nc scHooLs cs
credit na ss credit 9 na
Points na 1 point na
intent
To ensure that the environmental site issues included in the initial development of the site and project are continued throughout future development caused by changes in programs or demography.
requirements scHooLs
The project must achieve at least 4 out of the following 7 credits using the associated calculation methods. This credit then requires that the achieved credits be recalculated using the data from the master plan. The 7 credits include:
n SS Credit 1: Site Selection
n SS Credit 5.1: Site Development—Protect or Restore Habitat
n SS Credit 5.2: Site Development—Maximize Open Space
n SS Credit 6.1: Stormwater Design—Quantity Control
n SS Credit 6.2: Stormwater Design—Quality Control
n SS Credit 7.1: Heat Island Effect—Nonroof
n SS Credit 8: Light Pollution Reduction
A site master plan for the school must be developed in collaboration with the school board or other decision-making body. Previous sustainable site design measures should be considered in all master-planning efforts, with intent to retain existing infrastructure whenever possible. The master plan, therefore, must include current construction activity plus future construction (within the building’s lifespan) that affects the site. The master plan development footprint must also include parking, paving, and utilities.
SS CreDit 9
For personal use only and subject to the sales order agreement terms by (BP 10303644). May NOT be copied or distributed.
For personal use only and subject to the sales order agreement terms by (BP 10303644). May NOT be copied or distributed.
1. Benefits and issues to Consider Environmental issues
Schools continually adapt to shifting demographics, attendance boundaries, curricula, and sources of funding. Expansion of school facilities is often required to accommodate a school’s changing needs.
Schools whose buildings were designed for high performance and environmental stewardship will want to ensure that these goals remain priorities in future expansion projects. Developing a master plan helps preserve a systemic view of a project over time so that proposed changes can be evaluated within the framework of the original vision. Such a plan helps prevent the implementation of “quick fix” solutions that overlook long-term environmental concerns.
Economic issues
A well-developed master plan could help secure future funding by establishing credibility with stakeholders who support the goals of the plan.
A master plan may propose that elements be built into the project in advance of their intended use.
This may raise initial construction costs but will increase efficiency and reduce costs later on.
Project teams should also consider that school enrollment may decrease. A master plan should propose strategies to accommodate both increasing and decreasing enrollments.
2. related Credits
The most closely related credits are 7 from Sustainable Sites; the achievement and recalculation of 4 of these 7 are needed for compliance:
n SS Credit 1: Site Selection
n SS Credit 5.1: Site Development—Protect or Restore Habitat
n SS Credit 5.2: Site Development—Maximize Open Space
n SS Credit 6.1: Stormwater Design—Quantity Control
n SS Credit 6.2: Stormwater Design—Quality Control
n SS Credit 7.1: Heat Island Effect—Nonroof
n SS Credit 8: Light Pollution Reduction
The project team should also be alert to possible community partnerships that could result from pursuit of this credit:
n SS Credit 10: Joint Use of Facilities 3. Summary of referenced Standards There are no standards referenced for this credit.
4. implementation
Master plan discussions should include plans for community centers, fields, libraries, parks, wetlands, and other major projects so that the school can plan its campus with community needs in mind. There is potential overlap with SS Credit 10, Joint Use of Facilities.
In developing a master plan, work with decision makers to evaluate ways in which future expansion will provide the most benefit to both the school and the community. It is important to involve the local municipality and county in the earliest stages of developing a master plan. Geographic information systems data can provide detailed information about demographics, student enrollment, population, housing growth, and other factors that may affect future expansion needs. Schools and SS
nc na
scHooLs credit 9
cs na
For personal use only and subject to the sales order agreement terms by (BP 10303644). May NOT be copied or distributed.
their governing boards should not feel restricted by a master plan if the future needs of the students and community are uncertain. Flexibility can be built into the master plan to accommodate a range of scenarios. Expansion is not always a necessity in the long-term evolution of a school. Sometimes, fluctuations in demographics and enrollment can result in reduced occupancy. Consider employing design strategies that allow components of the building to be modified as the school’s needs change.
As long as potential scenarios individually comply with the credit requirements, a variety of options can be included in the master plan. Future needs of the community should also be considered to help identify potential joint-use scenarios.
5. timeline and team
Discussions regarding a master planning exercise should take place well in advance of the predesign phase of the building development to allow for a comprehensive project strategy. In addition, the environmental and financial impacts should be projected and planned for well in advance.
Discussions should include the project owner, architect, and design team. The entire project team should take advantage of design charrettes that allow public input for the school or building’s development from surrounding residents, businesses, and other neighbors. This input will give schools a chance to be integrated into the community while helping planners determine how to minimize construction impacts to the area. The charrette process can reveal potential community alliances and partnerships, which teams can pursue under SS Credit 10, Joint Use of Facilities.
6. Calculations
Refer to the qualifying calculations for the following credits:
n SS Credit 1: Site Selection
n SS Credit 5.1: Site Development—Protect or Restore Habitat
n SS Credit 5.2: Site Development—Maximize Open Space
n SS Credit 6.1: Stormwater Design—Quantity Control
n SS Credit 6.2: Stormwater Design—Quality Control
n SS Credit 7.1: Heat Island Effect—Nonroof
n SS Credit 8: Light Pollution Reduction
The project team must recalculate for the entire master plan to demonstrate that the master plan achieves 4 or more of the 7 credits.
7. Documentation Guidance
As a first step in preparing to complete the LEED-Online documentation requirements, work through the following measures. Refer to LEED-Online for the complete descriptions of all required documentation.
n Prepare a description of the process by which a site’s master plan was developed in collaboration with the school board or other decision-making body.
n Retain a copy of a site’s master plan and written verification of its approval.
8. examples
SS
nc na
scHooLs credit 9
cs na
For personal use only and subject to the sales order agreement terms by (BP 10303644). May NOT be copied or distributed.
For personal use only and subject to the sales order agreement terms by (BP 10303644). May NOT be copied or distributed.
10. regional Variations
There are no regional variations associated with this credit.
11. operations and Maintenance Considerations
The project’s site master plan should be a required reference for future site alterations. To keep the plan relevant and help ensure its use, the project team should establish a regular schedule for reviewing and updating it; an updating cycle of 2 to 5 years is recommended. Accessibility by all stakeholders is also important; consider using a web-based system that allows for easy access by building operators, administrators, board members, and the larger community.
Designate the party responsible for overseeing the master plan’s implementation. Because of the turnover typical of school boards, school administrators are likely the best option.
12. resources
Please see USGBC’s LEED Registered Project Tools (http://www.usgbc.org/projecttools) for additional resources and technical information.
Websites
National Clearinghouse for Educational Facilities, Master Planning Resources http://www.edfacilities.org/rl/masterplan.cfm
This site includes examples of actual school master plans.
Print Media
Building a Vision for Chicago’s Schools and Neighborhoods: A Framework for a Facilities Master Plan, by Andrea Lee (Neighborhood Capital Budget Group, 2005).
This report emphasizes the need for strategic planning to maximize limited funds for the maintenance, repair, and expansion of learning environments.
13. Definitions
In LEED, a master plan is an overall design or development concept for the school and associated buildings and site. This concept considers future use, growth, and contraction and includes ways for managing the facility and sustainable features. The master plan is typically illustrated with narrative descriptions, building plans, and site drawings of phases and planned development.
SS
nc na
scHooLs credit 9
cs na
For personal use only and subject to the sales order agreement terms by (BP 10303644). May NOT be copied or distributed.
SS CreDit 10 joint USe oF FaCilitieS
nc scHooLs cs
credit na ss credit 10 na
Points na 1 point na
intent
To make the school a more integrated part of the community by enabling the building and its playing fields to be used for nonschool events and functions.
requirements scHooLs
oPtion 1
In collaboration with the school board or other decision-making body, ensure that at least 3 of the following spaces included in the school are accessible to and available for shared use by the general public: auditorium, gymnasium, cafeteria/cafetorium, 1 or more classrooms, playing fields, and/or joint parking.
Provide a separate entry to the spaces intended for joint use. The entry can be from a school lobby or corridor near an entrance convenient to public access, which can be secured from the rest of the school after normal school hours and has toilets available.
oR oPtion 2
In collaboration with the school board or other decision-making body, engage in a contract with community or other organizations to provide at least 2 dedicated-use spaces in the building.
Dedicated-use spaces include, but are not limited to:
n Commercial office
n Health clinic
n Community service centers (provided by state, city, or county offices)
n Police offices
n Library or media center
n Parking lot
n One or more commercial sector businesses
Provide a separate entry to the spaces intended for joint use. The entry can be from a school lobby or corridor near an entrance convenient to public access, which can be secured from the rest of the school after normal school hours and which has toilets available.
Exemplary performance option 2
For personal use only and subject to the sales order agreement terms by (BP 10303644). May NOT be copied or distributed.
For personal use only and subject to the sales order agreement terms by (BP 10303644). May NOT be copied or distributed.
scHooLs (continued) oR
oPtion 3
In collaboration with the school district or other decision-making body, ensure that at least 2 of the following 6 spaces that are owned by other organizations/agencies are accessible to students:
n Auditorium
n Gymnasium
n Cafeteria
n One or more classrooms
n Swimming pool
n Playing field
Provide direct pedestrian access to these spaces from the school. In addition, provide signed agreements with the other organizations/ agencies that stipulate how they and the school district and organizations or agencies will share these spaces.
SS CreDit 10
For personal use only and subject to the sales order agreement terms by (BP 10303644). May NOT be copied or distributed.
1. Benefits and issues to Consider Environmental issues
Significant environmental benefits can be realized through joint-use agreements. Combining multiple functions into 1 site reduces the need to build on previously undeveloped land, minimizing the negative impacts of construction on local ecosystems. In addition, eliminating the need for a separate building to accommodate community functions reduces the amount of raw materials extraction, manufacturing, and transportation of goods required for construction. Other amenities like shared parking can reduce the amount of impervious paving, reducing stormwater runoff and minimizing the heat island effect.
Communities may gain new access or greater proximity to services that might be inaccessible under other circumstances. An example is the creation of a police substation on-site that gives both the school and the community greater access to law enforcement and security.
A joint-use agreement allows school spaces that would ordinarily be unused after school hours to provide the community with valuable program amenities.
Economic Issues
Many schools are overcrowded because of the scarcity of land and the cost of new construction. In joint-use situations, much of this cost can be divided among multiple organizations that use the space, reducing the individual costs for each. Savings can also be realized in ongoing operations and maintenance costs.
In addition to sharing costs of facilities and their operations, schools may be able to trade community access to space for in-kind services such as landscaping, snow removal, and garbage and recycling pickup services.
Schools may take advantage of amenities provided by certain types of shared facilities, such as parks, theaters, museums, libraries, playing fields, athletic facilities, computer labs, and health care services. Depending on the types of organizations that facilities are shared with, integration with the community may provide additional educational opportunities as well.
Schools may have to absorb the costs of ensuring that higher safety standards are met in shared facilities. Providing separate entryways, handicap accessibility, fire egress pathways, and additional signage may also increase initial costs. Separate metering for utilities may also be required. These costs may be shared and thus minimized by the organizations or agencies that will be occupying the joint-use or dedicated-use space.
2. related Credits
Projects that accommodate joint use of facilities may be more likely to meet community connectivity criteria because of the proximity of the school to services and institutions within the neighborhood;
these benefits are rewarded under the following credit:
n SS Credit 2: Development Density and Community Connectivity 3. Summary of referenced Standards
There are no standards referenced for this credit.
SS
nc na
scHooLs credit 10
cs na
For personal use only and subject to the sales order agreement terms by (BP 10303644). May NOT be copied or distributed.
For personal use only and subject to the sales order agreement terms by (BP 10303644). May NOT be copied or distributed.
might be able to fund more of the construction, while the school might contribute more over time in operation costs. Sharing costs can enable a community to build a larger gymnasium, theater, playing field, or library than would otherwise be affordable. The benefits of sharing spaces may increase over time, as both parties gain assets that could not be accrued separately.
The organizations and agencies that may benefit from joint-use agreements will vary by location but may include city managers, town or city planning commissions, town or city councils, and school boards. In some cases, local chapters of national organizations could be involved. In all cases, school administrators should use caution and make responsible decisions when determining appropriate organizations and services to engage in a joint-use plan.
The issue of security must be addressed, but added security measures may not necessarily add additional costs. Security can be treated as a design issue and achieved by careful planning and orientation of spaces. If joint use is planned from the beginning, public and school spaces can be separated by a door, or a shared gymnasium can be separated from the rest of the school during off-hours and from the public space during school off-hours. Restroom facilities should be made available to use facilities, but additional restrooms might not be necessary. With careful planning, joint-use agreements can save money for both parties and still be cost-effective to build.
Many communities already use existing schools in some capacity for the sake of economy or convenience but might not be formally recognized for it. This credit acknowledges the environmental benefits of sharing spaces and resources.
5. timeline and team
In general, there are opportunities to achieve joint-use agreements throughout the planning, design, and subsequent operation of a school. If maximum cost savings are desired, project teams should look for these opportunities early in the stages of school design and planning and seek to establish joint-use agreements early. City managers, town authorities, school board members, PTA leaders, school principals, and community members are some of the people who should be involved in conversations about joint use, and design teams should be fully apprised of any decisions that could affect planning. Potential issues surrounding joint-use areas, such as access and separation, should be considered in the design process as soon as joint-use areas have been identified.
6. Calculations
There are no calculations required for this credit.
7. Documentation Guidance
As a first step in preparing to complete the LEED-Online documentation requirements, work through the following measures. Refer to LEED-Online for the complete descriptions of all required documentation.
n For schools with 3 shared public spaces, list the shared spaces, depict doors or security gates and accessible restroom facilities on project drawings, and retain evidence of communication used to notify the public of shared space availability.
n For schools with 2 dedicated-use spaces, list the shared spaces, depict doors or security gates and accessible restroom facilities on project drawings, retain a copy of the joint-use contract or agreement, and develop a drawing that shows pedestrian access to the community spaces.
8. examples
Figure 1 shows how facility design can be optimized to promote shared use of facilities. In this example, the school has contracted with the community for a joint-use library, partially satisfying the requirements for Option 2. The library has been designed to be shared with the community and SS
nc na
scHooLs credit 10
cs na
For personal use only and subject to the sales order agreement terms by (BP 10303644). May NOT be copied or distributed.
operate autonomously when the school is not in service. This was done by locating the library at the front of the campus, and locating stairs and restrooms adjacent to the space.
Figure 1. a sample plan demonstrating a joint use of facility
9. exemplary performance
Projects may earn an Innovation in Design credit for exemplary performance by meeting the requirements of 2 of the 3 options listed above.
10. regional Variations
There are no regional variations associated with this credit.
11. operations and Maintenance Considerations
The joint use of facilities provides opportunities for shared costs and responsibilities associated with property maintenance and operations. These should be treated within joint-use agreements as explicitly as possible.
Updates to the master plan during operations to repurpose an existing structure could present opportunity to modify or expand upon any joint-use agreements.
SS
nc na
scHooLs credit 10
cs na
For personal use only and subject to the sales order agreement terms by (BP 10303644). May NOT be copied or distributed.
For personal use only and subject to the sales order agreement terms by (BP 10303644). May NOT be copied or distributed.
Websites
Abbott School Construction Program, Breaking Ground: Rebuilding New Jersey’s Urban Schools
http://www.edlawcenter.org/ELCPublic/elcnews_040427_BreakingGround.pdf
This document describes the importance of community involvement in urban school revitalization.
American School and University, ASU Magazine, Shared Vision http://asumag.com/mag/university_shared_vision
This article discusses community-school partnerships, joint use, and security, with particular
This article discusses community-school partnerships, joint use, and security, with particular