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Performance

S u s t a i n a b l e S c h o o l s

Supporting Your Educational MissionAt the very heart of your educationalmission is the goal of improving academicperformance. Twosustainable designstrategies can helpyou. Through theimplementation of natural daylightingand the inclusion of measures that improve indoor air quality, your school, like otherSustainable Schools, will be a healthier learning environment, resultin increased attendance, and improve academic performances.

Daylighting

Over the past two decades, a growing number of research efforts areindicating the same thing -- that there is a link between the amount of controlled sunlight a person receives and personal health andproductivity. Within this research there is a consensus that sunlight hasa nurturing effect on humans.

Today it is common knowledge that sunlight triggers the developmentof vitamin D in the skin. Sunlight intensifies the enzymatic processes of metabolism, increases hormone activity, and improves the tone of thecentral nervous and muscular systems. More importantly to educators,recent research indicates that there is a strong correlation between theintroduction of controlled daylighting in classrooms and studentattendance and academic performance.

Indoor Air Quality (IAQ)Twenty percent of the US population -- 55 million students, teachers,and staff -- spend much of their time daily in elementary and secondaryschools. A 1995 analysis by the US General Accounting Office of 80,000 public elementary and secondary schools found that over 8million students are now attending 15,000 schools with severe indoor airquality problems. These indoor air quality problems can be effectivelyaddressed through simple design strategies, the result being improvedhealth, increased attendance, and better grades.

SustainableSchools CreateBetter Learning

EnvironmentsThe objective of this Sustainable SchoolsGuide is to provide you with informationthat will allow your school system tomake informed decisions regarding ener-gy and environmental issues that areimportant to your school, community, andcountry.

The concept of sustainable developmentreflects an understanding that we mustmeet the needs of the present withoutcompromising the ability of future gener-ations to meet their own needs. ASustainable School not only embraces theconcept of sustainability but is, in itself, ateaching tool for sustainability.

"Good teachers never teach anything.What they do is create conditions under which learning takes place."

S.I. Hayakawa

By implementing the sustainable designpractices included within these guide-lines, you will be taking a significant stepforward in creating the physical condi-tions in which the learning process canthrive.

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aaBecome Knowledgeable about the IssuesOver the past decade remarkable studies have indicated a correlation

between the way our schools are built and student performance.Investigate for yourself the important relationships between daylightingand productivity and between indoor air quality and health. You will seehow easy it is to address these issues and how significant an impact youcan make in improving academic performance.

aa Establish Goals on Daylighting and IAQOnce you understand the ramifications of implementing controlleddaylighting strategies and good indoor air quality practices, you should

establish clear goals for your A&E team. Set indoor air quality objectives that:

- define a level of indoor air quality desired during occupied times;- place limitations on the use of materials, products, or systems

that creates biological, chemical, or physical IAQ problems; and- require monitoring equipment.

Set daylighting objectives to:- develop intentional visual connections between the indoor and

outdoor environment; and- include controlled daylighting in all classrooms, administrative

areas, the gymnasium, and other significantly occupied spaces.

aa Select a Qualified Design TeamSelect a design team that has specific experience in dealing with theintegration of daylighting and indoor air quality strategies into schoolprojects. When qualifying firms, ask them to provide you with examplesof their successes in designing green schools. Have them provideinformation on the computer daylighting and energy simulation toolsthat they use in the design process and what indoor air quality measuresthey typically employ.

aa Involve Students, Teachers, and Maintenance Staff To realize these benefits the school must be operated in a manner thatdoes not override the intent of the design. The more your students,teachers, and maintenance staff are involved in, and knowledgeableabout, the sustainable features incorporated in your school, the moreyour school will benefit.

"There is no area of our mental and bodily functioning that the sun doesnot influence. Our bodies weredesigned to receive and use it in awide range of ways. We were not

designed to hide from it in houses,offices, factories, and schools.Sunshine, reaching us through our eyes and our skin, exercises a subtlecontrol over us from birth to death,

from head to tail."

D. Downing, 1988

Daylit gymnasium at Durant Middle School, Raleigh, NC

"The results indicate that work inclassrooms without daylight mayupset the basic hormone pattern, and this in turn may influence thechildren's ability to concentrate or cooperate, and eventually have animpact on growth and absenteeism."

Kuller and Lindsten, 1992

In su r ing Success

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Improving Academic Performance

uu

u

D ay l igh t ing & Windows

Academic Performance

A Guide to Improving

Sterling Montessori Academy, Morrisville, NC

The following checklist outlines key sustainable elements that should be consideredby your A&E team during the design of your school.

Daylit classroom at the New School, Apex, NC

General Windows Guidelinesn employ high-performance windows, with low-e glazing in windows

not integral to daylighting strategy

n create deliberate connections to outside environment so that

climatic changes are apparent, as well as stimulating to studentsn minimize east- and west-facing glass and tint and/or shade that

which is installed

n provide proper overhangs over south windows to eliminateexcessive radiation during hotter months

n provide window treatments to eliminate glare and avoid directbeam radiation from entering teaching and working spaces

General Daylighting Guidelinesn use south- and north-facing glass to maximize daylighting

n daylight the most utilized spaces, particularly classrooms,gymnasiums, and administrative spaces

n incorporate strategies that result in quality daylighting for at leasttwo-thirds of the daytime school hours

n incorporate glass and properly-sized overhangs to insure that nomore than the optimum amount of radiation for lighting enters thespace during peak cooling times

n to effectively daylight a particular space to 60 footcandles,incorporate a daylighting strategy that uses a clear glass aperture

area equal in size to 10-12% of the floor area to be daylitn create daylighting strategies that eliminate glare and direct beam

radiation from entering teaching and working spaces

n use light colored wall, floor and ceiling finishes inside rooms tobetter reflect light deeper into spaces

n develop an overall building structural design that integrates thedaylighting strategies and minimizes redundant structural elements

n avoid the use of skylights that do not control summer overheatingEast Clayton Elementary, Clayton, NC

u

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uu Daylighting with Roof Monitors

n where possible, use roof monitors in one-story buildings

n design roof monitor to bring in light in a more controlled manner by: employing translucent baffles within lightwells to reduce glare,

block direct beam radiation and uniformly distribute light using south-facing monitors with well-designed overhangs to

seasonally optimize the solar gain entering the space (less insummer, more in winter)

secondarily, employing north-facing monitors using white roof areas adjacent to roof monitors to bounce

additional radiation through the glass area

uu Daylighting with Lightshelvesn employ lightshelf strategies in offices and classrooms that havesouthern exposures and are elongated in the east-west direction(narrow from north to south)n use highly-reflective lightshelves below south-facing daylightingglazing areas to bounce light deeper into the spaces

n incorporate separate window treatments above and belowlightshelves

Roof monitor at Clayton Middle School, Clayton, NC

Lightshelves at Roy Lee Walker Elementary, McKinney, TX

"The daylit classrooms haveincreased the well being of the

students and teachers and are at least partly responsible for our record high attendance rates."

"We are running about 3 percent ahead of the rest of the county inattendance. We stay about 98%."

Tom Benton, PrincipalDurant Road Middle School Durant Road Middle School. Raleigh, NC

uu Daylighting with Controlsn incorporate lighting controls that automatically reduce light levelsas daylighting increasesn select continuously dimming (best option) or multi-staged lightingcontrols, lamps and ballasts to enhance economic benefits andprovide a smoother transition between varying lighting conditions

n in spaces that need to be temporarily darkened, install durablemotorized vertical blinds or rolling dark-out shades

Lighting sensor

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M echanical & Ventilation Systems

Condition of indoor air. Courtesy of TelAir, Goleta, CA

n comply with ASHRAE Standard

n consider different strategies to efficiently ensure adequate fresh airin occupied areas, including capability to introduce one hundredpercent of outdoor air during mild weather

n incorporate carbon dioxide and VOC pollutant sensors to controlamount of ventilation air required

n do not oversize cooling equipment because it will not adequatelyremove humidity

n use nighttime ventilation strategies in the cooling season to flushout air prior to morning occupancy

n if a particular mechanical system serves more than one space,insure that each space served has the same orientation and fulfillssimilar functions

n install ductwork that has smooth surfaces and transitions tominimize the collection of microbial growth

n design ductwork and plenums to minimize accumulation of dirt andmoisture and provide access areas in key locations for inspection,maintenance, and cleaning

n locate outdoor-air intakes a safe distance from polluted and/oroverheated exhaust grilles and away from loading docks

n separate vehicle traffic and parking from fresh air inlets or spacesemploying natural ventilation strategies

n locate exhausts in such a way that prevailing winds carry exhaustsaway from building

n create landscaping buffers between high traffic areas and buildingintakes or natural ventilation openings

n separate and ventilate highly polluting spaces (e.g., copy rooms)

n incorporate outdoor spaces that can be used for: teaching breaks and lunch recreation

"In order to have a good learning environment, you must have a learning environment that's conducive to education,and that means good air quality. Childrendon't learn well if they're too hot, too cold, or if the lack of fresh air leaves them drowsy."

Ed Melanson, Superintendent of Schools

"Its an environment that is going to enhanceour educational efforts. We expect to take off and do some remarkable things. Theenvironment will now help us do that"

Jane Lacasse, PrincipalBoscawen Elementary School

Indoor Air Standards

The American Society of Heating,Refrigerating, and Air-ConditioningEngineers recommends:

Relative Humidity - 30% to 60%(ASHRAE 55-1992)

Temperature - 68 degrees to 78degrees (ASHRAE 55-1992)

Ventilation Rate - minimum of 15cubic feet per minute per person(ASHRAE 62-1989)

Carbon Dioxide - maximum 1000parts per million (ASHRAE 62-1989)

The US Environmental ProtectionAgency recommends:

Radon - maximum of four picocuries(pCi/L) per liter

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Environmentally-Sensitive Building Products and Systems

n improve indoor air quality by eliminating or minimizing: VOCs in paints, carpet, floor base materials, and adhesives products that may release particulates formaldehyde in plywood, particleboard, composite doors, and

cabinets toxic termite control

n select low-VOC emitting, environmentally-friendly cleaning agents

n eliminate or minimize building materials and furnishings containingtoxics

n incorporate interior planting strategies

n develop an indoor pollutant source assessment and control plan

n insist on materials and equipment with low maintenancerequirements

n incorporate air and vapor retarders in the building envelope tocontrol unwanted air movement through walls

n separate polluting materials by carefully considering placement,encapsulation, or the creation of architectural barriers

nif necessary, implement radon mitigation strategies

n select local products

Recycled carpet

Indoor Air Quality: Tools for Schools is designed to give schools theinformation and skills they need to manage air quality in a low-cost, practicalmanner. The IAQ Tools for Schools kit includes hands-on material schools willneed to prevent/or manage existing air quality problems.

The kit is published by the USEnvironmental Protection Agency andco-sponsored by the American LungAssociation. For information, pleasecall:1-800-LUNG-USAor visit:www.lungusa.orgwww.epa.gov

Improving your schools indoor air qualitywill:

n decrease the potential of short- and longterm health problems for students and staff

n reduce student and teacher absenteeism andimprove student learning environment

n save your school money by preventing IAQproblems from developing into expensiverepairs

n help prevent bad publicity and tensionsbetween schools, parents andcommunity

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The fac ts on . . .

... Indoor Air Quality

School Facilities: Condition of America's SchoolsUnited States General Accounting Office

In 1995 the US General Accounting Office investigated the condition of ourcountry's 80,000 public schools attended by 42 million elementary andsecondary students. The conclusions of the study were that 60% of all theschools were in need of extensive repairs totaling $112 billion, and that 50%had unsatisfactory environmental conditions. The most problematic issueshaving an impact on health, comfort, and productivity, and in turn academicperformance, are noise control, lack of adequate ventilation, physicalsecurity, poor air quality, comfort, and below standard lighting conditions.

Americans are strongly affected byindoor air quality since they spend90% of their time indoors. Because55 million students, teachers, andstaff spend much of their day inschools, the condition of theseschools becomes closely linked tostudent performance. Unfortunately,Sick Building Syndrome isbecoming commonplace and resultsin short- and long-term healthproblems.

Short-term impacts: asthma episodes allergy symptoms irritated eyes, nose, or throat congestion and coughing shortness of breath or wheezing fevers or chills fatigue, lethargy headache nausea drowsiness dizziness skin rashes

Long-term impacts: asthma onset increased severity of asthma recurrent pneumonia and

bronchitis frequent upper respiratory

infections lung and other cancers hearing loss cognitive impairment personality change neurological damage reproductive disorders

Poor air quality can affect anyone'shealth, but for the one student inthirteen who has asthma, indoorpollution can be particularlydevastating.

Asthma is the leading cause of long-term illness in children and iscurrently responsible for 10 millionmissed school days each year. Theincidence in children has increasedby 160% over the past 15 years andnow affects 5.3 million children.

However, schools can incorporatemany commonsense approaches thateffectively address the physical,biological, and chemical pollutants.Good indoor air quality contributesto a favorable learning environmentfor students, productivity forteachers and staff, and a sense of comfort, health, and well-being forall school occupants. These combineto assist a school in its core mission:educating students.

Tools for SchoolsUS Environmental Protection Agency and the American Lung Association

Environmental Problems inSchools Number of Schools Number of Students

Acoustics 21,900 11.0 million

Ventilation 21,100 11.6 million

Security 18,900 10.6 million

Indoor Air Quality 15,000 8.3 million

Heating and Air Conditioning 15,000 7.8 million

Lighting 12,200 6.7 million

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The Fac ts on . . .

... The Effect of Daylightingon Student Performance

Physical Conditionsu Vintageu School sizeu Classroom typeu Skylight typeu Window area and tintu Operable windowu Air conditioning type

School Site (accounts for:)u Special programsu Year round schedulesu PTA or staff morale at site

Socioeconomic

u Free & reduced lunchclassroom percentageu Absences and tardiesu Gifted and talentedu English as a second languageu Ethnicityu Gender

School and Class Sizeu Students per classu Students per school

Grade Level

Student performance data from threeelementary school districts wasobtained and correlations wereinvestigated between theperformance data and the amount of daylight provided within eachstudent's classroom environment.Data from second through fifthgrade students in elementary schoolswas used because there wasextensive information availablefrom highly standardized testsadministered to these students, andbecause elementary school studentswere generally assigned to oneteacher in one classroom for theschool year. Thus, it was reasonedthat if the physical environment doesindeed have an effect on studentperformance, such a correlationcould be established by looking at

the performance of these elementaryschool students.

The research analyzed test scoreresults for over 21,000 studentrecords from the three districts,located in Orange County,California; Seattle, Washington; andFort Collins, Colorado.

The data sets included informationabout student demographiccharacteristics and participation inspecial school programs.Architectural plans, aerialphotographs and maintenancerecords were reviewed and theresearch team visited a sample of theschools in each district to classifythe daylighting conditions in over2000 classrooms. Each classroomwas assigned a series of codes on a

Variables Examined in Model:

"Daylighting in Schools - An Investigation into the Relationship betweenDaylighting and Human Performance" is a 1999 study conducted by theHeschong Mahone Group that looked at the effect of daylighting onhuman performance. It isolates daylighting as an illumination source,and separates illumination effects from other qualities associated withdaylighting from windows. This research establishes a statisticallycompelling connection between daylighting and student performance.

Classroom. Fort Collins, CO

Classroom. Seattle, WA

Classroom. Capistrano, CA

Capistriano

NEACore Level TestRange:-29 to +79

Change, Fall to Spring Reading Math Reading Math Reading MathModel 1

Daylight, Min. to Max. 2.8 2.3 99.9 99.9 26% 20%

Operable windows 0.8 - 99.8 n/s 7% -Model 2

Windows, Min. to Max. 2.4 1.7 99.9 99.9 23% 15%Skylight A 2.0 2.3 99.7 99.9 19% 20%

Skylight B -2.2 - 94.9 n/s -21% -Operable windows 0.9 0.8 99.6 99.9 8% 7%

Percentage Effect

Difference as a % of District Av erage

Improvement

Analysis Results

Difference in Average TestImprovement

(normalized RIT Point)Statiscal Certainty

Capistrano Delta Normalized Results. Source: Heschong Mahone Group, CA

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simple 0-5 scale indicating thesize and tint of its windows, the

presence and type of anyskylighting, and the overallamount of daylight expected.

The study used multivariate linearregression analysis to control forother influences on studentperformance. Regressions werecompared using data from twoseparate tests, math and reading,for each district. Each math andreading model was also run

separately using first the windowand skylight codes, and then theoverall daylight code. It wasreasoned that if daylight effectswere truly robust the variablesshould perform similarly in allmodels. Thus, a total of twelvemodels were created forcomparison, consisting of fourmodels for each of three districts.

The daylighting conditions at the

Capistrano school district werethe most diverse, as well as themost detailed. Thus Capistranoprovided the most precise model.In this district, it was possible tostudy the change in student testscores over a school year.Controlling for about 40 othervariables, it was found thatstudents with the most daylightingin their classrooms progressed20% faster on math tests and 26%faster on reading tests in one yearthan those with the least.Similarly, students with the largestwindow areas were found toprogress 15% faster in math and23% faster in reading than thosewith the least. And students whohad a well-designed skylight intheir room, one that diffused thedaylight throughout the room,reduced glare, and allowed

teachers to control the amount of daylight entering the room, alsoimproved by 19-20% faster thanthose students without a skylight.

The research team also discoveredthat students in classrooms withoperable windows progressed 7% to8% faster than those with fixedwindows, regardless of whether theyalso had air conditioning. Theseeffects were all observed with 99%statistical certainty.

The studies in Seattle and FortCollins also found positive andhighly significant effects from the

daylighting. Students in classroomswith the most daylighting had 7% to18% higher math and reading scoresthan those with the least.

The three districts have differentcurriculum and teaching styles,different school building designsand very different climates. And yetthe results of studies showconsistently positive and highlysignificant effects. This consistency

persuasively argues that there is avalid and predictable effect of daylighting on student performance.

The report, "Daylighting in Schools-- An Investigation into theRelationship between Daylightingand Human Performance," wasprepared for Pacific Gas & ElectricCompany and funded by Californiautility customers under the auspicesof the California Public UtilitiesCommission. The research wasundertaken by the HeschongMahone Group and submitted to areview process, and the report was

released in August of 1999.Additional research is now beingplanned.

Seattle

ITBS

Iowa Test of Basic SkillsNCE Scale 1-99

Spring Scores Reading Math Reading Math Reading MathModel 1

Daylight, Min. to Max. 7.5 5.6 99.9 99.9 13% 9%Model 2

Windows, Min. to Max. 7.7 8.7 99.9 99.9 13% 15%Skylights, Min. to Max. 3.9 3.4 99.9 99.8 7% 6%

Analysis Results Percentage Effect

Difference in Average Test

ImprovementNCE percentage points

Statiscal Certainty

Difference as a % of

District AverageScore

Fort Collins

NEACore Level Test

Normalized Scale 1-99

Spring Scores Reading Math Reading Math Reading MathModel 1

Daylight, Min. to Max. 3.8 3.4 99.9 99.9 7% 7%

Model 2

Windows, Min. to Max. 10.2 7.0 99.9 99.9 18% 14%Skylight Monitor - 1.6 n/s 99.7 - 3%

Analysis Results Percentage Effect

Difference in Average TestScores

(Normalized RIT Point)Statiscal Certainty

Difference as a % of District Ave rage

Scores

Seattle Normalized Results. Source: Heshong Mahone Group, CA.

Poudre Normalized Results. Source: Heshong Mahone Group, CA.

Capistrano learning rate

Seattle higher scores

Ft Collins higher scores

Windows 15% - 23% 13% - 15% 14% - 18%

Skylights 19% - 20% A 6% - 8% 0% - 3%

Daylight 20% - 26% 9% - 13% 7%

OperableWindows 7% - 8% - -

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Ca se S t u d i e s

Since 1990 Johnston CountySchools have constructed fourdaylit schools with amazing

results. An analysis of the FourOaks Elementary (120,000 squarefeet), Clayton Middle (120,000square feet), and Selma Middle(98,000 square feet), the first threeschools, showed that studentsattending the daylit schools out-performed students attending non-daylit schools in the same county byas much as 17% in their end-of-grade achievement tests. The fourthdaylit school to be built in JohnstonCounty, East Clayton ElementarySchool (96,800 square feet) ishaving equally impressive results.The school has been singled out bythe State of North Carolina as aSchool of Distinction the last threeyears. Every year the school hasexceeded its academic improvementgoal of 10%.

Contact:

Four Oaks Elementary School

Hatcher & Main StreetFour Oaks, NC 27524

Phone: 919-963-2166Clayton Middle School

490 Guy RoadClayton, NC 27620Phone: 919-553-5811East Clayton Elementary School

2075 NC HWY 42 EastClayton, NC 27520Phone: 919-550-5311

"I firmly believe every child deserves an environment like this -one designed to be conducive tolearning. This is a vision of what all schools should be like for everychild."

Dr. Peggy Smith, PrincipalEast Clayton Elementary School

The 1997 evaluation investigated thelevel of improvement in End-of-Grade (middle schools) or CaliforniaAchievement Tests (elementaryschools) achieved at the daylitschools and compared this to theimprovement experienced by other,non-daylit county schools during thesame time frame. In JohnstonCounty, there were 16 elementaryschools and 8 middle schools.

All four schools were designed tomaximize daylighting and takeadvantage of passive heating byincorporating south-facing roof monitors that allowed sunlight toenter into the major occupied spaceswithin the schools. The monitors,with vertical glass and properlysized overhangs, provide excellentcontrolled lighting in excess of 60footcandles two-thirds of the typicalschool hours. In all cases, white,translucent baffles are suspended in

the lightwells to eliminate anypotential glare and light sensorswere included to automaticallycontrol the artificial lights.

In December of 1988, the originalFour Oaks Elementary School wasdestroyed by fire. The students weretemporarily located in mobileclassrooms while a new daylitschool was being constructed. If

Johnston Countys Daylit SchoolsJohnston County, North Carolina

Improv ing Academi c Pe r formance

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you trace the CaliforniaAchievement Test grades of these

students, you can see someinteresting results - results that speak clearly to the benefits of betterdesigned learning environments.Immediately prior to the fire thestudents were averaging, incombined math and reading scores,7% above the norm. The yearfollowing the fire the same studentswere moved into the mobileclassrooms and their grades droppedto a level that was 10% below thenorm - a one year drop of 17%.However, once they were movedinto the new daylit school, theirgrades immediately improved againbut, now to a level 10% above thecounty norm - 3% above where theywere originally and 20% better thanthe year they moved to the mobileclassrooms.

Four Oaks Student Performancein California Achievement Tests

(indicates % above or below county average in readingand math)

Four Oaks Test History

-15

-10

-5

0

5

10

Year Before

the Fire

Year inMobile

Classrooms

1st Year in New

Building

2nd Year in New

Building

Because of the success of the FourOaks Elementary School, Johnston

County Schools decided to design aprototype daylit school that resultedin two middle schools beingcompleted in the spring of 1993.The student performance at thesetwo schools was even moreimpressive.

If you track the performance of thegraduating students at these twodaylit schools you will see that theirEnd-of-Grade tests for combinedmath and reading were 11.1%(21.1% - 10.0%) above the countynorm at the daylit Clayton MiddleSchool and 17.5% (32.2% - 14.7%)above other students at SelmaMiddle School. This is even moreremarkable when you compare theseresults to that at the other, newlybuilt, but not daylit middle school,that showed a decrease in studentperformance.

If this isn't impressive enough, thetwo middle schools, because of thedaylighting, were averaging

Johnston County Test Improvement

-5

0

5

10

15

20

25

30

35

Daylit Clayton8th Graders

Other Non-Daylit8th Graders

Other New Non-Daylit N. Johnston

8th Graders

Daylit Selma7th Graders

Other Non-Daylit7th Graders

"The daylight contributes to a higher level of morale - a positive, upbeat attitude. It helps me in hiring teachers.Our students are also performing at avery high level. Eighty to eight-four

percent are performing on grade level, inan area where approximately half arebelow the poverty level. I think that thedaylighting is one of the variables that isresponsible for this success."

Cathy Truitt, PrincipalFour Oaks Elementary School

"Our scores did come up tremendously." The daylight "enables kids to stay ontask. I think it has been wonderful."

Vickie Ivey, 7th grade teacherSelma Middle School

"My favorite parts of the new school are thewindows. They let in a lot of light. "

StudentFour Oaks Elementary School

Four Oaks Elementary School, Four Oaks, NC

Four Oaks Elementary School Four Oaks, NC

Clayton and Selma Middle School Student Performancein End-of-Grade Tests

(indicates % improvement in combined reading and math, between 1993 or1995)

$.32/square foot less in energy costsas compared to other similar schoolsin the county.

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This document was specifically developed for school boardmembers and school system administrators and it is part three ina six part series on how implementing energy-efficient,environmentally-sound construction practices can help you inaddressing your educational mission.

The Sustainable Schools Guide includes:

n Reducing Operating Costs

nn Buildings that Teach Sustainability

nn Improving Academic Performancen Protecting our Environment

n Improving Health, Safety & Comfort

n Supporting Community Values

For Helpful Resources and More Information

This document has been developed by InnovativeDesign with technical assistance from PadiaConsulting, BuildingGreen, and the SustainableBuildings Industry Council and has been extensivelyreviewed by a technical review committee with broadbased expertise in education, as well as energy andenvironmental issues.

Although great care has been taken in preparation of these guidelines, no warranties, expressed or implied,are given in connection with any of the informationenclosed, and no responsibility can be taken byInnovative Design or any of its consultants for anyclaims arising herewith. Comments, criticisms,clarifications, and suggestions regarding subject matterare invited.

Innovative Design850 West Morgan Street, Raleigh, NC 27603Ph: 919.832.6303 www.innovativedesign.net

InitiativesAlliance to Save Energywww.ase.org/greenschoolsAmerican Electric Power's Solar SchoolsProjectwww.aep.com/environment/solarEnergy Questwww.energy.ca.gov/educationEnergy $mart Schoolswww.eren.doe.gov/energysmartschoolsMaryland's Solar Schools Program Planwww.energy.state.md.us/executiv.htm#PlanOn-Line Renewable Energy EducationModulesolstice.crest.org/renewables/re-kiosk

/index.shtml

Solar Energy: A Science Unit forIntermediate Grade Studentsalpha.fsec.ucf.edu/ed/solar-unitSchool Going Solar Program- IRECwww.schoolsgoingsolar.orgSolar Schools - Brighter Futurewww.ises.orgSolar Nowwww.eren.doe.gov/solarnow/ solarnow.htmSolarQuestwww.solarquest.comSolar Schools

www.eren.doe.gov/solarschoolsTraining Student Organizers Programwww.cenyc.org/HTMLEE/mainee.htmWatts on Schoolswww.wattsonschools.com

OrganizationsAmerican Solar Energy Societywww.ases.org/solarguideCenter for Renewable Energy and Sustainable Technology(CREST)solstice.crest.orgEnergy Centerwww.caddet-re.orgEnergy Efficiency and Renewable Energy Network (DOE)www.eren.doe.govFlorida Solar Energy Centerwww.fsec.ucf.eduInternational Solar Energy Societywww.ises.orgInterstate Renewable Energy Councilwww.irecusa.org

Million Solar Roofs Initiativewww.millionsolarroofs.orgNational Energy Education Development (NEED)www.need.org/needNational Network of Energy and Environmental EducationProfessionalswww.leeric.lsu.edu/network/network.htmNational Renewable Energy Laboratorywww.nrel.gov/ceb.htmlNorth Carolina Solar Centerwww.ncsc.ncsu.eduSolar Energy Industries Associationwww.seia.org

Solar Energy Research and Education Foundationwww.seref.orgUS Department of Energywww.doe.gov