Roofs teams

with landscape architects, architects, artists, and structural engineers to provide high quality green roof

systems for commercial, residential, and institutional structures including new construction, retrofits,

and ongoing maintenance services (http://www.livingroofsinc.com). The services they provide are:

• Consultation Services • Green Roof Design for New Construction • Green Roof Design for Existing Retrofit Construction • Green Roof Installation • Green Roof Maintenance for New and Existing Green Roofs

o “Living Roofs, Inc. has a strict 12 to 24 month maintenance schedule included in all installations to ensure healthy establishment of the green roof system. Additionally, we are available to assist in the maintenance of existing green roofs. Plant replacement and re‐selection may be necessary in order to maintain performance and the desired aesthetic.” (http://www.livingroofsinc.com/our_services/)

• Contact Information

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LIVING ROOFS, INC. 24 Unadilla Alley Asheville, NC 28803 Ph: 828‐252‐4449

The type of green roof chosen for the Bald Eagle school addition and renovation is Xero Flor

(http://www.xeroflora.com/index.php). With Xero Flor, the work and vegetation is all done on the

ground, and then the roof is installed with vegetation in place. It is an extensive green roof, which

means that it is a thin‐layer, light weight, and provides vegetation coverage for primarily ecological and

economical benefits. Extensive roofs also provide more simple irrigation and drainage systems than

intensive green roofs. The components of a Xero Flor and quite basic:

• Root Barrier • Drainage Mat • Water Retention Fleece • Xero Terr Growing Medium • Pre‐vegetated Sedum Mat

Many schools have been completed nationwide with this system already. The pre‐vegetated mat allows

a roof to be instantly green, which immediately helps with weed encroachment, wind uplift, and surface

erosion. Additionally, this roof is lightweight enough (12‐18 lbs per square foot), that it should be

suitable for a retrofit project. To be sure, a further consultation and investigation would need to be

done in order to confirm that the current structural system could support the new roof.

As far as sustainability is concerned, the environmental benefits from a green roof are well proven and

are stated above under the benefits

section. Additionally, the manufacturing

facilities are located with 500 miles of

State College, as seen in the figure at

right, which helps gain important LEED

points. The LEED points that may be

gained by installing a green roof system

are:

• Storm Water Management Rate Quantity, and Treatment

• Design to Reduce Heat Island Effect

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• Water Efficient Landscaping • Optimizing Energy Performance • Recycled Content (green roof system components) • Local/Regional Materials (green roof components and plants)

Option #2: White Roof

Overview The second option for the new roof and roof replacement is the installation of a white roof. White

roofs, also commonly referred to as cool roofs, are physically colored white and therefore have high

reflectance and emittance. These roofs typically stay up to 70°F cooler than traditional roofing materials

during the summer. The two important surface properties, high solar reflectance and high thermal

emittance, are the key to the sustainable features of a cool roof. Solar reflectance is the percentage of

solar energy that is reflected by a surface. Thermal emittance is the percentage of energy a material can

radiate away after it is absorbed. The less solar radiation absorbed by a material, the cooler it will be.

A white roof will help the Bald Eagle School District in cost savings due to a reduced cooling demand and

possible size reduction of the HVAC system. The average solar reflectance of a tar and gravel roof is

0.03‐0.18, while the average solar reflectance of a highly reflective white roof is 0.60‐0.90; which results

in a 5‐20 times greater reflectance. A conventional roof’s thermal emittance is very high, typically over

80% and can heat up to 150 to 190°F. A highly reflective white

roof also has high emittance, but only heats up to 100 to 120°F in

the summer sun. The figure at right shows a typical white roof.

The benefits of installing a white roof on a building are:

• Reduce building heat gain by reducing the heat transfer from solar radiation to the school interior.

• Save on air conditioning expenditures and possible HVAC system size reduction.

• Minimize energy use and mitigate global warming. • Reduce the demand for electric power and resulting air pollution and greenhouse gas emissions. • Have smooth, bright white surface to reflect solar radiation. • Extend membrane service life by reducing thermal shock and shielding UV exposure. • Improve efficiency of roof mounted photovoltaic panels. • Provide LEED points and are environmentally friendly. • Washing the roof every few years can help maintain high solar reflectance. • Improve occupant comfort. • Serve as learning tool for the community and students.

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There are also drawbacks that come with installing a white roof, and these are:

• Solar reflectance decreases dramatically over time. • Dew, dust, air pollutants accumulate and decrease the effectiveness of the white reflectance. • Flat roofs are less likely to have dirt and particles naturally washed off or dislodged. • Without proper maintenance, solar reflectance can deteriorate up to 11% in the first two years. • Roof coatings may need replaced every 8‐10 years to maintain reflectivity.

Cost Estimate The following table is a rough cost estimate from different sources. The actual cost of the white roof would depend on three things:

• Which type of sub base is chosen for the white roof. • The thickness of the cool roof coating. • How much of the roof will be covered by the white roof. The white roof may be installed on all

189,000 SF or only on a portion of the roof.

As a group we recommend that beneath the cool roof coating, a single‐ply membrane be installed. The

options for single‐ply membranes are:

• EPDM (ethylene‐propylene‐diene‐terpolymer membrane): a flexible elastomeric single‐ply roofing material.

• PVC (polyvinyl chloride): a synthetic thermoplastic polymer prepared from vinyl chloride. It is the most expensive of the three, but is well known for long‐term performance.

• TPO (thermoplastic polyolefin): a blend of polymers that may or may not contain desirable additives such as flame‐retardants or UV absorbers. It can last 30 years and is largely maintenance free.

The average of the above costs is approximately $626,000. White roofs typically cost similar to a

conventional roof system because they are largely made up of the same materials. The difference is the

white, cool coating that goes on top of a typical single‐ply membrane. It should be noted that the

coating needs replacement approximately every 8‐10 years (not including the membrane). According to

the Energy Star energy calculator, by switching from a dark roof to a white roof on the Bald Eagle School

could save thousands of dollars per year (in the range of $10K) on electricity bills

(http://www.roofcalc.com/RoofCalcBuildingInput.aspx).

Estimate Source Cost Range White Coating/SF

Cost Range Membrane/SF

Roof Size Cost Range

Cool Roof Rating Council

$1.00 ‐ $1.50 $1.50 ‐ $2.50 189,000 SF $472.5K ‐ $756K

U.S. Environmental Protection Agency

$0.75 ‐ $1.50 $1.50 ‐ $3.00 189,000 SF $425.3K ‐ $850.5K

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Supplier & White Roof Details

The vendor chosen for this project is Duro‐Last Roofing, Inc. According to their website, white=green

because white roofs are the new way to be green and sustainable. For a roof to be considered

sustainable, it needs to meet the five E’s: Energy, Environment, Endurance, Economics, and Engineering.

The Duro‐Last Cool Zone roofing system meets all of these. (http://www.duro‐last.com/coolzone). The

benefits of installing a Duro‐Last Cool Zone roof are:

• Reduced installation costs through custom factory prefabrication • Low maintenance and repair costs • Resistant to water, fire, chemicals, grease, and punctures • Reinforced with high density, weft insertion scrim for exceptional strength and durability • 15 year full warranty or 20 year prorated warranty available • Contact Information

DURO‐LAST ROOFING, INC. 525 Morley Drive Saginaw, MI 48601 Ph: 800‐248‐0280

The Duro‐Last Cool Zone has been used on schools across the U.S. Quoted from their website, “The Enid

school district had tried built‐up roofing and modified bitumen systems, but had run into a lot of flashing

and blistering problems. Their stop‐gap solution was to put trash cans under the leaks. In evaluating

roofing options, the district did not want to worry about replacing the roofs every few years, so they

began leaning toward mechanically‐attached thermoplastic systems.

Why select Duro‐Last? Because the roof system is prefabricated in a Duro‐Last factory,

there are fewer problems with field installations. Plus, the Duro‐Last roofing system is a

long‐term investment with little or no maintenance necessary. Once installed, the Duro‐

Last roof system provides worry‐free shelter from inclement weather and burdensome

repairs.

(http://www.duro‐last.com/generalContent/education.asp).

For an 8‐page brochure on the Duro‐Last system and 7‐page question and answer packet, please visit:

http://www.whiteequalsgreen.com/.

As far as sustainability is concerned, the environmental benefits from a white roof are stated above

under the benefits section. The Cool Zone roofing system minimizes its environmental impact by:

Green Technology

22

• Obtaining credits toward LEED certification • Closed loop manufacturing process recycles production scrap and reduces waste • Light weight roofing material uses less fuel to transport to central PA • Offers “Recycle Your Roof” program and helps companies recycle used roof membranes after

tear off or deconstruction • At the end of its life cycle, Duro‐Last Cool Zone can be recycled into other useful products such

as specialty flooring

Summary: Green Roof vs. White Roof

Features Green Roof White Roof

Unique Advantages • Reduce interior noise • Provide storm water management

• Provide aesthetic benefits (although extensive green roofs not meant for much use/interaction with occupants)

• Higher reflectance, emittance, and lower roof temperatures

• Improve efficiency of roof mounted photovoltaic panels

Unique Disadvantages • Increase demand on structural system of building.

• Increase maintenance costs over a typical roof.

• Place higher demands on waterproofing system and root barrier membrane.

• Solar reflectance decreases dramatically over time.

• Dew, dust, air pollutants accumulate and decrease the reflectivity.

• Roof coatings may need replaced every 810 years to maintain reflectivity.

Initial Cost (life cycle costs need to be evaluated more thoroughly based on structural redesign and routine upgrades)

$2.5 Million

includes installation

$626,000

installation NOT included

Unique LEED/ Sustainability Features

• Storm water Management • Water efficient landscaping • Regional Materials

• Closed loop manufacturing process

• “Recycle Your Roof” program • Recyclable into flooring

Reflective Properties 7085% 85%

Maintenance/Warranties Living Roofs, Inc. has 24 month maintenance schedule included in all installations; The vegetation shall be sufficiently preestablished to provide a

DuroLast has 15 year full warranty and 20 year prorated warranty; cool coating typically needs reapplied every 810 years.

Green Technology

23

Our Recommendation As a group, we recommend either of the two systems for the Bald Eagle School District new addition and

renovation when compared to a conventional roof. Either choice has numerous advantages over a

typical roofing system. Since the current roof undoubtedly needs replacement, one of these options

should be explored further with help from the architect and roofing subcontractor. The information

included in this report is only in the initial stages and is meant to inspire the Bald Eagle School District to

further explore a sustainable roofing option. Further research will help make the decision much more

clear.

Due to the more extensive costs associated with a green roof, we would recommend the use of a white

roof for the new school and renovated spaces. For instance, if it is found that the structure will need to

be reinforced to support a green roof (which is most likely), then the white roof is a much better choice.

If cost is the most important thing, then the white roof may also be a better choice. White roofs may

also help more with the efficiency of photovoltaic panels. Green roofs are much more popular and well

known, which will help with the School District’s positive publicity and spike learning interests from

students and the community.

minimum of 70% vegetation coverage at the time of installation and minimum of 90% coverage after the second full growing season.

Thorough washing needed yearly.

Learning Opportunities Sustainability, Biology, Global Warming

Sustainability, Global Warming

Educational Value

24

Educational Value & Marketing Materials

Overview Sustainability is becoming more main stream in this day and age and the need to educate children and

the community about how they can be a part of this movement is paramount. Bald Eagle has the

opportunity to be a local leader, example to its students and the community as well as surrounding

districts with this addition and renovation project. The first effort in delivering this project successfully

from a sustainability aspect will require the design team to be highly integrated and focused on

achieving a LEED Certified project through the use of sustainable technologies which will benefit the

school district in the long run through the production of renewable energy and a better overall project

design. From there the opportunity to educate the community and students by showing them how the

district is committed to this effort by showcasing the “Green” features of the project in newsletters, or

by holding an open house to showcase the technologies utilized on the project. Another educational

opportunity specifically for the students could come in the form of a class which explores the reasons

that the Green Movement is necessary, and how to be part of the movement. Getting students involved

will lead to interest from parents in the work that their children are doing in the classroom with relation

to sustainability. The need for the school district to take this seriously is imperative to the future of its

students. Sustainability is necessary if this planet is to sustain future generations with a healthy

environment. Educating the students and the community through taking a committed leadership role

and implementing sustainable building practices in all future projects as well as integrating sustainability

into the curriculum is a statement as to the resolve of the district to promote this movement and lead

by example.

Open House Once the project is built it will be important to showcase all of the technologies which show the districts

dedication to the Green Building Movement. By sending out a school newsletter which highlights all of

the sustainable technologies incorporated in the new building, and welcoming members of the

community to an open house of some type to show and explain the systems to gain the interest of the

community would be a great starting point. Having the designers or individuals involved with

sustainability on hand to explain the systems and answer questions would be a great addition to an

event of this nature.

Educational Value

25

• Renewable Energy generation • Geothermal heating and cooling system advantages and energy savings • White Roof thermal advantages, heat island effect mitigation • White Roof coupled with Photovoltaic system integration • Lighting fixtures energy savings • LEED points that have been achieved on the project • Material selection and explaining embodied energy and VOC content

Community Outreach Implementing a Sustainability Education program with faculty and students which could organize events

on a monthly basis which educate families on topics which can help them save money on their monthly

energy bills by making simple changes around the house such as switching out incandescent light bulbs

and replacing them with compact fluorescents will help people to see the benefits of sustainability by

doing something simple that doesn’t require a major life change. Explaining ecological footprint and

carbon footprint and how to reduce our impact on the environment at home, work and in the classroom

is a critical step in making the necessary changes to help protect the environment for future

generations. Another way to gain community interest and support would be to highlight the emerging

opportunities with companies who are driven by sustainability. The more of a push that owners and

municipalities require these types of systems to be implemented the more this market will expand and

the opportunities to be a part of that part of the global economy is very real for both present and future

generations. If implemented and interest grows guest speakers could be scheduled for events of this

nature to discuss topics related to sustainability. The sustainability movement is inevitable. Taking a

serious look at all of the possible ways that this project can create interest and desire to learn in the

community population as early in the project as possible will go a long way to promoting Sustainability

and the public image of the Bald Eagle Area School District as a leader in this movement.

• Energy Star Products & Energy Savings • Improving your homes Envelope performance • Heating and Cooling Efficiently • Sustainable Markets in the Economy • Guest Lectures on Sustainability Topics and Technologies

Educational Value

26

Student Curriculum Introducing Sustainability into the curriculum throughout the district on all levels is allows students who

take an interest in this movement to become involved from an early age. By having a set curriculum

which weaves sustainability into fun activities for children in the elementary school such as planting a

community garden and charting the growth, field trips to a nursery to have a more knowledgeable

person discuss irrigation methods and organic versus chemical based agricultural practices. This type of

activity could be coordinated on all levels based on the level of interest of the students at each grade

level, and also could include the community as well. The woodlands and open space around each of the

district’s schools presents the opportunity to teach students about Bioregionalism. By exploring and

mapping the life forms found around the school the students would be able to create maps, write

stories and give presentations based on what they learned on the explorations. Explaining the effect of

consumption is another activity that can be carried out on many levels of detail. By keeping a food

journal for a defined period of time students could research where the products they consume come

from, what it takes to harvest, package and ship the items along with the costs associated with each of

these pieces of consumption equation could be highly detailed based on the age groups participating

with this activity. The effect of pollution could be demonstrated with foods which come from distant

locations. Also preservatives and other unhealthy aspects of foods coming from great distances can be

stressed while pointing out the benefit that organic and locally harvested food can provide. On the

upper end of the education spectrum experiments in chemistry and physics classes with a focus on

creating small scale Living Machine to study water habitats for water purification as well as studying

renewable energy such as solar power production and solar hot water heating. Implementing these

types of learning experiences into the curriculum on all levels ensures that the students will have a

thorough understanding of sustainability and the important things that must be done to protect the

future of the planet and future generations.

• Coursework that connects to sustainability as well as other courses for all ages • Physics and Chemistry experiments connected to sustainability

Rebates & Incentives

27

Rebates & Incentives [This Section Identifies Incentives and Rebates‐ Contacting the Geothermal designer on this project]

PA Grants <http://www.dep.state.pa.us/grantscenter/GrantAndLoanPrograms.asp>

The Pennsylvania Environmental Education Grants Program provides funding based on increasing the

environmental literacy of its citizens. This grant focuses on supporting environmental education

through schools. Costs associated with making changes to the curriculum and lesson plans are

reimbursed through this program. Another grant to be pursued is the High Performance Green Schools

Planning Grants. This incentive is to push for new schools to be built more efficiently. Each grant

awarded in 2008 was for $25,000. These grants can be used for simulation and modeling costs such as

day lighting, energy modeling, additional consulting fees, and documentation costs associated with

LEED‐NC certification. This grant typically applies to new construction projects that achieve LEED silver

or higher, but it also includes additional reimbursement to schools that build and renovate to LEED silver

or higher. PlanCon must be used on a project of this nature, and this incentive can e used for up to 10%

of the costs of building or renovating. Currently these are the only state grants open to accepting

applications at this time. The other grants listed below will be made available again in 2009 but are

closed at this time. Reviewing when these grants and incentives become available will be possible for

this project due to the fact that construction has not been officially scheduled to start at this point.

• Pennsylvania Environmental Education Grants Program: Due – December 12th • PEDA Grant: Due – CLOSED for 2008 • Pennsylvania Energy Harvest Grants: Due – Closed for 2008 • Growing Greener Watershed Grants: DUE – Closed for 2008 • Alternative Fuels Incentive Grant: Due – Closed for 2008 • High Performance Green Schools Planning Grants <http://www.dsireusa.org/>

Tax Rebates <http://www.energystar.gov/index.cfm?c=products.pr_tax_credits#s8>

The rebate below provides a tax deduction of up to $1.80 per square foot for a project which saves at

least 50% of the heating and cooling energy of a building that is above ASHRAE Standard 90.1‐2001. This

may be achieved by the geothermal heating system. Other tax deductions may apply which affect the

Rebates & Incentives

28

building envelope, lighting, or heating and cooling systems. This incentive has been extended until

2013. Looking into other renewable energy such as solar should be considered by the project team.

• NREL Energy Savings Modeling & Inspection Guidelines for Commercial Building Federal Tax Deductions

• Commercial Solar Incentives

Summary of Meeting with Bald Eagle

29

Summary of Final Meeting with Bald Eagle School District

At 8:00 am on Monday, November 17, 2008 our group met with the Bald Eagle School District

superintendent, Mr. Daniel F. Fisher, the district Facilities Manager, Donald L. Snyder, and the district

web site manager ‐ Administrative Assistant, Rose M. Hoover. We met at the municipal building which

is located directly across the street from the proposed construction project site. We presented our

findings on green technologies, LEED certification, tax rebates and incentives, and educational

opportunities. Overall, the presentation and resulting discussions were well received and lasted

approximately an hour and a half. The public relations woman took our photograph and intends to

write an article about the work we have done for the district.

We began the presentation by reviewing what we perceived as the status of the project and the existing

conditions of the building. The budget is the driving force on this project, with a maximum budget of

$26M already being exceeded by $3M. They are interested in green technology and are already

committed to a geothermal system, however they cannot justify adding more green technologies if it

incurs a substantial initial cost. The money simply isn’t there to buy it.

Once we agreed that everyone was on the same page, Kanis introduced the PV green technology. While

Mr. Fisher asked many questions and seemed interested in the technology, he did not think it likely at

this point in time that Bald Eagle pursue this. Moving on to the next green technology, Casey introduced

green roofs and white roofs. All three Bald Eagle representatives asked many questions about both

roofing systems, and in the end they seemed very interested in pursuing a white roof option. This is

mainly because a structural retro‐fit will not be necessary for a white roof and this keeps the cost much

more manageable than a green roof. They agreed that they would speak to the architect and further

consider using this as a viable option for their much needed new roof.

Educational opportunities and tax rebates and incentives were discussed next. This topic, to no surprise,

was a very important issue to the board. The superintendent was very pleased to learn that if the school

achieves LEED Silver, they can get reimbursement of up to 10% of the project cost. We provided the

representatives with pages of information on the rebates and the due dates of when they need to apply

by. We also discussed the green governor’s council website. Overall, they seemed very keen on

applying for grants.

Summary of Meeting with Bald Eagle

30

Adam then followed with a description of the LEED rating system and which LEED points we felt were

easily attainable, and which need a bit more effort. We went through the LEED checklist point by point.

As a group, we were very pleased with the reaction from the three Bald Eagle representatives. At one

point, the superintendent explicitly stated that he was surprised at how reasonable some of the points

were and that the rating system was relatively easy. He was happy to see that they are already doing

some things to gain points. He added that he had assumed that in order to become LEED certified the

process was complicated and would cost more money. We think that as a group we accomplished the

goal of educating the board about how attainable and worthwhile LEED certification is.

At the end of the meeting and after pictures for the article were taken, Mr. Fisher thanked us for coming

and for all of our hard work. He said that the white roof seems like the most viable option for the new

building and renovation at this point. He agreed to speak with the architect about pursuing the roof,

and about LEED certification. They are beginning to search for a general contractor in about three

weeks, and we recommended that they discuss sustainability and LEED with each contractor before

making a final selection. They agreed that this was a good idea.

Before leaving, we agreed that if any of us thinks up any new ideas in the following months that may be

helpful to them, we will contact them and share our ideas. The district is always willing to listen to

opinions on how to save money and how to become more sustainable at the same time. Mr. Fisher

stated that he would be interested in having future AE 597 classes help with sustainability research and

recommendations.

Two weeks after meeting with Bald Eagle, Mr. Fisher sent a letter to our professor, Dr. David Riley,

stating that we successfully accomplished the objective of educating him and his staff on sustainable

opportunities for their project. He added that they intend to pursue LEED and some of the sustainable

features we presented on the new school and renovation project. The district is currently working with

the architect to incorporate these features.

Appendix

31

Appendix A – LEED for Schools 2007 Registered Project Checklist &

Suggestions

Appendix

32

Yes ? No Point/Name Suggestions

Sustainable Sites

x Credit 4.2 Alternative

Transportation, Bicycle Use

Provide at least 75 spaces for bicycle parking (bike racks for 5% of 1500 occupants) divided among primary entrances. The need for showers should be satisfied through the inclusion of showers in locker rooms, covering more than the required 8 showers. Also, construct new bike lanes in at least 2 directions to the edge of the property without obstacles.

x Credit 4.3 Alternative

Transportation, Low‐Emitting & Fuel Efficient Vehicles

The initial suggestion is to provide 5% of the total parking spaces as preferred parking for low‐emitting or fuel efficient vehicles, and a designated drop off space for similar vehicles. These vehicles must meet regulations stated in LEED for Schools, and the preferred parking must be closest to the main entrance (not including handicap) or offered at a discounted price. The alternative, and more aggressive option is to begin using biodiesel or at least 20% alternative fuels on all buses and diesel operated maintenance equipment. Use of B‐20 biodiesel is a common practice that may be utilized for buses and maintenance equipment.

x Credit 4.4 Alternative Transportation, Parking

Capacity

Create no new parking, or if new parking is necessary, size only to the minimum required by local zoning with 5% used for car or van pools.

x Credit 7.1 Heat Island Effect,

Non Roof

Suggest the use of shade in and around site hardscape, such as parking, or paving materials with a Solar Reflective Index of at least 29. The use of materials such as StreetPrint for sidewalks and patio areas is highly suggested, as it is customizable in color and pattern while meeting SRI requirements, thus providing a unique look for the school.

x Credit 7.2 Heat Island Effect,

Roof

Use of a white, highly reflective roof. More details on this system are available in the detailed research section of this report.

x Credit 10 Joint Use of

Facilities

Recommend Option 1, to allow at least 3 of the following to be accessible and used by the public community: Auditorium, Classrooms, Cafeteria, Gymnasium, and Playing Fields. This should be fairly easy with a rural school district as it is often a central site for theater (Auditorium), youth and adult sporting (Gymnasium/Playing Fields), and training (Classrooms). These areas must be secured for other parts of the school not in use, have a dedicated entrance, and have access to restrooms.

Appendix

33


Water Efficiency

x Credit 3.1 Water Use

Reduction, 20%

Use a combination of high efficiency and water‐less fixtures for lavoratories, showers, kitchen sinks, toilets, and urinals that are part of the renovation. Many commercially available products fall into one of these two categories and results will be measured according to a baseline set forth by Energy Policy Act of 1992 for fixture performance requirements. Also, the use of occupancy sensors may reduce the use of potable water.

Energy & Atmosphere

x Credit 1.2 Optimize Energy

Performance

Recommend using high performance systems that are already being replaced (mechanical and electrical) and creating a computerized energy model, which causes a 7% increase in building performance as compared to a baseline from ASHRAE Standard 90.1. This is a requirement for the school and additional points are available based on performance. Initial research from our group includes solar lighting and PV systems, as well as the geothermal system that is already a part of the project, all of which can assist in this case for performance.

x Credit 1.3 Optimize Energy

Performance

Continued research and increases in funding for energy saving projects and systems may increase the percentage to above 10%, qualifying the building for an additional point. This increased percentage may be able to create a shorter payback period with savings from the systems efficiency.

x Credit 2.1, 2.2, 2.3 On‐Site Renewable Energy, 2.5%,

7.5%, 12.5%

Given the owners interest in possible solar applications, as well as our provided research, the use of on‐site renewable energy is possible. Pending results of applications for financial assistance and our results of additional financial aid programs available to the owner, the percentage provided could be as high as 12.5% of the building's annual energy cost.

x Credit 3 Enhanced Commissioning

Suggest the use of an outside commissioning agent during all processes of the design and construction, especially in design and submittal review and the creation of a systems manual.

x Credit 5 Measurement &

Verification

Install the proper gauges and equipment to monitor and record information from the desired systems that can be analyzed for energy savings. This information should be compared to a predicted level of savings as well as to the base building. Develop and implement a measurement and verification plan that is to be enacted for at least 1 year. Use the plan to provide corrective action if results of the measurement and verification fall below the anticipated levels of energy savings.

Appendix

34

Yes ? No Point/Name Suggestions Materials and Resources

x Credit 1.1 Building Reuse, 75% of Existing Walls, Floors and Roof

Given the gross area of new construction is less than twice the area of the existing building and we assume that at least 75% of the existing building structure and envelope remain as it is renovated, this credit is acheivable.

x Credit 1.3 Building Reuse,

Maintain 50% of Interior Non‐Structural Elements

Recommend the careful dismantling and storage of ceiling systems, salvagable interior partions and doors/doorframes in areas recieving renovations for reuse in at least 50% of the area of the whole project. Store the dismantled components for possible reuse if sufficient to meet code and design requirements. Components may require refinishing to be reinstalled.

x Credit 2.1 Construction Waste Management, Divert from

Disposal

Implementation of a construction recycling plan. Recycling materials such as metal, brick, acoustical tile, concrete, plastic, wood, glass, drywall, carpet, insulation, and cardboard are part of the waste management plan. The plan must identify those materials to be diverted, whether they will be sorted on‐site or comingled, and be at least 50%. The percentage can be determined by volume or weight, as long as it’s consistent. Possibility of earning two points if value is above 75%.

x Credit 3.1 Material Reuse, 5%

After further review of the potential project scope, we feel this credit is no longer applicable. Our suggestion, if the credit is desired, would be to reuse the existing furniture, as it counts towards the 5% if it is included in MR Credits 3‐7, and potentially saving flooring, paneling, doors, frames, and cabinetry for reuse if they are acceptable to the renovation.

x Credit 4.1 Recycled Content, 10%

Identify areas within the project where such materials can be used. Potential areas are flooring and finish products, such as ceilings, paneling, furniture, tack/cork boards, and playground hardscape/landscape. These products must be at least 10% of the total project cost.

x Credit 5.1 Regional Materials,

Extracted, Processed, & Manufactured Regionally, 10%

Suggest finding suppliers that can produce materials for the project that are extracted, harvested, or recovered and manufactured within a 500 mile distance. Suggestions include bricks, flooring, windows, and roofing. If possible the facade material and the roof should fall into this category, as they may incur a large portion of the total cost. The amount of regional materials, based on weight, must be precisely recorded, and if only a fraction is local, then only that fraction may count. MEP systems may not count, but furniture is acceptable

x Credit 7 Certified wood

Use a minimum of 50% wood products that are certified by the Forest Stewardship Council as components in structural and general dimensional framing, flooring, sub‐flooring, doors, and finishes. This is only applicable to materials permanently installed on the project, including furniture. Our suggestion is to use certified wood wherever possible.

Appendix

35

Yes ? No Point/Name Suggestions Indoor Environmental Quality

x Credit 1 Outdoor Air Delivery

Monitoring

Install CO2 monitors in densely occupied area, equal to or greater than 25 people/ 1000 SF, at 3‐6 ft above the floor. These spaces include classrooms, libraries, cafeterias, and lobbies. Also install airflow measurement equipment with accuracy of +/‐ 15% that measures direct outdoor airflow and sends the information to the building automation system (recommended). The building automation system should interpret the measurements and provide corrections to the outdoor air delivery system

x

Credit 3.1, 3.2 Construction Indoor Air Quality (IAQ)

Management Plan During/After Construction

This entails considerable expertise from the General Contractor. They should be familiar with SMACNA IAQ guidelines, to ensure minimum IAQ problems during construction and prior to occupancy. The contractor should be familiar with best management practices such as protecting installed material finishes from contamination and maintaining good IAQ during construction. The contractor should conduct IAQ tests using protocols detailed in LEED reference guide before occupancy.

x Credit 4 Low Emitting Materials

Recommend the clear specification of low emitting materials. Products certified through various programs such as Indoor Advantage Gold, GREENGUARD, Resilient Floor Covering Institute's FloorScore, Green Label Plus for carpets, and Collaborative for High Performance Schools product list are possibilities. Overall the use of low VOC paints, adhesives, sealants, and flooring within the project scope provides numerous benefits to the occupants. We suggest options 1 (Adhesives & Sealants), 2 (Paints & Coating), and 3 (Flooring Systems) as goals.

x Credit 6.1 Lighting System Design

& Controllability

Recommend individual lighting control for approximately 90% of occupants in administrative offices (about 450 occupants). This can be accomplished using general task lighting in occupant work areas, such as desk and cubicles, rather than ceiling fixtures for primary lighting. In classrooms provide a dimming system with at least two settings, general purpose and A/V. The general purpose is the standard and requires 35‐50 foot‐candles at desk level. For A/V mode, only 10‐20 foot‐candles are required at desk level. Use of fluorescent fixtures with dimming/programmable controls is best for this application.

Appendix

36


x Credit 6.2 Thermal Comfort

Controllability

To provide individual thermal comfort, we recommend supplying a control system that is accessible to occupants and, in this case, can control air temperature, radiant temperature, or air speed. Those spaces within an area 20 ft from and 10 feet to either side of an operable window require no control. When possible we suggest using operable window for comfort, however, it is also important to control the mechanical system at a local level to eliminate waste situations (windows open and heat on). Individual adjustment is not just through thermostat control, it may include local diffusers or control of individual radiant panels.

x Credit 7.2 Thermal Comfort

Verification

Conduct a post occupancy survey of the building occupants (all adults and students grades 6 and up) within six to eighteen months of occupancy to assess overall satisfaction of occupants with focus on thermal comfort. Also, develop a plan for corrective action if the survey results show more than 20% dissatisfied with the thermal comfort.

x Credit 8.1 Daylight and Views,

Daylighting

This credit has multiple options to achieve the same result of 75% or 90% daylighting in all classroom and core spaces as well as 75% of other occupied spaces. Option 1 is a calculation to achieve a 2% glazing factor, option 2 is a simulation of the design, and option 3 is a direct measurement after construction. Through discussion with the architect, an option may be chosen based on the design and project scope. Our recommendation is to use option 3, and if the spaces have sufficient daylighitng the credit is valid. However, we fell this is a credit that should be addressed during the design process and its educational benefits should be a primary goal for the owner. Also, as the roof for the entire facility is planned for renovation, the use of skylights for classrooms and internal core areas of the existing facility may prove beneficial.

x Credit 8.2 Daylight and Views,

Views for 90% of Spaces

This credit is also questionable based upon the existing layout and project scope. 90% of occupants in regularly occupied areas must have a direct line of site to the outdoors through glazing between 2'6" and 7'6" above the floor. Determination is via sight lines drawn in plan and section view to the exterior glazing. For classrooms only the areas with direct line of sight may be counted towards the total.

Appendix

37

Appendix B – Example Sustainability Educational Pamphlet

Appendix

40

Appendix C – Letter from Bald Eagle Area School District Superintendent

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