examples EXaMPLE 1 - alternatiVe tranSportation

alternatiVe tranSportation—pUBliC tranSportation aCCeSS

8. examples EXaMPLE 1

A downtown office building is located within walking distance of public transportation. Figure 1 shows a rail station within 1/2-mile walking distance from the building’s main entrance. The map includes a scale bar.

Figure 1. sample area Drawing: Distance to Rail

EXaMPLE 2

A school building is sited in a suburban commercial district. Figure 2 shows 2 bus lines within 1/4-mile walking distance of the building’s main entrance. The map also shows 2 dedicated bike paths to the transit stops that extend from the school building in 2 directions.

nc credit 4.1

scHooLs credit 4.1

cs credit 4.1

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Figure 2. sample area Drawing

9. exemplary performance

Project teams may earn an Innovation in Design credit for exemplary performance by complying with the requirements of 1 of the 2 options described below.

oPtion 1. comprehensive transportation Management Plan

Institute a comprehensive transportation management plan that demonstrates a quantifiable reduction in personal automobile use through any of multiple alternative options. Only 1 point is available for implementing such a plan under SS Credit 4—Alternative Transportation.

oPtion 2. Double transit Ridership

Because projects in locations with good mass transit can achieve substantially and quantifiably higher environmental benefits, meeting the following threshold qualifies a project for exemplary performance. The Center for Clean Air Policy has found that average transit ridership increases by 0.5% for every 1.0% increase in growth of transit service levels, which leads to the conclusion that quadrupling transit service generally doubles transit ridership.

nc credit 4.1

scHooLs credit 4.1

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n Locate the project within 1/4 mile of at least 2 or more stops for 4 or more public or campus bus lines usable by building occupants.

anD

n Frequency of service must be at least 200 transit rides per day, total, at these stops. A combination of rail and bus lines is allowable. This strategy is based on the assumption that the threshold of the base credit would provide, in most cases, at least 50 transit rides per day (half-hourly service 24 hours per day or more frequent service for less than 24 hours per day). If, on average, transit ridership increases by 0.5% for every 1.0% increase in transit service, then quadrupling the number of rides available would, on average, double the transit ridership: 4 x 50 rides = 200 rides. Include a transit schedule and map with the LEED certification submittal.

scHooLs If a school bus system is being counted as 1 of the required bus lines to meet the requirements of Option 2, exemplary performance can be achieved by locating the project within 1/2 mile of at least 1 or more stops for 2 or more public bus lines. Frequency of service must be at least 100 transit rides per day, total, at these stops.

For school projects not using a school bus system to partially satisfy the Option 2 requirements, the exemplary performance requirements above apply.

10. regional Variations

There are no regional variations associated with this credit.

11. operations and Maintenance Considerations

Transit infrastructure can be underutilized if building occupants are not informed about public transportation opportunities or encouraged to use these systems. Consider working with building owners and operators to develop ongoing programs to support transit use and infrastructure.

Appropriate strategies will vary by building ownership and occupancy type. For example, a multitenant facility with third-party management is less likely to provide subsidized transit passes than an owner-occupied facility, but it could establish a program to inform occupants about transit opportunities.

Programming options to consider include the following examples:

n Providing financial incentives or subsidized passes for public transportation.

n Instituting a “free ride home” program for public transportation commuters who need to work unexpected hours.

n Promoting the use of mass transit by providing information on transportation options, routes, services, and incentives.

n Participating in local or regional transportation planning to ensure that building occupants’

needs are considered.

n Establishing a method for tracking public transportation ridership.

12. resources

Please see USGBC’s LEED Registered Project Tools (http://www.usgbc.org/projecttools) for additional resources and technical information.

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Websites ESRI

http://www.esri.com

This software company creates tools for geographic information systems (GIS) mapping.

GIS in Community-Based School Planning: A Tool to Enhance Decision Making, Cooperation, and Democratization in the Planning Process

http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/17/02/cf.pdf

“This paper examines Blue Valley School District’s (Overland Park, Kansas) use of geographic information systems (GIS) to help it manage and plan for rapid growth and development areas.

The GIS program helps school districts realize several planning related benefits that include an increase in the cooperative planning activities among stakeholders in the school planning process, achievement of a democratization level utilizing GIS technologies, and improvement in the planning process for school district residents, the Planning and Facilities Committee, and the school district’s administration.”

U.S. Census Bureau http://www.census.gov

The population statistics, maps, and downloadable boundary files available on the U.S. Census Bureau’s website can be used in determining attendance boundaries.

U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics

http://nces.ed.gov/index.asp

The National Center for Education Statistics is the primary federal entity for collecting and analyzing data related to education in the United States and other nations.

U.S. EPA, Office of Transportation and Air Quality U.S. Environmental Protection Agency

http://www.epa.gov/otaq

This U.S. EPA website provides information on the types and effects of air pollution associated with automobile use and links to resources for organizations interested in promoting commuter choice programs.

U.S. EPA and Department of Transportation, Best Workplaces for Commuters http://www.bestworkplaces.org/index.htm

This program publicly recognizes employers who have exemplary commuter benefits programs.

It provides tools, guidance, and promotions to help employers give commuter benefits, reap the financial gains, and achieve national recognition.

13. Definitions

The attendance boundary is used by school districts to determine which students attend what school based on where they live.

A campus or private bus is a bus or shuttle service that is privately operated and not available to the general public. In LEED, a campus or private bus line that falls within 1/4 mile of the project site and provides transportation service to the public can contribute to earning credits.

Mass transit is designed to transport large groups of persons in a single vehicle, such as a bus or

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alternatiVe tranSportation—BiCyCle StoraGe anD ChanGinG rooMS

nc scHooLs cs

credit ss credit 4.2 ss credit 4.2 ss credit 4.2

Points 1 point 1 point 2 points

intent

To reduce pollution and land development impacts from automobile use.

requirements nc

casE 1. commercial or institutional Projects

Provide secure bicycle racks and/or storage within 200 yards of a building entrance for 5%

or more of all building users (measured at peak periods)

Provide shower and changing facilities in the building, or within 200 yards of a building entrance, for 0.5% of full-time equivalent (FTE) occupants.

casE 2. Residential Projects

Provide covered storage facilities for securing bicycles for 15% or more of building occupants.

casE 1. commercial or institutional Projects 300,000 square feet or Less Provide secure bicycle racks and/or storage within 200 yards of a building entrance for 3% or more of all building users (calculated on average for the year)

Provide shower and changing facilities in the building, or within 200 yards of a building entrance, for 0.5% of full-time equivalent (FTE) occupants.

casE 2. commercial or institutional Projects Larger than 300,000 square feet Provide secure bicycle storage for 3% of the occupants for up to 300,000 square feet, then an additional 0.5% for the occupants for the space over 300,000 square feet. Mixed-use buildings with a total gross square footage greater than 300,000 square feet must apply this calculation for each use of the building

Provide shower and changing facilities in the building, or within 200 yards of a building entrance, for 0.5% of FTE occupants.

casE 3. Residential Projects

Provide covered storage facilities for securing bicycles for 15% or more of building occupants. Case 3 must be used by residential buildings or the residential portion of a mixed use building.

SS CreDit 4.2

Exemplary performance option 2

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scHooLs

Provide secure bicycle racks and/or storage within 200 yards of a building entrance for 5% or more of all building staff and students above grade 3 level (measured at peak periods).

Provide shower and changing facilities in the building, or within 200 yards of a building entrance, for 0.5% of full-time equivalent (FTE) staff.

Provide dedicated bike lanes that extend at least to the end of the school property in 2 or more directions without any no barriers (e.g., fences) on school property.

nc credit 4.2

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1. Benefits and issues to Consider Environmental issues

The environmental effects of automobile use include vehicle emissions that contribute to smog and air pollution, as well as environmental impacts from oil extraction and petroleum refining.

Bicycling as an alternative to personal vehicle use offers a number of environmental benefits. Bicycle commuting produces no emissions, has zero demand for petroleum-based fuels, relieves traffic congestion, reduces noise pollution, and requires far less infrastructure for roadways and parking lots. Roadways and parking lots, on the other hand, produce stormwater runoff, contribute to the urban heat island effect, and encroach on green space.

Bicycles are more likely to be used for relatively short commuting trips. Displacing vehicle miles with bicycling, even for short trips, carries a large environmental benefit because a large portion of vehicle emissions occur in the first few minutes of driving. Following a cold start, emissions control equipment is less effective because of cool operating temperatures.

scHooLs Providing the opportunity for students to use bicycles for transportation increases the likelihood that they will continue to use bicycles for transportation as adults, which is an important component of reducing cultural dependency on automobiles.

Economic issues

The initial cost of building bike storage areas and changing facilities or showers is typically low relative to the overall project cost. When buildings accommodate bicycling infrastructure, occupants can realize health benefits through bicycle and walking commuting strategies. Bicycling and walking also expose people to the community, encouraging interaction among neighbors and allowing for enjoyment of the area in ways unavailable to automobile passengers.

2. related Credits

The materials used for paving on-site bicycle lanes can affect the heat island and stormwater properties of the project. Refer to the following credits:

n SS Credit 6: Stormwater Design

n SS Credit 7.1: Heat Island Effect—Nonroof 3. Summary of referenced Standards There are no standards referenced for this credit.

4. implementation

Select a site that provides convenient access to safe bicycle pathways and secure bicycle storage areas for cyclists. Shower and changing areas for cyclists should be easily accessible from the bicycle storage areas.

Look for functional and direct paths that can be used by bicycle commuters, and size and locate bike racks and showering facilities appropriately.

Secure bike storage systems vary in design and cost. A common approach is to install racks where users can individually park and lock their bikes. Spaces should be easily accessible by building

nc credit 4.2

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For projects on a campus or for multiple building developments, showering facilities can be shared between buildings as long as the facilities are within 200 yards’ walking distance of the entrance to the project building. The facilities can be unit showers or group showers.

scHooLs Because most schools are situated near residential zones, projects may have good opportunities for bicycle commuting. In K–12 schools, safety considerations are of critical concern. Design considerations include the following:

n Clear separation between vehicular and bicycle traffic (including clearly marked bicycle lanes and sidewalks that extend throughout the entire school zone).

n Secure bicycle storage (e.g., exterior bicycle racks located near entryways and administrative offices, interior bicycle storage rooms with controlled access).

n Well-designed exterior lighting that provides clear visibility and appropriate security.

n Permitted barriers that students can easily pass through during peak traveling hours (e.g., gates within fences).

n Privacy for students and staff in changing and showering facilities.

In addition to the physical facilities, schools should have clear policies about appropriate bicycle use on school grounds.

To meet the credit requirement, showering facilities for school staff must be provided. School administrators should be aware of the issues that could arise if students and staff share showering and changing facilities; ensure that staff have access to separate facilities. If it is not possible to build separate facilities, administrators should use scheduling to provide privacy.

Bicycle racks are simple structures that can be made by students in art or vocational classes.

Creative designs could even use found objects, reinforcing the message of environmental stewardship.

5. timeline and team

Bicycle storage and shower facilities should be incorporated into design concepts during schematic design and design development. By considering bicycling early on, the project team can implement a successful alternative transportation program. For example, during the site selection phase, the project team can include proximity to existing bicycle commuting infrastructure as a criterion.

Coordination among the architect, plumbing engineer, civil engineer, and/or landscape architect may be required for locating and designing bicycle storage and shower facilities. The project team should also consider future expansion opportunities.

6. Calculations

nc To determine the number of secure bicycle storage spaces and changing and showering facilities required for the building, follow the steps below.

stEP 1

Identify the total number of building occupants for each of the following occupancy types:

a. Full-time staff.

b. Part-time staff.

c. Peak transients (students, volunteers, visitors, customers, etc.).

d. Residents.

nc credit 4.2

scHooLs credit 4.2

cs credit 4.2

For personal use only and subject to the sales order agreement terms by (BP 10303644). May NOT be copied or distributed.

In buildings with multiple shifts, use only the highest-volume shift in the calculation but consider shift overlap when determining peak building use. For projects that include residential spaces, estimate the number of residents based on the number and size of units. Generally, assume 2 residents per 1-bedroom unit, 3 residents per 2-bedroom unit, etc. If occupancy is not known, see Appendix 1, Default Occupancy Counts, for occupancy count requirements and guidance.

stEP 2

For full-time and part-time staff, calculate the full-time equivalent (FTE) occupants based on a standard 8-hour occupancy period. An 8-hour occupant has an FTE value of 1.0; a part-time occupant has a FTE value based on work hours per day divided by 8 (see Equation 1). FTE calculations for each shift must be used consistently for all LEED credits.

Equation 1. ftE staff occupants

total ftE staff occupants

=

total staff occupant Hours

————–––––––––––––––––

stEP 3

Calculate the number of secure bicycle spaces required for each group of occupants, according to Equation 2.

Equation 2. number of secure Bike spaces

a. ^occupant^staff

spaces

=

_occupants^{ftE staff}

x

^0.05

b. ^transient_spaces

=

_transients^Peak

x

^0.05

c. ^Resident_spaces

=

^Residents

x

^0.15

Certain types of transient populations can be excluded from these calculations if they cannot reasonably be expected to arrive by bicycle and thus use on-site storage facilities.

For example, air travelers arriving at an airport will not need bicycle storage. Project teams should be prepared to justify the exclusion of any transients from the calculations.

stEP 4

Calculate the number of showers required for staff using Equation 3.

Equation 3. staff showering facilities

nc credit 4.2

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cs for buildings smaller than 300,000 gross square feet

To determine the number of secure bicycle storage spaces and changing and showering facilities required, follow the steps below. The threshold for bicycle storage for this credit was reduced to 3% to tailor this credit to the LEED for Core & Shell market, in recognition of the relationship between developers and tenants. The achievement of higher percentages is encouraged and should be evaluated on a project basis.

stEP 1

Follow Steps 1 and 2 in the LEED for New Construction calculations.

stEP 2

Calculate the number of secure bicycle spaces required for each group of occupants according to Equation 4.

Equation 4. number of secure Bike spaces

a. ^occupant^staff

spaces

=

_occupants^{ftE staff}

x

^0.03

b. ^transient_spaces

=

_transients^Peak

x

^0.03

c. ^Resident_spaces

=

^Residents

x

^0.15

Certain types of transient populations can be excluded from these calculations if they cannot reasonably be expected to arrive by bicycle and thus use on-site storage facilities.

For example, air travelers arriving at an airport will not need bicycle storage. Project teams should be prepared to justify the exclusion of certain types of transients from the calculations.

stEP 3

Calculate the number of showers required for staff using Equation 3 under LEED for New Construction calculations.

for buildings 300,000 gross square feet or larger

Many core and shell buildings, particularly in the commercial office market, are larger than 300,000 square feet. For buildings of this scale, the bicycle storage requirement is based on the average annual building users for the square footage up to 300,000 (per use), with a separate allowance for the square footage above 300,000 square feet. To determine the number of secure bicycle storage spaces and changing and showering facilities required for the building, follow the steps below.

stEP 1

Follow Steps 1 and 2 in the LEED for New Construction calculations and sum the staff and transient populations to determine the total nonresident building users.

Certain types of transient populations can be excluded from these calculations if they cannot reasonably be expected to arrive by bicycle and thus use on-site storage facilities.

For example, air travelers arriving at an airport will not need bicycle storage. Project teams should be prepared to justify the exclusion of certain types of transients from the

In document LEED Reference Guide for Green Building Design and Construction 2009 (Page 71-92)