GREEN EXISTING SCHOOLS PROJECT MANAGEMENT GUIDE

GREEN EXISTING SCHOOLS PROJECT MANAGEMENT GUIDE

Copyright Copyright 2009 by the U.S. Green Building Council, Inc. The U.S. Green Building Council, Inc. (USGBC ) devoted significant time and resources to create this document, Green Existing Schools Project Management Guide (the Guide ). The Guide is protected by statutory copyright and trademark protection within the United States and abroad. Your possession of the Guide constitutes ownership of a material object and in no way constitutes a conveyance of ownership or entitlement to the copyrighted materials contained herein. As a result, you are prohibited by law from engaging in conduct that would constitute infringement upon the exclusive rights retained by USGBC. The following represents a list of examples of conduct that may constitute infringement; this list is meant to be illustrative and shall not be interpreted as an implicit grant of any rights or permissions by USGBC not specifically mentioned or retained herein: (1) The reproduction or copying of this copyrighted work in whole or in part, (2) The preparation of derivative works based upon this copyrighted work, (3) The display or distribution of this copyrighted work in any way for any public or commercial purposes, including display on a Web site or in a networked environment. Trademark USGBC owns several proprietary trademarks, certification marks, and associated acronyms, logos and other graphic images represented herein, including but not limited to the LEED trademark, the USGBC trademark, the LEED Green Building Rating System trademark, and the LEED Certified certification mark, (collectively Logos ). These Logos constitute valuable intellectual property wholly owned and exclusively held by USGBC. License to Copy and Distribute USGBC hereby grants you a limited, non-exclusive, royalty-free license to reproduce the Guide, in whole or in part, and to distribute such reproductions for the purposes of facilitating the incorporation of sustainable building construction and or maintenance practices within existing school facilities. Specifically, this license allows you to reproduce and use of all checklists and templates contained herein for the aforementioned purposes. As an express condition to the grant of this license, at all times you shall: i) represent that USGBC is the source and owner of this document and all content herein; 2) retain the copyright, and any other proprietary notices contained herein, within all reproductions of this copyrighted material; and 3) restate the terms, conditions, and limitations of this license within all reproductions of this copyrighted material. This license is limited in scope. All rights, title and interest in the Guide, including without limitation any copyright or trademark shall be retained by USGBC. This license shall not be construed to grant you the right or permission to sell, modify, prepare derivative works based on the Guide, or incorporate the Guide in whole or part into other works. Conduct not expressly permitted herein is beyond the scope of this license and shall be treated as an infringement on the intellectual property rights retained by USGBC. Nothing stated herein shall limit the rights of USGBC to seek injunctive relief and or statutory or real damages against any act of infringement. Disclaimer The Guide provides general information designed to help readers familiarize themselves with some of the issues surrounding the introduction of sustainable building construction and maintenance practices within existing school facilities. None of the parties involved in the creation of the Guide assume any liability or responsibility to the reader or any third parties for the accuracy, completeness, or use of or reliance on any information contained therein, or for any injuries, losses, or damages (including, without limitation, equitable relief ) arising from such use or reliance.

THE GUIDE AND ITS CONTENTS ARE PROVIDED WITHOUT WARRANTIES OF ANY KIND, EITHER EXPRESS OR IMPLIED, INCLUDING BUT NOT LIMITED TO WARRANTIES OF MERCHANTABILITY, WARRANTIES OF ACCURACY OR COMPLETENESS OF INFORMATION, WARRANTIES OF SUITABILITY OR FITNESS FOR A PARTICULAR PURPOSE, AND/OR WARRANTIES OF TITLE OR NON-INFRINGEMENT, EXCEPT TO THE EXTENT THAT SUCH DISCLAIMERS ARE HELD TO BE INVALID. Lead Author: Robert Van Der Like, CEM, CSDP, LEED AP, The Cadmus Group Contributing Author: Peggy Meehan, High Noon Communications Published by: U.S. Green Building Council 2101 L Street, NW Suite 500 Washington, D.C. 20037 The Project Management Guide for Schools has been made possible through the efforts of many dedicated volunteers, staff members, and others in the USGBC community. The Project Management Guide for Schools drafting was managed and implemented by USGBC and GBCI staff and consultants and included review and suggestions by school district staff participating in the USGBC LEED in Existing Schools Pilot Project: Agua Fria Union High School District, Arizona Los Angeles Unified School District, California Poudre School District, Colorado Seaford School District, Delaware DeKalb County School System, Georgia School District U-46, Illinois Blue Valley School District, Kansas Rio Rancho Public Schools, New Mexico Wake County Public School System, North Carolina Adams County/Ohio Valley School District, Ohio Council Rock School District, Pennsylvania School District of Philadelphia, Pennsylvania Additional thanks to the following U.S. Green Building Council and Green Building Certification Institute Staff: Nathaniel Allen Amanda Aubrey Anisa Baldwin-Metzger Doug Gatlin Rachel Gutter Selina Holmes Donnie Kenneth Maryanna Kieffer Katherine Major

green school /gren skül / n. a school building or facility that creates a healthy environment that is conducive to learning while saving energy, resources and money iv Green Existing School Project Management Guide

INTRODUCTION Green schools create healthy environments conducive to learning while saving energy, resources, and money. The U.S. Green Building Council (USGBC) developed The Green Existing Schools Project Management Guide to help schools and school districts green their existing facilities and achieve LEED (Leadership in Energy and Environmental Design) certification. The guide outlines the process for navigating LEED certification for existing schools and provides details on how to conduct organizational assessments, educate and train staff, initiate the certification process, and manage a campus- or district-wide plan. It is designed to be used in concert with additional resources contained in the Green Existing Schools Toolkit (www.usgbc.org/k12toolkit), including: Green Existing Schools Implementation Workbook for Schools Project teams should refer to the workbook to assist with the evaluation and improvement of current O&M practices and policies. The contents of the workbook include sample policies, programs, and plans; data collection forms, worksheets, and tables; and sample surveys. LEED 2009 for Existing Buildings: Operations & Maintenance Project Checklist Project teams can use the LEED Project Checklist as a scorecard to track the credits they are pursuing toward certification. LEED 2009 for Existing Buildings: Operations & Maintenance Rating System The rating system summarizes the intent, requirements, and technologies/ strategies for each credit LEED 2009 Green Building Operations & Maintenance Reference Guide The reference guide contains detailed information on the implementation of prerequisites and credit requirements. It can be purchased at www.usgbc.org/store. Implementing an initiative to green existing schools across a campus or district requires a comprehensive plan that integrates two processes: one focused on how each school facility will meet the LEED building performance requirements and the other on adopting sustainable operations and maintenance policies and best practices. Coordinating these two processes, along with the LEED documentation requirements, calls for dedicated, informed champions who are capable of leading an integrated project team and improving operational effectiveness. USGBC 1

The course the process takes will depend on factors such as the condition and age of the building(s), the size of the district or campus, budgets and financing options, the expertise of in-house staff, and the level of LEED certification sought. It will take time to align existing capital improvement plans with the LEED certification process, implement new policies and practices, and train maintenance and procurement staff. Every school and school district is different. The path to achieving LEED certification will vary for each facility and efforts will require a level of customization for every project. Despite the differences, the goal of these efforts is the same healthy and productive learning environments for students, teachers, and staff. Who is USGBC? The U.S. Green Building Council is a Washington, D.C.-based 501(c)(3) nonprofit organization committed to a prosperous and sustainable future for our nation through cost-efficient and energy-saving green buildings. USGBC works toward its mission of market transformation through its LEED green building certification program, robust educational offerings, a nationwide network of chapters and affiliates, the annual Greenbuild International Conference & Expo, and advocacy in support of public policy that encourages and enables green buildings and communities. In 2007 USGBC launched the National Green Schools Campaign with a goal that every child attend a green school within a generation. To this end, USGBC works closely with schools and school districts across the country to help them achieve their green school goals. USGBC has created a variety of green school resources including implementation and financing guides, online and instructor-led educational courses, webinars, the Educator Resource Center (www.usgbc.org/educators), and a dedicated Web site, www.greenschoolbuildings.org. Green Schools Committees in every USGBC chapter lead the National Green Schools Campaign at the state and local level. What is LEED? In 2000, USGBC established the LEED rating system as a way to define and measure green buildings. LEED is an internationally recognized green building certification system, providing third-party verification that measures how well a building or community performs across all the metrics that matter most: energy savings, water efficiency, CO2 emissions reduction, improved indoor environmental quality, and stewardship of resources and sensitivity to their impacts. The suite of LEED rating systems are designed to address the complete lifecycle of buildings. Each rating system provides a concise framework for identifying and implementing practical and measurable green building solutions. LEED points are awarded on a 100-point scale, and credits are weighted to reflect their potential environmental impacts. A project must satisfy specific prerequisites and earn a minimum number of points to be certified. Certification levels, 2 Green Existing School Project Management Guide

based on the number of points, include: Certified, Silver, Gold, and Platinum. 100-POINT SCALE Green Existing School Facilities School districts of all sizes, private schools, and charter schools can green their existing building stock through the LEED for Existing Buildings: Operations & Maintenance rating system, which is a set of performance standards for the sustainable, ongoing operation of existing buildings that are not undergoing 40 CERTIFIED 60 50 GOLD SILVER major renovations. The certification system identifies and rewards current best practices and provides an outline for buildings to use less energy, water, and natural resources; improve the indoor environment; and uncover operating inefficiencies. Prerequisites and credits within the rating system address high-performance building systems, O&M best practices, and sustainable policies. A key component of all the LEED rating systems is energy efficiency. The LEED for Existing Buildings: O&M rating system uses the U.S. Environmental Protection Agency (EPA) Portfolio Manager as the benchmarking platform to validate a building s energy performance. Portfolio Manager is a free, interactive online tool that assesses energy and water consumption, performance, and cost information for individual buildings and building portfolios. Portfolio Manager rates the current level of building energy performance based on 12 months of utility data entered into the online tool. Buildings receive an energy performance rating on a scale of 1 to 100, known as an ENERGY STAR rating. For LEED for Existing Buildings: O&M certification, a building must have a rating of 69 or above. Existing schools and facilities with ENERGY STAR ratings of 69 or higher may require little or no capital expenditures for repairs and renovations (providing IAQ requirements can also be met). For these buildings, the certification process will focus on adopting and implementing O&M best practices, establishing sustainable policies, and managing the LEED documentation process. For schools with ENERGY STAR ratings below 69, LEED certification will also require occupant education programs and building system upgrades and/or retrofits in order to meet the energy performance requirements. Launch a Pilot Project Successful initiatives can start small. Many schools and school districts become acquainted with the LEED certification process through the establishment of a pilot program in which one or more facilities are registered to pursue certification. The lessons learned from the pilot will help to streamline the LEED process for the other school facilities. 80+ PLATINUM USGBC 3

Several factors will determine the best candidates for a pilot program. In some cases, selecting a facility with an ENERGY STAR rating of 69 or above may be preferable, since little or no capital improvements will be required. In other cases, facilities with low ENERGY STAR ratings that are scheduled in the capital improvement plan for renovations or retrofits may prove to be ideal candidates for a pilot. It is important to align the LEED certification process with the capital improvements schedule. In doing so, the costs to implement building system improvements will not be new or added costs, but rather will come from existing funds in the capital improvement budget. Even though LEED for Existing Buildings: O&M certification is awarded to individual facilities, many of the LEED credits focus on policies, programs, and plans that are best implemented at the district or campus level. For example, a green cleaning policy, which requires the use of sustainable products and practices, is typically managed at the campus or district level in order to consolidate purchasing, distribution, and training. In many cases, navigating the LEED certification process for the pilot school(s) will lead to campus- or district-wide improvements to O&M practices and policies. In some cases, multiple buildings on a campus can be certified as one project, provided all the buildings in the group satisfy the Minimum Program Requirements. (See page 41 for more details.) The Green Existing Schools Project Management Guide is designed to help schools and school districts launch and implement an initiative to green their existing facilities. It outlines the entire process, from ways to make the case for going green to how to promote success. Used in conjunction with the other components of the Green Existing Schools Toolkit, school administrators, facilities staff, and program managers will have the necessary resources to operate and maintain schools that are healthy for students, comfortable for teachers, and cost-effective. 4 Green Existing School Project Management Guide

CONTENTS Phase One: Getting Started Understand LEED Certification 9 Make the Case for Green Existing Schools 15 Educate Stakeholders and Foster Collaboration 16 Evaluate Staffing Needs 17 Conduct an Organizational Assessment 18 Secure an Organization-Wide Commitment 22 Phase Two: Project Preparation Select Project Team Members 25 Join USGBC 26 Train and Educate Project Team and Staff 27 Coordinate Project Management Tasks 27 Conduct Preliminary Technical Assessment 30 Draft Preliminary Project Scorecard 32 Host Project Kickoff Charrette 32 Develop Project Certification Plan 34 Establish Project Schedule 34 6 Green Existing School Project Management Guide

Phase Three: Project Implementation Utilize LEED Resources 39 Install Building System Upgrades and Improvements 40 Adopt Policies, Plans, and Programs 40 Manage Documentation with LEED Online 40 Phase Four: Showcase Success and Prepare for Recertification Develop a Communications Plan 45 Establish Recertification Activities 46 Appendices A. Why LEED Certification for Existing Schools? A-1 B. List of Policies, Programs and Plans B-1 C. Sample Green Schools Resolution C-1 D. Project Tracking Tool D-1 Attachment 1 Project Participants D-4 Attachment 2 LEED Online Registration Information D-6 E. LEED Certification Assessment E-1 F. Project Certification Plan F-1 G. Press Release Template G-1 H. Tracking and Record-keeping for Recertification H-1 USGBC 7

Phase One: Getting Started The initiative to green existing schools may originate with a discussion among facility planners and maintenance technicians, a conversation between principals and the superintendent, one parent s idea at a PTA meeting, a school board s working session, or even a group of motivated students and faculty. No matter how the idea is sparked, successful efforts to green operations and maintenance practices and pursue LEED certification require campus- or district-wide support. Therefore, identifying leaders to champion the process is an important early step. Leaders who understand their school or school district s current needs, goals, and facilities management structure make excellent advocates. Those promoting LEED for Existing Buildings: O&M will need to educate school administrators, board members, and staff on the certification process and may also need to make a convincing case to hesitant stakeholders. As the benefits of high-performance operations and LEED certification become evident, enthusiasm will build throughout the school or school district to not only green one building, but to lay the groundwork to institutionalize a campus- or district-wide approach to healthy, highperformance schools. Details on LEED certification and how to make a compelling case for greening existing schools are outlined below. These ideas are also detailed in a handout entitled Why LEED Certification for Existing Schools? located in Appendix A. Understand LEED Certification In 2000, USGBC established the LEED rating system as a way to define and measure green buildings. In school terms, LEED is like a report card for buildings, demonstrating to the community that a facility is built and/or operated in a way that supports the health and wellbeing of occupants and saves energy, resources, and money. LEED certification is available for both new and existing schools. The LEED rating system is an internationally recognized certification system that measures how well a building performs according to several metrics: energy savings water efficiency CO 2 emissions reduction improved indoor environmental quality stewardship of resources USGBC 9

LEED provides a concise framework for identifying and implementing practical and measurable green building solutions. Points are awarded on a 100-point scale, and credits are weighted to reflect their potential environmental impacts. A project must satisfy specific prerequisites and earn a minimum number of points to be certified. Certification levels, based on the number of points, include: Certified, Silver, Gold, and Platinum. Once the LEED credits are implemented and the energy-efficiency and performance requirements met, the final step for LEED certification is submitting the project certification documentation. When all templates are submitted and all required supporting documents uploaded to the Web-based LEED Online system, the application is ready to submit for review. The Green Building Certification Institute (GBCI) reviews applications and provides feedback. If the application is complete and all requirements are met, GBCI awards a LEED certification for the building. LEED for Existing Buildings: Operations & Maintenance The LEED for Existing Buildings: O&M rating system contains performance standards for the sustainable, ongoing operation of existing buildings that are not undergoing major renovations. It includes high-performance building systems, O&M best practices, and sustainable policies. LEED for Existing Buildings: O&M can be applied both to existing buildings seeking LEED certification for the first time and to projects previously certified under LEED for New Construction, Schools, or Core & Shell. It is the only LEED rating system under which buildings are eligible for recertification. High-Performance Building Systems LEED EB: O&M Sustainable Policies O&M Best Practices Types of Credit Requirements There are three types of improvements addressed through the LEED for Existing Buildings: O&M rating system: High-Performance Building Systems: Implement building improvements and technologies in order to use less energy, less water, and fewer natural resources. System upgrades and retrofits also improve indoor air quality and address operational inefficiencies. Examples: Efficient lighting systems and indoor plumbing fixtures. These improvements relate directly to the school facility being certified. 10 Green Existing School Project Management Guide

O&M Best Practices: Adopt operations and maintenance best practices to ensure project measures are effectively implemented and maintained. Examples: Systems monitoring, green cleaning, and preventative maintenance procedures. Schools or school districts can treat the project pursuing certification as a pilot for the adoption of new best practices to be implemented campus- or district-wide. Sustainable Policies: Establish green policies to demonstrate an organization-wide commitment to sustainability. Examples: Policies to guide recycling programs and the use of eco-friendly products. These types of requirements lend themselves to campus- or district-wide adoption and implementation. The LEED for Existing Buildings: O&M rating system is flexible, not a one size fits all tool. There are nine prerequisites that every project must satisfy. Project teams can choose credits to pursue according to the needs of the school or school district and earn points toward certification. For many schools and school districts, O&M best practices and sustainable policies that contribute toward a facility s LEED certification will be established through campus- or district-wide policies, programs, and plans. In this way, the certification of an individual school facility can result in operational improvements that extend throughout the entire campus or school district. However, campus- or district-wide implementation of these practices is not a requirement of the rating system; only facilities registered to pursue certification need comply. The LEED 2009 for Existing Buildings: Operations & Maintenance Rating System, which can be downloaded free of charge from the USGBC Web site, provides the intent and requirements for each prerequisite and credit. A list of LEED for Existing Buildings: O&M rating system credits that require policies, plans, and programs is located in Appendix B. USGBC 11

LEED for Existing Buildings: O&M Rating System Credit Categories The LEED for Existing Buildings: O&M rating system is organized into six credit categories: Sustainable Sites, Water Efficiency, Energy and Atmosphere, Materials and Resources, Indoor Environmental Quality, and Innovation in Operations. Regional Priority is an additional category that acknowledges the importance of local conditions in determining best practices for ongoing operations and maintenance. Figure 1.1 LEED for Existing Buildings: O&M Rating System Credit Categories Sustainable Sites (SS) credits promote responsible, innovative, and practical site maintenance strategies that are sensitive to plants, wildlife, and water and air quality. These credits also mitigate some of the negative effects buildings have on the local and regional environment. Environmentally sensitive site maintenance practices reduce site operations and maintenance costs while creating and maintaining outdoor spaces that are attractive and healthy for both building occupants and local flora and fauna. Water Efficiency (WE) prerequisites and credits encourage the use of strategies and technologies that reduce the amount of potable water consumed in facilities. Many water conservation strategies are no-cost; others provide rapid payback. Some, such as biological wastewater treatment systems and graywater plumbing systems, require more substantial investments and are cost-effective only under certain building and site conditions. Energy and Atmosphere (EA) prerequisites and credits address the reduction of energy consumption through a performance-based approach that allows owners and managers to tailor energy reduction measures to their buildings. Improving the energy performance of facilities lowers operating costs, reduces pollution, and enhances occupant comfort. Many energy efficiency measures have a rapid payback because of the rising cost of energy. Materials and Resources (MR) prerequisites and credits set the foundation for developing, implementing, and documenting policies and practices that support effective waste management and responsible procurement. The MR credit category focuses on two main issues: the environmental impact of materials brought into the facility and the minimization of landfill and incinerator disposal for materials taken out of the facility. Indoor Environmental Quality (IEQ) prerequisites and credits address concerns relating to indoor air quality; occupant s health, safety, and comfort; air change effectiveness; and air contaminant management. The IEQ credit category encourages improvements to ventilation, indoor CO 2 levels, daylighting and lighting quality, and thermal comfort all of which have the potential to impact occupant health and performance. Innovation in Operations (IO) credits recognize projects for innovative and exemplary technologies, methods, project planning, and project execution. Regional Priority (RP) credits address environmental concerns that are local priorities for each region of the country, as identified by USGBC s regional councils, chapters, and affiliates. A project that earns a regional priority credit will earn one bonus point in addition to any points already awarded for that credit. Up to four extra points can be earned in this way. 12 Green Existing School Project Management Guide

LEED for Existing Buildings: O&M Prerequisites and Credits The LEED for Existing Buildings: O&M rating system consists of 9 prerequisites and 49 credits. All prerequisites must be accomplished before any points can be earned toward certification. Figure 1.2 below shows the titles of all prerequisites and credits and notes the potential for campus- or district-wide application of prerequisites or credits pursued toward an individual facility s LEED certification effort. For example, in order for one facility to achieve the Building Exterior and Hardscape Management Plan credit (SSc2), it may make sense to write a plan to use environmentally friendly alternatives to toxic chemical treatments at the campus or district level so that it can be made applicable to all facilities, even those not pursuing certification. The Minimum Indoor Plumbing Efficiency prerequisite (WEp1) requires that the facility being certified meet the minimum water efficiency performance level and have a policy in place for analyzing the economic benefits of conversion to high-performance plumbing fixtures whenever a future indoor plumbing renovation is planned. This policy will most likely be established at the campus or district level. However, campus- or district-wide adoption of policies, programs, and plans is not required for certification; only facilities registered to pursue certification need comply. The certification project(s) can be an opportunity to pilot sustainable best practices and policies for campus- or district-wide implementation. Figure 1.2 LEED Prerequisites and Credits with Potential for Campus- or District-wide Application Sustainable Sites (SS) campus-/districtwide opportunity SSc1 LEED Certified Design and Construction SSc2 Building Exterior and Hardscape Management Plan SSc3 Integrated Pest Management, Erosion Control, Landscape Management Plan SSc4 Alternative Commuting Transportation SSc5 Site Development Protect or Restore Open Habitat SSc6 Stormwater Quantity Control SSc7.1 Heat Island Reduction Nonroof SSc7.2 Heat Island Reduction Roof SSc8 Light Pollution Reduction Water Efficiency (WE) WEp1 Minimum Indoor Plumbing Fixture and Fitting Efficiency WEc1 Water Performance Measurement WEc2 Additional Indoor Plumbing Fixture and Fitting Efficiency WEc3 Water Efficient Landscaping WEc4 Cooling Tower Water Management Energy and Atmosphere (EA) EAp1 Energy Efficiency Best Management Practices (BMP) EAp2 Minimum Energy Efficiency Performance EAp3 Fundamental Refrigerant Management EAc1 Optimize Energy Efficiency Performance EAc2.1 Existing Building Commissioning Investigation and Analysis EAc2.2 Existing Building Commissioning Implementation EAc2.3 Existing Building Commissioning Ongoing Commissioning continued, next page USGBC 13

Figure 1.2 LEED Prerequisites and Credits with Potential for Campus- or District-wide Application (continued) campus-/districtwide opportunity EAc3.1 Performance Measurement Building Automation System EAc3.2 Performance Measurement System-Level Metering EAc4 On-site and Off-site Renewable Energy EAc5 Enhanced Refrigerant Management EAc6 Emissions Reduction Reporting Materials and Resources MRp1 Sustainable Purchasing Policy MRp2 Solid Waste Management Policy MRc1 Sustainable Purchasing Ongoing Consumables MRc2 Sustainable Purchasing Durable Goods MRc3 Sustainable Purchasing Facility Alterations and Additions MRc4 Sustainable Purchasing Reduced Mercury in Lamps MRc5 Sustainable Purchasing Food MRc6 Solid Waste Management Waste Stream Audit MRc7 Solid Waste Management Ongoing Consumables MRc8 Solid Waste Management Durable Goods MRc9 Solid Waste Management Facility Alterations and Additions Indoor Environmental Quality (IEQ) IEQp1 Minimum Indoor Air Quality (IAQ) Performance IEQp2 Environmental Tobacco Smoke (ETS) Control IEQp3 Green Cleaning Policy IEQc1.1 IAQ BMP IAQ Management Program IEQc1.2 IAQ BMP Outside Air Delivery Monitoring IEQc1.3 IAQ BMP Increased Ventilation IEQc1.4 IAQ BMP Reduce Particulates in Air Distribution IEQc1.5 IAQ BMP IAQ Management for Facility Alterations and Additions IEQc2.1 Occupant Comfort Occupant Survey IEQc2.2 Controllability of Systems Lighting IEQc2.3 Occupant Comfort Thermal Comfort Monitoring IEQc2.4 Daylight and Views IEQc3.1 Green Cleaning High-Performance Cleaning Program IEQc3.2 Green Cleaning Custodial Effectiveness Assessment IEQc3.3 Green Cleaning Purchase of Sustainable Cleaning Products and Materials IEQc3.4 Green Cleaning Sustainable Cleaning Equipment IEQc3.5 Green Cleaning Indoor Chemical and Pollutant Source Control IEQc3.6 Green Cleaning Indoor Integrated Pest Management IOc1 IOc2 IOc3 RPc1 Innovation in Operations (IO) Innovation in Operations LEED Accredited Professional Documenting Sustainable Building Cost Impacts Regional Priority (RP) Regional Priority 14 Green Existing School Project Management Guide

Make the Case for Green Existing Schools Advocates seeking to achieve LEED certification may encounter hesitant stakeholders. The reluctance to green existing schools may be born from a belief that the process is too expensive and time consuming or the new practices and policies too burdensome. There are many reasons to green an existing school, including the health and achievement of students, teachers, and staff; improving a school s energy efficiency, which in turn generates cost savings; and reducing the school s environmental footprint. Demonstrate a Commitment to the Health and Achievement of Students, Teachers, and Staff A LEED-certified school demonstrates a commitment to the health and well-being of students, teachers, and staff. By improving indoor air quality, removing toxic materials, optimizing lighting conditions, and addressing cleanliness and comfort issues, a green school becomes a learning environment capable of improving the academic performance of students. Improve Energy Efficiency and Generate Cost Savings Improving an existing facility s energy performance is a major component of LEED for Existing Buildings: O&M certification and can provide immediate and measurable reductions in operational costs, resulting in lower utility bills. Third-Party Verification While some schools or districts may claim to be energy efficient or green, LEED certification is an internationally recognized certification system that offers third-party verification that the school has achieved real energy and environmental performance goals and created a healthier and more productive learning environment. The School as a Teaching Tool Teachers at green schools can use the building as the basis for innovative curricula. The school can serve as a tool for hands-on lessons, such as math students tracking and charting utility cost savings, science students analyzing the environmental impact of traditional cleaning products compared to eco-friendly ones, and students designing their dream sustainable homes using the types of systems and innovations used to green their school. Exercises like these help students connect to their environment and understand the effect that buildings have on land, natural resources, and their communities. How much does LEED Cost? The cost to register and certify a school facility is based on the project s square footage. This process provides a comprehensive third-party review of the energy and environmental performance of the school and ensures that goals are met. For a 100,000-square-foot school, LEED for Existing Buildings: O&M registration and certification fees are less than $4,000. *Prices are determined by GBCI and are subject to change. For complete pricing information, visit www.gbci.org. USGBC 15

Educate Stakeholders and Foster Collaboration As more concrete action is taken to green existing schools, cooperation between departments and administrative offices is required. Tools to assist in educating stakeholders and fostering the necessary collaboration among the various departments, administrative offices, and decision makers are outlined below. Establish a Core Working Group Convening a working group comprised of representatives from the departments that will be directly involved in implementing the LEED project(s), including facilities management, custodial and procurement staffs, administration, and finance, will promote the sharing of ideas and build consensus amongst stakeholders. This integrated working group can help lay the groundwork for a broader campus or district initiative. The working group may be tasked with identifying LEED credits that are aligned with campus/district priorities and goals. The group should present its recommendations to school/school district leadership. Leadership may also want to establish a Green Schools Task Force that engages participation across an even broader range of departments including dining services, curriculum, and transportation. The Task Force should also provide opportunities for student, staff, and parent involvement. Train and Educate Training and education programs will help school administrators and staff better understand the benefits of LEED certification and how to achieve it. All those involved in the advocacy and early information-exchange process can benefit from USGBC s general orientation courses. As the project team members are selected and decisions are made on what LEED credits to pursue, more advanced training may be required. Contact a Local Green Schools Committee USGBC has more than 70 chapters nationwide, each with a Green Schools Committee. Local chapters are listed on the USGBC Web site. The committees are composed of community and professional volunteers knowledgeable about green schools and the LEED rating system. Depending on the chapter s size and resources, it can offer varying levels of support, such as facilitating focus group sessions, delivering inspirational and educational presentations, or advising school administrators and staff on available resources and next steps. Visit USGBC s Green School Buildings Web Site USGBC maintains a dedicated Web site to help schools go green. www.greenschoolbuildings.org provides a variety of resources including research links, videos, PowerPoint presentations, and project profiles. Through the site, you can locate LEED-certified schools in your region or contact your local green schools committee. 16 Green Existing School Project Management Guide

Evaluate Staffing Needs In-House Capacity The staff time and commitment required for a project to achieve LEED for Existing Buildings: O&M certification will depend on several factors, including current operational practices, the level of certification sought, the desired timeline for completion, and what, if any, capital improvements are needed to meet energy performance requirements outlined in the LEED prerequisites. A school/school district s facilities department will have the greatest involvement in the LEED for Existing Buildings: O&M certification process, followed by custodial services and the purchasing department. Staff from other school/school district offices and departments will also need to be engaged. Most critical to success will be the willingness of leadership to adopt new O&M policies and practices and to provide the resources needed for training relevant staff, implementing the project measures, monitoring progress, and submitting the required LEED documentation. Appoint a LEED Coordinator A key personnel decision will be the appointment of a LEED Coordinator to facilitate the LEED certification process. Having a single point-person responsible for coordinating, monitoring, and managing the process is critical to the project s success. LEED Professional Credentials LEED Professional Credentials indicate professional excellence and a strong depth of knowledge and practical understanding of the LEED rating systems. The credentials include LEED Green Associate and LEED Accredited Professional (LEED AP). Requiring the LEED Coordinator and/or select project team members to be credentialed increases the likelihood for the project s success, helps drive down costs by building in-house expertise, and greatly improves efficiency by ensuring key project team members clearly understand the certification process and documentation requirements. Consultants If funds are available, using LEED accredited green building consultants to facilitate the LEED certification process can lessen the demand on staff resources. Assessment If leadership wants a detailed assessment of the project and improvements required to achieve LEED certification, the LEED Coordinator or green building consultants can work with staff and available performance data to generate projections for resources and staffing needs. Specialized Technical Tasks Some technical tasks required for a specific LEED credit may not be within the school/school district s range of expertise. In such cases, hiring contractors or service providers may be the best option for accomplishing the necessary tasks. USGBC 17

Document Preparation Completing the documentation required for LEED projects involves a significant investment of time, especially for the first project. Some schools/ school districts rely on consultants to manage the process. Consultants work with other project team members to ensure submittals for each prerequisite and credit are accurate, complete, and meet the requirements for documentation. Engaging a consultant to manage LEED submittals can be costly. Provided staff capacity and opportunities for training exist, schools/school districts can keep costs down by managing this process in-house. Tap the Expertise of the Community Because the health and well-being of our children is a shared priority of all communities, schools/school districts have a unique opportunity to access support from local volunteers. Project teams can access support from nearby colleges and universities, state environmental and energy offices, the local USGBC chapter, and local utility providers. Parents too may be green building experts in disguise. Members of the local USGBC chapter, especially members of the Green Schools Committee, may be willing to assist in the evaluation and implementation of LEED prerequisites and credits. Conduct an Organizational Assessment The LEED Coordinator should conduct an organizational assessment of the school/school district s organizational structure and the corresponding responsibilities for each relevant position to determine how to implement the processes needed to meet LEED certification requirements. Figure 1.3 presents a sample organizational role matrix for a school district. 18 Green Existing School Project Management Guide

Figure 1.3 Organizational Role Matrix Roles Administrators Staff Cross-Departmental Committees/ Councils Community Partners Consultant/Service Provider Advocacy Education Initiation Project Management Technical Implementation Serve as advocates or champions, influencing policy and business planning decisions. Devote resources to training on the implementation of sustainable best management practices. Initiate or approve project, identify LEED Coordinator and additional staff to participate on project team, and approve new policies. Emphasize importance of participation on the LEED project team. Approve significant expenditures of time and resources. Allocate resources for contracts, purchases, or labor hours. Serve on committees or contribute to activities that help spread the message. Become knowledgeable on high-performance O&M and the LEED certification process. Report challenges and opportunities involved with implementation. Make up project team, including LEED Coordinator. Maintain open communication. Complete project tasks and documentation as assigned. Coordinate with team members and provide feedback to LEED Coordinator as necessary. Promote the benefits of green schools and spread awareness across the school/ school district. Research and recommend programs for educating school/ school district administrators and key staff on their implementation responsibilities. Solicit feedback from managers and peers. Make recommendations to administrators. Keep abreast of team progress, issues, and accomplishments. Acknowledge accomplishments when tasks are completed. Local municipalities, as well as professional and service associations with programs that promote sustainability, can serve as a resource for advocacy. Provide support in areas of specialization as requested by the school/school district. Provide support in areas of specialization as requested by the school/school district. Provide support in areas of specialization, as requested by the school/school district. Provide support in areas of specialization, as requested by the school/school district. N/A Develop an education plan. Deliver training as requested by the school/school district. Conduct preliminary assessment or host project charrette, as requested by the school/school district. Oversee documentation and LEED submittal process, as requested by the district. Provide specialized services, as requested by the school/school district. USGBC 19

Create Credit Task Assignment Matrix To gain a better understanding of the tasks and their organizational impact, create a Credit Task Assignment Matrix. The LEED prerequisites and credits, and the departments most likely to be involved in meeting the requirements, are outlined in a sample matrix in Figure 1.4. The LEED Coordinator should construct a matrix to reflect the unique organizational structure and special characteristics of the school/school district. Figure 1.4 Credit Task Assignment Matrix Credit Lead Role Support Role SS c2 Build Exterior and Hardscape Management Plan Facilities Grounds Section Operations & Maintenance SS c3 Integrated Pest Management, Erosion Control, and Landscape Facilities Grounds Section Safety & Environmental Section Management Plan SS c5 Site Development Protect or Restore Open Habitat Facilities Grounds Section SS c7.1 Heat Island Reduction Nonroof Facilities Planning Dept Grounds Section SS c6 Stormwater Quantity Control Facilities Planning Dept Grounds Section SS c8 Light Pollution Reduction Facilities Planning Dept SS c7.2 Heat Island Reduction Roof Facilities Planning Dept Operations & Maintenance IEQ c2.4 Daylight and Views Facilities Planning Dept School WE p1 Minimum Indoor Plumbing Fixture and Fitting Efficiency Facilities Plumbing Shop WE c1 Water Performance Measurement Facilities Plumbing Shop WE c2 Additional Indoor Plumbing Fixture and Fitting Efficiency Facilities Plumbing Shop WE c3 Water Efficient Landscaping Facilities Plumbing Shop Grounds Section WE c4 Cooling Tower Water Management Facilities Plumbing Shop EAp1 Energy Efficiency Best Management Practices (BMP) Planning, Documentation, and Opportunity Assessment Facilities HVAC Shop Electric Shop, Energy Management Section EAp3 Fundamental Refrigerant Management Facilities HVAC Shop EAc2.1 Existing Building Commissioning Investigation and Analysis Facilities HVAC Shop EAc2.2 Existing Building Commissioning Implementation Facilities HVAC Shop Operations & Maintenance EAc2.3 Existing Building Commissioning Ongoing Commissioning Facilities HVAC Shop Operations & Maintenance EAc3.1 Performance Measurement Building Automation System Facilities HVAC Shop EAc3.2 Performance Measurement System-Level Metering Facilities HVAC Shop EAc5 Enhanced Refrigerant Management Facilities HVAC Shop IEQ p1 Minimum Indoor Air Quality (IAQ) Performance Facilities HVAC Shop IEQ c1.2 IAQ BMP Outdoor Air Delivery Monitoring Facilities HVAC Shop IEQ c1.3 IAQ BMP Increased Ventilation Facilities HVAC Shop Planning Dept IEQ c1.4 IAQ BMP Reduced Particulates in Air Distribution Facilities HVAC Shop IEQc2.3 Occupant Comfort Thermal Comfort Monitoring Facilities HVAC Shop EAp2 Minimum Energy Efficiency Performance Facilities Energy Management Section continued, next page 20 Green Existing School Project Management Guide

Figure 1.4 Credit Task Assignment Matrix (continued) Credit Lead Role Support Role EAc1 Optimize Energy Efficiency Performance Facilities Operations & Maintenance Energy Management Section EAc4 On-site and Off-site Renewable Energy Facilities Operations & Maintenance Energy Management Section EAc6 Emissions Reduction Reporting Facilities Operations & Maintenance Energy Management Section MRc3 Sustainable Purchasing Facility Alterations and Additions Facilities Operations & Maintenance School, Shops, Planning Dept, Purchasing Dept MRc9 Solid Waste Management Facility Alterations and Additions Facilities Operations & Maintenance Shops, Planning Dept IEQc1.5 IAQ BMP IAQ Management for Facility Alterations and Additions Facilities Operations & Maintenance Shops, Planning Dept IEQc2.2 Controllability of Systems Lighting Facilities Electric Shop Planning Dept IEQc1.1 IAQ BMP IAQ Management Program Safety & Environmental Section Facilities HVAC Shop IEQc3.6 Green Cleaning Indoor Integrated Pest Management Safety & Environmental Section Custodial Services, Grounds Section IEQp3 Green Cleaning Policy Custodial Services School MRp2 Solid Waste Management Policy Custodial Services School, Facilities Operations & Maintenance MRc6 Solid Waste Management Waste Stream Audit Custodial Services School (Middle or High can be done by students) MRc7 Solid Waste Management Ongoing Consumables Custodial Services School IEQc3.1 Green Cleaning High-Performance Cleaning Program Custodial Services School IEQc3.2 Green Cleaning Custodial Effectiveness Assessment Custodial Services School IEQc3.3 Green Cleaning Purchase of Sustainable Cleaning Products and Custodial Services School, Purchasing Dept Materials IEQc3.4 Green Cleaning Sustainable Cleaning Equipment Custodial Services School IEQc3.5 Green Cleaning Indoor Chemical and Pollutant Source Control Custodial Services School SSc4 Alternative Commuting Transportation School Principal IEQp2 Environmental Tobacco Smoke (ETS) Control School Principal IEQc2.1 Occupant Comfort Occupant Survey School Principal MRc8 Solid Waste Management Durable Goods School Principal Warehouse MRp1 Sustainable Purchasing Policy Purchasing Dept School, Facilities Operations & Maintenance, Food Service MRc1 Sustainable Purchasing Ongoing Consumables Purchasing Dept School MRc2 Sustainable Purchasing Durable Goods Purchasing Dept School MRc4 Sustainable Purchasing Reduced Mercury in Lamps Purchasing Dept School, Facilities Operations & Maintenance MRc5 Sustainable Purchasing Food Food Service Purchasing Dept USGBC 21

Secure an Organization-Wide Commitment Form Focus Groups Focus groups provide the opportunity for administrators and the LEED Coordinator to initiate discussion among staff and others who will be implementing the LEED credits. Involving key staff in early phases of development will instill a sense of ownership and provide valuable insights on the opportunities and challenges in implementing the LEED certification process. Focus groups should be small groups of no more than five to eight staff and may include a facilitator. Focus questions can be developed from a review of the LEED 2009 for Existing Buildings: Operations & Maintenance Rating System, which shows the intent and requirement of each prerequisite and credit. The questions can be distributed to focus group members prior to the session or at the beginning of it. The facilitator elicits responses while notes are taken and prepares an executive summary for administrators. Adopt a Green Schools Resolution Adopt a campus- or district-wide green schools resolution to set priorities, solidify the school/ school district commitment to sustainability, and empower leadership and staff. A sample resolution is located in Appendix C. 22 Green Existing School Project Management Guide