Get Ready for the Rebound - A4LEmedia.cefpi.org/efp/EFP43-4.pdf · Get Ready for the Rebound Sue Robertson, REFP Dear Members, D uring my travels as CEFPI president, I have had the

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Sue Robertson, REFP

Dear Members,

During my travels as CEFPI president, I have had the privilege of meeting and talking with agreat many members. In addition to your interest in the many programs and services CEFPInow provides and plans to develop in the future, the predominant topic of discussion has been

the current economy. How is the economy affecting our industry? How are stimulus packages andother government programs going to help us, not only in the United States, but also in our other mem-ber countries? What position has CEFPI assumed with regard to these federal programs? Has CEFPIcultivated an effective government affairs program providing a voice for the membership?

I want to take this opportunity to assure you that CEFPI is working tirelessly on your behalf, seek-ing specific and constructive solutions on all of these issues. In this and future editions of theEducational Facility Planner, as well as our other print and electronic publications, we will hear fromthe experts with regard to federal programs and regulations in the United States and will make aconcerted effort to gather similar information from our other member countries. For instance, factsand figures are forthcoming regarding Australia’s stimulus/spending initiative at the federal level.

Let me share some simple answers to your inquiries:

The EconomyThere is no question that this economic crisis is affecting the school facility industry. However, it’snot all bad news. The crisis also offers a unique opportunity to affect change. Planning is still tak-ing place. Many districts are taking this opportunity to be proactive with assessments, communityengagement, and developing master plans. In many cases, funds and bond initiatives for projectsacross the nation were mandated prior to the beginning of this crisis, and projects are still going tobid. Some reports indicate that lower fuel prices and a surplus in labor are allowing school districtsto pursue bids and proposals at a quicker pace than usual.

American Recovery and Reinvestment Act (ARRA)New activity in the U.S. Treasury Department’s issuance of bond tax credits has the potential tochange the landscape of the federal government’s role in school facility modernization. In additionto this, new money has been found in the Department of Energy and legal analysis is revealing thatsome of the State Stabilization Funds may be used for new construction as opposed to merely reno-vation (as the Act currently states). John Ramsey, executive director/CEO, is staying on top of thisand other government affairs initiatives in an effort to develop solid strategies to engage our mem-bers locally, ensuring that we have the greatest level of access to funds as they become available.John and the CEFPI leadership have put a “full court press” on this issue, cognizant of the fact thatthere is still a great deal of ground to cover in this arena. I encourage you to call or email John([email protected]) directly with your questions and inquiries on this matter.

CEFPI StrategyCEFPI is assuming its place in the government affairs arena. We have contributed to federal legislativelanguage, become a “go to” resource for members of the U.S. Congress and their staffs, and establisheda voice for our industry within regulatory circles. Again, this is a new role for the Council and we mustmove cautiously and judiciously, but I believe our momentum is strong. In addition to our talentedstaff, we have an even greater asset —our members. Often on short notice, we have asked members tooffer their expertise in crafting language and creating position statements to assist us in our efforts onCapitol Hill. I applaud those dedicated professionals who have skillfully and unhesitatingly answeredthe call. Our journey has just begun and we know there is much more to accomplish. I am confidentthat with our exceptional membership working collectively, we will achieve our goal.

Best Regards,

Sue Robertson, REFPPresident, Board of Directors

Please join in this effort by posting any new information or questions you may have on the CEFPI blog at: http://blog.cefpi.org

33Educational Facility Planner / Volume 43: Issue 4

PublisherJohn K. Ramsey, CAE

EditorSarat Pratapchandran

Graphic DesignJill Grasse

CEFPI Board of Directors

Sue Robertson, REFP – President

Judy Hoskens, REFP – President Elect

Merle Kirkley, REFP – Past President

John K. Ramsey, CAE – Ex-officio Executive Director/CEO

David M. Waggoner – At-Large Representative

Irene Nigaglioni, AIA, REFP – At-Large Representative

David C. Edwards – At-Large Representative

Mark Warneke, REFP – Midwest/Great Lakes Representative

David E. Anstrand, RA, REFP – Northeast Representative

Steven C. Olson – Pacific Northwest Representative

R. Wayne Roberts, AIA, REFP – Southeast Representative

Scott Layne – Southern Representative

Alfred R. Sena – Southwest Representative

Jeff Phillips – Australasia Representative

CEFPI Foundation & Charitable Trust Board of Trustees

Tom Ellis, Chair

Victoria S. Bergsagel, Trustee

Scot A. Bini, Trustee

William S. DeJong, REFP, Trustee

Peter I. Finsen, Trustee

David D. Garner, Trustee

Scott Layne, AIA, Trustee

Sue Robertson, REFP, Ex-Officio

John K. Ramsey, CAE, Trustee

CEFPI Headquarters

John K. Ramsey, CAEExecutive Director/CEO

Barbara WorthDirector of Strategic & Private Development

Mike DeeganDirector of Meeting, Conference & Exhibits

Sarat PratapchandranDirector of Resource Development

Michelle MitchellDirector of Operations & Administration

Carla TerianRegion & Chapter Support Services

Janell WeihsSpecial Projects Coordinator

Rita MillerMembership Services Coordinator

Edi FrancesconiAdministrative Assistant/Publications Sales & Subscriptions

The EDUCATIONAL FACILITY PLANNER is a quarterly publication ofthe Council of Educational Facility Planners International (CEFPI)and is written, produced and distributed by CEFPI Headquarters,

9180 E. Desert Cove Dr., Suite 104, Scottsdale, AZ 85260. Mailed toall members of CEFPI, the Planner is paid for annually as a part ofthe membership dues. Non-members may subscribe at a rate of:

U.S./Domestic, $60; Canada, $70: Foreign, $85 annually for four single issues; $15 single issue price.

TO ADVERTISE IN THE EDUCATIONAL FACILITY PLANNERThe Educational Facility Planner welcomes limited advertising

in upcoming issues. Educational Facility Planning Methods is thetheme for our next issue in August 2009. To reserve space,

contact Sarat Pratapchandran at [email protected] or call 480-323-6701. Space close date is: July 1, 2009

FOR EDITORIAL INQUIRIESWe welcome articles, case studies and commentary offering

different viewpoints and perspectives on issues of interest to ourdiverse membership. To access the editorial calendar, please visit:

www.cefpi.org

ADVERTISERS IN THIS ISSUEWe thank the following companies for their generous support in advancing the mission of the Council.

CPI DaylightingKalwall Corporation

MasterLockSafeplay Systems

Wenger Corporation

The EDUCATIONAL FACILITY PLANNER solicits and publishes articles designed to further information about the planning of

educational facilities. The opinions expressed in such articles arethose of the author and do not necessarily reflect the position of

the Council of Educational Facility Planners International, its officers or the membership.

EDUCATIONALFACILITY PLANNER

© 2009 by the Council of Educational Facility Planners International

On the CoverBenning Charter School Renovation

Photography by ©© MMaaxxwweellll MMaaccKKeennzziiee

TALK ABOUT IT!As you read and enjoy articles inside thisissue, make it a point to talk about it withyour co-workers and anyone involved in

educational facility planning.

Please e-mail your comments to Sarat Pratapchandran at [email protected].

Your feedback is important to us.

44 Educational Facility Planner / Volume 43: Issue 4

Contents Volume 43: Issue 4

5 BUILD IT^AND THE CHILDREN WILL COMEA talented project team transformed a 1970s-era “school without walls” building into an inspirational learning environment for two fledgling charter schools in a underserved neighborhood of Washington, D.C. Chaotic open spaces are now creative, playful classroomsfilled with colorful energy. By Robert Kelly

25 WHAT’S IN YOUR BACKPACKIntegration, sustainability, and BIM are essentialbusiness considerations in the educational facilitiesmarketplace and will continue to grow in importance in the days ahead…and it is their convergence and impact on educational facilityplanning that is most noteworthy.By Rick del Monte

STIMULUS FUNDING12 Getting a Piece of the Pie:

Schools Need to be Proactive,Flexible When PursuingStimulus FundingTo take advantage of new fundingfor school facility related projects,school districts will need to bevery proactive, think ahead, andact smartly about their prospectiveprojects.By Steven R. Turckes

14 School Facilities and TaxCredit BondsDevoid of legalese, here is a simpledescription of what all this means.By Fredrick Edelstein

GLOBAL23 Designing for Specific

LearnersAn Australian school is linkingcurriculum, pedagogy and types of space to allow children to have a richer, fulfilling learning experience.By Hal Cutting

COLLABORATIVEPLANNING16 Theory vs. Bricks and Mortar –

Forming, Norming, Storming,and PerformingA charrette (pronounced shuh-ret)is a collaborative planning processthat harnesses the talents andenergies of all interested parties tocreate a shared vision and a feasible plan for implementation. By Philip Robbie andFran Pickett

HIGH PERFORMANCESCHOOLS

SSuussttaaiinnaabbiilliittyy31 The Building as the Teacher

Learn how a school building isinspiring students, teachers andthe entire community to becomesustainable citizens.By Craig Mason

FFlloooorriinngg19 Carpet Aids Learning in High

Performance SchoolsFrom health and safety, to comfort,energy efficiency, and ease ofmaintenance, carpet is in step withthe goals of high performanceschools.By Frank Hurd

AAccoouussttiiccss28 The Components of Good

Acoustics in the HighPerformance SchoolBy Bill Stewart

GLOBAL EDUCATION10 Inspired By the Slum

An innovative learning techniquethat originated in a slum inIndia’s capital, New Delhi, sets the stage for Q&A that is now the Oscar winning movie,Slumdog Millionaire.By Sarat Pratapchandran

Well


A talented project team transformed a 1970s-era “school withoutwalls” building into an inspirational learning environment for twofledgling charter schools in an underserved neighborhood ofWashington, D.C. Chaotic open spaces are now creative, playfulclassrooms filled with colorful energy.

Build It^and the Children Will ComeBy Robert Kelly

On the first day of school in2008, tiny preschoolers inmaroon shirts and khaki

pants skipped through brightly col-ored corridors. The light-filledspaces were clean, newly-painted,and brimming with the personalitythat can only come from kiwi green

and orange floor patterns andturquoise circles framing the library.

Just three months before, thedark 70,000-square-foot building at100 41st Street, NE, ended its life asa District of Columbia PublicSchool. The roof leaked. Ancientlights hung over huge spaces in the

RENOVATION !

PROJECTBBeennnniinngg CChhaarrtteerr SScchhooooll RReennoovvaattiioonn

100 41st Street, NEWashington, D.C.

TEAMProject Management/FinancingBBuuiillddiinngg HHooppee,, WWaasshhiinnggttoonn,, DD..CC..

Architecture/Interior Design: CCooooppeerr CCaarrrryy,, IInncc..,, AAlleexxaannddrriiaa,, VViirrggiinniiaa

Contractor: MMCCNN BBuuiilldd,, WWaasshhiinnggttoonn,, DD..CC..

MEP Engineer: GGlloobbaall EEnnggiinneeeerriinngg SSoolluuttiioonnss

RRoocckkvviillllee,, MMaarryyllaanndd

Charter Schools: NNiiaa CCoommmmuunniittyy PPuubblliicc CChhaarrtteerr SScchhooooll

DDCC PPrreepp

Photographer: MMaaxxwweellll MMaaccKKeennzziiee AArrcchhiitteeccttuurraall

PhotographerWashington, D.C.

Well


former ‘school-without-wallsbuilding,’ where classrooms weredivided by furniture rather thanwalls.

When DC Public SchoolsChancellor Michelle Rheeannounced that 23 under-enrolledDCPS buildings would close for the2008/2009 school year, KathyPadian, Vice President of BuildingHope, began talks with the DeputyMayor of Education in 2007.Building Hope works to close theeducational achievement gap bygiving students access to high-qual-ity public charter schools. The com-pany manages the real estate pro-

curement process for charterschools in several cities around thecountry, including the District ofColumbia and New Orleans.Building Hope often manages thefinancing, leasing, construction orrenovation and opening of a build-ing, while acting as liaison withstate, federal and private fundingsources and educational systems.

Building Hope has partneredwith the District of Columbia Officeof the State Superintendent ofEducation to provide facilities thatcan be leased to start-up charterschools on a revolving basis. Theincubator program provides new

charter schools with a home duringtheir first five years of operation,when the small number of studentsthey serve makes it difficult toafford commercial space.

“It was always our hope that wewould find DCPS properties thatwere no longer being used for theIncubator Initiative to take over,”Padian said.

Fast-track SynthesisOnce Building Hope chose the

Benning campus, Kathy Padianwalked David W. Kitchens, AIA, aPrincipal at Cooper Carry throughthe space. He recommended phas-ing, classrooms, and a new entrancefor DC Prep so they could enter onthe second floor at-grade. “It wasimmediate: he could see it fromwalking in the door,” Padian saidlater.

Padian introduced CooperCarry to local DC Contractor MCNBuild – and the team immediatelygot to work. Miraculously, thisentire project was designed andconstructed within a 40-day win-dow during the summer of 2008.Because of the fast-track timeline, allparties met at the beginning for awhirlwind charrette to build con-sensus. Even with multiple teammembers, two eager school admin-istrations and various municipalagencies, the project finished onschedule and on budget – with nodesign-related change orders.

“Building a project that helpschildren study in an environmentsuch as the one that we have beenable to provide fits right into ourpurpose as a company,” said JosephKhoury, Project Manager for MCNBuild, who spent long hours at thesite throughout the summer. “Thisis it.”

“I don’t think anybody has donea project like this in 40 days,” Padianlaughed. “When people hear that,they’ll say ‘the permitting processcould’ve taken 40 days!’ I used everyconnection I had in the City, makingsure everybody knew that itabsolutely had to be done. This was a

Inviting new second floor reception and administrative area.__________________________________________________________________

The designer’s conceptual sketch for the library/gathering spaces.__________________________________________________________________


bi-track process; everything runningat the same exact time. Literally, theDCPS program closed and removedall of their stuff, and the next day thekeys were transferred and we starteddemolition.”

Build It and the Children Will ComeMeanwhile, Padian was work-

ing with the two chosen charterschools, both of which were com-patible with this Ward 7 location ina neglected urban neighborhood.

DC Prep was already operatingtwo charter schools in a pair of con-verted warehouses in the District’sEdgewood neighborhood, saidCOO David Leahy; they underwentthe purchase/financing/design/construction process with those twocampuses. Leahy spent nearly anentire year developing the second46,000-sf warehouse-turned-ele-mentary school, which influencedthe Benning campus’ materials andcolors.

“The great part about thisprocess [at the Benning campus] is

that Building Hope, Cooper Carryand MCN Build did most of thatwork for us,” he said. Finding andrenovating a facility can be an insur-mountable barrier for charterschools, Leahy said. “This wasabsolutely easier. For one thing, weare leasing the space, rather thanowning.” DC Prep’s Benning cam-pus currently serves 102 studentsfor preschool, pre-kindergarten, andkindergarten; they will fill the spacein just three years.

“The incubator environmentgives us the ability to grow up withour kids, adding a grade level eachyear,” Leahy said. “That allows usto really build a strong foundationfor school culture as students have aconsistent understanding of theschool’s expectations.”

Just downstairs on the firstfloor, Nia Community PublicCharter School serves an oldercrowd: 175 students from pre-kindergarten through fifth grade,mostly from the surroundingunderserved neighborhoods.

Cavernous classrooms without wallsbefore the renovation.

________________________________

“I haven’t heard anything butpositive remarks when people walkin here,” said Nia’s InterimExecutive Director, Wuhan Dansby.“People’s mood changes, so theyhave a positive mood when they

come in the door. We think that canset the right tone for our parents,students and faculty.”

Both administrations have beenthoroughly pleased with theBenning results. “The space is mag-nificent in terms of what we do,”said DC Prep Principal MauricePorter. “We are in the business of

educating kids. We can gauge theexcitement by the parents’ respons-es. I don’t think I’ve heard so many

‘wows’ when people walk in thedoor, especially if they went toBenning years ago in the DC publicschool system,” said Porter, whoused to work for the District ofColumbia Public Schools. “Parentswere awestruck at one, how quicklythe renovation took place, and two,how the space was transformed. It’saesthetically immaculate in myopinion.”

At DC Prep, the colorful librarywith its designer lights and circularceiling panels is being used for anassembly area. “It’s hard for littlelegs to get all the way down to theshared auditorium,” said Porter,laughing. So far they’ve observed aValentine sock hop, a fire safetyday, a Christmas party and a cakecelebration for the school’s 100thday in existence.

“We know that kids learn betterin bright and stimulating environ-ments,” Porter said. “We didn’thave to work as hard to providethat.”

Creative Design on a Low BudgetFrom the cavernous spaces of

the 70,000-square-foot school,designers gutted the space and cre-ated individual classrooms, alibrary, a reception area, and admin-istrative spaces for each school. Theyoung schools share commonspaces, but each organization has itsown facilities and entrances on sep-arate floors. Even with such a shorttime-frame, the team included cus-tom millwork in the reception areasand shared art room.

Led by MCN Build’s strictbudget, the entire team workedclosely to meet the expectations. The$2.9 million project cost included acomplete roof replacement, leavingprecious funds for renovations,FF&E, code evaluation, MEP, andADA and life safety updates.Designers used inexpensive materi-als such as vinyl tile to create avibrant floor pattern that minimizesthe visual length of the corridors.The corridor walls are angled toform unexpected spaces; these


Rendered first floor plan showing colorful floor pattern. Classrooms are on the leftin the larger of the two sections and administrative offices are on the right.

__________________________________________________________________

New front doors and cheerful landscaping create an inviting entrance for students, family and faculty.

__________________________________________________________________

angled walls are a striking counter-point to the linear floor pattern.

Preschoolers peek throughwhimsical cut-outs in the librarywalls, which echo round ceilingdiscs above. “We’ve had to preventthe children from jumpingthrough,” Porter, the DC PrepPrincipal, laughed. Bright accentcolors in turquoise, tangerine, yel-low, and kiwi green highlight thesecircular shapes in the library/corri-dor walls. The colors and retro-inspired pendant fixtures hearkento the 1960s, an optimistic erafor school design. Designersused standard materials suchas gypsum board in sculptur-al forms to reduce costs with-out sacrificing design.

The windowless concretestructure required a dramaticlighting solution. The CooperCarry interior design teamcomprising of Robert Kelly,Karen Trimbach, andJeanette Rihn innovativelyused clerestory windows andfull-height sidelights in allthe classrooms to transmitlight through the spaces.

High quality lightingwas not initially included inthe budget, but the designersopted for standard finisheselsewhere in order to providebright CHPS (Collaborative forHigh Performance Schools) compli-ant lighting, to improve the learningenvironment and create high per-formance classrooms that mask theabsence of natural daylight.

“Overall, that project couldhave gone either way, and I think itcould have been a total disaster,”Padian laughed. “I think it’s great.We love it.” Her only regret was theinability to add windows in theshort time-frame. However, thedesign team prepared the buildingfor future phases, planning to incor-porate windows and other improve-ments such as the renovation of thecafeteria/auditorium.

The new schools have receivedstellar feedback from all sides,

including the U.S.Department of Education,and the building’s priorowner, the District ofColumbia Public SchoolSystem. “I think the speed,the cost and the result areall a very interesting com-bination for them to seethat it can be done likethis,” Leahy said.

The project has alreadymade waves in the designcommunity with three

awards: The International InteriorDesign Association’s Mid-AtlanticChapter gave a Special Recognitionaward for this unique 40-daydesign/ build story, and a Goldaward for Interior DesignExcellence. The project also won anAward of Merit for Interior Designfrom the Virginia Society AmericanInstitute of Architects, 2009 Informawards. In addition, work on PhaseII began in April 2009; exterior win-dows will be added in the finalphase.

“It’s amazing to think that in 40days a bunch of people can gettogether and turn what was reallyan inhospitable building into a live-ly, fun and engaging place for littlechildren to learn in,” said Karen

Trimbach, IIDA, Cooper Carry’sInterior Design Project Manager.“That’s the real story.” !


______________________________Robert Kelly, IIDA, is a SeniorInterior Designer in Cooper Carry’sAlexandria, Virginia, office. He pro-vides the brainpower and creativepunch behind many of their uniqueprojects, including an award-winningLEED-CI Gold office, which was ren-ovated in 2006. In his time withCooper Carry, Robert has led interi-or design efforts on a variety of proj-ect types, from multifamily residen-tial buildings to a luxury resort inthe Virgin Islands. He believes thatthe spaces he creates can have apositive effect on people’s lives.

Top image: The old open library used only shelving to divide spaces.Bottom image: An interior shot of the new light-filled entrance on the first floor.

_______________________________________________________________________


Imagine being young, curious, dirtpoor, and barefoot living inKalkaji, the dirtiest slum in

India’s capital, New Delhi. Rewindto 1999 when young learners fromthis slum played with a computer setup on a hole on a brick wall to createan innovative experiment called the“Hole in the Wall” experiment.

Dr. Sugata Mitra, chief scientistat global IT learning solutionsprovider, NIIT, and originator ofthis experiment says he was amazedby the way unsupervised childrenbegan to use the computer, browse,play games and create pictureswithin a few days!

Children began learning ingroups with minimal interventionfrom a teacher and their curiosityand the thirst for knowledge led tothe creation of a new pedagogy foreducation called MinimallyInvasive Education (MIE). The

slum, the children and their experi-ments with technology laterinspired Indian career diplomat,Vikas Swarup to write the bookQ&A, that is now the Oscar winningmovie Slumdog Millionaire.

Minimally Invasive EducationDeriving its name from mini-

mally invasive surgery, Mitradefines MIE as “the acquisition ofbasic computing skills by any set ofchildren that can be achievedthrough incidental learning, pro-vided the learners are given accessto a suitable computing facilitywith entertaining and motivatingcontent and some minimal(human) guidance.”

According to Mitra, in MIE,groups of children can learn to usecomputers and the Internet on theirown, irrespective of who or wherethey are. This method of acquiringcomputer literacy does not needexpensive schools nor teachers andis particularly useful to children inwar-torn areas or in places hit bynatural disasters.

MIE takes place through a Holein the Wall learning station, a stand-alone unit that has an Internet-con-nected computer and can beinstalled at any location.

Inspired By the SlumBy Sarat Pratapchandran

An innovative learning technique that originated in a slum inIndia’s capital, New Delhi, sets the stage for Q&A that is nowthe Oscar winning movie, Slumdog Millionaire. In an inter-view, Dr. Sugata Mitra, the creator of this new educationalpedagogy termed Minimally Invasive Education (MIE),explains how it can help bridge the digital divide and providerich learning opportunities for children everywhere.

GLOBAL EDUCATION: THE QUEST FOR EQUAL ACCESS !

_______________________________

“There’s an innate ability in everyone to do something

extraordinary, providedthey are given an

opportunity. How elsedo you explain children

with no education at all being able to learnto use the Internet?

This shows knowledgeis not just the preserve

of the elite.”— Vikas Swarup, author of Q&A, quoted in the Indian Express.

_______________________________Sugata Mitra

________________________________


“Friendly adults can acceleratethe education process by ensuringthe children’s safety and encourag-ing them, but not teaching them andthis is MIE,” he said.

The role of the teacher here is tocreate a playful environment forlearners and provide them minimalguidance. The computer intervenesin their tasks and the learningprocess continues. The original“Hole in the Wall” kiosk experimentin 1999 has now transitioned intolearning stations installed across 30rural villages in India and inCambodia.

According to Mitra, resultsfrom studies about acquisition ofcomputer literacy among childrenusing the Hole in the Wall kioskshave shown that such group self-instruction is as effective as tradi-tional classroom instruction. Thepremise here is to offer computer-aided learning through unrestrict-ed access in an open, friendly andplayful setting.

The key features of this type oflearning include the following:

1) Create a Playground Setting –The Hole in the Wall learningstation is located at a place withunrestricted access allowingchildren to engage in learning atany time they choose. In tradi-tional villages, this helps younggirls get an equal opportunity inaccessing knowledge. An unsu-pervised setting providesgreater freedom and gives chil-dren the opportunity to explorein an open environment.

2) Collaborative Learning – Thelearning station allows for

shared learning among chil-dren.

3) Optimum Utilization ofLearning Station – Childrencan have access when they likeand it is not timed according tousage, as in computer institutes.

4) Integrates with the SchoolEnvironment – Hole in the Wallkiosks can reinforce structuredlearning in a school settingthrough greater peer to peerinteraction.

The Role of the TeacherSo, what is the role of the

teacher in this type of education?According to Mitra, “the teacher isno longer required as a repository ofknowledge, because the Internet is amore convenient (and cheaper!)repository.”

“The teacher is required to raisethe right questions – not provide theright answers,” he said.

The exposure to technology ingroups plays a key role in MIE.“Open, highly visible access to theInternet by children in heteroge-neous groups is essential. Suchgroups, when confronted with inter-esting or challenging questions ortasks, will find ways to do them.The teachers merely need to encour-age them to do so.”

Concepts utilizing technologyare being sought as more attractivein a global education marketplacethat suffers from a crisis in goodteaching. Most likely, concepts likethis could spell bad times for disen-gaged teachers.

“Disengaged teachers candemotivate students and make

them believe that education has novalue. Such teachers can be easilyreplaced by machines,” Mitra said.

As education often takes abeating from politicians, themedia and the populace in theU.S., Mitra feels techniques likeMIE could aid in providing betterlearning environments.

For planners, he cautions thatthey should consider creating openspaces for children with adequatetechnological hook-ups and allowthem the opportunity for sharedlearning.

A single Hole in the Wall learn-ing station could benefit around 300children. According to Mitra, stud-ies show that village children havefared better in utilizing technologythrough the Hole in the Wall learn-ing station than children from citieswho received more structuredlearning.

Currently, Mitra is trying aninnovative experiment teachingchildren in Hyderabad, India fromhis offices at the University of NewCastle in London, using Skype. Theefficacy of this method is currentlybeing measured.

Reacting to the great publicitythat Slumdog Millionaire has generatedfor the Hole in the Wall project, Mitrasaid: “I am surprised and happy.Although, becoming a millionairemay not be the kind of aspiration Iwould like children to have.” !

______________________________Sarat Pratapchandran is Director ofResource Development at theCouncil of Educational FacilityPlanners International (CEFPI). Withtwo decades of international com-munications experience, his articleshave appeared in leading print andonline media worldwide. He has amaster’s degree in mass communi-cation from the Walter CronkiteSchool of Journalism & MassCommunication, Arizona StateUniversity and a master’s degree inCommunications from KeralaUniversity, India.

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On February 17, 2009, in themidst of economic turmoiland one of the worst reces-

sions since the Great Depression,President Obama signed into law theA m e r i c a n R e c o v e r y a n dReinvestment Act of 2009 (ARRA).This law is intended to: promote jobpreservation and creation; investmentin infrastructure projects; increasingeconomic efficiency; and help stabilizeState and local government budgets.Furthermore, ARRA authorizes thefederal government to spend $787 bil-lion, most of it within the next 18months, on a variety of items. To takeadvantage of this new funding forschool facility related projects, schooldistricts will need to be very proactive,think ahead, and act smartly abouttheir prospective projects.

Of particular interest to the read-er is what is contained in the enactedbill that might impact school facilityrelated projects. Unfortunately, theshort answer is: not as much as wemight like and certainly not as muchas is warranted by the state of thenation’s schools. As the legislation hitthe floor of the Senate, an important

provision providing approximately$14 billion specifically for education-al facility projects was stripped fromthe bill. While the enacted ARRA nolonger contains this provision, it doesprovide several notable avenues thatcan be explored to garner funds forconstruction.

Title XIV – State Fiscal StabilizationFund (SFSF)

The State Fiscal StabilizationFund, which will be administered bythe Department of Education, pro-vides a monstrous $53.6 billion infunds for education. The $53.6 billionwill be divvied up as follows:

First, subtract approximately $5.3billion right off the top including:

• $268M for “outlying areason the basis of their respec-tive needs,”

• $14 million for administra-tion and oversight of thefund, and

• an additional $5 billion forgrants (State Incentive

Grants and an InnovationFund), which U.S. Secretaryof Education Arne Duncanwill award based on criteriaoutlined in the bill.

The balance of $48.3 billion willbe divided and distributed to eachstate governor based on:

1. their state’s “relative populationof individuals aged 5 through24” (61 percent of the $48.3 bil-lion), and

2. each state’s “relative total popu-lation” (39 percent of the $48.3billion).

Of this $48.3 billion balancedestined for the states, governorsare required to allocate the over-whelming majority – 81.8 percent,or approximately $39.5 billion – toan education fund “for the sup-port of elementary, secondary,and postsecondary education and,as applicable, early childhoodeducation programs and servic-es.”

Getting a Piece of the Pie: Schools Need to Be Proactive, Flexible When Pursuing Stimulus FundingBy Steven R. Turckes

To take advantage of new funding for school facility related projects, school districts willneed to be very proactive, think ahead, and act smartly about their prospective projects.

STIMULUS FUNDING !


As many state coffers have beenseverely damaged by reduced rev-enues, this large sum of money isintended to help states restore (tothe extent possible) the healthyfunding of various education pro-grams and avoid teacher lay-offs.Approximately $8.8 billion (or theremaining 18.2 percent) must beused by the governor “for publicsafety and other government servic-es, which may include assistance forelementary and secondary educa-tion and public institutions of high-er education, and for moderniza-tion, renovation, or repair of highereducation facilities, including mod-ernization, renovation, and repairsthat are consistent with a recog-nized green building rating sys-tem.” Therefore, as Dr. AppuKutten, Chairman of the NationalEducation Foundation noted in aninterview “the possible dollars thatmight flow to facilities-related proj-ects as a result of the StabilizationFund ranges from zero to 18.2 per-cent...some states, such asCalifornia, that have more pressingeducational needs, might not allo-cate any funding toward facilities.”

The money that does flowtoward school construction has anumber of noteworthy prohibiteduses including:

1. “payment of maintenance costs;

2. stadiums or other facilities pri-marily used for athletic contestsor exhibitions or other eventsfor which admission is chargedto the general public;

3. purchase or upgrade of vehi-cles; or

4. improvement of stand-alonefacilities whose purpose is notthe education of children,including central office admin-istration or operations or logisti-cal support facilities.”

When ARRA was signed intolaw on February 17, 2009, the clock

started ticking on a 45-day windowfor each state to claim the funds allo-cated to it. This window closed onApril 3, 2009, and should a governordecide not to accept the funds (and afew, like South Carolina GovernorMark Sanford, have stated thatintent), then the state’s legislaturehas the option to make arrange-ments to receive the funds. Giventhe narrow 45-day window, statesand their constituents, have raced toline up their requests for funding,including construction projects, tosubmit for consideration.

Tax Credit Bonds for SchoolsTwo types of tax credit bonds

are also available to help financeschool construction projects: one oldand one new. While both of thesetypes of bonds require repaymentby the school, the bond purchasersreceive federal tax credits in lieu ofinterest thereby affording the schoolan interest free loan over a term of15 years. Given the historic rate ofinflation, most schools see anapproximate 30 percent savings onthe use of the money (large projectscan save more). While not as lucra-tive as an outright grant, the taxcredit bonds afford an attractivealternative to more traditionalmeans of financing.

Familiar to many, the pre-exist-ing Qualified Zone Academy Bonds(QZAB), now have additional fund-ing totaling $1.4 billion for both 2009and 2010. The current QZAB rulesand regulations remain in tactincluding the limitations on thetypes of projects that can be done aswell as the requirement to have a 10percent fund match from a partner.

New to the scene, however, arethe Qualified School ConstructionBonds (QSCB) that have a possibletotal national limit of $11 billion inboth 2009 and 2010 ($22 billiontotal). While financially structuredsimilar to QZAB, these bonds donot require the 10 percent partnermatch. Of the total national bond-ing capacity it appears as though 40percent is to be allocated to:

1. the “100 local educational agen-cies with the largest numbers ofchildren aged 5 through 17 fromfamilies living below the pover-ty level, and

2. one of not more than 25 addi-tional districts designated bythe Secretary of Education thatare deemed to be in particularneed of assistance.

The balance of 60 percent of thenational bonding capacity is allocat-ed among States according to chil-dren ages 5 through 17.

As indicated in ARRA, thesebonds “are to be used for the con-struction, rehabilitation, or repair ofa public school facility or for theacquisition of land on which such afacility is to be constructed with partof the proceeds of such issue.”Therefore, as opposed to QZAB,these bonds can be used for newconstruction and the purchase ofproperty. In addition to all of theaforementioned bonds, ARRA allo-cates an additional $200 million in2009 and 2010 “for the purposes ofthe construction, rehabilitation, andrepair of schools funded by theBureau of Indian Affairs.”

What School Districts Should DoFirst, if you haven’t made and

submitted your list of eligible proj-ects that could be funded underSFSF, by the time you receive thispublication, it may be too late. If youfall into this category, contact yourstate representative(s) immediatelyto check on any possible deadlineextensions or alternative strategiesthat might get your projects consid-ered. Remember, the SFSF is a grantthat does not need repayment and ithas a short shelf-life of two years soif you would rather fund educationalneeds keep this in mind – yourfunding will end after 2010.

Second, if you determine it isn’ttoo late to submit your list, be smartin putting your project list together.While it’s tempting to only considerthe obvious short-term needs (like


The tax credit portion of theAmerican Recovery andReinvestment Act of 2009

(aka – the economic stimulus pack-age or ARRA) has three differententities that can be used for variousschool construction including new,modernization, renovation andacquisition of sites for school proj-ects. The bond rule notice and allo-cations have been issued by the U.S.Department of Treasury and theInternal Revenue Service, and theappropriate URLs are listed belowfor each type of bond. The bondcomponents are:

Qualified School ConstructionBonds ($11 billion per year for fiscalyears 2009 and 2010) have been creat-ed for the next two fiscal years.States and local school systems that

have school bonding authority orobtain it, but have not sold theirbonds are eligible to participate.Each state will get an allocation to beset by the U.S. Department ofTreasury. The language of the legis-lation also states that the 100 largestdistricts with school-age populationin poverty plus 25 districts designat-ed by the U.S. Secretary of Educationwill get 40% of these dollars and 60%will be sent to states to provide fund-ing to other districts. The bonds canbe used to fund new school construc-tion, modernization, renovation andacquisition of sites for future schoolconstruction projects. The construc-tion projects need not be completedduring the fiscal years for which thisprogram is authorized. Simplyspeaking, the federal government is

paying the interest on the bondissued by a state or local school sys-tem. Therefore 100% of the bond canbe used for construction rather thanusing part of the funds to pay inter-est on the bond. Anyone can pur-chase the bond issued by a state orlocality.

Specific information on thesebonds can be found at:http://www.irs.gov/pub/irs-drop/n-09-35.pdf and it includesthe allocations for FY 09 for bothstates and the 100 districts receiving40% of the allocation.

For more information contactAviva M. Roth on (202) 622-3980.

Qualified Zone AcademyBonds ($1.4 billion per year for fis-cal years 2009 and 2010) have beenextended for an additional two

School Facilities and Tax Credit Bonds Devoid of legalese, here is a simple description of what all this means.

By Frederick S. Edelstein

that tuckpointing project that you’vebeen putting off) be sure to put theseprojects in the context of your long-term educational and correspondingfacility objectives. If you can, havethe short-term projects support yourlonger-term vision and you’ll be bet-ter off financially down the road. Ifyou’ve missed the window for sub-mitting your projects for the StateFiscal Stabilization Fund, think aboutsubmitting for the Qualified SchoolConstruction Bonds. While not near-ly as lucrative, they still offer a finan-cial saving.

Third, don’t forget that onetheme of the legislation is geared

toward making the United Statesmore energy efficient. For instance,the funds available in the SFSF forconstruction related projects requirethat modernization, renovation, andrepairs are consistent with a recog-nized green building rating system.This is an important message forschool districts. Many green or sus-tainable strategies such as daylight-ing or improved indoor air qualityhave both operational and education-al benefits. Consider consulting withsomeone who has both educationalfacility planning (i.e. REFP) and sus-tainable design (i.e. LEED AP)expertise on these sorts of projects to

create a holistic and sustainablevision for your district – you’ll reapthe benefits for years to come. !______________________________Steven Turckes, AIA, REFP, LEED®APleads Perkins+Will’s K-12 practiceand is the director of the K-12 Educational Facilities Group forthe Chicago office. In Mr. Turckes’20-year career his work has focusedon the programming, master plan-ning and implementation of over onebillion dollars of K-12 projects acrossthe nation and abroad.

PPlleeaassee nnoottee tthhiiss aarrttiiccllee wwaass ccoommpplleetteedd iinn MMaarrcchh 22000099..

STIMULUS FUNDING !


years, and the amount available hasbeen raised. QZABs reduce the bur-den of interest payments by givingfinancial institutions holding thebonds (or other debt mechanism) atax credit in lieu of interest. Theschool district must still pay backthe amount of money it initially bor-rowed, but does not have to pay anyinterest – typically about half thecost of renovating a school. Thecredit rate for QZABs sold on agiven day is set by the TreasuryDepartment. These bonds targetschool districts with low-incomepopulations (both urban and rural).QZABs cannot be used for new con-struction but can be used for the fol-lowing activities: renovating andrepairing buildings; investing inequipment and up-to-date technolo-gy; developing challenging curricu-la; and training quality teachers.QZABs also encourage schools andbusinesses to cooperate in innova-tive ways that expand students'learning opportunities and helpschools prepare students with thekinds of skills employers, and ournation, need to compete in the glob-al economy. States receive an allo-cation and then make it available tolocal districts. Each State is allottedan amount of money its schools mayborrow using QZABs. (The alloca-tion formula is based on state per-centages of the national populationof individuals with incomes belowthe poverty line.) States have theflexibility to choose their ownprocesses to award bond authorityto qualified schools. Local districtshave to apply to the state. Three cri-teria must be met for eligibility toreceive these bonds:

(1) Public schools that areeither located in an EmpowermentZone or Enterprise Community orin which at least 35 percent of theschool’s students are eligible for freeor reduced-price lunch under thefederal lunch program (NationalSchool Lunch Act);

(2) Public schools that have aneducation program designed incooperation with business and

receive a private business contribu-tion that is not less than 10 percentof the net present value of the pro-ceeds of the bond; and

(3) Public schools that have aneducation plan that is approved bytheir school districts and in whichstudents are subject to the samestandards and assessments as otherstudents in the district. Also, theschool and business become part-ners together for how their com-bined efforts can improve studenteducation.

Specific information can be foundat http://www.irs.gov/pub/ irs-drop/n-09-30.pdf and this includesthe state allocations for FY 08 and FY09. For more information contact: con-tact Sandra H. Westin or Timothy L.Jones at (202) 622-3980.

Build America Bonds is a newauthority and no funding level wasset in the legislation. These bondsmust be issued prior to January 1,2011. The bonds can be used for anyform of capital and working capitalexpenditures which includes schoolconstruction. The purpose of thesebonds is to enable state and localgovernments to begin issuing bondsfor the purposes of promoting eco-nomic recovery and job creation.There are two general types of BuildAmerica Bonds as taxable govern-mental bonds with Federal subsi-dies for a portion of their borrowingcosts. The subsidies take the form ofeither tax credits provided to hold-ers of the bonds or refundable taxcredits paid to state and local gov-ernmental issuers of the bonds.Build America Bonds have differentlevels of Federal subsidies and pro-gram requirements depending onthe particular type of bond. The firsttype of Build America Bond (TaxCredit) provides a Federal subsidythrough Federal tax credits toinvestors in the bonds in an amountequal to 35 percent of the totalcoupon interest payable by theissuer on taxable governmentalbonds (net of the tax credit), whichrepresents a Federal subsidy to thestate or local governmental issuer

equal to approximately 25 percentof the total return to the investor(including the coupon interest paidby the issuer and the tax credit). Thesecond type of Build America Bond(Direct Payment) provides a Federalsubsidy through a refundable taxcredit paid to state or local govern-mental issuers by the TreasuryDepartment and the InternalRevenue Service in an amount equalto 35 percent of the total couponinterest payable to investors in thesetaxable bonds. ARRA also providesfor a third type of Build AmericaBond known as “Recovery ZoneEconomic Development Bonds(Direct Payment).” It provides for adeeper Federal subsidy through arefundable tax credit paid to state orlocal governmental issuers in anamount equal to 45 percent of thetotal coupon interest payable toinvestors in these taxable bonds.

Specific information is avail-able at: http://www.irs.gov/pub/irs-drop/n-09-26.pdf or con-tact Carla Young and TimothyJones at 202-622-3980. !

______________________________Frederick S. Edelstein is principal ofPublic Private Action, a Washington,D.C. consultancy.

Other sources of information other thanthe CEFPI website on these mechanismsand school construction can be found at:

• The Department of Education’swebpage now includes thetimetable for funding, guidelinesand fact sheets: www.ed.gov

• Education Recovery andReinvestment Center is a one-stopfor educators and policymakers tohelp them track developments andfind current information on theARRA: http://www.learningpt.org/recovery/

• EducationCounsel – Under “what’snew” has information and analysisabout the American Recovery andReinvestment Act of 2009:http://www.educationcounsel.com/

• National Clearinghouse onEducational Facilities:www.ncef.org


At the Council of EducationalF a c i l i t y P l a n n e r sI n t e r n a t i o n a l ’ s H i g h

Performance Schools Symposiumheld in Tampa in February 2009,conference organizers utilized aninteractive presentation style thatmerged theory and practice usingcharettes. The challenge was toengage over 100 individuals withvarying experience in educationalfacility planning and present themwith theoretical information onmultiple intelligences and learningstyles. And then, ask them to inte-grate the theoretical framework intoa real-world school project in just4.5 hours.

The utilization of actual casestudies reduced the distance fromtheory to market, and participantswere challenged to apply what theyhad learned. Each attendee joined agroup that was asked to develop anoptimal design solution for support-ing multiple intelligences and learn-ing styles for a pre-selected casestudy. The groups worked on theircase studies in three 90-minute ses-sions, and then presented the resultsto the body of the conference and apanel of jurors.

Alongside this exercise, in addi-tion to the educational theory, otherhigh performance school conceptswere presented in sessions on furni-ture, daylighting, acoustics, envi-ronmental and air quality, HVAC,and ergo-dynamics. The groups’final designs demonstrated the vari-ous forms the school case studiesmight take if designed with thesehigh performance school principles.

The charrette experience pro-vided opportunities to present realsolutions that apply multiple learn-ing theories and principles intoexisting bricks and mortar. This, inturn, significantly increased thelikelihood of school districts anddesigners integrating these conceptsinto their building programs.

The case studies were devel-oped to reflect the constraints of

Theory vs. Bricks and Mortar – Forming,Norming, Storming, and Performing The CEFPI Multiple Learning and Multiple Intelligence Design Charrette

By Philip Robbie and Fran Pickett

COLLABORATIVE PLANNING !

A charrette (pronounced shuh-ret) is a collaborative planning process that harnesses the talents andenergies of all interested parties to create a shared vision and a feasible plan for implementation. Thecharrette consists of an intense period of design activity where variables are clarified, reasonable limitsestablished and collective decisions made.

A sketch created during the charette.__________________________________________________________________


working on campuses in the State ofFlorida. Before demolishing aging,antiquated buildings, permissionmust be granted by the Departmentof Education (DOE). For the casestudy sites, there were “orphan”buildings that were required toremain standing. Re-purposing orincorporating them into the overallmaster plan was the challenge of thecharrette teams. The following werethe real-life scenarios presented tothe different teams:

Galaxy Elementary School inBoynton Beach, FL, is bordered by I-95 to the west, private residences tothe north and east, and a four-acregopher tortoise conservation area tothe south. The original buildingswere constructed in 1958 and arerecommended for demo andreplacement. However, two of thebuildings, 7,304 square feet and5,952 square feet are newer andmust remain. The district would liketo convert these two buildings fortwo separate programs. One, as apre-school and the other as an envi-ronmental studies center for studentfield trips.

Lake Weston Elementary Schoolin Orlando, FL, is a 50-year-oldschool built in 1958. The site is total-ly land-locked and permanent struc-tures are supplemented with 16portable classrooms. A 5.4-acre par-cel to the west of the site may pro-vide additional land. It is designat-ed as a “Full Service School.” FullService School projects are locatedin all 67 counties. Since 1990, thisprogram has provided the infra-structure necessary to coordinateand deliver services for childrenand families. The program focuseson underserved students in poor,high-risk communities needingaccess to medical and social servic-es. The media center that is toremain was constructed in 1983. It is3,169 square feet and is in the mid-dle of the campus.

Facility options for OsceolaMagnet School in Vero Beach, FL,include a decision to rebuild theschool on the existing 15-acre site or

the relocation of the school to a larg-er developer-provided, vacant siteabout six miles west of the existingschool. There are no students zonedto this school and attendance ispurely by “choice.” There is a parentcommitment letter that is requiredto be signed annually and schooluniforms are mandatory. Witheither decision, the buildings toremain are a media center (4,745square feet), multipurpose room(2,493 square feet), and a two-class-room modular building (1,728square feet). If the direction is to re-build at the new site, the challengewill be to suggest a community usefor the remaining buildings.

The primary goals of the designcharrette included:• Achieve an understanding of

multiple intelligences, how theyare different yet equal.

• Demonstrate how the builtenvironment can support thedifferent ways children learn.

• Achieve an understanding ofthe variables that create a highperforming school.

• Identify the character of learn-ing-centered spaces for the dif-ferent learning styles.

• Demonstrate how three dis-tinctly different real world proj-ects could be adapted to multi-ple intelligences.

• Articulate the group’s solutionsclearly and concisely, anticipate

and be prepared to answer thequestions of jurors and schooldistrict personnel concerningthe proposed design solutions.The CEFPI charrette exercise

was led through classic (but abbre-viated) group development phases,“forming,” “norming,” “storming,”and “performing,” but with onlyfour and a half hours to completethe design, the first three of thephases moved quickly, and themajority of the time was spent in the“performing” phase:

Forming was an opportunityfor group members to get to knoweach other and collectively accepttheir task, as well as identify thesteps they would take to completethat task. The forming process creat-ed an awareness of skill sets, per-sonality types, and team structure.In this phase they were able toestablish who among them was theartist, moderator, planner, writer,poet, and facilitator.

Norming involved the group’sdiscussion of how they would worktogether establishing rules (norms)and an acceptance of members’roles and responsibilities. Normsincrease the success of the groupprocess and reliance on “team,”which increased the success of thegroup’s task outcome.

Storming occurred as thegroups became deeply involved intheir tasks. Interpersonal communi-cation heightened, roles were rede-fined, the teams gelled, aspirationsand goals gained clarity, and in

New designs and plans were developed.__________________________________________________________________


some cases mild conflict occurred.Groups moved beyond surface leveldiscussions and became serious abouttheir tasks, working through difficultunderlying issues and focusing on thegoal and the criteria for meeting thatgoal. There was a marked movementaway from personal opinion.

Performing was the point atwhich the groups were solidly mov-

ing forward – a harmonic conver-gence of individuals to obtain groupaspirations. Group members operat-ed at a heightened state of produc-tivity and motivation, progress wasmade toward the goal and themomentum was on the group’s side.At this point, ideas were put onpaper and the high performanceschool designs became tangible.

The charrette followed antici-pated methods of development. Acomfort zone was created byaddressing known materials andsite planning rationale. Once thatbase was established, the integra-tion of multiple learning stylesbegan and it was quickly discov-ered that some styles supportedeach other and some did not coexistwell.

Each group was asked to utilizea combination of icons representingmultiple learning styles and multi-ple intelligences when presentingtheir design solutions. The groupswere given the same tools andinstructions, yet each created aunique project character, and thevariation between solutions wasrich, diverse, and replete with possi-bilities.

Each group selected a teammember to present their design

solution before the remaining par-ticipants and a jury made up ofschool district personnel from eachof the case studies and the variouseducational experts speaking at theconference. Jury comments and thevariety of solutions generatedthrough the charrette is available athttp://www.cefpi.org/i4a/pages/index.cfm?pageid=4338.

The charette, like the partici-pants, represented a rich variety ofsolutions, some more grounded inthe realities, others more theoretical.Large-scale site utilization toachieve high performance learningenvironments was juxtaposedagainst micro environments. Somegroups presented symbols, othersused diagrams, some dependedmore on the spoken word, whileothers displayed site, floor androom configurations in rich detail.

Participants left with a thor-ough understanding of the conceptsthat make up a high performanceschool. The true test, however, is yetto come. The triumph or failure ofthe charette will ultimately be meas-ured by the successful implementa-tion of the high performance schoolconcepts into upcoming projectswhere the end users, the students,will validate these aspirations. !

CEFPI wishes to thank the following individuals whose tireless workenabled the creation of this charrette exercise and a successful highperformance symposium. Special thanks to Tracy Washington Enger,U.S. EPA, for serving as the moderator for the two-day conference,Michele Curreri, Indoor Environments Division, US EPA, for helping facil-itate the meeting and the Cadmus Group Inc. for their support of theU.S. EPA. The High Performance School Symposium committee mem-bers played an integral role in helping facilitate this event. They includ-ed chairs Irene Nigaglioni, AIA, REFP, Partner, PBK Architects and At-Large Representative, CEFPI Board, Roy Sprague, AIA, REFP, CypressFairbanks School District, Past CEFPI President whose tireless effortsled to the planning of the symposium. The other committee memberswere: Wayne Roberts, Executive Director, Fanning Howey and SoutheastRepresentative, CEFPI Board, Dave Hill, Blue Valley School District,Merle Kirkley, REFP, Past CEFPI President, Susan Rundle, President,Performance Concepts International, Fran Pickett, VP, BRPHCompanies, Inc., Sue Robertson, REFP, President, CEFPI, Tom Bates,FAIA, Managing Principal, BLRB Architects, Steve Beede, Lutron Inc.and Julie Barrett, WWCOT Architecture Interiors Planning.

______________________________Philip A. Robbie, AIA, LEED AP,NCARB serves as Director of Designfor BRPH Architects-Engineers, Inc.As the firm’s facilitator, Mr. Robbieutilizes design charrettes in his col-laborative design approach, effec-tively integrating design strategies,disciplines, and all stakeholderscapabilities.

Fran U. Pickett, REFP, is VicePresident, Education for BRPHArchitects-Engineers, Inc. In K-12school facilities planning, Ms. Pickettserves as the facilitator of planningmeetings with school boards, theirconstituents, end-users and design-ers. She is one of only eight educa-tional planners in Florida to be certi-fied as a Recognized EducationalFacilities Planner (REFP).

One of serveral diagrams createdduring the charette.

________________________________


The Healthy and HighPerformance Schools Act of2002 has set specific federal

guidelines for school design, anddeveloped a federal/state partner-ship program to assist local districtsin their school planning. Accordingto the Collaborative for HighPerformance Schools (CHPS), high-performance schools are, amongother things, healthy, comfortable,energy and material efficient, easyto maintain and operate, safe, stim-ulating, and excellent places to teachand learn.

In many ways, the list of criteriafor healthy, high-performanceschool environments parallels thelist of carpet’s recognized benefits.Carpet has contributed to high-quality school environments formany years. Valued by educationalfacility designers for its color anddesign flexibility, carpet’s softnessmakes it a safer as well as morecomfortable flooring choice. In aclassroom, carpet reduces noise,defines learning areas, and cutsdown glare. In terms of volatileorganic compounds (VOCs), carpetis one of the lowest-emitting of allbuilding materials, and multiplestudies demonstrate how clean, drycarpet actually contributes toimproved indoor air quality. Hardscience illustrates how carpet inschools helps create environmentswhere teachers are happy to teach

and students are excited aboutlearning.

Carpet Contributes to Healthy Indoor Air

Maintaining superior indoor airquality (IAQ) is essential to thehealthy and high performanceschool. We spend more than 90 per-cent of our time indoors, and chil-dren especially are susceptible tothe potential harm associated withpoor indoor air. The EPA estimatesover half of all schools in the UnitedStates have IAQ problems.1

Significant evidence links indoor airquality and health, and someresearch links IAQ with learningand productivity.

Carpet relates to indoor airquality in several ways. First, interms of the allergens that can affectasthma and allergy symptoms,these dustborne particles must be inthe breathing zone for exposure tooccur. Careful measurements haveshown that allergen particles are rel-atively heavy and difficult to getinto the air, and fall quickly afterbecoming airborne. Carpet trapsallergens in its fiber and keeps themfrom circulating, even in busy chil-dren’s classrooms. Independenttesting has shown that walking onhard surface floors distributes moreparticulate matter into the breathingzone than walking over carpet.2

Allergens in carpet can be easily and

effectively removed through a regu-lar cleaning and maintenance sched-ule of vacuuming and periodicextraction cleaning.

In a recent review, toxicologistMitchell Sauerhoff, PhD, DABT,reviewed over 23 different studiesand concluded that, “Based on theavailable science, carpet does notcause asthma or allergies and doesnot increase the incidence or severi-ty of asthma or allergy symptoms.In fact…multiple studies havereported fewer allergy and asthmasymptoms associated with carpet.”3

Emissions of Volatile OrganicCompounds (VOCs) from buildingmaterials also affect indoor air.Chemical irritants such as VOCs arethought to be asthma triggers,although they have not been related

HIGH PERFORMANCE SCHOOLS: FLOORING !

Carpet Aids Learning in High Performance SchoolsBy Frank Hurd

From health and safety, to comfort, energy efficiency, and ease of maintenance,carpet is in step with the goals of high performance schools.

Carpeted classrooms expand thepotential learning area.

________________________________


to allergies. Carpet is one of the low-est emitting products used for newconstruction and renovation, andmay be the lowest-emitter in com-mon school flooring choices. CarpetVOC emissions are short-lived,largely dissipate within 24-48 hours,and fall to below detectable levelswithin seven days. The same mate-rials found in carpet emissions canbe found at higher levels in manyconsumer products.4

Carpet manufacturers were thefirst in the flooring industry tostudy their products for indoor airquality effects in schools and com-mercial settings. In the early 1990’s,the member-supported Carpet andRug Institute (CRI) worked with theEnvironmental Protection Agency(EPA), the Consumer ProductSafety Commission (CPSC), aca-demic institutions, and independentlaboratories to develop the GreenLabel and the even more rigorousGreen Label Plus testing programsfor indoor air quality.

These programs identify carpetswith very low emissions of VOCs.Using scientifically established stan-dards, the Green Label Plus pro-gram meets the exacting require-ments of Colorado and California’sCollaborative for High PerformanceSchools (CHPS) testing protocol andthe U.S. Green Building Council’sLeadership in Energy andEnvironmental Design (LEED)guidelines.

Over the past four years, morethan 90 percent of the carpet indus-try's production has been acceptedinto the program. Few other floor-

ing materials meet the carpet crite-ria. In addition, the scope of the test-ing has been broadened to coverfloor covering adhesives and carpetcushions.

Carpet is ComfortableAccording to the CHPS guide-

line, a high-performance school iscomfortable, which includes ther-mal, visual, and acoustic comfort.

Thermal ComfortResearch conducted over the

past two years at the GeorgiaInstitute of Technology, as well asindependent scientific studies,demonstrates that carpet increasesthe R-value, or insulation level, of thecarpeted area. The R-value (thermalresistance) measures how much amaterial resists the movement ofheat through a ceiling, wall, or floorin a building. The higher the num-ber, the more effective the insulation.

This research confirms carpetand pad significantly increase R-value compared to other flooringmaterials. Results varied accordingto the carpet’s construction, withheavier products generally provid-ing higher R-value. Carpets weretested with and without cushion,and the combination maximized theR-value.

Interestingly, this insulativequality of carpet also addressesanother CHPS criterion, that theschool be energy efficient. Theenhanced R-value realized with theuse of carpet can actually contributeto energy savings and lower utilitycosts.

Moreover, Dr. Alan Hedge, pro-fessor of Department of Design andEnvironmental Analysis at CornellUniversity, cites another aspect ofthermal comfort as one of carpet’sadvantages. “Carpet feels warmerto the touch than other floor cover-ings because the air at room temper-ature is trapped by the carpet fiberswhich acts as an insulator, and car-pet has a low thermal diffusivitycompared to other floor materialsthat have higher thermal diffusivi-ties and that conduct heat awayfrom the body more rapidly, result-ing in a lower skin temperature,cooler sensation, and greater ther-mal discomfort,” Hedge reports.5

Visual ComfortWhile the CHPS description of

visual comfort primarily relates tolighting, carpet provides visualappeal in its exceptional color anddesign flexibility. The only trulythree-dimensional floor covering,carpet offers a texturally stimulat-

Carpet provides increased thermal,visual, and acoustic comfort.

________________________________

Carpet’s textured surface reduces glare from natural light.__________________________________________________________________


ing, non-glare surface. Recentadvances in manufacturing tech-nologies and fiber developmenthave enabled new combinations ofcolor, texture, and pattern in schoolcarpet. The introduction of modularcarpet tile, with its varied possibili-ties for pattern and placement, hasled to innovative designs that workto delineate areas for small group orindividual learning.

Acoustic ComfortPerhaps the most compelling

feature carpet lends to the schoolenvironment is that of acoustic com-fort. In fact, some might argue thatcarpet is almost essential to main-tain a proper acoustic level in theclassroom.

Two forms of noise problemsare particularly troublesome inschools, and carpet is beneficial inaddressing both. Sound transmis-sion between floor and ceiling isthe area where carpet has the great-est impact. According to WilliamStewart, managing partner of SSAAcoustics in Seattle, Washington,recent changes in commercialbuilding methods have affectedacoustic performance in multi-story structures. “Building assem-blies are lighter – instead of thickconcrete floors, schools are beingdesigned with wood frame andother assemblies that perform like adrum face. Even small children cangenerate sound on these surfaces tothe floor below. In extreme cases,sound transmission can generateenough noise to cause instructionto cease.”

Another acoustical challenge inclassrooms is controlling reflectivesound. Reflective sound is meas-ured by the time it takes for soundto be effectively absorbed in agiven environment. Longer rever-

beration times result in reducedintelligibility of speech andincreased overall noise levels, andcreate an atmosphere where teach-ers’ voices get tired and studentscan’t hear to learn.

ANSI 12.60 is the acoustic stan-dard that is required for a schooldesign to meet the federal codes forthe High Performance SchoolsProgram. ANSI 12.60 recommends35 dB(A) as the background noiselevels for learning spaces, but sets aprerequisite of no more than45dB(A). Without carpet in a class-room, Stewart says acoustic wallpanels must be used, because “ceil-ing tiles alone aren’t enough” toreduce sound sufficient to meet thestandard.

ANSI 12.60 also requires a maxi-mum of .6 sec. reverberation time inclassrooms of 10,000 cubic feet or less.The American Society of Acousticsrecommends .4-.6 sec. reverberationtimes for classrooms. According toStewart, carpet is part of his standardrecommendation for classroomsbecause it is an important tool inreducing the reflectivity of sound.

SafetyKeeping school environments

safe is an important aspect of a high-performance school. Falls as a resultof trips and slips are common andpotentially dangerous. According toDr. Hedge, falls are the second lead-ing cause of accidental death in theUnited States, with two-thirds offalls occurring because of slips andone-third due to tripping.6

Slip and fall accidents are lesslikely to occur on carpeted surfaces,because carpet increases surfacetraction and greatly minimizes therisk of slipping, particularly underwet conditions. When falls do hap-pen, carpet cushions the impact and

lessens the chance of injury. Injuriesfrom falls not only lead to absen-teeism, but also pose liability issuesfor schools.

Ease of Maintenance and Material Efficiency

Carpet cleaning and mainte-nance involves soil containmentthrough adequate entrance mats, inaddition to a scheduled program offrequent vacuuming and extractioncleaning. Using the efficient clean-ing equipment and environmentallyresponsible cleaning solutions avail-able today, carpet can maintain itsattractive appearance for years, aslong as the carpet is matched to theproper end use and cleaned regular-ly and properly.

Life-cycle analysis studies showthat carpet can be as much as 65%less expensive to maintain thanhard-surface flooring.7 The Carpetand Rug Institute’s (CRI) Seal ofApproval testing program certifiescleaning solutions, vacuums, andextracting equipment. Products andequipment that pass the independ-

Improved traction reduces slip and fall accidents.

________________________________

Carpet is a choice that can please virtually all concerned: facility managers, school boards, teachers, and students.


ent laboratory testing are listed onCRI’s web site, www.carpet-rug.org.

When carpet is appropriatelyselected, installed, and maintainedit can last ten years or more, andmodular carpet styles offer theoption of replacing parts of a carpet-ed surface, instead of the entire car-pet, for even greater efficiency. At

the end of its useful life, carpet canbe reclaimed into an active recyclingnetwork that has diverted over onebillion pounds of carpet from thewaste stream in the last 5 years.8

Science Coincides With PreferenceCarpet is clearly a desirable

choice in meeting the exactingrequirements of a high-performance

school environment. Moreover, inaddition to the CHPS protocol, anational survey of 1,050 teachersfound that ninety-two percent ofrespondents believed classroomdesign had an important effect onstudents’ learning and achievement,particularly in the areas of safety,comfort, lighting, and acoustics.Sixty-nine percent of the teacherssurveyed preferred carpet or a com-bination of carpet and hard surfaceflooring in their classrooms.9 !______________________________Frank Hurd is Vice-President andChief Operating Officer of theCarpet and Rug Institute, Chairmanof the Board for the Carpet AmericaRecovery Effort, Vice-Chair of theNational Older Worker CareerCenter, and is a member of variousstandard-setting committees withANSI, ISO and CHPS. With theCalifornia Collaborative for High-per-formance Schools, Mr. Hurd serveson several technical subcommitteesand is active with revisions to theColorado CHPS standard. He is aretired U.S. Army Colonel, where inaddition to a wide variety of armorcommand and staff positions, heserved as the U.S. Army’s liaison tothe U.S. Senate.

Resources___________________________________________________________________________________________________________________________1 Barnett, Claire L., “When the Facility Becomes the Culprit,” Educational Facility Planner, Vol. 42: Issue 4 (2008): 142 Asbury, Gary “Cleaning and Foot Traffic Emissions Analysis,” Professional Testing Laboratories, Dalton, Georgia, 20023 Sauerhoff, Mitchell W., Ph.D, DABT, “Carpet, Asthma, and Allergies – Myth or Reality?” International Journal of Flooring

Sciences, Vol. 1, May 19, 2008, http://www.flooringsciences.org/e-journal/title.cfm. 4 Safety Assessment of Components of and Emissions from Carpets: Environ Corporation; 19945 Hedge, Alan, Ph.D. “Ergonomic Design Issues and Carpet: A Review”, Cornell University, International Journal of

Flooring Sciences, August, 2003, http://www.flooringsciences.org/e-journal/0407/0407_hedge_ergonomic-design-issues.pdf.

6 Ibid.7 Bishop, J., “A Life-cycle Cost Analysis for Floor Coverings in School Facilities,” Institute of Inspection, Cleaning and

Restoration Certification, 2002.8 Carpet America Recovery Effort, http://www.carpetrecovery.org/ (accessed Feb. 27, 2009) 9 Beth Shapiro & Associates. (2001) “National Survey of Public School Teachers.”

In a classroom, carpet increases safety, comfort, acousticperformance, and energy efficiency.

__________________________________________________________________


Today’s primary schools arebeing designed in a totally dif-ferent way from those of only

a few years ago. While we havedesigned primary facilities for theindependent school sector since theearly 1980’s incorporating breakoutspaces, flexible learning areas andconstruction spaces centeredaround wet areas, today’s schoolsare very different.

In Australia, both the VictorianGovernment and the Catholic edu-cation authorities have changedtheir notion of schooling. The mostsignificant change has been the link-ing of curriculum, pedagogy andthe types of spaces in which chil-dren learn. Another major changehas been flexibility in how the totalallowable square meters set downby these authorities can be used.This has led to designing for specif-ic types of learning rather than pro-viding the traditional classroom forstudents of a particular age group.

American researchers, Rundleand Dunn categorized students’learning patterns as physiological,psychological, sociological, environ-mental, perceptual and emotional.

Moreover they said that each childwould have different ways in whichthey learn best: visual, auditive,analytic, kinaesthetic, tactile andnon-formal.

This is not new information, butprovides a guideline to consider dif-ferent needs when designing for pri-mary students.

The new Prep – year 6 CatholicPrimary School at Wyndham Vale,Our Lady of the Southern Cross, hasbeen planned for long term enrol-ment of 450 students with 150 stu-dents in each of three ‘learning com-munities’. More specifically, it hasbeen designed for a wide range ofactivities and incorporates currentthinking in curriculum, pedagogyand space to create a state-of-the-artlearning environment.

Why is this school so different?First, we need to understand whatthe new pedagogy entails and thenlook at the type of design needed tosupport this.

Moving from an instructor to afacilitator, a teacher now workswith others rather than alone, notonly to develop what is to be taughtbut how it is to be taught. They need

to work together, work with eachindividual student and groups ofstudents to ensure students areguided and challenged.

Students are more likely to begrouped by their skills, interest andengagement with particular topicsrather than by their age and as afacilitator, the teacher constantlyencourages the thought processes ofthe task at hand while the studenttakes increased responsibility fortheir learning.

This requires far more planningand organization on the part of theteaching staff than was previouslythe case. What is required is a local-ized work area, shared with theircolleagues surrounded by all theirresources / photocopying needsright there – not back at the generaloff ice. Students, too, requireresources at hand.

Our Lady of the Southern Crosshas been designed without a formallibrary. The library functionality hasbeen disbursed between the 3 learningcommunities – the effect of this is toallow the library resources to bedirectly accessible to the studentswhere they need it, when they need it.

GLOBAL !

Designing for Specific LearnersBy Hal Cutting

An Australian school is linking curriculum, pedagogy and types of spaceto allow children to have a richer, fulfilling learning experience.


A small library hub for the threeLearning Communities has beenretained for the library techniciansand to accommodate the need forcataloguing, repairs and to storevaluable resources.

There is no traditional art room.This function has been incorporatedin an expanded wet area so that stu-dents have access to this facility atany time. Now we are seeing somereal flexibility at work.

Another area of real interest isthe science/technology space whichis open to the general learning area.Again, students or small groups ofstudents have direct access to thisarea and both the art studio and thescience space lead directly to theoutside to extend their constructionor creative space.

A raised play area caters for qui-eter, more tactile activities or storytime. A quiet room is also availablefor small group discussion, readingrecovery or for staff use.

Conversely, a `theatre’ or dramaspace with projection facilities andtiered seating, has been created.Eventually, stage lighting will beprovided to make this area a robustcentre for students to act out theirplays and to show videos they havecreated in the multi-media centre orto listen to music generated in thedigital music room.

From the main internal spacesoutside learning rooms have beencreated, generously populated withshade trees and seating, a raised

stage off the drama space and linkedto vegetable gardens and active out-side play spaces.

Personalized learning, peer-to-peer collaborative learning andteam teaching all influenced thearchitectural design of the physicallearning spaces. The embedding oftechnology in the learning space –smart boards, networked and wire-less connection to computers withmulti-media capacity adds to theflexibility demanded by the newcurriculum.

The design of Stage 1 of OurLady of the Southern Cross CatholicPrimary School also provides large& small group instruction, smallgroup study areas and discussionspaces. It allows for a multitude ofactivities such as sitting on the floor,reading, study, construction, music,singing and dance.

Acoustics are a vital componentof design. High quality sound insu-lation in the ceiling, angled wallsand sound absorbent materialsreduce excessive reverberation sig-nificantly ensuring a healthy andcomfortable environment.

Large glazed walls protected bylarge covered areas leading to theoutside learning areas not only offera stimulating learning environment,but also an abundance of naturallight and fresh air. The design alsoincludes a variety of furniture typessuitable for different activities.

K e y e l e m e n t s o f t h eEnvironmentally Sustainable Design

(ESD) principals include northernorientation for each learning com-munity, well insulated walls androofs and limiting exposure to eastand west sun penetration.

Raised roof lights incorporateelectronically operable windowsthat allow natural light and ventila-tion to penetrate the center of thebuilding. Smart breeze ventilationsystem has also been used. T5 light-ing and movement sensors assist inreducing energy use.

Many schools now have waterconservation, waste managementand ESD policies that often translateinto the curriculum. Exposed watertanks encourage students to gain anunderstanding of, and involvementwith, environmental issues. By mak-ing ESD elements visible and meas-urable, students and staff becomemore aware and responsible for ener-gy and resource use.

Common Volatile OrganicCompounds (VOC’s) are key factorsin indoor air quality issues - gener-ated by photocopiers, paint, carpets,and furnishings as components oxi-dize. One irritant, formaldehyde, ispresent in hundreds of componentsincluding wood and laminated fur-niture, shelving, and wall coveringsand is of considerable concern in thedesign of schools.

Research shows that the use oflow VOC’s materials combined withnatural ventilation, leads to healthi-er facilities resulting in reduced staffabsenteeism and better student out-comes. Fortunately there is now suf-ficient information available to spec-ify low VOC materials and prod-ucts. All these factors are beingincorporated into Stage 1 of OurLady of the Southern Cross PrimarySchool that will initially take 100students in its first year. !

______________________________Hal Cutting leads the EducationalSector for Baldasso Cortese Pty Ltdand was the designer and architectfor the Our Lady of the SouthernCross Primary School in WyndhamVale, Melbourne.

As students know, the toolsin their backpacks caninfluence success. If

they’re off to math class, a goodcalculator is essential. When ontheir way to English class, a lap-top is fundamental. Buildingfacility executives too have toolsin their backpacks to assure thesuccessful creation of educationalbuildings. Only their tools areknowledge-based skills: hire andtrain the best people, provide out-

standing buildings, and completeprojects on time and on budget.These will continue to be impor-tant for the future, but three newtools have emerged that are nowplaying an important role as well— integration, sustainability, andbuilding information modeling(BIM). Though all three of theseare important on their own, it istheir convergence and impact oneducational facility planning thatis most noteworthy.

Models Help Define Educational Facility Needs

Recently, building informationmodeling (BIM) has been all therage in facility planning. BIM offersan intelligent 3D model that con-tains information such as the physi-cal properties of the model compo-nents, the cost, and the schedule forconstruction. Floor plans, elevationsand sections of the facility automat-ically update and interact with eachother intelligently. The term ‘intelli-


TOOLS OF THE TRADE !

What’s in Your Back Pack? Three essential items for survival in the tough and changing world of campus construction

By Rick del Monte

SStt.. MMaarrkkss:: Building private school facilities by incorporating BIM, integration and sustainable elements can reduce project delivery times and streamline budgets.

Integration, sustainability, and BIM are essential business considerations in the educational facilitiesmarketplace and will continue to grow in importance in the days ahead…and it is their convergence andimpact on educational facility planning that is mostnoteworthy.

gent model’ refers to the conceptthat all individual elements of amodel exhibit physical propertiesand behave in an intelligent way.For example, a wall would “know”if it rises to the ceiling or attaches toa structural component.

BIM is producing a fundamen-tal change in the way facilities arebeing designed. It also offers anexceptional tool for design charettes

with facilities teams, school boards,and college and university planninggroups. Through the BIM software,invested parties can actually see theimpact of their design optionsunfold on the computer screen as“what-if” scenarios are created rightbefore their eyes.

These new BIM packages alsogive facility planners the ability todo energy modeling at the early

stages where major changes in thestructure and its orientation are stillrelatively easy to accomplish.Programs are even beginning toincorporate energy conservationconcepts, such as daylighting calcu-lations which take into accountglass types and exterior shading.

By allowing the design team toexplore multiple options at an earlystage in the design, the software caninfluence budgets and performvalue engineering to minimize thecost impact while maximizing thefunctional value of the educationalfacility both for its students and itsfaculty and staff. For example, wewere developing a new $3.3 millionhigh school stadium for a privateschool in Dallas. While trying towork with a specified budget butneeding to add a $105,000 score-board, the team was able to saveover $45,000 by relocating four ofthe existing 90-foot light poles onthe 3D model.

Seeing the value of this tool,some design and construction firmscreate their own 3D modeling soft-ware. At Beck for example, we cre-ated DProfiler™, a simple, yet intel-ligent 3D modeling applicationdriving a real time cost estimate.The user can evaluate numerousproject alternatives with very littleeffort and convey the assumptionsclearly to all participants in the earlystages. Beck recently donated copiesof DProfiler to universities whorequested it for use in construction-related coursework. So far, 17 edu-cational facilities have implementedit, from Auburn to Purdue, to theUniversity of Texas.

Green Thinking in the Educational Environment

Sustainability is the secondnecessary tool for educationalfacility planners today. For ourpurposes, I’ll define sustainabilityas the design and constructionpractices that significantly reduceor eliminate the negative impact ofour facilities on the environmentand occupants.


Baylor Front Perspective with Front Evelvation

The Baylor University Science Building in Waco, TX is four stories encom-passing 508,000 square feet. It includes three, two-story auditoriums andfive interdisciplinary research centers. It was created using a design-build

project delivery system involoving BIM, integration, and sustainability.(HarlyEllis design)


Currently, buildings in the U.S.consume 65.2 percent of all electrici-ty and emit 48 percent of green-house gases. In addition, they pro-duce 136 million tons of waste. Justimagine how those figures can growif we don’t incorporate sustainablepractices into design and construc-tion. We must recognize that, by2010, another 38 million buildingswill likely be added to the Americanlandscape. The impact of our facili-ties on the environment is under-standably under constant scrutinyand regulation. In order to receivegovernmental funding to financeeducational facilities it is imperativethat we incorporate environmental-ly “green” options.

How is sustainability meas-ured? The Leadership in Energy &Environmental Design (LEED),developed by the United StatesGreen Building Council is currentlythe most recognized standard. Ituses a points-based rating systemwhich targets five zones: site plan-ning, water efficiency, energy effi-ciency, conservation of materials,and indoor environmental quality.Developing an economic cost strate-gy for acquiring the greatest num-ber of points, and following throughwith the documentation of thosepoints, requires a combined teameffort focused on sustainability fromconceptual design through buildingoccupancy.

Currently we are on our third orfourth generation of LEED educa-tional facilities. It has becomeexceedingly clear that to achievehigher levels of LEED certificationrequires a strong commitment fromall the members of the team.Incorporating sustainable require-ments earlier into a project designcan produce a more cost-effectivesolution. Input from thecontractor(s) and key sub-consult-ants is essential in determining whatis achievable within the projectbudget, and to make sure that anyadditional costs can be value engi-neered so they do not impact thebudget at a later date.

Integrate to Improve Facilities and Processes

The final of our three tools is theidea of integration. Integrationrefers to the process by which all theparticipants in the facility planningteam collaborate in a way thatrewards the success of the overallfacility project rather than the con-tributions of the individual partnersinvolved in the design and construc-tion process.

Integration has previously beenused interchangeably with the termdesign-build; however this is notvery accurate. Better examples ofthe integration process have beenaround for a long time under titlessuch as teaming and partnering.

The true key to integration isunderstanding that collaborationand working together will producebetter results by using collectiveteam strengths to balance out theknowledge and expertise of all teamplayers.

However, despite understandingthese great rewards, very little haschanged in the creation of our facili-ties by the architecture, engineering,and construction entities. Facilitydesign firms too often continue tooperate in territorial ways, staunchlydefending their little piece of the piewithout considering the contribu-tions of the entire team. So, what isgoing to be different in the future? Ibelieve the difference is in embracingthe challenge we face with sustain-ability and understanding the prom-ise that BIM holds to help us meetthat challenge. Then, facility designand construction teams can leveragethe technology available to them andgain significant competitive advan-tages--but only if they evolve thereward structure so that the interestsof individual parties becomes alignedto address the greater good. And thiscan only take place through properintegration of expectations andprocesses.

We Don't Need to Face it AloneTimes are difficult. Proposed

education building plans are being

cut or delayed and budgets areimpacted by the recessionary natureof our current economy. Howevereducational leaders, facility plan-ners, and their design and construc-tion partners can learn to create abetter and more cooperative futurethrough the use of new technologiesand more efficient processes. Thenew technologies we embrace todaygive educational facility plannersand their teams a collaborative toolbeyond anything available in thepast.

Integration gives us a platformby which we can face these chal-lenges and optimize facility andbuilding processes. But, to makethis a reality we must overcomesome traditional barriers. Architectsneed to be willing to take price risks,contractors need to be willing totake on design risks, and ownersneed to be willing to share therewards inherent in defining a bet-ter, more cooperative buildingprocess. Our educational facilitiesare being designed to train andgrow the leaders of tomorrow.What tools will you carry in yourbackpack to assure that your facili-ties team will make grade-A deci-sions for the buildings—the physi-cal facilities that will serve your stu-dents for decades to come? !______________________________Rick del Monte, AIA is a managingdirector with The Beck Group inDallas, TX.


HIGH PERFORMANCE SCHOOLS: ACOUSTICS !

The Components of Good Acoustics in a High Performance School

By William Stewart

Acoustics has received greaterimportance in the learningenvironment in recent years.

In August 2000, The AcousticalSociety of America (ASA) publishedthe study Classroom Acoustics: AResource for Creating LeaningEnvironments with Desirable ListeningConditions providing a frameworkfor understanding the qualities,descriptors of the acoustic compo-nents in classrooms and recommend-ed general guidelines for controllingnoise and excess reverberation.

Soon, in June 2002, theAmerican National StandardsInstitute (ANSI) released S12.60Acoustics Performance Criteria, DesignRequirements, and Guidelines forSchools. This report provided guide-lines on space usage, space plan-ning, and elements of backgroundnoise. By 2006 these and other stan-dards were published in TheCollaborative for High PerformanceSchools (CHPS), Best PracticesManual. How can we put all thesebest practices into one school?

For any learning environment,the acoustical components can bedivided into three elements:1. Limit transmission of noise

from outside the classroom.2. Minimize background noise from

the building’s HVAC system.3. Reduce sound reverberation

time inside the classroom.

If these three issues are resolvedeffectively we will have good roomacoustics in our learning spaces.What should it sound like? If weestablish a blanket requirement thatclassroom walls should achieve aSound Transmission Class (STC) 50we are not describing the environ-ment within the classroom butrather the ability of the wall to blocksound. If the classroom adjacency isa mechanical space, music room, orbathroom, the characteristics of thewall might need to be modified tohandle plumbing noise, highernoise levels, or low-frequencysound. To resolve this we createdesign criteria with descriptors thatare appropriate for the environmentand avoid using related descriptorsthat described material performancein the design criteria.

Limit Transmission of Noise fromOutside the Classroom

Noise from conversations in thehallway, footfalls in the spaceabove, traffic and aircraft noise fromoutside, or amplified sound fromthe next classroom are all examplesof sound transmission that caninterfere with the learning environ-ment. The descriptor that can bestbe used for design criteria for thelearning environment is the A-weighted decibel, dB(A). The A-weighted decibel is adjusted to rec-ognize the human ear’s ability to

hear much better in mid to high fre-quencies vs. low frequency sound.

Figure 1 (above) shows the contoursof equal loudness for human hear-ing. The lowest “dashed” line indi-cates the threshold of human hear-ing. From this graph it can be seenthat humans can hear much betterbetween 400 Hertz and 5000 Hertz.This is where information is con-tained within human speech. Fornoise levels within learning envi-ronments that have a volume lessthan 20,000 cubic feet, 35 dB(A)based on an hourly average is theappropriate standard. For spacesused for instruction larger than this40 dB(A) on an hourly average isacceptable. This sound level is gen-erally agreed on by the reviewingdocuments with the CHPS criteriaincluding HVAC noise in this value

Acoustics plays a key role in improving the learning environment andhas a direct impact on health and student performance.

FFiigguurree 11.. ________________________________


allowing for three levels of back-ground noise:

1. 45 dB(A) Maximum unoccu-pied background noise levelincluding HVAC. Furtherstating: “not sufficient forclassrooms with young chil-dren, students with limitedEnglish proficiency, and thosewith hearing impairments orlearning disorders.”

2. 40 dB(A) Providing 1-point formaximum unoccupied back-ground noise level includingHVAC.

3. 35 dB(A) Providing 3-points formaximum unoccupied back-ground noise level includingHVAC.

To achieve this level of soundwithin the classroom requires theroom envelop to combine to blocksound transmission from all sourcesexterior to the space. The descriptorthat can be used for most situationsto describe this performance is theSound Transmission Class (STC) rat-ing. The STC rating is described byASTM E413-99, Classification forRating Sound Insulation, which out-lines the methods and procedures forconducting measurements and pro-cedures for deriving this value. It isa single number value based on thehuman perceptions of loudness thatprovides a measure of a walls abilityto block sound. The higher the STCvalue, the better the performance ofthe wall. Because it is based on a log-arithmic scale, a 10 point improve-ment represents a doubling of thewalls ability to block sound. Table 2provides recommended STC ratingsfor many typical room separationsfound in ANSI S12.60.

Impact NoiseA second form of sound that is

transmitted between spaces verticallywithin facilities is impact noise. Witheach generation of new buildings thestiffness of our floor assemblies hasremained constant while the amountof weight in the assembly has been

reduced. This creates a condition thatallows even the impact of a child’sfootfall to excite a floor’s “drum face”to making intrusive noise to a learn-ing environment below. To controlnoise to within the acceptable designcriteria, ANSI S12.60 requires that thefloor ceiling assembly above learningspaces must achieve an ImpactInsulation Class (IIC) rating of 50.Where core learning spaces are locat-ed below dance or gymnasiumspaces an IIC 65 -70 is appropriate.

Without this insulation, impactsare transmitted directly to the struc-ture, as if we were “knocking on adoor”. The vibration is passed intothe floor system and down the wallsinto the space below, effectively cre-ating multiple new sources of soundto try to block below. A commonmisconception is that increasing theSTC performance of the ceiling belowcan control impact noise.Unfortunately, this method onlytreats one of the paths and can pro-vide only a limited amount ofimprovement. In a typical woodframe flooring system with hard sur-face flooring above, the addition of alayer of drywall will only provide a 3-decibel improvement.

Minimize Background Noise fromthe Building’s HVAC System

Noise generated by ventilationsystems within the learning envi-ronment can create a difficult envi-ronment for learning by masking

portions of human voices duringcommunication. Fan noise coversthe entire speech frequency rangecreating a requirement for teachersto talk above the level of noise beinggenerated by the ventilation system.To be heard effectively by students,a teacher must maintain a voicelevel that is 10 decibels above thebackground noise level.

In a typical classroom, thehuman voice is 55 dB(A) at 5 feet, 52dB(A) and 10 feet and 49 dB(A) at 20feet. This would dictate that, at aminimum, background noise fromall sources should be limited to 40dB(A). Standards differ as todescriptors for measuring HVACnoise but the three sources reviewedwithin this article agree that thenoise should not exceed the equiva-lent of 35 dB(A). The AcousticalSociety of America recognizes agood guideline for classroomsNoise Criteria (NC) 25 – 30. The NCdescriptor is a good rating becauseit takes into consideration the sensi-tivity of the human ear. Convertingan NC rating to dB(A) shows it istypically 5 – 7 points lower than theequivalent dB(A) value. For designpurposes, specifying the noise levelsgenerated by HVAC systems shouldbe done using the NC value.

The American Society ofHeating, Refrigeration, and Air-Conditioning Engineers (ASHRAE)uses this descriptor for rating sys-tems which has created a common

Noise Source Space Receiving Space STC Rating (notes)

Classroom Classroom 50 (1, 2) Mechanical Space Classroom 60 (2, 3) Restrooms Classroom 53 (2) Corridor Classroom 45 Classroom Library 50 Band or Choir Practice

Classroom 60 (3)

Gym or Commons Classroom 60 (4) Office or Conference Classroom 50 (5)

TTaabbllee 22.. Recommended STC Ratings for use Between Educational FacilitySpaces


measure for rating fans, chillers,pumps, diffusers and other mechan-ical systems within the community.

The following guidelines can beused in designing learning spaces tocontrol HVAC noise:1. Avoid locating rooftop mechan-

ical equipment above spaceswith a design criteria of 35dB(A) / NC 30 or lower.

2. Avoid placing fan coil units orVAV boxes above ceiling sys-tems within learning spaces.

3. Schematic Design is an opportu-nity to locate mechanical spaceswithin your plan so they do notimpact learning environmentsor require walls with highsound transmission loss per-formances.

4. Reduce air velocities in duct-work by increasing duct sizes.Distribute sound uniformly

within a space with the design lay-out. Increase the length of ductbetween the fan and the first diffuser.

Reduce Sound Reverberation TimeInside the Classroom

Reverberation time is a descrip-tion of reflectivity and affectsspeech intelligibility and noise lev-els within a space. Each time soundreflects off a hard surface within a

space the sound level within thespace increases. In a commons areathis can lead to students trying to beheard over each other and continu-ally talking louder until noise levelsexceed 80 dB(A). The second effectof a reverberant space is the reduc-tion of speech intelligibility as latereflections are received by the listen-er. To control this component ofsound within the learning environ-ment design criteria is establishedfor the time it takes sound to decaywithin a space. Reverberation Time(RT60) is the time it takes sound,measured in seconds, to decay 60decibels within a space. For a learn-ing environment this standard hasbeen established based on the vol-ume of a space. Table 3 providesstandards established by CHPS andANSI S12.60.

Achieving the design criteria ofthe proper reverberation time within

a space is a factor of the amount ofabsorption within a space. Carpetand ceiling tile are the best ways toachieving this criterion for reflectivi-ty. These elements are rated for theirability to absorb sound and can beevaluated for the material qualitiesand room quantities to create theproper atmosphere. !

______________________________William Stewart, REFP, is a manag-ing partner for SSA Acoustics, LLP inSeattle, WA. He specializes in archi-tectural acoustics issues affecting,performance centers, schools, retailspaces, condominiums/apartments,courthouses, airports and offices.He also concentrates on mechani-cal acoustics and vibration mitiga-tion and analysis for industrial facili-ties, ships, pump stations andhealth care facilities.

SpaceCore Learning Space < 10,000 cf 0.6 seconds Core Learning Space > 10,000 < 20,000 cf

0.7 seconds

Auditorium /Commons 1.2 seconds Gymnasium 1.4 seconds

TTaabbllee 33..


Teachers educate. Architectsdesign. Students learn. Eachserves a specific, unique pur-

pose. But what happens when thethree collaborate to achieve agreater good?

In the state of Washington, aschool building that is, in itself, alearning tool for students, teachersand the community happened. Aschool building that inspires stu-dents and teachers to become sus-tainable citizens happened. Aschool building that is applaudedby user groups for its innovativeapproach to learning happened.And it all happened under one,environmentally-friendly roof atPioneer Middle School.

“We get a lot more ‘a-ha’moments because we can physicallypoint to elements in the buildingand relate that back to our lesson.Students are more excited whenthey can actually see up close andpersonal the lesson teachers are try-ing to explain,” said Laura Lowe,Pioneer Middle School teacher.

“Students seem to really appre-ciate and value their new school,”said Kristi Webster, Pioneer MiddleSchool Principal. “And as teachershave become familiar with thebuilding, they are using specificbuilding features and spaces as anintegral part of their lessons, whichis engaging students in new ways oflearning.”

The Building as the Teacher

By Craig Mason

Learn how a school building is inspiring students, teachers andthe entire community to become sustainable citizens.

HIGH PERFORMANCE SCHOOLS: SUSTAINABILITY !

PPiioonneeeerr MMSS LLiibbrraarryy:: The view of the library is truly a lesson in geometry. Both walls and the underside of the library slope at varying angles.

Skylights allow daylight to penetrate around the floating platform of the space.__________________________________________________________________

A Grant Enhances Sustainable Design

In July 2006, DLR Group wasselected as the architectural designfirm for a new middle school inDuPont, Wash. The firm began itsdesign process like most other proj-ects. Designers conducted charettes.Peer reviews were performed.Concepts were shared. Andapproval was granted.

But with the school design wellinto the Contract Documents phase,potential supplemental fundinggrants became available for a widerange of projects as part of theWashington Sustainable SchoolsProtocol (WSSP) program. WSSP isa continuation of the State’s com-mitment to developing sustainabili-ty in schools.

DLR Group collaborated withthe District and submitted the grantapplication for Pioneer MiddleSchool, which received the highestamount available to a new middleschool, $350,000.

“As part of the application wepresented an innovative approach,our signature idea that set us apartfrom the other districts applying forthe grant,” said Erin Reichman,Project Manager with DLR Group.“We wanted to make the schoolbuilding a tool for teaching sustain-ability and instilling environmentalstewardship in the next generation.”

The WSSP funds allowed thedistrict to incorporate a more robustlevel of sustainable design into thenew school. In collaboration withDLR Group, teachers and staff madea strategic decision to design sus-tainable elements within the build-ing and develop a focused curricu-lum around these features. Thecatch for the design team, chal-lenged by the timing of the grantsand the status of the project, wasworking with the school staff to findcreative ideas that could be imple-mented late in the project design.

“The WSSP grant was a greatopportunity and a significant boostfor the project. The district anddesign team worked quickly to pro-

duce curriculum pieces that high-lighted the existing and added newsustainability aspects in the build-ing,” said Reichman. “A majority ofthe mechanical and electrical sys-tems were already designed forenergy efficiency, but the materialsand technology were enhanced tosolidify the building as a learningtool with the additional funding.”

Design CollaborationDLR Group issued a memo to

Pioneer Middle School staff inSeptember 2006 summarizing therecommended design elements andstrategies for incorporating sustain-able applications into the curricu-lum. The initial summary then trig-gered educators to respond andexpand the list of how the sustain-able elements in the design wouldbe used in daily lessons.

“At first there was a flurry ofactivity to figure out how to integratethe design into our curriculum,” saidLowe. “The design process wasalready underway, but after the grantwas received DLR Group neededinput from the teachers and staff onways to modify their plans to meetqualifications of the grant.”

The district identified a coredesign team of two teachers and thePrincipal to collaborate with DLRGroup designers. In November, thisgroup gathered to strategize imple-mentation of a new curriculum atPioneer Middle School, which sup-ports sixth, seventh and eighthgrade levels.

“Teachers and staff were excit-ed about the opportunity to work soclosely with the designers. In thebeginning we were all part of thebrainstorming sessions, but later acore group of teachers and adminis-trators became the voice of the dis-trict,” said Lowe. “My colleaguesand I provided input based on ourknowledge of the state standards toensure the new Pioneer MiddleSchool would meet state curriculumrequirements.”

DLR Group and Pioneer staffcommunicated regularly about the

curriculum, with each correspon-dence advancing the building as alearning tool concept.

“The district offered ideas toDLR Group, and after evaluation,DLR Group designers respondedwith new or slightly expandedideas. Our job was to inform DLRGroup what would support thestate curriculum requirements, andwhat needed to be tweaked,” saidLowe. “We had a lot of back andforth communication, which in theend really solidified the school as agreat learning tool.”

“The Pioneer staff correspond-ed with the project team right up tothe bid deadline, and with each newidea or revision we issued anaddendum to the contractor,” saidDLR Group’s Reichman. “Weencouraged feedback from teachersthroughout the entire process, andthrough open communication andcollaboration we were able to deliv-er a novel approach to learning.”

The teachers did what they dobest during the collaborativeprocess, they educated. They pro-vided information and resourcesnecessary for DLR Group’s com-plete understanding of the curricu-lum requirements.

“Working with DLR Groupdesigners was a positive experience.They were very open to our ideas,and when they didn’t fully under-stand a concept, they would go outon their own to research a topic andhow it applies to middle school cur-riculum,” said Lowe. ““The designdidn’t happen in one pow wowbecause one meeting was notenough time to tackle all of theissues and curriculum elements wewanted included in the building.”

Multiple brainstorming meet-ings were critical to the success ofthe final design. By extending thedesign process over several months,DLR Group was able to digest andresearch exactly what teachers wereasking to be implemented in thedesign. The district’s core designteam also was able to dig deeperinto state standards.



A Building Equipped withSustainable Applications

Construction was completed inAugust 2008, just in time to wel-come students for fall classes. Priorto the start of the school year, DLRGroup once again organized agroup meeting to train teachers andall school staff on the rationalebehind the design of the new build-ing. Rather than lecturing the staffon the actual building systems, DLRGroup designers walked teachersand staff through the designprocess.

“We explained how the sys-tems work and how each staffmember could interact with thebuilding for maximum results,”said Reichman. “Our designs don’tcome with a manual, but we wereable to use signage to illustratemany of the sustainable and learn-ing points we wanted to highlightwithin Pioneer Middle School.”

Building SignageSignage illustrating sustainable

elements of the school unifies thesite and allows visitors to grasp theunderlying theme of the school:environmental stewardship. Thesignage demonstrates how thedesign reduces the school building’senvironmental impact and how stu-dents can further engage in sustain-able practices.

A concern of educatorsthroughout the process was howtheir curriculum evolves over time,so any graphic displays needed tobe flexible.

“DLR Group originally pro-posed a simple graphic to displaylearning points of each specificspace,” said Reichman. “But afterour meeting with the teachers andstaff, the building’s signage took ona whole new life.”

Teachers shared curriculumcomponents for core subjects at eachgrade level, and many of theseaspects were used in the signagedisplays.

“In science we study the diver-sity of life, so we wanted to incorpo-rate diverse natural features in theirhabitat. I asked for signage explain-ing the features and why they areimportant,” said Lowe.

DLR Group prepared an entiregraphics package with multiple

signs for each subject.These signs are colorcoded to reflect a spe-cific subject: yellowsigns = math; greens i g n s = s c i e n c e .Teachers were provid-ed templates so theycan implement signagemessaging into lessonplans, and easily createnew signs for futuredisplays.

The signage pack-age allows visitors andstudents to learn howlocal resources wereused to build theirschool; ways they canrecycle and reuse

everyday products; educational per-formance and personal benefits ofnatural daylighting; and how toreduce waste through composting.

Interactive TouchscreenA priority of the district was to

educate students, staff, and the com-munity about energy conservation,specifically the impact of routineactivities and individual habits onenergy use. The design solution isan interactive energy measuringdevice that provides students withwater, gas and electricity data, aswell as past/present weather infor-mation.

This “green touchscreen” isprominently positioned at the mainpublic entrance. A network of ener-gy sensors throughout the buildingstreams constant energy consump-tion data to the touchscreen displaythat is accessible by students, staffand visitors. This data is readilyaccessible at all authorized comput-ers throughout the school.

Teachers had ideas of how touse the device to enhance their indi-vidual lesson plans. After an initialmeeting to discuss the touchscreen,DLR Group coordinated two web-cast sessions between the manufac-turer and Pioneer Middle Schooleducators to finalize design plansfor the tool.

PPiioonneeeerr SSiiggnnaaggee SSaammppllee:: Signagedisplayed throughout the middleschool illustrates the underlying theme of the school: environmentalstewardship. DLR Group providedteachers the templates so they canimplement signage messaging intolesson plans, and easily create newsigns for future displays.(Signage courtesy of DLR Group)________________________________


“A colleague and I have dis-cussed teaching graphing by joininga nationwide rain collection andtemperature data collection effortbased in Colorado,” said Lowe. “Wecould put rain gauges in campusgardens to be a part of their data col-lection. Students could then creategraphs both by hand and electroni-cally over the course of the yearlooking for patterns. This is a greatopportunity to take advantage ofboth the school’s technology andoutdoor environments.”

Outdoor LearningDLR Group designed outdoor

teaching spaces in its originaldesign, but teachers identified addi-tional opportunities for outdoorlearning.

“In 7th and 8th grade science,students learn more about earth sci-ence in their astronomy studies.They learn how the sun moves overthe course of the year, so we recom-mended a sun dial to allow kids totrack the sun throughout the year,”said Lowe.

The design team perked up atthis request because designers oftenresearch sun angles and the sun’seffects on a building. A sun dial alsohas practical applications; it demon-strates to students the lessons theyare learning are relevant in the realworld.

DLR Group initially proposed ateaching garden, but teachersenhanced the idea by providing aplant list for the garden they couldincorporate into their dissection cur-riculum. In collaboration with land-scape architect Aspen DesignGroup, the design team created aworking garden and a world historyherb garden for science and food-lab instructors. The herb garden isdivided into sections representingdifferent eras and the herbs thatwould have been prevalent duringthat era. The Renaissance and Ageof Discovery herbs include chivesand parsley, while the Eastern Asiaand Pacific garden includes bronzefennel and ginseng.

“The ability to take the class-room outdoors adds variety,

PPiioonneeeerr MMSS TToouucchhssccrreeeenn:: The touch-screen device provides easy accessto current events, energy meteringdata (water, gas electricity) andweather data. Teachers and studentscan utilize this technology to exploreresponsible energy usage within thebuilding.________________________________


engagement and connections toclassroom lessons,” said PrincipalWebster. “Some teachers havealready made use of the garden aspart of their curriculum.”

The End ResultPioneer Middle School is the

result of a truly collaborative effortamong staff, teachers, designers andproject team. Teachers embracedand expanded DLR Group’s origi-nal design idea and customized itfor their specific subject. And thebuilding itself is an effective teach-ing tool that allows kids to make animmediate connection to a specificlesson.

“If I want to explain aboutnative plants and different shapes ofleaves, and how that works withphotosynthesis, I can walk right outto the garden and show the kids onthe spot. Besides the fact studentsare so happy to be in a new school,they seem to be more engaged andconnected,” said Lowe.

“What’s been especially fun isthat some instructors are even usingthe building in ways we didn’t nec-essarily intend, such as the PEinstructors who are using it in unex-pected ways as a fitness tool,” saidWebster.

“By including so many sustain-able features in our school, we havecreated a culture with the studentsthat we didn’t have before,” saidLowe. “Even in the other schoolswhere we recycled, the concept ofprotecting the environment wasn’t tothe level it is at the new school.” !

Photographer Credit: Chris J. RobertsPhotography

PPiioonneeeerr MMSS eexxtteerriioorr:: Pioneer MiddleSchool introduces an innovative approach to learning. The entirebuilding is used as a teaching tool forboth students and the community.________________________________

PPiioonneeeerr MMSS GGaarrddeenn:: Outdoor teaching patio and gardens provide additional learning resources for Pioneer Middle School students.

Edible food and herb gardens separate each classroom wing.__________________________________________________________________

______________________________Craig Mason, AIA, LEED AP, is aPrincipal with DLR Group and theEducation Studio leader for thefirm's Seattle office. He has servedas a senior design team member fora number of award-winning educa-tional projects around the country.

Environmental Law Institute(ELI) Database of StateIndoor Air Quality LawsThe Environmental Law Institute has just updatedits Database of State Indoor Air Quality Laws toinclude laws enacted through December 2008.The Database, which covers a wide variety of IAQlaws, lists the laws by state and provides a cita-tion and short abstract for each law. In addition tothe complete database, you can view sub-data-bases for mold, radon, and IAQ in schools.

The Database documents are available on the ELIWeb site: hhttttpp::////eellii..oorrgg//PPrrooggrraamm__AArreeaass//iinnddoooorr__eennvviirroonnmmeennttss..ccffmm

If you want additional information and/or havequestions or comments, please directly contact:

TToobbiiee BBeerrnnsstteeiinn •• bbeerrnnsstteeiinn@@eellii..oorrggEEnnvviirroonnmmeennttaall LLaaww IInnssttiittuuttee •• 220022--993399--33886699

AAppppllyy ffoorr EEPPAA’’ss GGrreeaatt SSttaarrtt AAwwaarrddss TTooddaayy!!Has your school or school district taken the initial step in effective Indoor Air Quality (IAQ) management by identifyingan IAQ Coordinator and/or IAQ Team? If so, EPA encourages your school or school district to apply for the Indoor AirQuality Tools for Schools (IAQ TfS) National Great Start Award.

BBeenneeffiittss ooff tthhee IIAAQQ TToooollss ffoorr SScchhoooollss NNaattiioonnaall GGrreeaatt SSttaarrtt AAwwaarrddRecipients of the IAQ TfS National Great Start Award receive:

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HHooww ttoo AAppppllyyInterested candidates should complete the shortapplication and a short narrative describing theircurrent actions and commitments towards establishing a comprehensive IAQ managementprogram and future action plans for their IAQmanagement plan implementation. Applicationswill be evaluated based on whether applicantschools have demonstrated that an IAQCoordinator and/or an IAQ Team have beenestablished.

Details at: hhttttpp::////wwwwww..eeppaa..ggoovv//iiaaqq//sscchhoooollss//

ggrreeaattssttaarrttaawwaarrdd..hhttmmll____________________________________________________________________________________


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